Ep 170: Measuring a Springboard's Success

The Forest School Podcast

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In this episode of The Forest School Podcast, Lewis and Wem discuss the concept of springboards in forest school sessions. They explore the idea of springboards as intentional offerings or ideas that springboard a group into action. They discuss the importance of evaluating the effectiveness of springboards and how they can vary in terms of engagement and success. They also highlight the significance of creating a safe learning community where everyone's ideas and springboards are valued and respected. The conversation emphasizes the importance of modeling pro-social behavior and being open to trying new things. The conversation explores the concept of springboards in Forest School sessions and discusses various aspects related to their effectiveness and implementation. The hosts discuss the importance of flexibility and adaptability in springboards, as well as the impact of personal biases on defining successful springboards. They also touch on the role of engagement and the measurement of success in springboards. The conversation delves into the factors that influence the choice and design of springboards, such as the age of the learners, the ease of input, and the individual flavor or style of the practitioner. The hosts also discuss the balance between over-planning and being responsive to the group's needs, as well as the importance of being able to modify or end a springboard if it's not working. They highlight the uniqueness of each practitioner's approach and the impact it has on the overall forest school experience. Takeaways

• Springboards are intentional offerings or ideas that springboard a group into action in forest school sessions.
• The effectiveness of springboards can vary in terms of engagement and success, and it's important to evaluate their impact.
• Creating a safe learning community where everyone's ideas and springboards are valued and respected is crucial.
• Modeling pro-social behavior and being open to trying new things can foster a positive learning environment.
• Springboards can be adapted and personalized by individuals within the group, allowing for individual interests and comfort levels. Springboards in Forest School sessions should be flexible and adaptable to meet the needs and interests of the learners.
• Engagement is a key factor in the success of a springboard, and it is important to consider the individual preferences and learning styles of the group.
• The age of the learners and the specific site can influence the choice and design of springboards.
• Practitioners should find a balance between over-planning and being responsive to the group's needs, and should be able to modify or end a springboard if necessary.
• Each practitioner brings their own unique flavor or style to their springboards, which contributes to the overall forest school experience.

Chapters

00:00 Exploring the Concept of Springboards

16:25 Creating a Safe Learning Community

39:01 Ease of Input and Springboard Design

49:25 Finding the Balance: Over-Planning vs. Responsiveness

59:45 Unique Springboards for Unique Experiences