In education, particularly outdoor learning, there’s a strong temptation to guide learners step-by-step through every activity. I know that temptation all too well, as I was once guilty of it. I would be the teacher meticulously teaching with step-by-step instructions for every lesson. It was always with the best of intentions. It felt essential to ensure each activity went precisely as planned. Speaking to friends who qualified around the same time helped me understand it was also how we were trained. But now, I wonder if it was what was best for my learners. I absolutely acknowledge that there are times when clear instructions are necessary. But I can equally acknowledge that they can limit learners’ opportunities to truly engage, experiment, and learn at other times. I started finding there was magic in giving loose instructions, especially outdoors. It took considerable time and effort to shift my approach. Embracing uncertainty and allowing children to experiment could feel scary, but it has proven incredibly worthwhile.
The Essence of Experimentation
Meaningful learning thrives on curiosity, the innate desire to explore, question, and discover. Children are born with it, and it helps them thrive. Yet, as they go through the school system, it slowly diminishes. As a student teacher, I heard about a study by Dr. George Land in collaboration with Dr. Beth Jarman. Their study was initially developed to assess the creative potential of scientists and engineers for NASA. Then, it was used with children. They discovered that 98% of 4 to 5 year olds have a genius level for divergent thinking. However, when the same children were retested at ages 10 and 15, the percentages dropped to 30% and 12%, respectively. This study was not completed recently. It was from 1968! It showed traditional education systems, emphasising conformity and rote learning, can suppress innate creative abilities. Now, in Scotland, we have recognised this, with Bloom’s Taxonomy underpinning the curriculum to develop higher-order thinking. But does our teaching regularly use creativity and higher-order thinking, or is it more reliant on rote learning and conformity?
Linking Theory to Practice
As educators, we tend to benefit from understanding how the theory links to practice. So, let’s have a wee look at some theories that support this.
Constructivism Building Knowledge through Experience
Jean Piaget and Lev Vygotsky are theorists I encountered early in my education studies. I imagine many educators are the same. Piaget highlighted that children construct knowledge best through direct interaction with their environment. He believed learning should be an active, exploratory process where learners test ideas and build understanding independently. Initially, I found Piaget’s approach simple, we use active learning after all. However, as I developed as a teacher, I found it more challenging than first thought because it required relinquishing control to truly make the magic happen. However, once I began letting learners experiment, I witnessed them forming deeper connections and understanding complex ideas independently.
Similarly, Lev Vygotsky’s Zone of Proximal Development (ZPD) advocates gentle guidance rather than explicit instruction. Optimal learning, Vygotsky argued, occurs when educators provide just enough support for learners to engage with tasks slightly beyond their current capabilities. I found that by prompting questions, learners became better at exploring, collaborating, and innovating. Questioning enhanced their growth far more effectively than direct instruction could in many instances.
Experiential Learning Reflecting and Learning from Experience
David Kolb’s experiential learning theory describes learning as a continuous cycle involving experience, reflection, conceptualisation, and experimentation. It is one I particularly see happening outdoors when children are set a challenge or task and then naturally discuss it before trying something, assessing it and trying to improve. But this only works if we step back and allow them the space. Yes, we all want to ensure our learners achieve, but if I allowed learners to navigate Kolb’s cycle naturally, the result would be deeper, more meaningful learning experiences.
Ball Runs, Dens and Making Movies
I love the workshop we deliver when we get the children to make giant ball runs. It brings all this theory and pedagogy into practice and allows me to see it working in action. Here, the children have a range of equipment and need to get the ball from one point to another. I tend to use loose parts, 1m lengths of guttering and whatever else is outside. I give the children the instruction, make me a ball run. Sometimes, I will say the longest wins. I remind them to be respectful and share equipment and then I stand back. Actually, teachers who have had this workshop might call me out as a fibber here. I don’t tend to stand back. I tend to engage staff in conversation to ensure they stay back. I know they only want to help, but the magic that happens when the children are left to it is amazing. The same happens when we do den building workshops. The adults want to support their class, but if they do, I suddenly see hastily erected dens, all the same. If they stand back, magic happens. We end up with each group creating a totally different den. The interesting thing I observed in both these activities was that the younger the class, the more elaborate and creative the solution was.
To me, it highlights the study from 1968. Those older children have been indoctrinated into the education system and don’t think in the same creative way as a primary one would.
Practical Advantages in Outdoor Learning
I know the examples I have given here are outdoors. That’s because, in my experience, the outdoor environment particularly supports this exploratory approach. Letting learners experiment freely outdoors, I discovered first hand, yields impressive benefits.
