Read these frequently asked questions for both potential and current program adopters to learn how easily The Walking Classroom can benefit your students.
Watch this short video to see real instructors discussing their experiences and successes using The Walking Classroom with their students.
We appreciate how hard it is to fit everything into the school day. However, students need to get their blood flowing and their brains oxygenated to put themselves in optimal condition to learn. With The Walking Classroom, students are learning while they walk!
The Walking Classroom is a combination literacy/physical activity that engages different learning styles, builds listening stamina and exposes students to a broad range of content while improving student health. All of The Walking Classroom podcasts and activities are standards-aligned. Visit our Podcast Samples page to see the podcasts included with each program.
The walks will usually last a bit longer than the podcasts (about 15 minutes long), and when the podcast is over, instructors are encouraged to have students discuss the podcasts and ask their classmates questions about it while walking. (ex: “Why do you think X did Y?” vs. “Did you like the podcast?”)
In time, students broaden their general scope of knowledge, make connections among important concepts, and enhance their critical thinking and discussion skills.
The Walking Classroom features custom-written, kid-friendly podcasts. You can see a full listing of the podcast topics that are included with each curriculum at the links below:
The basic format of most podcasts is that two students are out for a walk with their teacher and the three of them discuss a certain topic. The format allows for significant review of the topic in an approachable, conversational manner.
Podcasts also begin with a brief health literacy message – for example, the connection between exercise and cognitive function or the importance of sleep. The messages are relayed within the context of the conversation and are not “heavy-handed.” Each time a child listens to a podcast, their health literacy builds and is reinforced.
Every podcast is supported by an extensive lesson plan. which includes a vocabulary review, discussion questions and a comprehension quiz. The quiz questions follow Bloom’s Taxonomy and progress from basic recall to inferencing. The last two questions of each quiz test students’ understanding of the health concept that was reviewed at the beginning of the podcast.
Instructors are encouraged to listen to the same podcast on two different walks to really solidify understanding – the first listen provides a general overview, and the second listen allows students to pick-up specific details. Instructors often administer a pre-test before the walk and then a post-test after the walk to gauge overall student comprehension of a podcast topic.
A typical lesson that follows The Walking Classroom’s plan is no more than a 25- or 30-minute commitment. If an instructor chooses to discuss the podcast upon returning to the classroom and distribute a comprehension quiz and discuss the podcast, the lesson may take up to an hour. If an instructor chooses to walk, integrate, synthesize, and expand on the lesson with the provided suggestions and extensions, the lesson could extend to a few weeks.
Once a routine is established, instructors can expect a typical lesson of walking, discussing the podcast, and administering the comprehension quiz to take about 35-40 minutes.
The short answer is yes. So, we asked ourselves, “What if we could take advantage of kids’ comfort with technology and use that as an opportunity to get the learning and moving their bodies?” The Walking Classroom was the answer.
Students should only use one earbud or cover one ear with their headphones while they are walking. It may feel awkward at first, but students will soon become accustomed to listening to the podcast while maintaining an awareness of the world around them.
The Walking Classroom podcasts align to state standards and the program is used successfully in grades 3 through 8. Adopters have found that it works particularly well in multi-age groups in after-school settings and Special Education classrooms.
In addition to the primary program WalkKit that has 167 podcasts on English language arts, science, and social studies, we also have a separate STEM program WalkKit with 61 science-related podcasts.
The WalkKits come with the content pre-loaded and ready to go out of the box. Each WalkKit comes with an AAA battery to get you started. The WalkKits never have to be synced or updated but will need an occasional battery change. To help offset this cost, consider asking parents for donations of high-quality batteries.
A class set of TWC materials is completely customizable to your needs. Individual WalkKits may be purchased for $125 and Teacher Guides are $150 each. Materials that are purchased directly from TWC can expect shipment within 4 weeks.(Visit our store for all products and pricing.)
Public schools and after school programs are eligible to apply for a sponsored set, which would be delivered at no cost to the school, but we cannot guarantee fulfillment nor timing of delivery.
The Walking Classroom actively seeks corporate and foundation support so that public school teachers can get The Walking Classroom for free. If you are a public school teacher or after school facilitator interested in implementing The Walking Classroom but your school (or your PTA) is unable to fund a class set, apply for a donated set here.
Not at all. To receive a free, donated set of classroom materials, educators must fill out an online application. Apply for a donated set.
We encourage educators to share materials with colleagues. You would simply need to work out a schedule, discuss how you will store and transport materials, and ensure that each student has their own set of earbuds.
If sharing is not a feasible option, encourage your colleagues to apply for a donated set online or try and secure funding through an outside source, like your school’s PTA.
Reach out to us for help to get the most up-to-date information regarding training and materials.
Send us a message and we can help direct you.
If a device starts to show signs of technical trouble, consider some of these troubleshooting suggestions:
- Make sure the WalkKit doesn’t need a new battery.
