5 Tips for Embracing Outdoor Learning in Any Setting
How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times
How Access to Nature During The School Year Can Help Students Thrive
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The Centers for Disease Control and Prevention included outdoor learning in \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools-faqs.html\">\u003cspan style=\"font-weight: 400\">recommended strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for schools to reduce the spread of COVID-19, and research has shown \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">positive instructional outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from such methods. Long-time outdoor educators also tout the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">social and emotional benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But getting started can feel daunting. Below are five tips from experienced teachers for trying outdoor learning in any setting.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look for possibilities in different spaces\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://twitter.com/schnekser\">\u003cspan style=\"font-weight: 400\">Becky Schnekser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is teaching K-5 science fully outdoors this year at a private school in Virginia Beach. She has the advantage of a well developed outdoor classroom, but that’s not a prerequisite. “Any outdoor space is an opportunity, whether you have a beautiful wooded area or you have concrete jungle,” she said. From \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">sidewalk math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://twitter.com/cath_goulding/status/1306001825158574080\">\u003cspan style=\"font-weight: 400\">history walks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to socially distanced \u003c/span>\u003ca href=\"https://twitter.com/RaquelCoy1/status/1306717781325422593\">\u003cspan style=\"font-weight: 400\">singing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, educators are finding ways to teach outdoors \u003c/span>\u003ca href=\"https://www.edutopia.org/article/safety-mind-schools-take-classes-outdoors\">\u003cspan style=\"font-weight: 400\">across environments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-ways-bring-learning-outside\">\u003cspan style=\"font-weight: 400\">subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It takes thinking differently, which, as Schnekser pointed out, teachers are already doing because of COVID-19. “There are ways to take advantage of that. You just have to flip a little dimmer switch in your mind,” she said. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/schnekser/status/1299136704847151106\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Pack like you would for a field trip\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she’s teaching, Schnekser wears \u003c/span>\u003ca href=\"https://twitter.com/schnekser/status/1299136704847151106/photo/1\">\u003cspan style=\"font-weight: 400\">a toolbelt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could give Mary Poppins’ purse a run for its money. In it, she keeps duct tape, scissors, a refillable water bottle, gardening gloves, an extra mask, sticky notes, a screwdriver and more — all in easy reach. Even if you’re just going outside to read a story, it’s a good idea to carry a canvas tote bag with essentials such as a medical kit, cell phone and hand sanitizer.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Footwear is another consideration. Ditch heels, Schnekser said. Comfortable shoes are a must. Students, too, will need to wear clothing to match the weather. When \u003c/span>\u003ca href=\"https://twitter.com/MisterMinor\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taught in New York City public schools, he kept extra coats and boots in the classroom so that his language arts students could leave the building every day, come rain, snow or sunshine.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Plan for physical distancing, of course\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easier to maintain six feet of separation from peers outside, designing classes for coronavirus safety still takes planning. Educators are using \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1300552478824501249/photo/1\">\u003cspan style=\"font-weight: 400\">individual mats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or even \u003c/span>\u003ca href=\"https://twitter.com/sanford_music/status/1308021115030319104\">\u003cspan style=\"font-weight: 400\">painted lines on concrete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students maintain their distance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/elizabeth_raff/status/1300552478824501249\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those precautions can bring other challenges, though. In a \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers about outdoor learning, New York City-based educator \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> noted that physical distancing can make it harder for both kids and adults to hear, especially in urban settings. She suggested adopting classwide hand signals or student-created visual cue cards to help communicate common messages, such as “I have an idea” and “I need to use the restroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Schnekser, the pandemic has prompted her to restructure hands-on activities. In field studies, “a lot of