Indiahikes office 3PM

Prathmesh our intern, returned from an exploration at Horagina Betta for a new trek that would be feasible for our Outdoor Leadership Programme for schools.  

“This trek was beautiful, but I don’t think it will work for our school treks”. 

The other team members in the room were quite curious. 

“Why not? It’s close to the school and we have plenty of food and water sources close by, right”?

Prathmesh sheepishly narrated the story of how he saw a mother bear and a cub making their way towards some bushes when they heard a noise. Prathmesh quickly took his belongings and left.

So what was our intern doing, exploring such trekking trails? 

What goes into designing programmes for school students?

Finding the perfect trek for each school and school level to learn from the outdoors is only one step of the process.

So what goes into designing mindful and engaging outdoor experiential learning programs for students?

More importantly, what can you do to take the experiences of a student forward?

How can outdoor experiential learning foster mindfulness in students?

Often, when people hear about outdoor experiential learning, they believe that it is about ‘learning by doing’. In reality, it involves a more nuanced process. 

In recent years, teachers often approach us with concerns that the attention span of their students has gone down considerably. We hear questions, such as how do we keep them engaged? They observe that students are disengaged with their surroundings and the information which they receive. 

When there is a disengagement from the surroundings, it is highly possible that students have superficial learning and their creativity, enthusiasm and curiosity are stifled. 

As opposed to this, when students are engaged in an outdoor learning programme that has a model inculcating mindfulness at the core of it, there are several positive outcomes. 

First, we find that students have higher levels of engagement with nature and get more involved in the learning process. Second, they become more aware of their bodies and boundaries. Finally, through this sensitivity they begin to understand the relationship between their actions and the impact on the environment. Through such exposure students reflect and build a deeper understanding of the world around them. 

What are some elements we include in the design of our experiential learning programmes for school students?

Interactive drama

At Indiahikes, trekking sustainably and leaving the mountains better than we find them is a commitment not just at the core of our work but is also a spirit we strive to instill in everyone who treks with us.

When we engage with our youngest trekkers, we aim to inspire a love for trekking and an understanding of how our actions affect the environment. We recognize that it is extremely important how we communicate the principles of sustainability to young students, to ensure that the message is both engaging and impactful.

During our recent day treks around Bangalore with DPS West, the Indiahikes team had a lot of fun using interactive storytelling to highlight the dangers of irresponsible trekking and the environmental footprint it can leave behind. 

Storytelling has always been a powerful tool to capture interest and motivate action right from ancient fireside tales. Our interactive approach involves students directly in the story, such as through the character of the ‘pollution uncle’. This character grows when young trekkers make harmful choices such as leaving behind chocolate wrappers on a trail.

This hands-on method vividly illustrates how their decisions can impact the environment, emphasizing that even small actions can make a significant difference.

After every trek when we say our goodbyes to the students, they often tell us that they will remember ‘pollution uncle’ and that they won't let him grow. 

By engaging students in this way, we plant the seeds of sustainability, helping them understand the connection between their actions and the health of their surroundings.

Engagement with natural surroundings (flora and fauna)

On each trek, we actively engage students with different elements of their natural surroundings. For instance, during a recent trek with DPS Bangalore West students, we encountered a termite mound. We took this opportunity to initiate a conversation with the students, asking if they knew what it was. Some called it a "snake hill," others an "ant hill”.

We explained that it was a termite mound and that sometimes abandoned mounds can house snakes. We further described the intricate underground network of tunnels and chambers, sharing that these structures can be up to five times the height of an adult human when measured from base to tip!

When we share such information with young students, they are instantly captivated by the enormity and are enamored by what doesn’t meet their eye. We asked them to keep a lookout the next time they see a termite mound in their neighborhood. This is just one way in which we keep the ball rolling, encouraging them to continue to engage with what they see on the treks.

In another instance, our intern Trisha received numerous questions from students about the thorny-looking cactus plants along the trail. She noticed that the plants, Euphorbia, weren't as sharp or dangerous as the students feared. She invited them to touch and feel the plant where it doesn’t have thorns to show them how to discern perceived dangers from real ones.

By sharing stories about everyday natural phenomena, such as termite mounds, and engaging students in interactive learning, we inspire them to be more curious about the world around them. 

These experiences leave lasting impressions, encouraging students to explore and appreciate the intricacies of the natural environment.

Balance between structured activities and time for free exploration

On our experiential learning treks, we consciously try to strike a balance between structured activities and free exploration. Our structured activities are designed to foster a deeper connection with nature, support teamwork, help students build life skills, develop environmental responsibility, and form new friendships.

