Authors: Jan O'Reilly and Mandeep Kaur Gabhi
September 2022
Despite the opportunities it provides for authentic student learning experiences, outdoor learning environments are not extensively utilized or incorporated into everyday teaching practice. To that end, the Toronto District School Board’s (TDSB) Toronto Outdoor Education Schools (TOES) aimed to create a collaborative model of learning between Outdoor Education and classroom teachers.
The goal of this model was to focus on outdoor learning-based curriculum to increase outdoor learning opportunities for students and teachers, expand teachers’ familiarity, knowledge, and comfort with outdoor learning, build teachers’ awareness of outdoor education resources, and address any barriers to outdoor learning.
Between September 2021 and June 2022, 24 elementary schools (two teachers/classrooms per school) were selected to participate. Four Outdoor Education co-teachers were assigned, each working with six schools. Evaluation was conducted to understand the impact on students, teachers, and schools, and how outcomes were achieved and could relate to the sustainability of outdoor learning.
A focus group was conducted with Outdoor Education teachers, and surveys were administered to classroom teachers. Teachers also engaged in a collaborative inquiry process through systematic data collection, pedagogical documentation, and reflection.
Due to the redeployment of Outdoor Education teachers as a result of the pandemic, the initiative was cut short and so the evaluation framework was not undertaken entirely as planned. However, findings indicate that the collaborative teaching model had a positive impact on the school community with increased academic performance and ecological literacy, enhanced personal and interpersonal growth and development, and improved physical and emotional well-being of teachers and students. Findings further suggested that there is still a need for continued promotion of outdoor learning opportunities (e.g., intentional inclusion of outdoor learning into everyday practices, evaluation of resources to support outdoor learning, and capacity building for teachers to continue outdoor learning long-term).