times you're in the same space, rubbing elbows,” she said. This year, instead of having students try all aspects of a project, she has assigned them to specialized tasks to limit contact with materials and peers. The upside to the change is that it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school\">\u003cspan style=\"font-weight: 400\">more authentic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how scientists operate in the field. “So it has actually forced me to be more purposeful and intentional with what I'm doing with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s a fun idea from Minor: foam pool noodles are “a game changer” for physically distanced outdoor games like tag, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connect children’s curiosity to content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distractions like street noise can be planned for, others will be unexpected. In those cases, improv skills might come in handy. If a bald eagle flies overhead while your class is outside, you might pause to watch the eagle and then pose a question to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">connect children’s curiosity to content. \u003c/span>\u003c/a>\u003cspan class=\"s1\">If you were reading \"The Mouse and the Motorcycle,\" for example, you might ask, “If this was a book about an eagle, would it ride a motorcycle or something else?”\u003c/span>\u003cspan style=\"font-weight: 400\"> In other words, “find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">\u003cspan style=\"font-weight: 400\">embrace it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than fight it,” Schnekser said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Choose your own adventure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual course, Minor described three levels of outdoor learning. The baseline level includes practices that may already occur in many schools: field trips, recess and traditional lessons held outside in good weather. The next level involves using outdoor experiences to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/inquiry-learning-2\">\u003cspan style=\"font-weight: 400\">generate questions or ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as taking photos as story prompts. The third level entails thematic units in which students examine environmental or neighborhood issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor encouraged teachers to consider their students’ cultures and experiences in their planning and to be gracious with themselves in this difficult year. Any of those three levels is \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1306032569029459969\">\u003cspan style=\"font-weight: 400\">a good place to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Simply being outside is a really powerful pedagogical move for children or any person, for that matter, during this time.\"\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"School usually happens indoors, but getting outside for fresh air, appreciate our surroundings and feel safer about COVID-19 can help with the learning and teaching. ","status":"publish","parent":0,"modified":1602084521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":862},"headData":{"title":"5 Tips for Embracing Outdoor Learning in Any Setting - MindShift","description":"School usually happens indoors, but getting outside for fresh air, appreciate our surroundings and feel safer about COVID-19 can help with the learning and teaching. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Tips for Embracing Outdoor Learning in Any Setting","datePublished":"2020-10-07T07:42:42.000Z","dateModified":"2020-10-07T15:28:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56742 https://ww2.kqed.org/mindshift/?p=56742","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/07/5-tips-for-embracing-outdoor-learning-in-any-setting/","disqusTitle":"5 Tips for Embracing Outdoor Learning in Any Setting","path":"/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In a year when all schools look different from usual, some teachers are embracing the outdoors as their classroom. The Centers for Disease Control and Prevention included outdoor learning in \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools-faqs.html\">\u003cspan style=\"font-weight: 400\">recommended strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for schools to reduce the spread of COVID-19, and research has shown \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">positive instructional outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from such methods. Long-time outdoor educators also tout the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">social and emotional benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But getting started can feel daunting. Below are five tips from experienced teachers for trying outdoor learning in any setting.