It is without a doubt the most effective strategy I have experienced to help students refocus. Whether the energy has dropped at the end of the day, its the morning and the class is buzzing with energy and can’t concentrate, or its the middle of a lesson and we’ve hit a wall… this is the one fix that works for me every time. DEAR-O! Drop Everything And Read Outside. But, reading is only the beginning. Once we are outdoors, I have found that learning becomes turbo-charged, with the class often getting through material in half the time it takes inside. 

Why learn outside?

Getting outside offers a lot more than just a change of pace – it can be a strategic move to optimize learning, tuning students brains to the right frequency to get the most out of class. Research shows that being outside significantly reduces cortisol (our number one enemy in learning), and increases dopamine and endorphins. In other words, getting outside lowers stress and increases focus and happiness. This neurochemical shift learning environment where students are more relaxed, engaged, and receptive to new information. 

This is why it is so great to head outside for 10-20 minutes in the middle of a lesson to reenergize students. And, it is effective for longer stretches as well. More and more teachers are trying a period a day outside, and some are heading out for a whole day or half day every week. A grade three student I spoke with this week told me their favourite day at school is Wellness Wednesday when their class does all their learning outside. 

The big hurdle

There is no way around it, novelty is a distraction. 

The first time we take a class outside it is hard to believe that outdoor learning HELPS them focus. They are looking everywhere and are too excited to focus. There are three solutions that have helped me clear this hurdle. 

Sprints: I chunk the outdoor learning into a sprint the first few times we go outside. We get outdoors, and play a game (soccer, tag, catch, anything with movement) for about 5 minutes. Then we read for 10 minutes. Then another game for a 3 minutes, followed by writing for 10. And that’s it for the first time. They got a taste of learning outside, they got their wiggles out, and were successful in working during the work periods. I repeat this structure the first three times we go outside, then start having longer work periods and less movement breaks, until all the novelty has worn off. 

Routines: Clarity around where to go, knowing when they are going outside, and having a structure for how we transition from inside all helps to normalize the experience. Just like how the September fire drill can be stressful and chaotic compared to one in June, the more the routine is practiced, the more normal it becomes. To help this, because outdoor learning can happen anywhere, unlike a fire drill where the class has a designated location to head to, I like to get the class to name a few key learning spots. When we head out to write, we go to Timmy the Poet-Tree, for math we meet at Curiosity Corner and for social studies we are on top of Map Maker’s Mountain. 

Clear expectations: Knowing the rules and getting positive reminders before a problem sets students up for success. 

Don’t wait for Little Joshy to pick grass to remind them not to. As soon as you get outside, have the class remind each other why we ‘leave no trace’. This way you’ve solved the problem pre-emptively, they are empowered by putting it in their own words and understanding into the rules and by using a positive term like ‘leave no trace’ we go beyond not picking grass, it covers littering, disturbing nature and being an environmental steward. 

What can we do outside?

Reading: Whether reading for pleasure or analyzing a historical document, we can lower stress and increase dopamine by letting them to do it while leaning against a tree or spreading out on a blanket in the sun. 

Writing: Inspiration abounds. 

So often my reluctant writers, the students who would sit in class staring at a blank page (and occasionally turning their pencil into a rocket ship) quickly write so much that they run our of paper when they are outside. They go from stagnate to thriving. 

Acting-out Learning: Without cumbersome desks and limited space it becomes a lot easier to get students re-enacting a historical scene, or acting like atoms in a chemistry class, or to film themselves living out a chapter of a novel. 

EVERYTHING with Clipboards and Whiteboards: The best purchases I ever made for my class were clipboards and little individual whiteboards. Armed with these, there was truly no end to what we could do outdoors. Students plan, idea-map, and explain concepts to each other using the whiteboards, and then grab their clipboards to write anywhere! They solve equations sitting on a tree branch, they write lab-reports on the monkey-bars, they write poems hiding in the shade under a slide. 

Strategies for success

Here’s a few tips set up a smooth learning experience. 

Bin/Wagon: Having a dedicated space to store clipboards, extra pencils, and other materials makes it easy to pick-up and go. When I am in the middle of teaching and there’s lull in learning – their energy, and students’ heads are dropping, I want to be able to clap my hands and say let’s go outside. But, if those disengaged, low-energy students now need to find everything they need to transition to outdoors, we are going to waste serious time as they drag their feet looking for everything. Instead, with routines in place, I just need to grab the wagon and without saying anything students are perking up and lining up to go outside. 

Blankets/sit pads: One year I was lucky to have extra-covid funding to purchase a class set of sit-pads. These were great, but just asking students to bring a blanket or towel to sit on always worked just as well, and in some cases was event better. There is something magical about spreading out a picnic blanket to lay down and read on. Groups invite each other to share a blanket, and extra blankets can double as shade creators. 

Extra clothing: There are cold days, windy days, rainy days, and these can all still be great outdoor learning days, if everyone is dressed correctly. Having a bunch of jackets, dollar store gloves, and hoodies ready to go helps to get outside easier and more often. Every year I put a call out to families letting them know why we will be getting outside with our learning and inviting them to donate any old clothing that could support us. And it doesn’t hurt to reach out to local businesses who often love the chance to donate to a school. 

Partner teacher: Two classes outside is better than one. I might not be directly working with the other class, and they may be on the other side of the field, but having a chance to come together for breaks, and having an extra set of adult eyes is never something to discount. The best part for me is always having an extra adult to help with bathroom runs. 

Let’s get outside

Don’t wait for next year, give it a try!

Talk with your class about why it’s great to learn outside. Have them come up with some rules and expectations and then take the learning outdoors for 20 minutes. Then, try it a few more times to normalize it and start to see some of the amazing benefits that outdoor learning can offer. 

Let me know how it goes! Share pictures of your class outside on X @readesignpro and follow me for more ideas.