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10-15 minutes






To get students to use walking and talking as a strategy to stimulate conversation, solve problems or reach mutual conclusions as part of a lesson

  • As part of a lesson, provide a topic/question for students to discuss in pairs or small groups.
  • Students go for a walk to discuss the topic/question.
  • Notes can be captured during or after the walk.
  • Students can walk in the classroom, in the hallways or outdoors.
  • Students present their collective answer after the walk.

To change perspectives, students can discuss the same topic a second time and determine how the two discussions/solutions differ or are similar.

The flexible use of space and time and working outside of the classroom or school fosters creativity, helps students take ownership over their learning, and aids in peer-to-peer collaboration (Beghetto & Kaufman, 2014; Davies et al., 2013). Davies et al. (2013) explain that while teachers feel ownership over the classroom environment, students feel they have autonomy outside of the classroom. Additionally, respectful relationships between teachers and learners, and non-prescriptive planning that allows for more room for individual responses is beneficial for student engagement and achievement (Beghetto & Kaufman, 2014; Davies et al., 2013).

Beghetto, R.A., Kaufman, J.C. (2014). Classroom contexts for creativity. High Ability Studies 25(1), 53-69.

Davies, D., Jindal-Snape, D., Collier, C.B., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education: a systematic literature review. Thinking Skills and Creativity 8, 80–91.