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look for possibilities in different spaces\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://twitter.com/schnekser\">\u003cspan style=\"font-weight: 400\">Becky Schnekser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is teaching K-5 science fully outdoors this year at a private school in Virginia Beach. She has the advantage of a well developed outdoor classroom, but that’s not a prerequisite. “Any outdoor space is an opportunity, whether you have a beautiful wooded area or you have concrete jungle,” she said. From \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">sidewalk math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://twitter.com/cath_goulding/status/1306001825158574080\">\u003cspan style=\"font-weight: 400\">history walks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to socially distanced \u003c/span>\u003ca href=\"https://twitter.com/RaquelCoy1/status/1306717781325422593\">\u003cspan style=\"font-weight: 400\">singing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, educators are finding ways to teach outdoors \u003c/span>\u003ca href=\"https://www.edutopia.org/article/safety-mind-schools-take-classes-outdoors\">\u003cspan style=\"font-weight: 400\">across environments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-ways-bring-learning-outside\">\u003cspan style=\"font-weight: 400\">subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It takes thinking differently, which, as Schnekser pointed out, teachers are already doing because of COVID-19. “There are ways to take advantage of that. You just have to flip a little dimmer switch in your mind,” she said. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1299136704847151106"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cb style=\"font-size: 24px\">Pack like you would for a field trip\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she’s teaching, Schnekser wears \u003c/span>\u003ca href=\"https://twitter.com/schnekser/status/1299136704847151106/photo/1\">\u003cspan style=\"font-weight: 400\">a toolbelt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could give Mary Poppins’ purse a run for its money. In it, she keeps duct tape, scissors, a refillable water bottle, gardening gloves, an extra mask, sticky notes, a screwdriver and more — all in easy reach. Even if you’re just going outside to read a story, it’s a good idea to carry a canvas tote bag with essentials such as a medical kit, cell phone and hand sanitizer.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Footwear is another consideration. Ditch heels, Schnekser said. Comfortable shoes are a must. Students, too, will need to wear clothing to match the weather. When \u003c/span>\u003ca href=\"https://twitter.com/MisterMinor\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taught in New York City public schools, he kept extra coats and boots in the classroom so that his language arts students could leave the building every day, come rain, snow or sunshine.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Plan for physical distancing, of course\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easier to maintain six feet of separation from peers outside, designing classes for coronavirus safety still takes planning. Educators are using \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1300552478824501249/photo/1\">\u003cspan style=\"font-weight: 400\">individual mats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or even \u003c/span>\u003ca href=\"https://twitter.com/sanford_music/status/1308021115030319104\">\u003cspan style=\"font-weight: 400\">painted lines on concrete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students maintain their distance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1300552478824501249"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those precautions can bring other challenges, though. In a \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers about outdoor learning, New York City-based educator \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> noted that physical distancing can make it harder for both kids and adults to hear, especially in urban settings. She suggested adopting classwide hand signals or student-created visual cue cards to help communicate common messages, such as “I have an idea” and “I need to use the restroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Schnekser, the pandemic has prompted her to restructure hands-on activities. In field studies, “a lot of times you're in the same space, rubbing elbows,” she said. This year, instead of having students try all aspects of a project, she has assigned them to specialized tasks to limit contact with materials and peers. The upside to the change is that it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school\">\u003cspan style=\"font-weight: 400\">more authentic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how scientists operate in the field. “So it has actually forced me to be more purposeful and intentional with what I'm doing with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s a fun idea from Minor: foam pool noodles are “a game changer” for physically distanced outdoor games like tag, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connect children’s curiosity to content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distractions like street noise can be planned for, others will be unexpected. In those cases, improv skills might come in handy. If a bald eagle flies overhead while your class is outside, you might pause to watch the eagle and then pose a question to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">connect children’s curiosity to content. \u003c/span>\u003c/a>\u003cspan class=\"s1\">If you were reading \"The Mouse and the Motorcycle,\" for example, you might ask, “If this was a book about an eagle, would it ride a motorcycle or something else?”