How to create an outdoor prepared learning environment
We need to reframe our thinking about outdoor learning, “outdoor learning isn’t a subject or a topic” (Carlill, 2016 para. 5). To reframe our thinking, it is helpful to break down the perceived barriers with outdoor learning.
| The Environment | The Teacher | The Child |
| Lack of usable space | Time and Scheduling | Clothing |
| Funding | Curriculum and assessment | Interrupted work-period |
| Lack of communal structure | Teacher perception | |
| Safety | Teacher philosophy | |
| Weather conditions | Teacher knowledge |
Each piece of the triad plays a key role in the development of the new learning space. Each piece works together in harmony and balance showing the importance of the triad working together to create an outdoor prepared learning environment. The table below has been created to reflect the core values of a Montessori classroom. The table is organized to highlight the Montessori triad or Montessori Trinity described previously, the teacher, the environment, and the child. It illustrates how to create an outdoor prepared learning environment that weaves outdoor learning through a Montessori lens.
| The Teacher | The Environment | The Child |
| observe the children outdoors (where and how they play and learn)
Teacher Spiritual Preparation: · reflect on philosophy · remain open-minded · understand the benefits outdoor learning · explore for theory and resources
share the benefits of outdoor learning with colleagues, administrators, and families (provides justification)
seek approval from administrators
apply for funding grants
choose an outdoor learning space (use checklist)
send home information letters and consent forms to families
Ongoing Tasks: daily safety sweep of the learning area
document and track learning
Teacher Preparation: · reflect on goals and ideals · enrich personal knowledge · pro-d |
the natural environment (trees, grass, leaves rocks, clouds, flowers ect.)
clearly defined boundaries to promote safe exploration
establish communal structure with colleagues (how and when to use the space)
Materials (learning wagon): · child size rakes, shovels, gloves and brooms · nature journals · waterproof sit pads · clip boards · two-way viewfinders · binoculars · naturalist guides (native plants, animals, birds, rocks ect.) · recipe card files with task cards · laminated extension activities · white board markers · writing tools · first aid kit · cell phone (documents learning and can be used in an emergency) |
be respectful and mindful of the environment
wear weather appropriate clothing
explore with their senses
work collaboratively
reflect in science
concentrate and focus
observe
track learning and set goals (work plan) |
Additional checklists have been created to outline selecting an outdoor learning space and how to begin implementing learning outdoors. The links below provide PDF copies of the checklists
How to select an outdoor learning space
https://montessorioutside.com/wp-content/uploads/2022/08/selecting-an-outdoor-learning-space.pdf
How to create an outdoor prepared learning environment
“There is no description, no image in any book that is capable of replacing the sight of real trees, and all the life to be found around them, in a real forest. Something emanates from those trees which speaks to the soul, something no book, no museum is capable of giving” ~Maria Montessori
