Education Week - September 18, 2019 - 20

OPINION

INSIDE

16

17

18

The Perils of
Equity-Focused
Leadership

Special and General
Education Should Be
One Nimble System

Letters to
the Editor

Let's Bring Teaching

OUTDOORS

Jori Bolton for Education Week

Serious learning shouldn't be limited to an inside activity
By Kate
Ehrenfeld
Gardoqui
GARDOQUI is a
senior associate
with the Great
Schools Partnership
and the cofounder of White
Pine Programs, a
nature-connection
organization in
southern Maine.
She was the
University of New
Hampshire Teacher
Mentor of the Year
in 2014 and a state
finalist for the 2011
Maine Teacher of
the Year Award.

I

was at a Maine Teacher of the Year event
when a colleague leaned toward me with a
smile. "Oh, you do the nature stuff, right?" she
asked. "That sounds so fun!"
I smiled and nodded, cringing inside. It's so
much more than fun, I wanted to say. I teach
critical reading and powerful writing. I teach
literature and journalism and rhetoric. I just do it through
a connection to nature. But the room was noisy, and there
was no time to explain.
It was not her fault. Most teachers assume outdoor
learning is for fun, reflection, and personal growth while
rigorous academic work happens inside. Look at the
design of just about any public school, and you will get the
message loud and clear: Serious analytical thinking is an
indoor activity.
This assumption persists despite the expanding body
of research establishing that a connection to nature
is essential for young people, and that opportunities
to thrive are diminished as childhoods are spent
increasingly indoors and in front of screens. This
can amount to a nature-deficit disorder that, as the
Children and Nature Network explains, "contributes
to a diminished use of the senses, attention difficulties,
conditions of obesity, and higher rates of emotional and
physical illnesses."
These costs are most acutely experienced by children
growing up in impoverished urban areas. Because of how
gentrification and housing discrimination push many
families of color away from parks and green spaces, these
costs are felt disproportionately by children of color.
I see this in my work as an instructional and leadership
coach. I asked elementary school principals in one
Connecticut city, "What is your greatest concern for
your students?" Many principals described worrying that
their students rarely had chances to play outside-to the
detriment of their physical fitness. One principal even
described students struggling to get up a small hill during
fire drills.
"What is the hardest thing about being a kid here?"

20 | EDUCATION WEEK | September 18 , 2019 | www.edweek.org/go/opinion

I asked high school students in Manchester, N.H., at
another meeting.
"It's so hard to just hang out outside," one student
answered. The high schoolers described their parents'
fear of used needles in parks, and their own fears about
letting their younger siblings play on the street.
I feel tremendous sadness at the thought of all the other
kids, parents, and educators across the nation facing
similar fears. The chance to play, explore, and learn in
the natural world is a vital part of growing up, and our
students are missing out on both the physical and mental
benefits.
When we address privilege and inequity, access to
nature should be high on our list. Research suggests
that regular contact with nature-even in the context of
a small schoolyard or garden-can improve students'
physical fitness, mental health, academic achievement,
and cognitive, social-emotional and motor functions.
However, educators often concentrate on the inequities
we can address within school walls and leave nature out
of the discussion. We hold all students to high standards,
make opportunities for student voice, provide socialemotional support, and design culturally-responsive
instruction. These efforts are essential for making our
schools the engines of equity that they should be. But
why assume all of our most serious work needs to happen
inside a building?
Had I been quicker, that's the question I would have
asked the teacher who referred to this vital work as "fun
nature stuff." I was a high school teacher then, teaching
a course designed for students who had failed English
or were at risk of dropping out. Our primary text was
ecologist Tom Wessels' Reading the Forested Landscape:
A Natural History of New England, a college-level book
with rich sentences and academic vocabulary. Students in
my class demonstrated their understanding both during
field exercises and in writing. They read works by great
nature writers, produced their own creative pieces, and
participated in service-learning projects that demanded
complex research and communication.

I was fighting for equity by pushing my students to read
sophisticated texts, write clearly and powerfully, and
synthesize information. By incorporating nature into our
learning, we were not neglecting rigor in favor of fun.
But this is what I remember most: When we walked
through the dim school hallway and out the door, there
was a feeling of lightness that would sweep through the
class as blue sky unfurled above us. There was joy as we
walked out onto the grass-and that joy was a form of
equity as well.
Providing students with opportunities to connect with
nature is not an additional challenge, separate from
focusing on equity in terms of high standards, student
voice, or responsive curriculum; it can and should support
these goals.
School leaders should take the easy first step of
supporting teachers in getting students outside. Teachers
can find opportunities for outdoor learning by asking
themselves these questions:
Do any of my units or standards lend themselves
to an activity that can happen outside? Could my
students gather data outside, which could be analyzed
or graphically displayed? Could they make observations
outside to provide material for writing, music, or art? Or
find questions outside to be answered through scientific
or historical inquiry? Could they explore outside and
map their observations in a second language? Or make
our school grounds more green by engaging in a planting
project?
If there is no suitable natural area outside of the school,
consider planning a field trip. Remember that many
activities described above can work even in small areas
or school yards, on sidewalks among trees, or in a nearby
community garden.
Let's bring teaching outside the box that is the
classroom and into the natural world. Outdoor learning is
so much more than fun; it is one of the richest pathways
to inquiry, communication, and problem-solving. Every
child deserves the opportunity to see where that path
takes them. n


http://www.edweek.org/go/opinion

Education Week - September 18, 2019

Table of Contents for the Digital Edition of Education Week - September 18, 2019

Education Week - September 18, 2019
How Caring for Students Can Take a Steep Toll
Teachers on Front Lines of Making Schools Safe for Transgender Kids
Could Testing Wreck Civics Education?
Wanted: Teachers as Diverse As Their Students
Briefly Stated
Digital Tools Are Everywhere, But Evidence of Impact Is Not
What the Research Says
Talking Politics at School ‘When the World Is on Fire’
Presidential Candidates Argue Charters, Equity
The Perils of Equity-Focused Leadership
Special and General Education Should Be One Nimble System
Letters to the Editor
EdWeek Top School Jobs
Education Week - September 18, 2019 - Wanted: Teachers as Diverse As Their Students
Education Week - September 18, 2019 - 2
Education Week - September 18, 2019 - Briefly Stated
Education Week - September 18, 2019 - 4
Education Week - September 18, 2019 - Digital Tools Are Everywhere, But Evidence of Impact Is Not
Education Week - September 18, 2019 - Talking Politics at School ‘When the World Is on Fire’
Education Week - September 18, 2019 - Presidential Candidates Argue Charters, Equity
Education Week - September 18, 2019 - 8
Education Week - September 18, 2019 - 9
Education Week - September 18, 2019 - 10
Education Week - September 18, 2019 - 11
Education Week - September 18, 2019 - 12
Education Week - September 18, 2019 - 13
Education Week - September 18, 2019 - 14
Education Week - September 18, 2019 - 15
Education Week - September 18, 2019 - The Perils of Equity-Focused Leadership
Education Week - September 18, 2019 - Special and General Education Should Be One Nimble System
Education Week - September 18, 2019 - Letters to the Editor
Education Week - September 18, 2019 - EdWeek Top School Jobs
Education Week - September 18, 2019 - 20
Education Week - September 18, 2019 - CW1
Education Week - September 18, 2019 - CW2
Education Week - September 18, 2019 - CW3
Education Week - September 18, 2019 - CW4
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