Montcrest Research for Practitioners€¦ · Research Report for Montcrest School on the...

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ResearchReportforMontcrestSchoolontheIntegrationofNature-BasedLearningoveraschoolyear

Research Report

The Integration of Nature-Based Learning (NBL) at an

Urban Independent School over the Course of a School Year

Authored by Ben Blakey In Collaboration with Dr. Stephen Fine

January 2016

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Background Richard Louv’s concept of the Nature Deficit Disorder (NDD; Louv, 2005) suggests a need to reconnect children with the environment for the positive benefits to mental and physical health, development, and learning. The NDD is also useful in describing trends showing a decrease in children’s time spent outdoors, physical activity, and ecological knowledge, as well as an increase in media use, prescription medications, myopia, and asthma. Louv’s more recent concept of the Nature Principle suggests that “the more high-tech we become, the more nature we need” (Louv, 2012). An emergence in ecopsychology and environmental psychology has shown a myriad of beneficial effects of ‘contact with nature’ on youth populations mostly in terms of mood, attention, and anxiety, as well as environmental attitudes and behaviours (Louv, 2005; Selhub & Logan, 2012). Wilson’s (1984) Biophilia hypothesis suggests that as humanity has evolved alongside nature we have an innate genetic need to interact with other life, which also suggests that as we detach ourselves from the natural environment we lose the genetically endowed benefits of interacting with nature, inviting less desirable mental and physical health outcomes. Kaplan’s (1989) Attention Restoration Theory and Ulrich’s (1983) Psycho-Evolutionary Theory have also been useful in describing direct benefits to attention and stress, respectively, from time spent outdoors in nature. The Ontario Ministry of Education has released several documents calling for the integration of Environmental Education (EE) in schools across the province, starting with Shaping Our Schools, Shaping Our Future (MOE, 2007). More specifically the document envisions EE as “education in, about, and for the environment” that occurs across all grades and subjects in the K-12 curriculum. Recent initiatives such as the TDSB Ecoschools and the Ontario Ecoschools, along with organizations including Evergreen and the David Suzuki Foundation have also been instrumental in encouraging the connection of youth to nature in Toronto and more broadly across the province. A position statement initiated by the Healthy Active Living and Obesity Research Group (HALO) at the Children’s Hospital of Eastern Ontario Research Institute (CHEO) reads “access to active play in nature and outdoors – with its risks – is essential for health child development. We recommend increasing children’s opportunities for self-directed play outdoors in all settings – at home, at school, in child care, the community and nature.” The statement was informed by 17 Canadian organizations as well as over 1000 stakeholders, and suggests a strong need to allow for increases in the amount of time children spent engaged in active outdoor play (Tremblay et al, 2015).

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A study by Inverness Associates (2013) in collaboration with the National Association of Independent Schools (NAIS) looked at responses from 678 principals and over 100 school site visits regarding the integration of EE among American independent schools. Among other results the most successful schools at integrating Environmental Education defined environmental literacy for use across the school and provided many opportunities for professional development to staff. Another study by Schumacher, Fuhrman, & Duncan (2012) investigated the influence of school culture on the integration of EE at Trinity School, an independent school in Georgia, from the perspectives of seven staff selected with help from the principal. The study identified 5 themes to explain the data: school characteristics, resources, incentives, barriers, and the perspective of administration. Montcrest School is a K-8 independent school in Toronto, Canada. It is located downtown in an urban area and has a high degree of access to greenspace due to its proximity to the Don Valley and the Evergreen Brickworks. With over 300 students, there are approximately 40% who have individual assessments consisting predominantly of learning disabilities and attention disorders. The Research Study This qualitative case study examined three major questions: 1) What are some of the elements that foster NBL within the school curriculum and programming? 2) What are some of the supports that enable the integration of NBL within the school curriculum and programming? 3) What are some of the barriers to integrating NBL within the school curriculum and programming? The study involved two main phases of data involving semi-structured research interviews conducted in November and June, as well as the researchers’ observational notes made throughout each phase: Baseline Phase – September to November 2014 Implementation Phase – January to June 2015 The principal gave the researcher a larger list of teachers to ask for participation at the beginning of the baseline phase, and the researcher selected some of them for recruitment by email. Interviews were audio recorded, transcribed, and analyzed. The baseline phase round of interviews included 6 teachers and 1 administrator, and the implementation phase round of interviews included 4 of the original 6 teachers.

