Take it Outside: The Value of Learning Outdoors

By Vince Watchorn, Head of School at The Providence Country Day School

Take it Outside: The Value of Learning Outdoors

The sight was refreshing: a high school junior leapt from rock to rock on the shore of Narragansett Bay, camera in hand, yelling “This is so beautiful!  My pictures are AWESOME!!!”  The student was exhilarated by a direct relationship with the natural world and captivated by the ability to capture a fleeting moment in a finite image.  What’s even more refreshing is that the setting was the student’s classroom.

For the Providence Country Day School, the picturesque Narragansett shoreline is the contemporary version of what 19th century American artist Asher B. Durand called “The Studio of Nature,” the place of “the most sure and safe instruction.”  This “Studio of Nature”— everywhere around us — is rarely accessed in today’s educational settings, yet remains among the most persuasive teaching tools in the educator’s toolbox. 

Early in the historic development of formal education, the classroom had a uniform configuration: four walls, desks and chairs facing forward, a chalk board, and usually an adult imparting information or facilitating conversation.  Much teaching and learning can still be done this way, but in ideal educational environments that structure can be broken down, shaken up, taken outside.  Too often, children sit at desks, indoors, learning about a world that is just beyond the confines of that classroom.  Consider the higher level of understanding that might be discerned when: students learn about life cycles from a real tree; a polluted stream enlivens a biology lesson; a pristine sunset inspires reflection on a piece of literature; a diverse forest illustrates ecological concepts; or the principles of visual composition are illuminated by taking pictures along Narragansett Bay.  When nature becomes the setting as well as the subject of our learning, our lessons become something larger and more relevant than a textbook or website.

GET THE LATEST BREAKING NEWS HERE -- SIGN UP FOR GOLOCAL FREE DAILY EBLAST

Classroom Outside

When leveraged properly, the outdoors is the classroom, and it has the added benefit of creating a link between the learner and the natural elements. A Vanderbilt University study affirms the benefits of taking the classroom outside: “Teaching and learning can become inherently spontaneous and student-centered when moved from the confines of the classroom into the world at large.  From the collaborative learning atmosphere that results from the unique relationships developed outside the classroom, to the deep learning that occurs when students must put into practice “in the real world” what they have theorized about from behind a desk, field experiences are unmatched in their learning potential.”

Of course, exposure to nature is more than an extension of a classroom experience; more than a lesson-based educational space.  In his landmark book on the importance of children’s exposure to nature, The Last Child in the Woods (Algonquin, 2005), Richard Louv notes that time in natural spaces nurtures creativity, fights boredom, and even has a therapeutic effect. “An environment-based education movement—at all levels of education—will help students realize that school isn't supposed to be a polite form of incarceration, but a portal to the wider world.”

The fact is that children are learning all the time, but today they are learning fundamentally ‘indoors’ lessons since they spend more time inside than out.  One recent revealed that eight-year-olds can identify 25% more Pokemon characters than wildlife species.  The lesson is simple: Kids need to get outside!

Louv coins the phrase “Nature Deficit Disorder” to underscore that our culture is breaking a millenia-old bond with nature at precisely the time it appears we need it most: when the omnipresence of media, screen time, and structured activities makes it harder and harder for kids to choose an outdoor experience.  From 19th transcendentalists like John Muir, Ralph Waldo Emerson, and Frederick Law Church to Richard Louv, the outdoor experience is not just about content.  It is ultimately about relationship with self.  We know that 21st Century education is about more than the “Three R’s.”  Today’s kids also need to intentionally develop self-directed skills (see Dave Provost, “Beyond the Three Rs: What Kids Really Need Now,” GoLocalProv.com, October 15, 2015) like creativity, collaboration, discernment, compassion, and innovation. These are essential baseline tools in a world that changes quickly and values entrepreneurship, invention, and human engagement in new and evolving ways.  All are nurtured well by a strong relationship with the outdoors.

Cognitive scientist Dan Willingham notes that studies in the decade since Louv’s book was published have shown that “exposure to nature is restorative.  That is, when we are tired, depleted, being in a natural setting brings us back to full speed faster than being in other settings.”  In a world where kids get to that mentally depleted place quickly and often, this understanding of nature’s benefit can be a great tool for parents and teachers.

All of this suggests an educational imperative to be met by schools and parents.  Louv points out that “Children hear very well” when it comes to our own messaging about nature.  That means future adult interactions with the natural world will be extensions of what we teach and expose them to now.  For families, Rhode Island boasts multiple resources to explore, such as public parks, state forests, bike paths, lakes, and rivers. Take a look at Jeanine Silversmith’s RI Families in Nature.  That Saturday canoe trip, beach walk, or trip to the Audubon Society will lay the foundation for your children to become more aware adults, and, as social ecology scholar, Stephen Keller, tells us, such activities will support their development intellectually, emotionally, socially, spiritually and physically.

Home to da Vinci Lab

Schools that find creative ways to engage nature into coursework are teaching at a deeper level than when simply out of a book.  The Providence Country Day School takes full advantage of its 31-acre campus that includes a protected outdoor learning space, woodland trails, a 10-acre forest with five distinct forest ecosystems, a stream, and rich biodiversity.  PCD is also home to The da Vinci Lab—a dedicated classroom designed to develop a sophisticated understanding of the intersection between the disciplines of science, art, mathematics and the humanities. Here the outdoors is brought inside, providing students the opportunity to sketch from natural specimens and study the relationships that contextualize the world in which they live.  Connections are made, skills of observation are honed, and a deeper understanding of the natural world is discovered through a new lens.

Even a simple relationship with nature can passively fascinate or relax.  A more developed one can teach intentional lessons in every discipline.  Exploring the natural world in the natural world fosters a deeper reflection on oneself and on one’s place in a larger context.  Along the path, both content and 21st century skills can be learned in the oldest of teaching environments—“The Studio of Nature.”

That junior leaping from rock to rock?  He was engaged in his world—not bored, but fascinated; being creative and learning about photography.  He was learning about technique and composition and vision.  He was learning about the outdoors.  Most important, though, he was learning about himself.  “Time in nature is not leisure time,” says Louv.  “It's an essential investment in our children's health (and also, by the way, in our own).”

For more information go to www.providencecountryday.org.


Top High Schools in Rhode Island 2014

Enjoy this post? Share it with others.