\u003c/span>\u003cspan style=\"font-weight: 400\"> In other words, “find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">\u003cspan style=\"font-weight: 400\">embrace it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than fight it,” Schnekser said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Choose your own adventure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual course, Minor described three levels of outdoor learning. The baseline level includes practices that may already occur in many schools: field trips, recess and traditional lessons held outside in good weather. The next level involves using outdoor experiences to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/inquiry-learning-2\">\u003cspan style=\"font-weight: 400\">generate questions or ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as taking photos as story prompts. The third level entails thematic units in which students examine environmental or neighborhood issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor encouraged teachers to consider their students’ cultures and experiences in their planning and to be gracious with themselves in this difficult year. Any of those three levels is \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1306032569029459969\">\u003cspan style=\"font-weight: 400\">a good place to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Simply being outside is a really powerful pedagogical move for children or any person, for that matter, during this time.\"\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_392","mindshift_20865","mindshift_21117","mindshift_20712","mindshift_21061","mindshift_943"],"featImg":"mindshift_56746","label":"mindshift"},"mindshift_56735":{"type":"posts","id":"mindshift_56735","meta":{"index":"posts_1591205157","site":"mindshift","id":"56735","score":null,"sort":[1601973021000]},"guestAuthors":[],"slug":"how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","title":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","publishDate":1601973021,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Getting kids outside, in nature, has always been good for their health and well-being. Finding small ways to get outside can be a helpful way to learn about your world. ","status":"publish","parent":0,"modified":1602037979,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1353},"headData":{"title":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times - MindShift","description":"Getting kids outside, in nature, has always been good for their health and well-being. Finding small ways to get outside can be a helpful way to learn about your world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","datePublished":"2020-10-06T08:30:21.000Z","dateModified":"2020-10-07T02:32:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56735 https://ww2.kqed.org/mindshift/?p=56735","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/06/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times/","disqusTitle":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","path":"/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","authors":["11487"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20865","mindshift_519","mindshift_21117","mindshift_21061"],"featImg":"mindshift_56736","label":"mindshift"},"mindshift_47365":{"type":"posts","id":"mindshift_47365","meta":{"index":"posts_1591205157","site":"mindshift","id":"47365","score":null,"sort":[1486661721000]},"guestAuthors":[],"slug":"how-access-to-nature-during-the-schoolyear-can-help-students-thrive","title":"How Access to Nature During The School Year Can Help Students Thrive","publishDate":1486661721,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In Florissant, Missouri, right off a busy highway, sits the 97-acre Little Creek Nature Area, a nature facility that serves the students of the Ferguson-Florissant School District. This slice of forest is owned by the district and includes classrooms, trails, prairie, chickens, gardens and a pond. Younger students take trips to Little Creek every year and high school students can take a field biology class there.\u003c/p>\n\u003cp>“[For] students who can't keep their head in a book, this is very special for them,” said Eric Hadley, science curriculum and instruction coordinator for the Little Creek Nature Area. “There just aren't many facilities like it,” he said, adding that approximately 10,000 students use Little Creek every year.\u003c/p>\n\u003cp>Time outdoors is valuable for a child's development. With the ever-expanding increase in time spent watching screens, children suffer from “nature deficit disorder,” a term coined by author Richard Louv in his book \u003ca href=\"https://www.amazon.com/Last-Child-Woods-Children-Nature-Deficit/dp/156512605X\">“Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.”\u003c/a> Louv connects the rise of obesity, along with increased psychological and academic problems, to decline in outdoor time.\u003c/p>\n\u003cfigure id=\"attachment_47500\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg\" alt=\"A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \" width=\"1920\" height=\"1590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-160x133.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-800x663.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-768x636.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1020x845.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1180x977.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-960x795.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-240x199.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-375x311.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-520x431.