In a typical year, outdoor school is an opportunity for many students to work shoulder-to-shoulder with their peers. This year, outdoor school will look much different. Still, some of the major characteristics of outdoor school instruction, such as instruction that is learner-centered and offers opportunities for collaboration, can apply to these modified outdoor school programs. On this page, we use characteristics from our Instructional Resource Self-Evaluation Tool as a guide for thinking about how to adjust outdoor school programming for 2021-2022.
Our guiding question for each characteristic was: How might this characteristic show up differently in modified outdoor school programming? Some characteristics don't need much reimagining to apply in physically distanced in-person outdoor school, while others are a challenge to apply when students are not in close contact and can't share materials. Most characteristics need some rethinking to apply in a distance learning context. The ideas provided on this page are not intended as an exhaustive list, but rather as a starting point for thinking about how outdoor school instruction might change this year while still prioritizing culturally relevant, student-centered instruction.
No matter the programming format, outdoor school programs supported by Measure 99 funds must align with the requirements in OR Senate Bill 439 (SB439), including:
Addressing the inequity of outdoor educational opportunities for underserved children in the state is also a requirement of OR Senate Bill 439. Providing quality and equitable outdoor educational opportunities and experiences for historically underrepresented students allows them to see their cultural practices, backgrounds, and perspectives centered and valued within the educational realm. However, this representation does not only benefit students from historically underrepresented communities, but also allows students who have always been represented opportunities to see culture and experiences different from theirs as valid.
Multimodal resources are structured in a way that use more than one mode or media. They may require the use of other senses such as touch, smell, visual stimuli, etc. Instructional resources may be differentiated and include mixed and interdependent student roles, scaffolded and multisensory activities.
Physically distanced in-person programming
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Asynchronous learning using a mix of skilled pedagogy and digital learning tools can create learning experiences that are scalable to every student and delivered at the learner’s preferred pace.
A valuable part of the learning process is having opportunities to deliberate, discuss, and investigate in groups. Here are some ideas for discussion routines from the BEETLES project that allow for student collaboration on any topic.
Physically distanced in-person programming
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Discussion routines allow for students to improve comprehension of scientific questions through individual thinking and reflection, as well as provide an opportunity for peer discussion before sharing out with the whole group.
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Discussion routines allow for students to improve comprehension of scientific questions through individual thinking and reflection, as well as provide an opportunity for peer discussion before sharing out with the whole group.
Learner-centered instructional resources allow students to direct their own learning in ways that are culturally and socially relevant to them, and the learning happens through student voice and choice.
Physically distanced in-person programming
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Discussion routines allow for students to improve comprehension of scientific questions through individual thinking and reflection, as well as provide an opportunity for peer discussion before sharing out with the whole group.
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Discussion routines allow for students to improve comprehension of scientific questions through individual thinking and reflection, as well as provide an opportunity for peer discussion before sharing out with the whole group.
Investigative instructional resources asks students to explore questions related to ecological, cultural, or historical phenomena. Through the collection of evidence and the communication of results, students participate in inquiry driven activities.
Physically distanced in-person programming
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Making observations requires attention to the characteristics of an object, and as with any skill, it takes practice. Facilitating observation routines with students allows students to learn to differentiate between similar life forms, recognize patterns in the natural world, and develop models of how nature works.
Reflective instructional resources provide opportunities for students to reflect on their prior experiences or new shared learning experiences in a way that encourages students to reflect on how learning happens for them.
Physically distanced in-person programming
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