Bringing students outside has countless benefits for their learning. By changing the setting in which learning takes place, their education will feel fresh and exciting. Outdoor education also lends itself to hands on, experiential learning, and enables students to feel a connection to their position within larger systems of community and ecology (Hunter-Doniger, 2021). In the context of CKP, nature and land-based learning provides opportunities for students to explore their own connection to the environment and community in an embodied, exciting way. Teachers can implement nature and land-based education by:  

1. Incorporating outdoor time into weekly routines (weekly nature walks, outdoor reflection time, neighbourhood cleanups, etc.)  
2. Design assignments that involve observational or experimental research in outdoor settings  
3. Contact local Indigenous communities and elders and inquire if they offer outdoor learning opportunities  
4. Seek out opportunities with community organizations or local initiatives that your class could participate in on a regular basis  

Learning associated with the process of a concrete experience creates more meaningful and deep connections between a students’ education and their perception of the world.  Connecting the cognitive with the physical fosters more wholistic learning and allows students to gain lived experiences of applying their education. Activities that provide concrete experiences include experiments, simulations, observations, fieldwork, storytelling, films, surveys and role-playing exercises (Manolas, 2018, p. 42). Teachers can create experiential learning by: 

1. Ensure each lesson includes elements where students are actively “doing” something 
2. Learning goals should be explored through the process of an experience  
3. Assume the role of a facilitator and allow students to discover learning through engaging in activities and experiences  
4. Plan for time to reflect on experiences with discussions, journals, or other reflexive activities  

Like how inquiry learning begins with a question, problem-based education is initiated by posing a problem. Students are then invited to engage with this problem in a manner that suits their learning style, facilitated by the teacher. Problem-based learning is open-ended and allows for students to exercise greater autonomy and control over their education (Kirsop-Taylor et al., 2021). It encourages creativity and critical thinking, and asks students to apply their learning to real world situations. In the context of CKP problem-based learning compliments many of the other pedagogical values outlined in this framework, such as co-creation, dismantling hierarchies, inquiry learning and flexibility. Teachers can create problem-based learning by:  

1. Creating assignments that involve examining real world climate problems (ie. The role of nuclear power, the transition to electric vehicles, unsustainable food systems, etc.)  
2. Incorporating collaborative brainstorming activities  
3. Constructing policy recommendations for local, regional or national governments  
4. Encouraging interdisciplinary solutions to complex problems  

Teachers should make every effort to connect learning with the local community. This has the benefit of explicitly drawing a connection between content and competencies discussed in class to the real world, empowers students by showing them how their actions can create real change, establishes the interconnectivity of individuals within a community, and creates hands-on, experiential learning opportunities for students. Teachers can engage with the community by:  

1. Inquiring about volunteer/learning opportunities with local organizations such as foodbanks, community gardens, parks and recreation departments, farms, and urban planning groups 
2. Initiate your own community events by creating assignments that call in community members, such as starting a local garden 

CKP seeks to empower students to engage in societal change and action. This will require students to develop debating and discursive competencies. Students need confidence in their abilities to initiate change in others through reasoned, evidence-backed arguments. It is also important for students to learn how to engage in civil discourse with people they disagree with, and to navigate the diversity or perspectives they will encounter in the wider world.  To foster debates and discussions in the classroom teachers can:

1. Incorporate weekly discussion periods, where they act as a facilitator of a topic
2. Develop debating style assignments and activities   
3. Insist that all arguments made in class can be supported with an explanation

It is important for students to develop a respect for the importance of self-reflection as a generative and healthy practice. A priority of CKP is to promote behavioural changes that reflect a greater awareness of individual students’ role within the greater context of climate change. This can be achieved by exposing students to honest self-reflection activities. Self-reflexivity promotes cooperation as it allows individuals to better grasp their own biases and preconceived notions that can often hinder collaboration (Fortuin & van Koppen, 2016). Teachers can attempt to encourage self-reflective practices by:  

1. Modelling self-reflective behaviour on a daily basis by demonstrating how you try to remain aware of your own biases and limitations while teaching 
2. Incorporating weekly journal writing time with specific, reflexive writing prompts 
3. Leading whole group reflections on the class itself: Was it a successful week? Were the activities/assignments fun and engaging? What could we change for next time?