Teaching and Learning

There are quite a few words for 'teaching'. Instruct. Demonstrate. Drill. Direct. Lecture... Words that conjure imparting knowledge to be demonstrated back somehow. The curriculum relies on this, the repeating of this knowledge is how data is collected to prove how successful the 'teaching' has been. And frequently these words can describe what happens in Forest School. We instruct how to climb trees. We demonstrate how to use tools. We drill safety rules for all to memorise. We direct activities, usually subtlety, but we steer them towards discoveries we know are waiting. And on request, we can give a lecture on information on bugs or trees or birds...

Most of the time at Forest School 'teaching' looks like mentoring, fostering, participation, modeling, listening, engaging, facilitating...

Children see us much more as equals outdoors, all exploring together. They will bring ideas and ask questions. We extend their investigations, encourage their endeavours, join in with them, follow their lead, offer learning experiences, and create activities that allow them to build curiosity, motivation, and critical thinking. We aim to spark imagination, self-confidence, and an ability to risk assess for themselves. We want to support wellbeing, self-esteem, and independence.

None of that works well on data sheets!

Yet it's the foundation of attitudes and dispositions to learning, it underlies all learning, and it influences all aspects of life!

Last week I needed to cover a class INDOORS (shock, horror) and the simple act of linking table activities with experiences they've had outdoors meant they were happy to draw, write, create, discuss, and relate what we were doing in class to Forest School. We didn't do anything very different. We each made a page for a bug book, drawing and writing facts about a chosen insect. We made a poster about a tree, each choosing a different one and using books and info cards to find out more about the species each chose. They made posters of Forest School Rules, added WHY these were rules, and illustrated them if they chose. They wrote out information they thought children and adults new to Forest School ought to know. And we made some salt dough medallions, using bark, needles, and cones from the Scots Pine outside to make mini plaques for Pine Class. 

All of these activities had tangible outcomes, posters and drawings, models and writing that could be 'marked' if required,

OUTSIDE it was a little different. A KS2 child new to the school had never climbed a tree. He was in awe of those who shimmy up a few metres in less than a minute, and very nervous about having his feet off of the floor. His new classmates encouraged him, demonstrated and gave advice. Once an adult was present he tried climbing onto a branch about a metre off the ground, it bounced a little, and he held on to a higher branch tightly, torn between getting down and enjoying it. Across 30 minutes he climbed onto that branch several times. Each time taking the experience a little further. Climbing along and over another branch that crossed over it so as to reach further out. Sitting comfortably holding on with white knuckles. Standing on the branch and gently making it bounce. Standing on the branch with someone else, both making it bounce!  Sidestepping along until holding on required hands only and the ability to wrap an arm round was out of reach... Between each endeavour, he clambered back down to solid ground. All the time grinning and breathless. 'My heart is thumping!' He beamed regularly.

A couple of children were determined to make a bug area that would entice in enough insects to create a 'zoo', organising anyone who wanted to join in into a working party. Meanwhile, half of Year 1 were determined to create a Rocky Mountain with all the flint dug up in the Dig Pit. Collecting and transporting, stacking and balancing, and working together with reasonable ease!

Another child wanted to build a 'Solo Survival Shelter', figured out how to do it, asked for specific equipment, discussed designs, and settled into a solid hour of digging, smoothing, rope tying, and tarpaulin rigging...

A group of 3 friends wanted to make a 'desk' to work at when drawing up 'plans' for their building projects. They sourced the pallets, raided the skip, picked over what they had and after much deliberation explained what they wanted to do. We discussed the best place to saw the wood, and they then took it in turns to create the legs. 

They carefully piled up what they had achieved ready to continue this week - and they arrived as eager as ever. I showed them how to safely use a claw hammer to pull a pallet apart, and they worked together to salvage 8 planks. Then they hammered out the nails and made their desk. Always welcoming others into the group if they asked if they could help.

These are just a few examples of activities that went on outdoors. These children discovered their own Learning Intentions. Whatever they did had to fit their own remit and they were very precise about them. They had to prove how safe their activities/designs were and they had to assess any risks for themselves. They worked at their own pace, troubleshooting and building on every stage they undertook. Their progress, concentration, motivation, teamwork, organisation, understanding, knowledge, imagination, courage, and communication were effective and focused, the confidence, self-esteem, resilience demonstrated, and achievement obtained were both well earned and hard-earned.

These things aren't easy to plan into a lesson and they're almost impossible to turn into data, but they make every kind of learning so much easier.

Outside IS perfect for doing things you cannot do indoors! Maybe because of the scale of the activity you have planned, or perhaps because of the mess. 
But it's also a space where you can take inside to the outside.

And every excuse you can find to do either is worth it!

Footnote:

This week I will be part of a panel talking about 'Alternative Curricular' with Bowden Education (Link here) about how children benefit from Forest School, and how it can support standard learning.

And in May we are teaming up with FSLI to host Forest School Level 3 Training at a great price!

Course full now!