On the other hand, we also recognize the importance of providing space for unstructured exploration. We make time and opportunities for free exploration both along the trek route and at the summit. We let the magic of nature work its wonders. In this way, students engage with the environment in a spontaneous and personal way.

Activities such as climbing trees, searching for insects under rocks, or exploring rock pools are the kind that students engage in, in the unstructured time. This time allows students to follow their curiosity, increase their energy levels, and build healthier bodies.

For the more adventurous students, trying riskier feats like jumping from manageable heights, helps them learn to make decisions and assess risks. Facing the consequences of their decisions builds confidence and promotes self-discovery. 

This unstructured setting encourages students to explore both the external world and themselves. 

Reflections 

On all of our experiential learning programs, the process of learning is not complete without giving students the space to reflect on their experiences. Reflecting upon how their experience was, what they enjoyed, what they didn’t enjoy, helps students understand their feelings and recognize their limitations. It further gives them ideas about what they could try for the future.

Being guided through intentional reflection sessions is one of the elements which sets the experiential learning programs apart from a regular afternoon spent outdoors or on a hike. 

In order to bring about such reflections, our trek leaders make sure everyone feels safe and  included. They show students how they can respect each other’s interpretations and opinions.

What you can do as an educator to facilitate outdoor learning effectively

On outdoor experiential learning programs, we know that the learning does not stop at the end of one trek. It is important that everything that students gain from being outdoors and reflecting on their learning needs to continue again once they are back in the classroom. 

By involving students in interactive and meaningful activities, experiential learning in the outdoors captures their interest and keeps them motivated. Engaged students are more likely to participate actively in their learning process, leading to better academic outcomes.

Engaging in experiential activities often requires close interaction between students and teachers. This fosters a supportive learning environment and strengthens the student-teacher relationship, which can positively impact students' academic and personal development.

On the treks, or other experiential learning programmes we see that students who are used to playing a certain role in the classroom get the opportunity to try something different when they are outdoors. 

Renu Dimri Ma’am, Principal of DPS Bangalore West says “A classroom provides only one type of atmosphere where the academically inclined tend to thrive. Children who are quiet in class often get overlooked. The same children come back more confident after trekking. The trek perhaps gave them opportunities to achieve something significant, such as helping others. On a trek, there will be moments when you need support, even if you don’t want it. Children begin understanding that it’s good to ask for help. They don’t need to fight their battles alone”.

For teachers too, this is a chance to engage with that student in a different way. This can then be taken back to the classroom, to support the student’s learning journey better. Sometimes engaging with students in a different setting, in the outdoors, helps teachers better understand their student’s learning style. 

Ultimately we want teachers to build on their own and their student’s experiences in the outdoors to complement the learning process that happens in the classroom. 

To support this objective, we even conduct introductory workshops with teachers to introduce to them the what, why, and how of experiential learning. We want teachers to feel confident to join students in learning experiences, play a role in the facilitation process and build on the learning that happens on the treks once they are back in the classroom.

Experiential learning makes the process active and engaging. This makes it more enjoyable.  Students who enjoy learning are more likely to continue seeking knowledge and personal growth throughout their lives.

Incorporating experiential learning in schools transforms education into a dynamic and impactful experience, benefiting students' academic performance, personal development, and future readiness.

How parents can be involved in the learning process in the home environment 

There has been plenty of research over the last three decades showing that the home learning environment plays an important role in the child’s overall development. It is important then that the parents are able to nurture the learning that students have in the classroom and in the outdoors. 

We actively want to include parents in the learning process. For our youngest students, we invite parents to join them in the learning activities. This shared experience not only allows parents to witness their child's learning firsthand but also helps them overcome their own fears and doubts.

One parent on a recent trek which was a part of the series of day hikes we did with DPS Bangalore West said “It was an amazing experience for us. A kind of change in our routine life. Especially spending a good amount of time with our kids because of trekking felt refreshing”.

When they push their own boundaries, they begin to see how exhilarating it is. This process encourages them to support their children's educational journeys and explorations in the outdoors more enthusiastically.

Through these shared learning experiences, parents often form new friendships with other parents and expand their own knowledge. This sense of community further strengthens their involvement in their children's education.

By actively involving parents in the learning process, we create a supportive and enriching environment that benefits both students and their families.

In Conclusion

Designing mindful and engaging outdoor experiential learning programs for school students is a multifaceted process that goes beyond simply taking students outside. It involves careful planning, creativity, and a deep understanding of the students' developmental needs.

Ultimately, outdoor experiential learning is about more than just the lessons learned on the trail. It's about planting seeds that will grow into a lifelong appreciation for nature, a commitment to sustainability, and a mindset that embraces continuous learning. 

As educators and facilitators, our role is to guide students on this journey, helping them to not only see the world differently but to also find their place within it.