Advice from the field
Here are some tips gathered from a survey of 39 outdoor educational professionals with experience facilitating solo walks: • Keep objectives broad, learners will
get different things from the experience. The learning goal can be as simple as having time alone in the woods and it will still be powerful. • Utilize a variety of
cards and consider how the cards you use will support a larger or create a Use short, of people •
theme desired experience or outcome.
relatable quotes from a diverse group with different backgrounds and cultures.
Check the trail ahead of time and bring a few extra cards and markers to take advantage of teachable moments. Let the trail speak to you. If it is windy, use rocks to weigh the cards down and if you are teaching in a place like the Pacific Northwest,
make sure your cards will survive the rain. For some students, walking alone in the woods can create anxiety or bring out behavioral challenges. Work with students on ways to help them feel safe and explain that it can be a challenge by choice. You can help by sharing your own experience with solo walks, pairing students together or with an adult, being intentional with the line order, giving directions silently, etc. Have fun and get creative!
References
Kolb, David A. (2014). Experiential learning: Experience as the Source of Learning and Development. Case Western Reserve University. Prentice Hall PTR, Englewood Cliffs, New Jersey
Giada Di Stefano, Francesca Gino, Gary Pisano & Bradley Staats. March 2014. Learning by Thinking: How Reflection Improves Performance. Harvard Business School Working Knowledge. Retrieved from
https://hbswk.hbs.edu/item/learning-by- thinking-how-reflection-improves-performance.
Wilson, Donna & Conyers, Marcus. (2013). Five Big Ideas for Effective Teaching: connecting mind, brain, and education research to classroom practice. New York, NY: Teachers College Press.
Zelazo, P. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review. Volume 38, 55-68.
Abigail M. Harding and Corwyn A. Ellison are environmental educators and graduate students at IslandWood and the University of Washington.
Education for Environment and Community In Partnership with the University of Washington IslandWood’s residency grads explore best practices in teaching and learning, from forest lab to school gardens.
Urban Environmental Education Graduate Program In Partnership with Antioch University Seattle IslandWood’s urban grads gain real-world experience working in schools, community organizations, and government agencies to learn about how and why urban ecosystems work the way they do.
Both programs prepare educators to address 21st century challenges by using the environment as a context for teaching and learning as they work with a diverse population of children and young adults. Our classrooms are the urban and natural ecosystems that make up the fabric of our communities.
To learn more about the IslandWood story or about applying to one of our programs, please visit our website:
islandwood.org/graduate-programs To inquire, please email:
gradinfo@islandwood.org
IslandWood prepares educators to address 21st century challenges by using the environment as a context for teaching and learning. Our classrooms are the urban and natural ecosystems that make up the fabric of our communities. Discover which path is right for you. Your masters degree in education awaits.
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4450 Blakely Ave NE I Bainbridge Island, WA 98110 I T: 205.855.4300 CLEARING Spring 2018
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