Identifying Obstacles Identifying Obstacles That Hinder Outdoor That Hinder Outdoor

Learning Opportunities Learning Opportunities for Our Middle School for Our Middle School

StudentsStudents

Action Research: Action Research: Implementation and Implementation and

Assessment for Assessment for Restoration-Based Restoration-Based

Environmental EducationEnvironmental EducationGrant Middle School EducatorGrant Middle School Educator

Dawn StickneyDawn Stickney

“Is education possibly a process of trading awareness for things of lesser worth?

The goose who trades his is soon a pile of feathers.” – Aldo Leopold

INTRODUCTIONINTRODUCTION

What is of interest to ME?What is of interest to ME?

I just kept wondering about:I just kept wondering about:

Problem Formulation

Research questions?

What is keeping teachers from taking their students outdoors?

Some teachers do not attempt Some teachers do not attempt projects that involve outdoor projects that involve outdoor

experiences for their studentsexperiences for their students

FEAR or What?

PROBLEM IDENTIFIED:PROBLEM IDENTIFIED:What is getting in the way of What is getting in the way of

teachers taking their teachers taking their students outside to conduct students outside to conduct

their lessons? Why don’t their lessons? Why don’t more teachers try to involve more teachers try to involve

students in place-based students in place-based

learning?learning?

Literature Research

• McEzvan, A.E. (2012). Time and Teaching. Education Forum, 76(1), 81-89.

• Shooter, W., Paisley, K., & Sibthrop, J. (2010). Trust Development in Outdoor Leadership. Journal of Experiential Education, 33(3), 189-207.

• Mills, A. (2009) Early-Childhood Education Takes to the Outdoors. Edutopia, retrieved from http://www.edutopia.org/early-childhood-outdoor-education-waldkindergarten.

Research tells us that Research tells us that we should enter into we should enter into projects that get projects that get

students students outsideoutside

A few MORE good resources to motivate educators and administrators

E D U C A T O R S

N

G E A R – U P

A

G

E ngagement

M

E

N

get outdoors!

T

Green Play Settings Reduce ADHD Symptoms

Data Collection and FindingsData Collection and Findings

Survey (25 participants) MSTA Survey (25 participants) MSTA Focus Group (6 participants)Focus Group (6 participants) Post focus group interviews (3 Post focus group interviews (3

participants)participants)

MSTA SURVEY QUESTION?

• I would take my students outside more often if I had:

• More information about how colleagues use outdoor lessons and curriculum

Agree (24) Disagree (1)

• Clear rules and consequences for student misbehavior outside

Agree (20) Disagree (5)

• Training and materials on how to integrate outdoor activities (Fun and exciting activities) into all subject area curricula

Agree (25) Disagree (0)

• More qualified adult support (Co-teacher/ teacher aid/ para-professional/parent volunteers)

* NA=1 Agree (21) Disagree (3)

APPENDIX C: MSTA SURVEY QUESTIONNAIRE

0

2

4

6

8

10

Curriculum Safety Scheduling Planning/Organizing Support for studentswith disabilities

Level of Concern 5=highest

What are the most obvious barriers for taking students outdoors?

54321

FOCUS GROUP QUESTIONS

GRANT MIDDLE SCHOOL

MAY 8, 2012

Do you take your students outdoors for classroom experiences as often as you would like to?

What would the perfect outdoor learning experience look/sound like? What are some reasons that teachers don’t take students outside more often?