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In each phase there was at least 1 teacher from each of the 3 divisions (primary, junior, & senior) and there were both homeroom and specialist teachers. All participants had been working at the school for between five and 20 years. The identity and comments of participants were kept in confidence by the researcher. Study Results The following two tables display the themes and meta-themes that emerged from an analysis of the data across both phases. These themes and meta-themes represent the researcher’s efforts to organize participants’ comments into meaningful categories. Table 1: Baseline Phase Themes & Meta-Themes

Metathemes1:StaffPersonal&ProfessionalConnectiontoNature

2:ObservedInfluenceofNBLonStudents

3:Supports&BarrierstotheIntegrationofNBL

4:ProcessofIntegratingNBLinCurriculum&Programming

5:ApplicabilityofNBLtoTeaching&Curriculum

ThemesPersonalConnectiontoNature

InfluenceofNBLonStudentBehaviour

PhysicalSupportsforIntegratingNBL

ProcessofIntegratingNBLAcrossTime

CurrentExamplesofTeaching&CurriculumInvolvingNBL

FamilyConnectiontoNature

InfluenceofNBLonStudentHappiness&Wellbeing

ExternalOrganizationalSupportsforIntegratingNBL

ProcessofIntegratingNBLAcrossDivisions&Grades

ApplicabilityofNBLtoTeaching&CurriculumbyGrade/Age

ProfessionalBackgroundRelatedtoNature

InfluenceofNBLonStudentExecutiveFunctions

Teaching&ProgrammingSupportsforIntegratingNBL

PotentialIdeastoImproveProcessofIntegratingNBL

ApplicabilityofNBLtoTeaching&CurriculumbySubject

PhilosophyofEducationRelatedtoNBL

InfluenceofNBLonStudentAcademics

InternalOrganizationalSupportsforIntegratingNBL

TeachingRestrictions&BarrierstoIntegratingNBL

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Table 2: Implementation Phase Themes & Meta-Themes Metathemes

1:Teacher-BasedSupportsforIntegratingNBL

2:Community-BasedSupportsforIntegratingNBL

3:BarrierstoIntegratingNBL

ThemesPersonalConnectiontoNature SupportfromStaffinSchool

StudentIssueswithBeingOutdoors

PlanningforNextYear ProgrammingSupportinSchool CurriculumandTeachingRestrictions

ChangeinProfessionalApproachtoNature

Students’ConnectiontoNature FacilityBarrierstoIntegratingNature

ExamplesofLessonsInvolvingNature

FamilyInvolvementwithNature ComfortandSkillinTeachingOutdoors

TeacherStrategiestoIntegrateNature

FacilitySupportstoIntegratingNature

ExecutiveFunctionsinNature

Perceived Influence of Nature on Students (Baseline meta-theme 2 & Implementation meta-theme 2, theme 3) - Participants suggested that being outdoors helps with anxiety, stress, calming, behaviour, & Executive Functions (EFs) - Being outdoors helps with social skills as it permits a wider variety of play behaviours with varying levels of social interaction - Outward Bound is helpful for promoting peer relationships, also more difficult but useful for those with social needs - Freedom outside heightens emotions allowing for more practice of EFs & developing emotional control, but also less emotional inhibition - NBL good for goal-directed persistence and shifting, creativity, imagination, enthusiasm, enjoyment, losing track of time, deeper / more realistic learning, & engaging a sense of discovery - Being outdoors leads to some over-excitement, mostly in boys - Some students don’t like being outdoors (though very few) - Variety in lessons important for motivating students - Students motivated for environmental science lessons, iSTEAM across different subjects, and outdoor library periods - Students in Eco Club particularly engaged in outdoor lessons

