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“Nature is a tool to get children to experience not just the wider world, but themselves.” – Stephen Moss.
Teaching Philosophy in Practice
Teaching Philosophy in Practice
In my recent teaching experience with second graders, I aimed to create immersive learning experiences that fostered a connection with nature. One initiative was the sit spot activity, which captivated students' attention and ignited their curiosity by simply sitting them down in the woods. The sit spots provided students with tranquil moments to reflect and connect with their surroundings, with many embracing the peaceful outdoor setting positively. After ten minutes the students received a journal where they could begin to record what they see, smell, hear, and feel. By connecting to their senses, students reported that they felt calm and I noticed the trend of students staying quiet because they wanted to see more wildlife. However, managing a larger group during sit spots presented challenges in maintaining focus and quietness. Through this, I learned the critical importance of setting clear expectations and guidelines to ensure the successful execution of such activities, fostering inclusive participation. Despite these challenges, witnessing moments of mindfulness during the sit spots was immensely rewarding. Within just one week of teaching, one of my students' appointed aides informed me that it was the happiest she had seen the student she had been working with since kindergarten. These experiences reaffirmed my conviction in the transformative potential of outdoor education, inspiring me to continually innovate and explore novel approaches to engage students and nurture their environmental stewardship.
Students in 2nd grade learn about the three forms of symbiosis during the "Working Together" lesson.
Past Deliverables
Past Deliverables
Wild Wanderers 2024 was a student-led outdoor education project from the Environmental Leadership Program at the University of Oregon. We collaborated with three local elementary schools and reached over 300 students in just eight weeks. The 1st grade curriculum focused on seasonal changes in the Oregon white oak savanna and the 2nd grade curriculum focused on biodiversity in the Douglas-fir forest. Each field trip gave students opportunities to hike, observe, and learn about the patterns and phenomena of our local ecosystems. Our mission was to support students' inquiries in ways that encouraged confidence and gave them a sense of belonging in the natural world.
ELP Poster FINAL .pdfMaterials
Materials
Alongside three 30-minute classroom lessons and one all-day field trip to Mount Pisgah Arboretum, the second-grade team created a detailed infographic to bring to each school
The second-grade curriculum was focused on the NGSS standard 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
Canopy layer created by: Zachary Arnold
Understory layer created by: Rachel Van Horn
Shrub layer created by: Tiana Littlejohn
Forest floor created by: Maya Feldman-Dragich
Subterranean layer created by: Grace Mosscrop
Two groups of second graders engaged in quiet deer observations.
Learning Outcomes
Learning Outcomes
I initially set forth to create a curriculum that follows Next Generation Science Standards (NGSS) and the Justice, Equity, Diversity, and Inclusion (JEDI) model. I have met the goal of heightening students' environmental awareness by curating an interactive curriculum that teaches the importance of biodiversity, symbiosis, and key species in the ecosystem. Reflecting on my previous teaching evaluations, I've garnered insightful feedback that has guided my professional growth. Student and teacher evaluations consistently underscored the positive impact of my instructional methods on learning outcomes. Notably, I fostered eco-literacy among students by cultivating critical thinking skills, and encouraging inquiry-based learning while teaching 2nd graders how to use Science Journals. Incorporating feedback from evaluations, I've refined my approach to ensure greater clarity, consistency, and effectiveness in achieving the desired learning objective of student environmental consciousness.
Student Science Journal observation of a black tailed deer.
Professor and mentor Katie Lynch on far left
Evaluations and Feedback
Evaluations and Feedback
As my confidence in my teaching abilities continues to grow, my former participation in the Environmental Leadership Program has provided invaluable opportunities for career growth. Through active feedback and encouragement from community partners, I've honed my voice and refined my instructional approach. Their acknowledgment of the successful delivery of the Wild Wanderers project recognizes the collaborative nature of our efforts and the alignment with organizational goals. The recognition of my ability to instill a sense of inquiry in students while engaging with community partners reaffirmed the importance of experiential learning and the power of meaningful partnerships in addressing real-world challenges.
The evaluations received from the Environmental Leadership Program, including insightful feedback from the project manager Katie Lynch, have further enriched my teaching skills. Professor Lynch has commended me on my adaptability and knack for creating teachable moments through the traits of biodiversity and symbiosis. Additionally, the acknowledgment of my growth in eco-literacy highlights the effectiveness of incorporating environmental themes into the curriculum. My style of teaching inspires inquiry in students rather than providing immediate answers and has reinforced the significance of fostering critical thinking skills. Integrating this feedback into my teaching practice, I've continued to refine my strategies to create engaging and enriching learning experiences for students. Looking ahead, I am dedicated to ongoing improvement and leveraging feedback to enhance both my teaching effectiveness and eco-literacy initiatives.
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