2019-2020 Take Me Outside for Learning School Year Challenge

Registration now open! Are you in, or are you out? Prizes include a free set of BC Nature Guides for every teacher who registers, and 1 of 7 complimentary Wild Voices Programs!

Through the Take Me Outside for Learning School Year Challenge, teachers in British Columbia School Districts 5, 6, 8, 10, 19, 20 & 51 register to take their learning outside at least one day/week. The purpose of this challenge is to support students’ understanding of their local environment and empowering thoughtful action, through learning that is outdoor, experiential, place-based and place-conscious. Outdoor learning also supports a broad range of additional learning and health benefits. Read more here: http://kbee.ca/benefits

Take Me Outside for Learning Resources


A summary of the broader benefits of outdoor learning as described by teachers in the Kootenay-Boundary Learning Region of SE BC.


A report by Stanford University on the impacts of environmental education for K-12 students. This includes a higher aptitude for 21st century skills such as critical thinking, oral communication, analytical skills, problem solving, and higher-order thinking.


Research showing that daily doses of connecting our students to the outdoors & nature are important for their academic, social, emotional and physical success.


Looking for some fun and easy ways to assess for learning while outdoors? Here are 20 Fun and Easy Strategies for Assessing
Learning Outdoors!

The Bottom Line: NAAEE Environmental Education Research Bulletin

Place-based and community-engaged environmental education can empower students to exercise greater civic agency related to sustainability. This type of experiential pedagogical approach can inspire environmental action, not only among students, but also in surrounding communities. One effective way of engendering successful and sustainable community engagement is through partner organizations that focus on aspects of local, pressing environmental issues, such as river pollution. The combination of place attachment and collaborating with a local group may foster meaningful knowledge and action outcomes for environmental education participants.

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