Lessons From Backyard Teachers
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Lessons from Backyard Teachers
God well knew that for many generations a majority of people would neither read nor write. So He used nature to speak to people who were not literate. In America we imagine that everyone reads and writes, although in truth a shocking number of people are functionally illiterate. So Christians must resurrect ancient methods of teaching truth, such as the examples of daily life used in the parables of the Lord Jesus and the visual images of Ezekiel and John. King David, Bach and Handel were geniuses at communicating spiritual truth through music, although most modern people are too impatient to listen to a complete work of Bach or Handel in one sitting. This work is an effort to put cameras to the service of God in a modern echo of the methods of the Holy Spirit in speaking to ancient people who lacked written language. Many people who do read and write also learn from visual presentation of truth. We would pray that God and His Son the Lord Jesus would be glorified.
Outdoor Experiential Learning in Canada
Moving students’ learning from the traditional indoor classroom to outdoor spaces has proven benefits. It expands student engagement and uptake, promotes mental and physical health, and strengthens students’ awareness of Indigenous ways of knowing as well as environmental issues. Outdoor Experiential Learning in Canada takes pre- and in-service teachers and outdoor professionals on a journey that elevates their experience and effectiveness when teaching any curriculum content in an outdoor classroom. With its focus on curriculum and instruction, this book focuses on ‘where’ students learn, emphasizing the use of outdoor spaces to teach. This book illustrates the many benefits of outdoor learning and how to be successful when educators teach students outside. The voices and perspectives of professional educators and practitioners from across Canada give readers a broad overview of outdoor learning from a variety of viewpoints, including Indigenous voices that ground the topic and provide a basis for connecting to the earth. This book is intended to inspire teachers, pre-service teachers, outdoor professionals, and outdoor enthusiasts to take their students and clients outside to learn, connect, and grow.
Outdoor Learning Research
The term ‘outdoor learning’ covers many forms of practice outside the classroom, including Forest School and outdoor play. Outdoor learning has been rapidly growing as a topic of interest for educators and parents over the last ten years, and research published in this field is also increasing. Despite the fact that we are inextricably part of the natural world, there is concern that contemporary children have become disconnected from nature and that their opportunities to access natural environments are declining. Given compelling evidence that time spent in natural places has multiple benefits for human health and wellbeing and pro-environmental behaviour (Bourn et al., 2016), there is an impetus to find ways to increase children’s exposure to and attachment to nature through their education. The chapters in this book were originally peer-reviewed articles published in Education 3–13: International Journal of Primary, Elementary and Early Years Education. They are amongst the most popular in the journal, reflecting the demand for more evidence of outcomes and high-quality information about how best to implement outdoor learning for children in this age group. The authors report qualitative and quantitative studies and consider implications of the findings for children and their development, and for the integration (or not) of natural environment contexts within school practices. Gathering this body of evidence together in a single volume enables important messages about outdoor learning’s various purposes, processes and outcomes to be more readily accessed by practitioners, policy makers and researchers.