RESULTS OF FOCUS GROUP

MATRIX OF THEME CODING

WE NEED:

• TRUST

• RESOURCES

• TIME

APPENDIX D: MATRIX OF RESULTS OF FOCUS GROUP (BY THEME)

MEMBERS OF FOCUS GROUP:

THEME:TIME (10 comments)

THEME:TRUST

(15 comments)

THEME:CURRICULUM (12 comments)

OTHER QUOTES

TEACHERS5th – 8th grade(all levels in building represented)SUBJECT AREA3 - Science 2 - Language arts1 - Social Studies* missing Math and other non-core subject areas

No more teamingLots of preplanningHard to add into scheduleCoordinating effort takes time Sharing with colleague/team mateWant lessons pre-developedHard to fit outdoors into lessonsLoss of class timeWe disrupt curriculum for “social activities”, why not for outdoor lessons? We don’t spend enough time going over expectations; we assume they (students) know what is appropriate.

Being alone withNo adult supportManagement doesn’t supportStudent attitudesOther teachers see me “not in control”Class size too large for one teacherNeed More experience / Professional DevelopmentWeather issuesSharing with colleague/team mateStudents know when we are excited and preparedStudents benefit from outdoor experiencesNeed ways to support each other as educatorsLiability is big concernIt scares me!Yes, those loose students that do cartwheels.If we could go out with another adult I would be more comfortable

Connection to curriculum are hard to justify for outdoor lessonsStress about coverage of standardsWant lessons pre-developedHard to fit outdoors into lessonsCurriculum Changes regularly It is hard to get relevant professional development to support new curriculumLack of direction/expectations from administrationI need to stay on track with my curriculumI’m comfortable taking kids outside but the problem is tying it into the curriculum…it is hard to fit!We disrupt curriculum for “social activities”, why not for outdoor lessons? Our curriculum is test basedI want crafted lessons

Take a whistle & phone.We need parent volunteers.Give short directions and regroup for next direction setI’m not opposed to taking kids outside. I used to do it! When we had teaming!I’ve talked about it.I do it in the Fall (about 1 each week) and Spring (3X)Students get excited!Give squirrely kids specific jobs!

TRUSTTRUST

Teacher to:Teacher to:TeacherTeacherStudentStudent

AdministrationAdministrationCommunityCommunity

TIMETIME

Time to Plan and OrganizeTime to Plan and OrganizeTime to Process and LearnTime to Process and LearnTime for “Teachable /unexpected Time for “Teachable /unexpected

Moments”Moments”

Insecurity? Or TIME ISSUES?

Don’t we need to support NCLB? We do need to comply with standards!

INTERVIEWS

RESPONSESRESPONSES

““Encourage me and relate more Encourage me and relate more resources!”resources!”

““Help me find a ‘Climate-change’ Help me find a ‘Climate-change’ lesson for outside.”lesson for outside.”

““I would enjoy a joint lesson for writing I would enjoy a joint lesson for writing and/or reading that takes us outside.” and/or reading that takes us outside.”

I want to read the book you I want to read the book you mentioned, “No Child Left Inside”.mentioned, “No Child Left Inside”.

These FEARS are REAL! Until you:

Make a decision

ACTION PLANACTION PLAN

Promote: EXPAND PLCs to include Promote: EXPAND PLCs to include one dedicated conversation about one dedicated conversation about CURRICULUM each month.CURRICULUM each month.

I think that I could share the results I think that I could share the results of my focus group with our school of my focus group with our school and administration as a means to and administration as a means to gather additional interest in taking gather additional interest in taking kids outdoors during the next school kids outdoors during the next school year.year.

CRITICAL FRIENDS - TEAMCRITICAL FRIENDS - TEAM

Small groupSmall group

Large group – classLarge group – class

ColleaguesColleagues

PartnersPartners

What if I think….

I am alone?

PROVIDE TIMEPROVIDE TIME

Time to listenTime to listenTime to shareTime to shareTime to process and createTime to process and create

Search for System of support

Come prepared and be respectful

Use tuning Protocol

Tackle more when you can

FINAL REFLECTIONFINAL REFLECTION

Action Research is valuableAction Research is valuableConsequently, I am feeling like my Consequently, I am feeling like my

small actions are having some small actions are having some benefits to students as well as my benefits to students as well as my community of colleagues. community of colleagues.