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \u003ccite>(Courtesy of Eric Hadley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Exposure to nature contributes to “emotional restoration, decreases stress, can decrease symptoms of anxiety, can elevate mood,” according to Cathy Jordan, research director for the Children & Nature Network, a nonprofit organization Louv founded to reconnect children with nature.\u003c/p>\n\u003cp>“Kids who get to experience this kind of play and learning are happier, healthier and smarter,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Research into the cognitive benefits of green space is still in its infancy, but one of the stronger studies on the subject found a \u003ca href=\"http://www.pnas.org/content/112/26/7937\">connection\u003c/a> between increased green space and \u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\">increased attentiveness\u003c/a>\u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\"> and working memor\u003c/a>y over a 12-month period among some 2,500 elementary school children.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-47493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-8.jpeg\" alt=\"Little Creek Nature Area\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-520x390.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>In terms of physical health, kids will obviously get more activity when they play outside, but there are some other surprising benefits. Outdoor time prevents nearsightedness that stems from deprivation of bright sunlight.\u003c/p>\n\u003cp>“The theory goes that when kids are exposed to bright sunlight, it regulates how dopamine functions in the eye; that's necessary for normal development of the shape of the eyeball,” said Jordan.\u003c/p>\n\u003cp>Intangible social benefits can also translate to better classroom behavior. When kids are doing outdoor activities, they tend to do more group work in a collaborative sort of way, said Jordan.\u003c/p>\n\u003cp>“They're learning those cooperation skills, and conflict management skills, communications skills that can transfer to other aspects of their life.”\u003c/p>\n\u003cfigure id=\"attachment_47484\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47484 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-1-e1486360849663.jpeg\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Donna Guyre’s students take care of hermit crabs in the classroom. After spending more time observing and interacting with nature, Guyre wrote “Ultimately, my students have developed a better appreciation for nature.” \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ferguson-Florissant first-grade teachers Donna Guyre and Elizabeth Stone have seen the difference just one trip to a nature center makes with their students.\u003c/p>\n\u003cp>“They don't have prior knowledge of farm animals or zoo animals. Bringing them (to Little Creek), they see things they've never seen before and they can relate it to things we talk about in the classroom.”\u003c/p>\n\u003cp>“They are more respectful,” to people and the living things around them, said Stone.\u003c/p>\n\u003cp>Both Guyre and Stone keep up the outdoor time for the students throughout the year. Both work at elementary schools that have set up outdoor classrooms. For instance, Stone will have her students practice making graphs by collecting pine cones and using sidewalk chalk to chart the results.\u003c/p>\n\u003cp>Such activities show teachers don't need their private nature center to get kids outside.\u003c/p>\n\u003cfigure id=\"attachment_47483\" class=\"wp-caption alignnone\" style=\"max-width: 779px\">\u003cimg class=\"wp-image-47483 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Outdoor-class.jpg\" alt=\"Outdoor-class\" width=\"779\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class.jpg 779w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-768x518.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-240x162.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-375x253.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-520x350.jpg 520w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003cfigcaption class=\"wp-caption-text\">Class outdoors. \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING WITH PARKS\u003c/strong>\u003c/p>\n\u003cp>Educator Jean Turney advises teachers to make use of the natural surroundings for interdisciplinary projects. Turney is education coordinator for Forest Park Forever, a nonprofit that partners with the city of St. Louis to maintain and sustain Forest Park, its largest city park. During her time teaching fourth-grade public school students, Turney secured a grant to bus her students to Forest Park once a week.\u003c/p>\n\u003cp>“I really experienced firsthand the power of kids having repeated outdoor activity,” she said. “This park really became their classroom.”\u003c/p>\n\u003cp>Turney's students did an interdisciplinary project that had a focus on trees. Their science lesson involved calculating the age of the trees. That led into their history lesson, where they matched the tree age with a timeline of St. Louis history, and what historical events were occurring in the tree's lifetime. That led to a literature lesson where the kids had to write a story from the perspective of a tree, and then perform their story at the history museum.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“They had opportunities in terms of creativity that I didn't always see structured in our (indoor) classroom,” she said.\u003c/p>\n\u003cp>But teachers have to take the initiative to get started. Outdoor programs vary based on “what the teacher puts into it,” said Guyre.