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Question 1 – Current Level of NBL at Montcrest - Many staff value their personal and professional connection to nature, seeing its value for students to behaviour, academics, happiness, well-being, and Executive Functions - Some philosophies of education are related to NBL, including a belief in exploration through curriculum, valuing the engendering of environmental knowledge, and accommodating for inquiry - Room to grow in outdoor pedagogical skills & NBL in the community - A few poor examples (outdoor lessons with no curricular connection, school politics, environmental education without nature contact, etc) - Naturalized courtyard highly used & community garden used sparsely - Many effective external partnerships with organizations involving NBL - Several school-wide activities making use of Riverdale park & local outdoor spaces including the Brickworks and the Don Valley - Some good examples of teachers collaborating for NBL ideas with the best examples in the senior division iSTEAM projects - Large majority of classes inside especially during the winter - Interest in NBL high among the principal, students, and faculty, similar to the study by Inverness Associates (2013) on NAIS schools - Later grades most successful at integrating EE, an opposite trend compared to American schools studied by Inverness Associates (2013) - The community garden was used for some lessons, mostly science & extra-curriculars, and involved many students, teachers, and parents - More opportunities for student ownership of NBL in the 2015/16 year with leadership program (Eco Schools captains & Outdoor captains) - Best opportunities for NBL found in field trips, extra-curriculars, some lessons, and iSTEAM, though some across all grades & subjects - More awareness among staff to include NBL over the year, many staff making changes in planning for the 2015/16 year to do more - One of four re-interviewed teachers more comfortable outside & perceived less barriers from baseline phase to implementation phase - Teachers feel supported for NBL by colleagues and admin team

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Question 2 – Supports for NBL at Montcrest - Previous NBL-related occupations of some staff (including summer camps, related teaching disciplines, and various teaching jobs) - Increased understanding of the benefits of students being outdoors as well as the need in education and child development for NBL - Teacher strategies learned from PD & external organization experts - Local facilities (park, courtyard, garden), nearby urban greenspace (Don Valley), and proximity to the Evergreen Brickworks - Programming (outdoor gym, recess, iSTEAM), extra-curriculars (teams, clubs), school events, and some good examples of lessons - Some NBL present in curriculum across all grades, though variable - Supportive administration, board, teachers, and parents - Resource sharing, external organizational partnerships, PD opportunities, and collaborative opportunities (ie. iSTEAM) - Fit with Executive Functions and Self-Regulation Question 3 – Barriers to NBL at Montcrest - Room to grow for teachers’ comfort / confidence with NBL; some lack of understanding in how NBL fits curricula & the belief that it doesn’t fit - Classroom management, concerns for safety, & desire for supervision - Limited time to revise curriculum & for co-planning to focus on NBL - Some seasons harder to establish curricular links involving NBL - Some conflict with other curriculum and programming priorities - Organization of curriculum primarily with Smartboard - Identified gap for NBL in teacher education and shift in education means schools have a stronger need to support PD for all faculty - Transportation, washroom access, mobility issues - Garden space limited & disconnected from the main school - Parental concern for specific connections to children’s education - Some students don’t like being outdoors, so there is a need to respect students’ individuality and make outdoor lessons effective

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Opportunities for Improving NBL at Montcrest - Provide opportunities for staff collaboration to share strategies - Continue support for outdoor classes, and invest in PD for all staff - Provide incentives for demonstrating effective outdoor classes - Provide opportunities for collaboration with external partner organizations to link curriculum and familiarize both staff teams - Define environmental literacy for community and in strategic plan - Make use of Environmental Education: Scope and Sequence of Expectations (MOE, 2011) to guide curriculum by grade and subject - Communicate research to board, staff, parents, and other schools - Further investigate NBL, Executive Functions, and outdoor active play - Propel involvement in research with CAIS & educational communities Inspiring Comments from Research Interviews “I don’t think there’s as many challenges as I thought there were... I think a lot of it is perceived challenges but then when you get out there it’s, actually very good learning.” “I think overall their Executive Functions are really improved when they get to be outside and get to move around and have space, that’s the biggest things about being outside is the space.” “[the planting lesson] was really good; they were all engaged they were all interested they all wanted to do something nobody was messing around.” “I think there’s lots of support if we ever want to take our students outside… I feel supported in the opportunity if I wanted to do something I know there would be support there” “I’m excited about it I have to tell you I’m a little bit nervous because it’s not my strength, I love nature and I think it’s so good to take the kids outside but I’m nervous for me because I don’t know yet how it’s going to look… I’m definitely willing to do it and I wanna work towards it”

