Forest School’s Fit: How
do Forest School principles
work in the wider field of
outdoor learning?
Sue Waite
Associate Professor
Plymouth Institute of Education
Conference 2015
Play and Principles
23-25 October, Condover Hall,
Shrewsbury
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Forest School Principles: Bridging Outdoor Learning & Mainstream Education, Exams of Pedagogy
This document, presented at the Play and Principles conference in 2015 by Sue Waite, Associate Professor at Plymouth Institute of Education, discusses the application of Forest School principles in the wider context of outdoor learning. the benefits of learning in natural environments, multiple approaches to outdoor education, and the alignment of Forest School principles with current educational trends. It also explores the challenges in mainstream education and the importance of fidelity and flexibility in Forest School practices.
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Forest School’s Fit: How
do Forest School principles
work in the wider field of
outdoor learning?
Sue Waite
Associate Professor
Plymouth Institute of Education
Conference 2015 Play and Principles 23-25 October, Condover Hall, Shrewsbury
What am I going to talk about?
Learning outside the classroom in natural environments (LINE)
Multiple approaches
A principled approach to Forest School
How do these map onto current educational trends?
How can fidelity be maintained with flexibility?
Theory of cultural density
Aligning purpose, place, people and pedagogy and the PAT
Evidencing and aggregating diverse benefits to assess fit
Multiple approaches
Free flow play in early years
Forest School
Eco-schools
Enviroschools
Education for Sustainable Development
Natural Connections Demonstration project
Field Studies
Udeskole
Real World learning
Experiential learning
Forest School’s Six Principles
- a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.
- takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world.
- aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners
- offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
- is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.
- uses a range of learner-centred processes to create a community for development and learning http://www.forestschoolassociation.org/full-principles-and-criteria- for-good-practice/
Lessons from Near and Far:
21 st^ century learners
Preparation for an unknown world
Responding to diversity and inequalities
Do challenges call for narrowing or broadening?
Character education (Birdwell, Scott & Koninckx, 2015; Gutman and Schoon, 2013)
Health and wellbeing (Marmot, 2010)
Themes /desired student outcomes Outdoor Learning pedagogies Theme 1: Healthy bodies and lifestyles a healthy body and mind
Experiential learning in natural settings Outdoor education/learning LOTC Vegetable gardens/Animal husbandry
Theme 2: Social, confident and connected people a sociable confident person FS principles 3 & 4
Achievement (small steps) Differentiation and progression Problem-based learning Project-based pedagogies Social learning
Theme 3: Self directed learning a self-directed learner FS principles 3 & 6
Inquiry learning Self-directed learning Play pedagogies
Theme 4: Effective contributor and collaborator an effective contributor FS principle 1
Participation Residential experience Adventure education Place-based learning Problem-based learning Team building Theme 5: Concerned active citizens an active global citizen FS principle 2
Field trips ESD/EE FS Geography International studies
Theorising learning environments
‘ Cultural density refers to the strength and
composition of dispositions to practice and norms of
behaviour embedded within places that mediate the
possibilities for action of individuals in them’
(Waite, 2013: 414)
Cultural density
A way of thinking about place and practices
The way we do things here – Bourdieu’s habitus
Schools’ institutional habitus
Forest School’s pedagogical principles provide an
alternative culturally dense context
Structures and freedoms - dense and open spaces
Consider concord or clash? Productively working
with culture (Waite, in press)
Making the invisible (ethos) more apparent
Aligning with priorities and purpose
Fine tuning pedagogical
principles… Aggregating evidence
What if…
We could align purposes and Forest School principles more effectively?
We could capture and reflect upon the diverse outcomes and processes that lead to change?
We could quantify the extent to which aims had been met?
We could aggregate evidence across Forest School practice?
We could report on the success of Forest School using a common tool?
The Priorities Assessment Tool
PURPOSE & PRIORITISE
What do you want to achieve?
How important is this?
How likely is it that this can be achieved?
PLAN
ACTION
REVIEW
Has it been achieved?
To what extent?
How much is due to the actions taken?
REFLECT & SUBMIT
(Waite, Passy & Gilchrist, 2013)
Thank You!
sjwaite@plymouth.ac.uk
References Birdwell, J.,Scott, R. & Koninckx, D. (2015) Non-formal learning could help to build character and close the attainment gap: Learning by Doing. DEMOS Gutman, L.M. & Schoon, I. (2013) The Impact of Non-Cognitive Skills on Outcomes for Young People: Literature review. Education Endowment Foundation and Cabinet Office, 2013. https://educationendowmentfoundation.org.uk/uploads/pdf/Non-cognitive skills literature review 2.pdf Mackinder, M. (2015) Footprints in the woods:‘ tracking’ a nursery child through a Forest School session, Education 3-13, (iFirst) www.tandfonline.com/doi/abs/10.1080/03004279.2015.1069368?src=recsys Malone, K. & Waite, S. (forthcoming) Learning in Natural Environments: Pathway to Impact report Marmot, M. (2010) Fair society, healthy lives: strategic review of health inequalities in England post 2010. London: The Marmot Review. Slade, M., Lowery, C. & Bland, K. (2013) Evaluating the impact of Forest Schools: a collaboration between a university and a primary school, Support for Learning , 28 (2), 67-72. Parliamentary Office for Science and Technology (2015) POSTNOTE 504 September 2015:Trends in Compulsory Education. Waite, S. (2013) ‘ Knowing your place in the world’: how place and culture support and obstruct educational aims. Cambridge Journal of Education, 43 (4), 413-434. Waite, S. (in press) Culture clash and concord: supporting early learning outdoors in the UK. In: H. Prince, K. Henderson & B. Humberstone. (eds.) International Handbook of Outdoor Studies. London: Routledge. Waite, S., Bølling, M. & Bentsen, P. (2015) Comparing apples and pears?: a conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole , Environmental Education Research , (iFirst) http://www.tandfonline.com/doi/full/10.1080/13504622.2015. Waite, S., Passy, R. & Gilchrist, M. (2014) Getting it off PAT: researching the use of urban nature in schools. In: E. Backman, B. Humberstone and C. Loynes (2014) Urban nature: inclusive learning through youth work and school work. Stockholm: European Outdoor Education Network.