\u003c/p>\n\u003cp>She keeps hermit crabs and plants in her classroom and puts students in charge of their care. Perhaps one of the main hurdles for teachers is to get used to letting go of a little control.\u003c/p>\n\u003cp>Stone talked about letting kids have a “controlled uncontrolled experience.”\u003c/p>\n\u003cp>“It's being able to let go of your comfort zone so they can explore and have that experience.”\u003c/p>\n\u003cp>It can get messy but that's part of the learning process, that things don't always work the way you want.\u003c/p>\n\u003cp>“That's really what gives kids a well-rounded situation,” said Stone “You learn from all of that.”\u003c/p>\n\u003cp>For another example of learning outdoors, check out how this New York City school is getting kids into nature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=GN5Gd_YRWnE\u003c/p>\n\n","blocks":[],"excerpt":"Getting kids out in nature on a regular basis helps kids' development. Some schools have partnerships with local parks but students in the Ferguson-Florissant School District have a district-owned nature center. ","status":"publish","parent":0,"modified":1486679429,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1011},"headData":{"title":"How Access to Nature During The School Year Can Help Students Thrive | KQED","description":"Getting kids out in nature on a regular basis helps kids' development. Some schools have partnerships with local parks but students in the Ferguson-Florissant School District have a district-owned nature center. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Access to Nature During The School Year Can Help Students Thrive","datePublished":"2017-02-09T17:35:21.000Z","dateModified":"2017-02-09T22:30:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47365 https://ww2.kqed.org/mindshift/?p=47365","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/09/how-access-to-nature-during-the-schoolyear-can-help-students-thrive/","disqusTitle":"How Access to Nature During The School Year Can Help Students Thrive","path":"/mindshift/47365/how-access-to-nature-during-the-schoolyear-can-help-students-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Florissant, Missouri, right off a busy highway, sits the 97-acre Little Creek Nature Area, a nature facility that serves the students of the Ferguson-Florissant School District. This slice of forest is owned by the district and includes classrooms, trails, prairie, chickens, gardens and a pond. Younger students take trips to Little Creek every year and high school students can take a field biology class there.\u003c/p>\n\u003cp>“[For] students who can't keep their head in a book, this is very special for them,” said Eric Hadley, science curriculum and instruction coordinator for the Little Creek Nature Area. “There just aren't many facilities like it,” he said, adding that approximately 10,000 students use Little Creek every year.\u003c/p>\n\u003cp>Time outdoors is valuable for a child's development. With the ever-expanding increase in time spent watching screens, children suffer from “nature deficit disorder,” a term coined by author Richard Louv in his book \u003ca href=\"https://www.amazon.com/Last-Child-Woods-Children-Nature-Deficit/dp/156512605X\">“Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.”\u003c/a> Louv connects the rise of obesity, along with increased psychological and academic problems, to decline in outdoor time.\u003c/p>\n\u003cfigure id=\"attachment_47500\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg\" alt=\"A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \" width=\"1920\" height=\"1590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-160x133.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-800x663.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-768x636.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1020x845.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1180x977.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-960x795.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-240x199.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-375x311.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-520x431.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \u003ccite>(Courtesy of Eric Hadley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Exposure to nature contributes to “emotional restoration, decreases stress, can decrease symptoms of anxiety, can elevate mood,” according to Cathy Jordan, research director for the Children & Nature Network, a nonprofit organization Louv founded to reconnect children with nature.\u003c/p>\n\u003cp>“Kids who get to experience this kind of play and learning are happier, healthier and smarter,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Research into the cognitive benefits of green space is still in its infancy, but one of the stronger studies on the subject found a \u003ca href=\"http://www.pnas.org/content/112/26/7937\">connection\u003c/a> between increased green space and \u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\">increased attentiveness\u003c/a>\u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\"> and working memor\u003c/a>y over a 12-month period among some 2,500 elementary school children.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-47493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-8.jpeg\" alt=\"Little Creek Nature Area\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-520x390.