Benefits of Land-Based Learning

What is Land-Based Learning?
There are various methods and forms of teaching and learning. Land-based learning often uses an Indigenized and environmentally-focused approach which helps learners recognize that humans have a connection with the land around them. It allows learners to build deep physical , mental and spiritual connections with the land and nature which derives from Indigenous cultures. Many land-based learning programs are unique and can be referred to using different names, however all share the commonality of focusing on Indigenous-led and outdoor education. Connecting with the land through land-based learning allows students to understand the roles and responsibilities they have to all living things.

Benefits to Land-Based Learning:
In addition to land-based learning giving students an opportunity to build a meaningful connection with Mother Nature, research shows that land-based learning also has many mental health benefits, improves understanding of content being taught through active learning as well as helps learners develop awareness on protecting the environment.

Mental Health:
As students spend the majority of their waking hours in school, it is clear that their school environment plays a role on their mental well-being. Research has proven that outdoor environments have many mental health benefits. When students are removed from an indoor classroom settings and are learning outdoors, its plays significant role on students' stress and anxiety, confidence and self-esteem as well as mood and emotions. Rather than focusing on traditional methods of assessment, such as formal tests and pencil to paper exercises, land-based learning allows students to show their knowledge through observation and authentic experiences. These factors play a role on students stress levels, especially those who find it challenging to demonstrate their knowledge through traditional assessment methods as well as contributes to their overall confidence. Allowing students to complete activities outdoors also engages students in physical activity as well as physical challenges. These activities help release serotonin and dopamine chemicals into the brain which contributes to students feeling happy and in a positive mood.

Fostering Indigenous Practices:
As Indigenous practices and traditions have been negatively portrayed, it is important to incorporate decolonizing practices, such as land-based learning, in order to allow students to connect to their learning spirit. Under the United Nations Declaration on the Rights of Indigenous Peoples, Indigenous people have the right to practise and revitalize their culture and customs. As Indigenous value the earth and learn through nature, implementing land-based learning in teaching practices allows for Indigenous students to connect to their culture and their learning spirit. Land-based learning also allows non-Indigenous students to experience other styles of learning as well as build an appreciation for Indigenous perspectives and culture.

Differentiated Instruction:
Using differentiated instruction in instructional planning offers all students an equitable opportunity to understand the curriculum being taught, build classroom inclusivity and make meaningful connections. For students who have a difficult time grasping concepts and activating critical thinking in a traditional classroom setting, providing students with learning in different settings, such as an outdoor environment, will allow students to grasp the concepts being taught through a hands-on and naturalistic approach. Using land-based learning allows students who are visual-spatial learners, naturalistic learners, interpersonal learners as well as bodily-kinesthetics learners an opportunity to use their strengths to both understand concepts being taught as well demonstrate their learning. For these learners, always working in traditional four-walled classroom does not help them strive in academics and can hinder their overall learning.

The United Nations Sustainable Development Goals:
In 2015, the all states of the United Nations adopted the 2030 Agenda for Sustainable Development, which outlines for peace and prosperity for people and the planet. Within the 2030 Agenda for Sustainable Development, there are 17 Sustainable Development Goals (SDGs) which call on immediate action by all countries in a global partnership. These goals align with strategies to improve health and education, reduce inequity and encourage economic growth. 
Indigenous communities are considered vulnerable communities as global warming is on the rise. Many communities are situated in northern areas which are drastically impacted by the land warming up at faster rates. This hinders communities' ability to provide for themselves as well as their local economy as their resources are centred on the use of their land. 
Therefore, it is crucial that future generations understand the importance of the land we live on as well as learn how to interact with it. Allowing students to partake in land-based learning allows students to build an appreciation for nature and understand the necessities it provides to us.

Sources

Cherpako. D. (2019). Making Indigenous-Led Education A public Policy Priority: The Benefits of Land-Based Education and Programming. Samuel Centre for Social Connectedness. https://www.socialconnectedness.org/wp-content/uploads/2019/10/Land-Based-Education-Pamphlet.pdf 

Different Knowings [Different Knowings]. (2011, September 6). Marie Battiste: What is the learning spirit? [Video]. Youtube. https://www.youtube.com/watch?v=OOxIfB7KLxQ 

Elementary Teachers' Federation of Ontario. (2020). Indigenous Land-Based Learning. Elementary Teachers' Federation of Ontario. https://etfofnmi.ca/wp-content/uploads/2020/11/Book_Land-Acknowledgement.pdf 

Elles, M.R.. (2020). Learning from the Land: Why Indigenous Land-Based Pedagogy Matters. Gabriel Dumont Institute. https://gdins.org/learning-from-the-land-why-indigenous-land-based-pedagogy-matters/ 

Furo, A.. (2020). 50 Ways to Incorporate Land Based Learning During COVID. Learning Bird. https://learningbird.com/50-ways-to-incorporate-land-based-learning-during-covid/ 

Gustafsson, P.E., Szczepanski, A., Nelson, N., & Gustafsson, P.A. (2011). Effects of an outdoor education intervention on the mental health of schoolchildren. Journal of Adventure Education and Outdoor Learning, 1-17. file:///Users/lisawarden/Desktop/Effects_of_an_outdoor_education_intervention_on_th.pdf 

Lawerence-Brown, D.(2004). Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit The Whole Class. American Secondary Education, 34-62. https://knilt.arcc.albany.edu/images/b/b9/Brown.pdf

The United Nations Department of Economic and Social Affairs. (n.d.). The 17 Goals. United Nations. https://sdgs.un.org/goals