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In Conclusion From Charles Pascal’s keynote at the Self-Regulation Summer Symposium (July 2015): “the loveliness of draft” - the study is opening the conversation up to augmentation with the aim of continuing to enhance the educational experience and health of Montcrest students and the school community Ben Blakey J. Benjamin Blakey, M.T., received his B.A. in psychology from Trent University in 2009, his Master of Teaching from the Ontario Institute for Studies in Education of the University of Toronto in 2014, and is currently working as a teacher/researcher at Montcrest School. His undergraduate thesis in 2012 received the Gina Gesser Memorial Prize from Trent University, a certificate of excellence from the Canadian Psychological Association, and is available on the Canadian Camping Association website. As both a teacher specializing in outdoor education as well as a researcher, his interests include ecopsychology, outdoor education, and integrating nature in education. He has a background working in summer camps and outdoor education centres, alongside children with exceptionalities, as well as with environmental education in consulting. He is currently the secretary for the board of the Council of Outdoor Educators of Ontario (COEO), as well as an editorial board member of COEO’s academic journal, Pathways: the Ontario Journal of Outdoor Education. Stephen Fine Stephen M. Fine, Ph.D., received his doctorate from the Ontario Institute for Studies in Education of the University of Toronto in 2005, and is a curriculum specialist with a background in environmental studies (MES York, 1994). As both a youth development professional and an independent researcher, Stephen’s interests include intra-group dynamics, learning in context, learning transfer, and biological conservation. He is the founder and co-director of The Hollows Camp, an outdoor learning centre and summer camp in southern Ontario. Additionally, he is the current Research Co-chair for the International Camping Fellowship, National Research Chair for the Canadian Camping Association, and ex officio member of the American Camp Association's Committee for the Advancement of Research and Evaluation. He lives year round on-site at The Hollows Camp and enjoys canoeing and kayaking, as well as Nordic and alpine skiing.

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References Inverness Associates (2013). Environmental education and

sustainability in American independent schools. Retrieved online from http://www.invernessassociates.org/sites/default/files/Report12513_0.pdf.

Kaplan, R. & Kaplan, S. (1989). The experience of nature: a psychological perspective. New York: Cambridge University Press.

Louv, R. (2005). Last child in the woods: saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books.

Louv, R. (2012). The nature principle: reconnecting with life in a virtual age. Chapel Hill, NC: Algonquin Books.

Ontario Ministry of Education (2007). Shaping Our Schools Shaping Our Future: Environmental Education in Ontario Schools. Retrieved online at http://www.edu.gov.on.ca/eng/teachers/publications.html.

Ontario Ministry of Education (2011). Environmental Education: Scope and Sequence of Expectations. Retrieved online at https://www.edu.gov.on.ca/eng/curriculum/elementary/environ18curr.pdf

Schumacher, S., Fuhrman, N., & Duncan, D. (2012). The influence of school culture on environmental education integration: a case study of an urban private school system. Journal of Agricultural Education, 53(4), p. 141-155.

Selhub, E. & Logan, A. (2012). Your brain on nature: the science of nature’s influence on your health, happiness, and vitality. Mississauga, ON: Wiley & Sons.

Tremblay, Gray, Babcock, Barnes, Bradstreet, Carr, Chabot, Choquette, Chorney, Collyer, Herrington, Janson, Janssen, Larouche, Pickett, Power, Sandseter, Simon, & Brussoni (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12, p. 6475-6505.

Ulrich, R. (1983). Aesthetic and affective response to natural environment. In Altman & Wohlwill, Eds., Human Behaviour and Environment. New York: Plenum Press, Vol. 6 Behaviour and the Natural Environment, p. 85-125.

Wilson, E. (1984). Biophilia. Harvard University Press, Cambridge, MA.

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