- Be careful (especially if students are helping you do this) to make sure to not bend anything inside the battery compartment. Batteries need a snug connection to work properly and sometimes the metal connectors may get bent if replacing batteries is not done with care.
- Ask students to “lock”* the WalkKits once they have the podcast started. If the player is bouncing while the student walks and buttons are pressed, it can cause a podcast to be interrupted.
*To lock the devices, simply press the on/off button quickly one time once the students have the settings correct and the podcast is playing. Then when the podcast has finished, they should quickly press the on/off button again to unlock the devices so that it can then be shut off.
Each WalkKit comes with a one-year manufacturer warranty from Playaway, so if you continue to experience difficulty with the device, notify us as soon as possible and we will work with you to try and get the device replaced.
Yes, rechargeable batteries are compatible with the WalkKits; playtime will depend on the brand.
Regardless of what type of battery you use, maximize your battery life by making sure students power the devices all the way off at the end of each walk.
The podcasts are all discrete lessons and do not build upon one another, so teachers can listen to whatever podcast best fits the current instruction. A checklist is included in the appendix of the Program Guide to keep track of what podcasts have been listened to and when.
Even if a podcast seems unrelated to what is currently being taught in the classroom, by listening to all the podcasts, students will broaden their general scope of knowledge. This will enable them to make new content connections more easily in a variety of areas: math, science, history, etc.
However, we are a program started by teachers who 100% understand the demands on time. Listen to whatever best fits your curriculum in whatever order you choose. It’s unlikely you’ll get to listen to them all – that’s ok!
No. We encourage teachers to repeat podcasts that are particularly relevant, entertaining, or meaningful. Especially during the first few weeks while students are still familiarizing themselves with the program and building listening stamina, teachers may choose to listen to the same podcast a few days in a row. When you listen to the podcast a second or third time, focus on different aspects.
All students will probably be a bit excited and need some time to get used to the structured walking routine. Soon, the novelty will wear off and students will learn the routine and organize themselves quickly. If however, you find some students need more guidance during a walk, consider:
- Keeping that child next to you as your walking partner.
- Giving that child the responsibility of mid-range pace car (their “job” would be to make sure that the other kids are keeping up. Sometimes added responsibility is all somebody needs to rise to the occasion.)
If those options do not work out, consider having the child stay at school in another class or with another staff member while the rest of the class walks and try again at a later date.
It’s important to include all students in the group as much as possible. If a student has a mobility-related disability, find out if they could participate safely with a mobility device, such as wheelchair, walking pole, rollator, etc. If yes, check with your school wellness team to see if you have access to an appropriate device on site. If your student has an illness or injury that prevents them from walking, or if a mobility device is not available or appropriate, consider other ways that they can safely participate. This might include choosing a non-walking physical activity that your students can do together, allowing students to choose an activity to do alongside each other, or allowing the student to remain with another class or staff member while listening to the day’s podcast.
If your school has an area where you can monitor all students at the same time (e.g., walking around the parking lot, walking around the track, etc.), they should be allowed to walk at their own pace.
If you will be walking on sidewalks or paths off school property, and the students will need to stay together, establish Pace Cars and Cabooses for each walk.
Pace Cars:
- Are two students who lead the group. NOBODY is allowed to pass in front of them.
- Are responsible for keeping the brisk walking pace, but not so fast that the rest of the group cannot keep up.
- Need to regularly check the back of the group for signals from the teacher (stop, slow down, accelerate, etc.).
Cabooses:
- Are two students at the back of the group. NOBODY is allowed to walk behind them.
- Are responsible for keeping the group together and alerting the teacher if they notice a problem.
You may also want to consider inviting other staff members to walk with your group. Not only will they get some mood-enhancing physical activity, but they will also be able to help keep your group together. Parent and caregiver volunteers can also be helpful.
Keep in mind that several factors – physical and emotional – can affect how quickly a person walks. Seek out walking path that are accessible and safe. If you notice a significant change in a student’s pace, find out from the student, their caregiver, or other staff how you can respond appropriately and supportively. You might be able to help the student participate at a safe and enjoyable pace by identifying what they need to feel their best.
Due to hygiene concerns (lice, ear bacteria, etc.), students should have their own labeled headphones that they keep in their desks, cubby, etc. after each walk. Do not store the headphones in a common area where ear pieces may touch.
While one set of earbuds comes with each device, if you are in need of extras, try checking out your local dollar store. You might also be surprised to find that many of your students have their own and would prefer to use them, in which case you can distribute the earbuds to those students who need them.
Once students get in the habit of walking, they will want to do it everyday! Try to create an indoor route that weaves around the school that the students could do on rainy or snowy days. It’s best to have your backup route determined before you begin implementing the program, so you will always know what to do when you can’t get outdoors.
If your schedule allows, please share your materials with your colleagues. You would just need to work out a schedule, have an effective means of storing and transporting the materials, and ensure that each child has their own set of earbuds.
If sharing is not a feasible option, encourage your colleagues to apply for a donated set online or try and secure funding through an outside source, like your school’s PTA.