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>In terms of physical health, kids will obviously get more activity when they play outside, but there are some other surprising benefits. Outdoor time prevents nearsightedness that stems from deprivation of bright sunlight.\u003c/p>\n\u003cp>“The theory goes that when kids are exposed to bright sunlight, it regulates how dopamine functions in the eye; that's necessary for normal development of the shape of the eyeball,” said Jordan.\u003c/p>\n\u003cp>Intangible social benefits can also translate to better classroom behavior. When kids are doing outdoor activities, they tend to do more group work in a collaborative sort of way, said Jordan.\u003c/p>\n\u003cp>“They're learning those cooperation skills, and conflict management skills, communications skills that can transfer to other aspects of their life.”\u003c/p>\n\u003cfigure id=\"attachment_47484\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47484 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-1-e1486360849663.jpeg\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Donna Guyre’s students take care of hermit crabs in the classroom. After spending more time observing and interacting with nature, Guyre wrote “Ultimately, my students have developed a better appreciation for nature.” \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ferguson-Florissant first-grade teachers Donna Guyre and Elizabeth Stone have seen the difference just one trip to a nature center makes with their students.\u003c/p>\n\u003cp>“They don't have prior knowledge of farm animals or zoo animals. Bringing them (to Little Creek), they see things they've never seen before and they can relate it to things we talk about in the classroom.”\u003c/p>\n\u003cp>“They are more respectful,” to people and the living things around them, said Stone.\u003c/p>\n\u003cp>Both Guyre and Stone keep up the outdoor time for the students throughout the year. Both work at elementary schools that have set up outdoor classrooms. For instance, Stone will have her students practice making graphs by collecting pine cones and using sidewalk chalk to chart the results.\u003c/p>\n\u003cp>Such activities show teachers don't need their private nature center to get kids outside.\u003c/p>\n\u003cfigure id=\"attachment_47483\" class=\"wp-caption alignnone\" style=\"max-width: 779px\">\u003cimg class=\"wp-image-47483 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Outdoor-class.jpg\" alt=\"Outdoor-class\" width=\"779\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class.jpg 779w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-768x518.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-240x162.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-375x253.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-520x350.jpg 520w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003cfigcaption class=\"wp-caption-text\">Class outdoors. \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING WITH PARKS\u003c/strong>\u003c/p>\n\u003cp>Educator Jean Turney advises teachers to make use of the natural surroundings for interdisciplinary projects. Turney is education coordinator for Forest Park Forever, a nonprofit that partners with the city of St. Louis to maintain and sustain Forest Park, its largest city park. During her time teaching fourth-grade public school students, Turney secured a grant to bus her students to Forest Park once a week.\u003c/p>\n\u003cp>“I really experienced firsthand the power of kids having repeated outdoor activity,” she said. “This park really became their classroom.”\u003c/p>\n\u003cp>Turney's students did an interdisciplinary project that had a focus on trees. Their science lesson involved calculating the age of the trees. That led into their history lesson, where they matched the tree age with a timeline of St. Louis history, and what historical events were occurring in the tree's lifetime. That led to a literature lesson where the kids had to write a story from the perspective of a tree, and then perform their story at the history museum.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“They had opportunities in terms of creativity that I didn't always see structured in our (indoor) classroom,” she said.\u003c/p>\n\u003cp>But teachers have to take the initiative to get started. Outdoor programs vary based on “what the teacher puts into it,” said Guyre.\u003c/p>\n\u003cp>She keeps hermit crabs and plants in her classroom and puts students in charge of their care. Perhaps one of the main hurdles for teachers is to get used to letting go of a little control.\u003c/p>\n\u003cp>Stone talked about letting kids have a “controlled uncontrolled experience.”\u003c/p>\n\u003cp>“It's being able to let go of your comfort zone so they can explore and have that experience.”\u003c/p>\n\u003cp>It can get messy but that's part of the learning process, that things don't always work the way you want.\u003c/p>\n\u003cp>“That's really what gives kids a well-rounded situation,” said Stone “You learn from all of that.”\u003c/p>\n\u003cp>For another example of learning outdoors, check out how this New York City school is getting kids into nature.\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GN5Gd_YRWnE'\n title='//www.youtube.com/embed/GN5Gd_YRWnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47365/how-access-to-nature-during-the-schoolyear-can-help-students-thrive","authors":["11330"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_519","mindshift_21062","mindshift_21061"],"featImg":"mindshift_47496","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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