Enhanced Creativity and Innovation
Without rigid guidelines, learners devise innovative solutions and approaches. Just today, I was in the woods running National Outdoor Learning Award sessions with young folks aged 15 to 24. I had them whittling, learning the knife skills, but they could decide what to make. Clear instructions were given for knife work and safety, but not for what they were to create. Each person creatively utilised available resources uniquely, constructing diverse and inventively. We created everything from knives to rats, snakes to owls and more. Their creativity flourished because they were trusted to make their own choices and supported.
Developing Confidence and Resilience
Experimentation naturally involves encountering setbacks. Initially, I felt inclined to intervene and solve learners’ problems, seeing folks struggle or fail can be tough. But stepping back allowed learners to navigate difficulties independently, building resilience. There was one NOLA session where we had a young person set the task of building a fire using flint and steel and whatever they could find in the kit (cotton wool, Vaseline, etc.) or the woods (there were a lot of birch trees and dry grass). They found using the flint and steel and selecting the right materials tricky. They had to keep trying different things to make it work. But, watching their joy and pride upon overcoming these hurdles reinforced the profound impact of allowing learners space to grow resilience. (I might add that this session was not during fire season, as we tend not to have fires when the risk of wildfires is high, you can read more about it in this blog.
Mandalas in Nature
Of course, this approach also works with more curricular-focused lessons as well. When exploring wider mathematical skills, I introduce mandalas. You may recognise them from adult colouring books. They are created with repeating patterns. Rather than detailed guidance, I provide a variety of natural materials, leaves, stones, shells, and twigs and challenge the learners, ‘Can you create a mandala using repeating patterns?’ Without step-by-step instructions, learners naturally experiment with patterns, shapes, symmetry, and sequences. It’s remarkable to watch how deeply they engage with maths and artistic creativity, discovering and making connections independently. The photographs of their work make a beautiful wall display as well.
Creative Creatures
Another lesson I adore is ‘Creative Creatures‘. Learners use loose parts or pinecones, sticks, chalk, etc, to freely invent unique creatures outdoors. Afterwards, they return inside to write vivid descriptions of their creations. Their excitement and originality soar by allowing them creative freedom without explicit guidelines. This is then shown in their writing. It’s truly amazing to witness the imaginative narratives that emerge when learners are trusted to take the lead.
Deeper, More Meaningful Engagement
Learners engage more deeply when driving their exploration. I had a primary 3 class working outdoors, inspired by Andy Goldsworthy, they were tasked with creating natural art. They had examples of his work, but it varies so much from shape to lines, colours, textures, and even materials used. It left the instructions fairly loose while still achieving the Es and Os for art. The children were immersed in their task, connecting with their outdoor space and producing uniquely meaningful creations. This intrinsic motivation is exceptionally powerful outdoors, where learners directly experience the impact of their decisions.
Facilitating Experimentation
Reducing detailed instructions doesn’t mean educators become passive observers. Instead, they transition into supportive facilitators who:
- Pose open-ended questions to spark curiosity and exploration (Bloom’s is great here).
- Offer diverse resources without specifying their use, encouraging independent decision-making.
- Facilitate reflective discussions post-activity, focusing on learners’ experiences and discoveries rather than solely outcomes.
Initially, the role of facilitators can feel uncertain. But, my experience is that if you stick with it, it quickly proves highly rewarding for both the children and me. Learners flourished when I stepped back, offering gentle guidance rather than explicit direction. I was reminded of just how exceptional learners can be and how much they can achieve.
Shifting from detailed instructions to a learner-led, exploratory approach can initially feel daunting, uncomfortable, and even a little scary. It certainly challenged me. Occasionally, my past self resurfaces, amazed at how few instructions I now give. Teachers sometimes comment, astonished by their class’s extraordinary achievements with minimal instruction. Embracing this approach has significantly impacted my teaching and learners’ experiences. It aligns deeply with constructivist and experiential theories I learned about during my early days in education, enhancing outcomes and enjoyment. Now, I see learners developing resilience, creativity, and critical thinking skills authentically, not merely ticking boxes. Allowing space for experimentation fosters vibrant, dynamic learning environments where curiosity thrives. Witnessing the incredible achievements of children trusted to lead their learning continues to amaze and inspire me.
So, my challenge to you is simple, cut back the instructions for just 1 lesson and see what happens. Maybe use one of the lessons I talk about in this blog. Then, please email me and let me know how you got on. I have a feeling your class might surprise you, even if the older ones need a little extra support to get going.
