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 teachers 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. Statistically, students who spend less time in class and more time in physical education get similar grades and do just as well (and often better!) on standardized tests. Plus, with The Walking Classroom, students are learning while they walk!
The Walking Classroom is a combination literacy/fitness 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 aligned with the Common Core State Standards. Many podcast topics are cross-curricular and focus on science or social studies topics. Visit our Podcast Samples page to see the podcasts included with each program.
According to the Common Core State Standards, “…the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.”
The walks will usually last a bit longer than the podcasts (most podcasts are about 15 minutes long), and when the podcast is over, teachers are encouraged to instruct their students to discuss the podcasts and ask their classmates “thick” 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.
Whether or not the curriculum changes, the podcasts will always be relevant. The Civil War, Langston Hughes, and Neil Armstrong are always going to be important topics to know about, regardless of how the curriculum may shift over time.
The Walking Classroom features custom-written, kid-friendly podcasts that support the Common Core State Standards. You can see a full listing of the podcast topics that are included with each curriculum at the links below:
The entertaining and educational podcasts are thoroughly researched and written by teachers and professional writers and recorded by real students and teachers. 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. Student participants who are walking with their teacher and classmates enjoy “eavesdropping” on the conversation the podcast characters are having – they don’t even realize how much they’re learning!
Podcasts also begin with a brief health literacy message – for example, the connection between exercise and cognitive function, the importance of sleep, empty calories vs. protein calories, etc. 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. The lesson plan includes the specific CCSS standards covered, 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. Teachers 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. Teachers 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 can last anywhere from 25 minutes to 2 days to 2 weeks, depending on how involved a teacher wants to get. If a teacher only wants to walk and listen, it is no more than a 25 or 30 minute commitment. If a teacher chooses to discuss the podcast upon returning to the classroom and distribute a comprehension quiz and discus the podcast, the lesson may take up to an hour. If a teacher 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, a teacher 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. And it seems like the ones who need exercise the most are most likely to be sitting somewhere with headphones on, doing homework or playing video-games. But it’s not the headphones that are making kids overweight or obese; it’s poor dietary choices and lack of exercise. So, we asked ourselves, “What if we could take advantage of kids’ comfort with headphones and get them learning and burning some calories all at once?” 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 12, particularly in multi-age groups in after-school settings and Special Education classrooms through high school.
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 a 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 (NOT dollar-store brand!) 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. (Visit our store for all products and pricing.) Materials that are purchased directly from TWC can expect shipment within 4 weeks.
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. The WalkKits may carry the logo of the donor, such as a bank or healthcare provider. The boxes the WalkKits come in may also have the underwriter’s logo. To receive a free, donated set of classroom materials, teachers are required to thank the donor who made their classroom kits possible with handwritten notes from the teacher and students, as well as photographs of the students using the materials. We also strongly encourage you to work with the donor to let the world know about their generous contribution (like taking their corporate VP for a walk as a photo op for the local paper!)
Yes, if you complete the requirements stated in the operating agreement that you sign upon receiving a donated set of materials. You will forfeit your grant award if you do not complete all of the requirements and your materials will be returned to The Walking Classroom so that another teacher can use the program.
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 his/her 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.
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 Teacher 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.
Because fewer than 20% of America’s children walk or ride their bikes to school, kids enter the classroom lethargic and grumpy. Research has shown again and again that exercise increases energy and improves mood, so the ideal time to walk would be as soon as the school day starts. The earlier the better, but if that doesn’t work, any time is a good time!
Sometimes, the students who need to walk the most to burn their extra energy are the ones who cause the most trouble. Don’t give up! All students will probably be a bit excited and may behave somewhat erratically in the beginning. Soon the novelty will wear off and students will learn the routine and will organize themselves quickly. If, however, some students prove to be untrustworthy or too much of a distraction to the other students, consider:
- Keeping that child next to you as your walking partner.
- Giving that child the responsibility of mid-range pace car (his or her “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 all else fails, the child may need to stay at school in another class or with the principal while the rest of the class walks. Try again.
Give the child a WalkKit and instruct him or her to listen to the podcast while sitting in another classroom while the class is walking. Establish a buddy-system with another teacher in the building where your students can go if they can’t walk, and you will provide the same service for her students.
If your school has an area where you can monitor all of the children at the same time (walking around the parking lot, walking around the track, etc.), children should be allowed to walk at their own pace (as long as the slowest walkers are still pushing themselves a bit).
If you will be walking on sidewalks or paths off of school property and the students will need to stay together, it is vitally important to establish Pace Cars and Cabooses for every walk.
Pace Cars:
- Are two students who lead the group and NOBODY is allowed to pass.
- Are responsible for keeping a 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 and NOBODY is allowed behind.
- Are responsible for keeping the group together and alerting the teacher if they notice a problem.
You may also want to consider enlisting other staff members to walk with your group. Not only will they get some mood-enhancing physical activity, they will be able to help keep your group together. Parent volunteers can also be helpful.
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 Plan B determined before you begin implementing the program, so you will always know what to do when you can’t get outdoors.
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 immediately 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.
According to Playaway, Standard Energizer AAA batteries provide an average of 20 hours of playtime. We highly recommend that you do use name-brand batteries.
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.
You are required to fulfill the requirements stated in the operating agreement you signed prior to receiving your donated materials. For most adopters, this means:
- Completing The Walking Classroom online training.
- Publicizing that you received a donated set of Walking Classroom materials (social media, blogs, newsletters, local news, etc.).
- Completing all surveys (online) that are sent to you.
- Within six weeks of receiving your materials and after your students have walked at least 10 times, you and each student will compose a hand-written thank you letter to The Walking Classroom or the underwriter of your materials (stated in your operating agreement). Then mail all of the letters to The Walking Classroom and we will forward them to the donor.
- Administering a student survey at the end of the school year.
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.