Landscapes for Learning: Creating Outdoor Environments for Children and Youth

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The versatility of Learning Landscapes facilitates the definition of different types of activities based on Bloom’s Taxonomy, achieving an adaptable and flexible environment for our students in which to achieve the objectives we want to work on in the classroom. 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: Over 83% of schools reporting that better grounds and practice led to more active play, better quality of play, more social interaction and more enjoyment of break time.

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. As we have seen, Learning Landscapes are a pedagogical tool for generating customized study environments that unleash the creativity and imagination of our students, boosting meaningful learning. This is the key and the first thing we will notice: Our students learn more and better, and they will do it with more motivation. Each activity we consider, whether mandatory, optional, or reinforcing, must contain a number of fundamental elements so that our students are clear on what is expected of them, how they can do it, and under what conditions. We put the focus on our students to help them give their best. 10 key elements:

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With this pedagogical tool, we make our classroom flexible through the combination of methodological knowledge and the design of customized knowledge paths with different cognitive strategies that increase motivation and learning. Where Multiple Intelligences and Bloom’s Taxonomy meet Sir David Attenborough, who in 2014 created their Basic Need film, [16] this refers to the basic shortage of school places currently being experienced by schools. [17]

Currently we offer a range of outdoor learning grants, free resources and outdoor play and learning training opportunities in outdoor learning and play.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. 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. Landscapes for Learning is a start up business looking to direct sell play equipment to the schools market. always keep your customers well informed about developments, letting them know about any delays etc. in good time In this way, each level involves a series of strategies that guide the process of acquiring knowledge, skills, and abilities to lay the foundation for effective, meaningful, and real learning.

Although similar in title, our two organisations (Learning through Landscapes and Landscapes for Learning) are very different in history, experience and services provided. Increases motivation for learning. Learning landscapes provide an environment that combines playful elements with appropriate instructional design and activities that are both challenging and motivating for students.I am a Welsh learner, and my wife Gwenllian, who also runs the business with me, is a fluent Welsh speaker. We find that being able to run the business bilingually has been a huge advantage and benefit to the business, as well as supporting the Welsh language in general. We find that customers feel a lot more comfortable speaking to us in Welsh if they wish to do so. We are very proud to be able to operate Landscapes for Learning in both Welsh and English.” 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. Transforming play is one of the biggest changes you can make in schools. A starting point here is to consider what children currently do at break, why they do that, and what they would like to do, should they have a choice.

Run by Craig and his wife Gwenllian, Landscapes for Learning provides a whole variety of different learning opportunities for children, including sensory, imaginative, creative and exploratory play through the creation of outdoor play materials such as small “kitchens”, play huts and performance stages. As LtL we would always suggest that schools and early years settings focus on children’s experiences outdoors – not starting with a play item from a catalogue. We have a range of audit tools for you to use, available to members.

This result, however, was somewhat out of their control as the resources designed to cater for this aspect of essential early-years learning and mandatory inspection processes were way beyond their school’s very modest budget. One of the most outstanding features of Genially is the versatility it has when it comes to teaching, allowing educational content to come to life through interactivity, animation, and content integration. 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. Basic need | Learning through Landscapes". Ltl.org.uk. Archived from the original on 21 December 2021 . Retrieved 7 March 2017. Nearly 90% of schools reported an increase in perceived quality of the environment, by staff, pupils, parents, and community.