The outdoor environment is not only a place for teaching, but an almost limitless pool of possibilities for different pedagogies. 

Things to consider when teaching outdoors: 

-there is no one right way

-each teacher’s own experiences should shape their teaching

-having the courage to experiment goes a long way

GENERAL SUGGESTIONS FOR PLANNING OUTDOOR LESSONS

• Create regular planning structures (it’s easy to opt for a simpler, indoor lesson if there is not a plan in place).

• Strive to structure outdoor lessons so tasks alternate…start with a task requiring more focus, then shift to one requiring less focus.

• Consider the structure of the lesson…teacher-led, teams, pairs, etc.

• Spread the word…let colleagues, families, and students know well in advance so they can bring appropriate clothing.

(Myllyniemi & Kassinen, 2023)

• Studies have found that topics studied outdoors are learned and remembered better than in classroom teaching alone. 

• Studying everyday environments can foster inclusion and participation. 

• Nature may provide a state of calm that cannot be achieved in a school building.

• School environment and surroundings (especially natural areas) are particularly supportive learning environments.  Going out and exploring the terrain gives learner control over environment, increases sense of security, and promotes resourcefulness in utilizing and developing skills.

5 REASONS TO GO OUTSIDE:

1. Learning is enhanced

2. Different strengths emerge

3. We learn to survive

4. Working with different senses increases alertness (+ sensory sensitivity may decrease)

5. Appreciation of diversity grows through observing nature (+ it becomes easier to understand the uniqueness of each individual)

(Uusitalo & Kainulainen, 2023)

4 COMMON APPROACHES FOR IMPLEMENTING OUTDOOR TEACHING:

1. Already included in subject matter (i.e. physical education)

2. Classroom teaching moved outside

3. Parts of classroom moved outside

4. Full teaching (one or more lessons/school days) moved outside

Educators can also consider the fusion pedagogy of outdoor environments: teaching is not limited to one place, time or subject, but can be a combination of these.

Six levels of outdoor teaching:

• Level 1 - short spontaneous teaching (5-15 min.)

• Level 2 - in or near school yard (1 hour)

• Level 3 - in school yard or nearby area (2 hour)

• Level 4 - outdoor school day outside school area; requires planning for meals, restrooms, etc. (3-6 hours)

• Level 5 -outdoor learning unit (1-4 weeks)

• Level 6 - extensive outdoor learning (1-2 semesters)

(Kassinen & Myllyniemi, 2023)

In order for outdoor teaching to be pedagogically successful, it must be planned (including safety issues). A few suggestions:

1. potential issues of outdoor environments should be considered as part of planning process

2. it's understandable that the first thought about outdoor teaching may be worry

3. instead of worrying about losing control, accept randomness of outdoor environment as a co-teacher

Even with thorough preparation, it's important to remember the "carpe diem" pedagogy...if a lizard or buzzard is spotted during outdoor lesson, seize the moment!

BASIC PILLARS OF REGULAR PLANNING:

1. Creating regular planning structures

2. Semester (long-term) planning

3. General planning of outdoor lessons

4. Structure of outdoor lessons…alternate tasks (more focus/less focus)

5. Outdoor lesson working methods

-teacher-led, independent, pair work, teamwork, cooperation with other groups, etc.

6. Choosing outdoor lesson teaching methods

7. Outdoor lesson materials

8. Outdoor lesson reservations

9. Spread the word…colleagues, students, families (appropriate clothing, etc.)

MATERIALS THAT SUPPORT TEACHING OUTDOORS:

• • seating mats/tarps

  • laminated teaching materials

  • clothespins, cones, etc.

  • first aid kit

  • clothing available for loan

  • list of useful supplies (water, hand sanitizer, garbage bag, etc.)

CONSIDERATIONS TO SUPPORT PLANNING AND PREPARATION:

1. Decision on use of outdoor environment and administrative support for it

2. Recording and location selection related to outdoor teaching (including permits and safety plans)

3. Scheduling outdoor classes

4. Practices for allocating and reserving outdoor teaching places

5. Procuring, producing, and caring for materials

6. Collaboration patterns and networking

(Kassinen & Myllyniemi, 2023)

Learning can take place in any environment, as long as it is safe and healthy, and enables learning and promotes growth and development of children according to their age and conditions.

Personal experiences give places meaning.  As a result, memories/emotional experiences are attached to them, 

which increases significance and increases desire to take care of environment (important with regard to sustainable development).

Activities can increase students’ awareness of their home environment, making it more familiar and safer.  This means students may learn to make better use of community services and develop a stronger hometown identity.  This heightened awareness increases opportunities and desire to make an impact, promoting active citizenship.

(Hietanoro, 2023)

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Teaching can begin by observing the environment with all senses

-sight usually dominates, but it can obscure information conveyed by other senses

-multisensory observation of environment gives us a wealth of information about what our immediate environment is like

(Tani, 2023)

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When expanding teaching to outdoor environment, teacher gains access to a wider palette of possibilities for differentiation. 

(Myllyniemi, 2023)

Students with disabilities and those in need of support should have the same experiences of learning outdoors as non-disabled children.

(Mobility impairments are not only issue; also must consider social and psychological obstacles)

Everyone’s relationship with nature is equally correct; there are no more or less valuable relationships with nature.

Children’s access to nature can be influenced by socioeconomics; outdoor education promotes equality in terms of well-being and health benefits of nature.

According to the inclusive ideal, every learner has equal right to learn with peers of same age in their local school, where the necessary support measures are arranged

(Cantell, 2023)