Day 5: Reflective Practice on the Land

The Technique

The land is an important part of who we are as human beings: without the land, we are nothing. In my course, I encourage students to foster a relationship with the land, especially if they are new to a land-based relationship, or to develop a deeper connection if this is already something known to them. To do this, I use a land-based reflection, which is a great technique for both on-campus and online courses. The course in which I used this activity was in the fall term, online, and asynchronous.

When the course focuses on Reconciliation and Healing, learners are asked to view videos and do readings on the topic. They are then asked to take time on the land to reflect on what the land is teaching them about the topic. Finally, they are asked to answer two questions:

• What is the land trying to teach you?
• How does the land help you in your search for knowledge?

Students provide their answers to these questions to me in the form of a written reflection (between 250-500 words) along with a photo of where they spent time in reflection on the land. I suggest that learners spend a minimum of 30 minutes (the longer, the better!) on the land. Since learners may not always have access to the bush, I let them know they can take the time outside in their backyard, but I encourage them to take time on many areas of the land as they practice this technique more and more.

Land-based reflections can be connected to any subject (i.e., nursing, education, etc.). This is a simple yet effective technique that helps foster or deepen learners' connection to the land.

How I Use It

Every other week during the term at the end of a unit of study, I ask learners to take time on the land to reflect on what the land teaches them about the topic. In my course, learners complete several of these land reflections.

The directions that I provide my learners at the start of their first reflection are as follows:

• Each land-based reflection will be connected to the topic and reading/videos that are assigned for that week.
• You are being asked to take a minimum of 30 minutes (the longer, the better!) on the land. We don’t always have access to the bush, but we live in an area where we have the privilege of having vast areas of natural land to connect with, even if that only means we can take time to reflect in our backyards (but please don’t spend all your land-based reflection time only in your backyard, if possible).
• Take this time to reflect on what you learned and what you see on the land. How can you connect the two? What is the land trying to teach you? How does the land help you in your search for knowledge?
• I will also provide you with other guided questions to help you on your land-based reflection search that relate specifically to the readings.
• You will be asked to upload a picture * of an item/area from the land that represents your learning. With the photo, I will ask you to provide a written reflection of a minimum of 250 words and no more than 500 words.

An important final step to this reflection is to take time to review learner reflections and provide them with feedback/comments. I check to ensure there is an image and that each learner has tied their reflection of their personal experience to the land and the readings/videos for that week.

* I am working under the assumption that each learner has access to a device that can take digital pictures. If learners don’t have a way to take photos, they are asked to let me know. This hasn’t happened yet, but it’s important to let them know you are flexible.

Feedback from Learners

“We could see what seemed to be an endless rainbow of flower varieties as we strolled through the path. I felt an overwhelming feeling of love again and I was honouring the intimate moment I was sharing with my daughter. ”

“The reflection of the trees in the water remind me to look inward, and like Jerri-Lynn replied to my post, the need to get back to ourselves, our centre. I find myself seeing, learning, and indeed unlearning a lot of thought processes.”

“When I go out on the land with intention, I find my thinking is inspired and also challenged. She [land] showed me through the sky how my understanding will become clearer, through the geese, how the Wampum belt can be interpreted, as well as how change takes time, just like the changing of the leaves. I connect this to Wilson who wrote, “most people feel safer in their own language and worldview. Few are willing to take a risk” (Wilson and Shellhammer, 2021, p. 73). I enjoy learning from her [land] even though I am not yet fully comfortable being alone with her [land]. I continue to go to her [land] for knowledge and clarity, as she [land] has so much to teach me, but I take risks and step out of my self-centered search for information.”

A Short Task to Challenge You!

1. At some point in your day today, take about four to five minutes to go out on the land and find a space that you feel has significance to you – even if it’s your backyard.
2. Spend a few minutes in this space to reflect upon its significance to you. Do you see it playing a part in your teaching and learning?
3. Take a photo of this place, and upload it to the space we’ve created for you below by clicking the + button in the lower right corner, and choosing the image option for your post. 
4. Along with the photo, share one sentence that tells about something that you noticed while you were there that could support teaching/learning. What is the land showing/teaching you?

One Final Task

Is this something you can use in your classroom? How might you utilize it? If you share your results somewhere on social media, please let us know by using the hashtag #12tech22LUDay5.

12 Techniques of the Holidays 2022 by Teaching Commons@LU is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.