What are some common barriers to learning in nature? How can we shift the paradigm whereby learning about nature is prioritized? What are some key lessons we can learn from nature? How does learning for nature also benefit learners? Here's what else we dove into in this Earthy Chat:

• the purpose of environmental education and education as a whole
• transitioning from “sage on the stage” to “guide on the side”
• escaping the cycle of mediocrity
• getting beyond the “I-don’t-know-enough-about-nature-to-teach-it” mindset
• how we can learn from nature more effectively
• antidotes to perpetual student boredom
• lessons from Anne of Green Gables
• embracing reciprocity as a guiding principle
• how to be a “solutionary”

Guest:

David DenHartog is the Lead Strategy Consultant for the Green Schools National Network. He has been a classroom teacher, principal, school coach, and educational entrepreneur. Fostering deep learning has been at the core of David's work, both with his own students and in the role of educational coach. Recognizing that collective self-efficacy is the most powerful driver of student success, David strives to help build mindsets that embrace excellence while strengthening relationships. Through his national exposure to the education landscape and his work around the world, David recognizes that deeper learning practices and global competencies such as collaboration, character, citizenship, communication, critical thinking, and creativity form the essence of an excellent, forward-thinking educational environment.

To learn more about Green Schools National Network (GSNN), visit https://greenschoolsnationalnetwork.org/.

How does outdoor education differ from outdoor learning? What is the “experiential edge” for both young people and adults? Why does outdoor learning often diminish or stop with older learners? Here's what else we dove into in this Earthy Chat:

*embedding outdoor learning into the everyday structures of schools

*the distinction between outdoor learning and Land-based learning

*unpacking New Brunswick’s six global competencies and how outdoor learning helps students achieve them

*supporting students with learning differences through outdoor learning

*overcoming barriers to outdoor learning, especially for new educators

*the lack of conflicting research findings about outdoor learning

*conducting outdoor learning with limited resources (and why this is sometimes better)

Guests:

Nadine Ives has lived in New Brunswick for 28 years. She works for the Conservation Council of New Brunswick as Director of the Learning Outside Project. Nadine enjoyed childhood summers in the Colorado Rockies, tagging along with scientists and students doing field research and attending evening lectures. She followed her interest in biology through school and university, leading to a PhD in hardwood tree ecology. She has been involved in nature education in various forms for over 25 years (from school visits and nature walks, to community engagement, to university teaching). Nadine heads outside to feel grounded, refreshed, and re-energized, and to see what her non-human neighbours are up to.

Tzomi Jazwicki was raised in the Rocky Mountains, moving progressively east in stages before making a home in the Maritimes in 2011. With a diverse background in organic farming, interactive classroom activation, and a love of ecology, Tzomi coordinates the Sustainability Education Alliance as part of the New Brunswick Environmental Network, creating incredible initiatives and events that encourage educating for sustainability. Tzomi graduated from Acadia  University with a BA (Hon.) in Sustainability Studies and a double major in History in 2016, and when not in the office, can most likely be found in the garden or the woods — in any weather or season.

Find the featured article Giving our Students the Experiential Edge here.

Learn more about Great Minds Think Outside here.

A Walking Curriculum and A Walking Curriculum for the Early Years are available at the Non-profit Outdoor Learning Store.

*Episode edited by M. Angel Goñi Avila

How can we support educator manage their own eco-anxiety and that of their students? What is the process of moving from eco-anxiety to eco-action? Why is it so important to acknowledge, name, and sit with the complex emotions associated with environmental concerns? Here's what else we dove into in this Earthy Chat:

*the need to focus on solutions and not just stop at problems

*age-appropriateness of climate change ed.

*Earth Rangers’ Eco-Anxiety Index

*children’s influence on parents regarding eco-anxiety

*Earth Rangers’ From Eco-Anxiety to Eco-Action course

*equipping adults to discuss environmental issues

*validating young people’s legitimate concerns

Guests from Earth Rangers:

Erin Sperling (OCT) is a white settler on Turtle Island, in Tkaronto. She is a teacher educator in science and environmental education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, where she earned her PhD in 2020. She has been a Board Member of Earth Rangers since 2018.

Stephanie Doyle, OCT, PhD. is living in Tiohtià:ke on traditional and unceded Kanien’kehá:ka territory. She has over 16 years’ experience in the field of education. Prior to joining Earth Rangers in 2022, she was a teacher educator and researcher at the Higher National Institute of Teaching and Education at the Université de Lorraine in France.

For the pronunciation of Tiohtià:ke and Kanien’kehá:ka: https://pegasus.concordia.ca/Flv_Content/audio/Territorial_Acknowledegment_Pronunciation_Guide.mp3

Tovah Barocas is the President of Earth Rangers. Tovah co-authored a white paper in 2021 on eco-anxiety in kids and outlined a list of compelling recommendations to address this growing issue. A 2022 Clean50 Emerging Leader Award Recipient, Tovah also serves on both the Ontario Parks Board of Directors and Project Learning Tree Canada.

To learn more about Earth Rangers, visit https://www.earthrangers.com/.

*Episode edited by M. Angel Goñi Avila

*Episode recorded in March 2023