Landscapes for Learning: Creating Outdoor Environments for Children and Youth

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Creativity and imagination. These are undoubtedly two of the most important tools of learning landscapes. If pupils’ imagination and creativity are to be stimulated, teachers must also make use of these qualities. Here’s why. A cookie set by YouTube to measure bandwidth that determines whether the user gets the new or old player interface. At the other end of the scale we found large companies charging exorbitant prices way beyond the budgets of cash-strapped primary schools, nurseries and day care centres. This limited them to just one piece of equipment between two or three classes and parents wanting to support their children's learning at home. If you want to learn more about this educational tool, here you have a very complete guide with video tutorials and articles explaining how to put them into practice in the classroom. There are also intensive training courses such as the one offered by our Programme Units – ProFuturo.

Another key point is that Genially allows you to integrate content from thousands of digital providers. For example, we can integrate YouTube videos, virtual tours, or even Kahoots. It allows us to have everything in the same place, concentrating information in one point and preventing our students from being lost in an ocean of information. LtL was a founding partner of the Scottish 'Grounds for Learning Project' funded by Scottish Natural Heritage. Scottish Natural Heritage has remained a main partner of LtL in Scotland for 25 years. Grounds for Learning was re-named 'LtL Scotland' in 2019 and maintains an office in Stirling. In addition to being a useful tool for this educational change, Learning Landscapes respond to students’ needs by providing them with an audiovisual, intuitive, and functional environment that allows us to capture their attention, making the content more attractive, achieving greater retention of concepts, and enhancing their digital competence. Over half of schools reported less bullying, less time spent sorting playtime issues and better attitudes towards learning. The department is home to the Advanced Landscape & Urbanism Research Group, which has a reputation for successfully-funded research, publications and international collaborations.Let’s guide students to explore and discover knowledge. That is, to learn by doing. These environments satisfy the way we acquire knowledge, not only as a means of where learning occurs, but rather because of their flexibility so that each student can use the content and solve the challenges we propose based on their personal way of learning. In this way, the student body changes from passive to an active agent and they become the protagonists of their own learning process, with us teachers being the guides who lead this process. We now supply parents, primary schools and other early years educational settings across the UK and Ireland. We are currently expanding our product range to include: Explorers Tables, Buddy benches, Water walls, Ovens and more to accompany our unique Mud Kitchens. Naturalistic intelligence. It is the ability to recognize and classify the many species of flora and fauna in our environment. Out focus is on changing mindsets and approaches to education – championing the outdoors as a place for formal learning and play. To this end we work at all levels – from classroom practitioner through headteacher and on to lobby our governments.

Half of all schools reported wider use of their grounds, outside of the school day, with a drop in vandalism to match the community involvement. Logical-mathematical intelligence. It is the ability to use numbers effectively (mathematical, accounting, or statistical) and to reason well (scientists, computer programmers, or logic specialists).

These include top landscape designer Sarah Eberle. who won gold for the 12th time at this year's Chelsea Flower Show, and is featured as part of the university's Greenwich Portraits series.

Programming matrix. The definitive tool that will help us to programme our activities. Do you remember multiple intelligences and Bloom’s taxonomy? These are the axes of this matrix or table, on the top of which we will place the eight intelligences and on the left side of which we will include the six levels of the taxonomy. This will result in a document with 48 boxes where each of the intelligences converge with the taxonomies. The intelligences guide the style of activity and Bloom will direct the focus of these. These boxes will help the teacher to design the activities he/she wants the students to do, which may have different depths and levels of difficulty. And, as mentioned above, these activities will be compulsory, optional or reinforcement activities. It develops the digital skill of the teacher and the learner. Learning landscapes help students acquire digital skills such as critical thinking and safe and ethical behaviour in the digital environment. For its part, it helps teachers to make a qualitative leap in the use of technologies in education, helping them to reach that desired level of appropriation in which the teacher is able to: Human beings are different and learn differently. When educational models and curricula do not take into account this principle of diversity and are designed only with the average in mind, they are failing society (Escuelas Católicas, n.d.). Let us design experiences that take differences into account and integrate them so that everyone can access education fairly and equitably.

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Transforming playtime takes time, it takes resources and leadership and you will make mistakes. As will the children. However, every school we work with expresses the successes and impact on children as the worthwhile goal of better break and playtimes. Happier and healthier pupils, less stress on supervisors and fewer incidents for senior managers to deal with are all successful outcomes of play in school grounds. Craig Hill set up Landscapes for Learning Ltd (formerly known as Mud Kitchens Wales Ltd.) in November 2016 as a sole trader before incorporating the business in April 2017. Prior to setting up, Craig spent 13 years as a primary and secondary teacher, specialising in assisting children with behavioural issues. González del Hierro, M. (n.d.). Paisajes de aprendizaje: una potente herramienta educativa. Genial.ly Blog. Accessed 1 June 2022 https://blog.genial.ly/en/learning-landscapes/ Over half of the schools saw a rise in academic performance, with over 90% of pupils showing better behaviour, learning, health and wellbeing when in an outdoor lesson. We would love to hear if you are interested in working with us, to discuss the possibility of purchasing from Landscapes 4 Learning, or simply helping to promote exploratory play.

Having retrained as a carpenter a few years ago and having worked on a few domestic projects, Craig saw this as an opportunity to launch Landscapes for Learning. The pair got in touch with the Welsh Government’s Business Wales service to enquire about available business support with growing the business. Their Business Adviser Evan Williams assisted with business planning and financial projections and referred them to further specialist skills support to explore apprenticeships and recruitment schemes. Students are the autonomous protagonists of their learning. Students learn by doing, guided by the teacher, who accompanies them on their journey of exploration and discovery. The flexibility of the learning landscapes allows each learner to use the content and solve the challenges presented to them according to the way they learn. Thus, he/she moves from being a passive subject to an active agent of his/her learning process. Learning landscapes are, as we shall see, a cross between these two pedagogical models, although they also apply different active methodologies such as visual thinking, cooperative learning or design thinking and can be combined with methodologies such as gamification, cooperative learning, flipped classrooms or project-based learning. Here are Landscapes for Learning’s top tips for anyone else looking to start or grow their own business:

Thanks to interactivity, we create a communicative experience that brings us closer in any teaching environment and helps contextualize information, maximizing memorization, critical thinking, and creativity, and increasing participation, personalization of learning, and motivation in the classroom. Although most of our courses are half or full day, we also offer long-term training in outdoor learning and play. Both our Lead Teacher in Outdoor Learning and our Teaching in Nature programmes offer an alternative to costly and narrow-focused Forest Schools qualifications. For Early Years we offer Lead Practitioner in outdoor play and learning, Nurture Nature and Forest Kindergarten as in-depth and long-term training options. Nearly 90% of schools reported an increase in perceived quality of the environment, by staff, pupils, parents, and community. Basic need | Learning through Landscapes". Ltl.org.uk. Archived from the original on 21 December 2021 . Retrieved 7 March 2017.