ImagineIT Phase 5

In November, I conferred with several colleagues: Ms. C, a 2nd

grade departmentalized math and science teacher, Ms. R, a self-

contained 1st grade teacher, and Ms. M, a departmentalized math and

science teacher in the 5th grade. I shared with them the two dilemmas

I was considering for the project to help students build connections to

the natural world:

1. Managing the tension for the needs for structured versus

unstructured time in the outdoors

2. Student lack of comfort in the natural world

As I planned activities for a field trip to the Lincoln Park Zoo's

Nature Boardwalk Conservation Area, I used two conversations with

colleagues to modify student activities for the trip. What came out of

the conversations was the idea of using differentiated instruction to

“do an end run” around student lack of comfort (or interest) in the

natural world by allowing students to choose from a menu of several

different activities to demonstrate connections with the natural world.

By tapping into a group of colleagues with different biases for

activities than my own, I was able to develop some creative ways for

students to make connections on the trip that I would never have

developed on my own. For example, one colleague noted that many of

my students had interest in the fine arts and fashion design, so one

activity choice was to find a natural object on our short hike that

would serve as inspiration for a work of art or an article of clothing.

My own activities that integrated the fine arts were limited to

observational drawings, so I was happy to offer additional choices to

my pupils. Other activities I talked over with colleagues included using

digital photographs of the study site to inspire creative writing and

poetry. What pleased me most about my colleagues' suggestions is

that they tapped into a tension identified by Richard Louv in Last

Child in the Woods: Saving Our Children From Nature Deficit

Disorder: the degree to which our perceptions of nature are hyper-

intellectualized can limit the extent to which nature can be

experienced as a transcendent or inspirational.

As a science specialist, I have pushed back against this idea: my

colleagues and I can derive plenty of intellectual satisfaction as well

as awe from time spent in natural settings. However, it is important to

acknowledge that this is indeed a tension that many of my students

experience, especially when their time in the outdoors is limited,

which is certainly the case for some of my students.

Next I introduced the menu of activity choices to students and

their chaperons before a field trip and surveyed students in the 8th

grade. Later, I interviewed 11 students after school in a short session.

As with my colleagues, I found comments to be insightful, although

very surprising in some respects.

The big surprise was the number of surveyed students who

indicated that they were already quite comfortable spending time

outdoors and found it to be beneficial. For example, for the question,

“Do you enjoy spending time in natural settings? Explain,” here is a

sample of student responses:

• It is [enjoyable] to get away

from mainstream technology.”

• “Yes, I enjoy time spent in the

natural world because it makes

me feel free and relaxed.”

• “I do enjoy time spent in nature

because it's peaceful and quiet.”

• “It's relaxing and refreshing.”

• It is “fun, interesting,

quiet/calm...”

• “It is something different from

the city or electronics.”

• “It could be relieving from all the

stresses.”

• “I also love the setting because

you get away from the [chaotic]

setting of the city to a more

peaceful and quiet setting of

nature.”

• “It's peaceful and it helps me think.”

While these comments do not reflect every surveyed opinion

(e.g., “I do not like insects, except for butterflies,” and that they

enjoy being outside when “doing something sporty. Otherwise it is

boring.” were other responses to the question) there was a

preponderance of positive opinions expressed towards the natural

Illustration 1: Indiana Dunes National Lakeshore: Site of previous nature activities with these students.

world. Moreover, there were many similarities in students' positive

perceptions of time spent outside, e.g., relaxation, stress relief,

appreciation of calmness and peace. What was most surprising were

student respondents who indicated that they were happy to get away

from technology, which was the exact opposite of what I expected.

In the focus group, what was most surprising was what the

students enjoyed about the modifications I had made to the original

plan for the work they would do on the field trip, namely, what was

most resonant for them was that the activity involved choice. It

appealed to students that there were “more things that you want to

do instead of one thing that you have to do,” and that the different

choices were appreciated because there were things students “knew

how to do already.” Students also commented that it was unusual for

them to have choices for activities in classes other than science.

When I asked them why they thought that was the case, students

commented that it was probably easier to differentiate in science class

which led to a discussion about differentiating instruction in other

classes and student suggestions that I will be sharing with my grade

level team.

In conclusion, this experience was truly surprising to me. I

realized that I do not mention these kinds of problems very often with

my colleagues, especially those in other grade levels. I was also really

pleased with the kinds of suggestions they gave me, and I

acknowledge that it is useful to seek this kind of feedback from peers

more often to keep classroom ideas fresh.

Similarly, with students, I enjoyed getting some serious

challenges about assumptions I was making about student comforts

and perceptions as this project continues. I realize that for the

majority of my students, the kind of nature appreciation I am

interested in cultivating has already taken root, and I can now

consider ways to reach out to other students who are not in the same

comfort zone with natural experiences.

Finally, the degree to which differentiation was the best aspect of

the project was also surprising. As lead teacher for the middle school,

I will be sharing my summary of the student focus group with my

colleagues so that our whole middle school can use opportunities for

differentiation to motivate students in all subject areas.