This is a practical, how-to book. The chapters in this book, written by professionals from backgrounds in both school and informal education, offer examples and activities utilizing many outdoor settings, from backyard and neighborhood to study abroad. You will find fresh ideas and useful resources for parenting infants to teens and college students, or teaching pK-16, or even teaching teachers, and it is all about the theory and practice of introducing children of all ages to the phenomena of nature and building upon their experiences to grow their naturalist intelligence and critical conscience.
Utilizing the principles of adventure-based education, the author presents a curriculum of games and activities for a variety of age levels that build trust, cooperation, and problem-solving skills and which teach personal responsibility to groups as well as setting and achieving individualized goals. The development of the text provides a map for building community and tips on group/classroom facilitation, making the program easy to implement.
I believe that the best teaching is done when there is a sense of fun, joy and happiness. There is a place for work when learning and play occur; however, this work should be done in a caring, supportive, safe and trusting environment. Play, fun and happiness can be a great motivator. Teaching the 10 Diversity Life Skills should be an enjoyable experience for everyone and help make positive changes for the people you serve.
The Me I See is designed to be used by educators, counselors, and therapists as a tool to help adolescents express themselves, reflect on their thoughts, feelings, and motivations, and explore the issues that shape their lives. The journaling exercises will help them learn about who they are as individuals. The exercises will give them some insights to cope with the stressors of being an adolescent and to interact positively with the world around them.
Springboards contains 50 creative activities and demonstrations designed to address—in 15 minutes or less—topics like goal setting, focusing attentions, achieving the “impossible,” time management, and teamwork. Group leaders, therapists, experiential program facilitators, and educators of all kinds will appreciate these quick, emotive activities deliberately designed to draw participants’ attention and encourage deep thinking and learning.
Taoist philosophy can have deep meaning for experiential educators because of the focus on natural spontaneity and unself-conscious learning and teaching. This series of essays emphasizes personality traits that affect leadership, commonalities to experiential education programs, then the necessity of connection to the natural world. They are intentionally short and can stand alone for reference and guidance. The conclusion summarizes how the principles form a foundational philosophy for experiential education.