Since research indicates teachers generally lack confidence in their ability to conduct lessons in the outdoors and feel inadequate regarding knowledge of the natural world, this guide has been developed to build teacher confidence in utilizing the outdoors. Designed to be used in conjunction with a practicum workshop, this guide presents techniques which can be demonstrated and practiced in a workshop situation. The following are addressed: philosophical background of outdoor education; educational assumptions (learning by doing, use of all senses, individual and unique ways of learning, learning by association, the importance of needing to learn, self discovery learning, group dynamics emphasis); the strand approach to environmental education (interdisciplinary learning incorporating variety/similarities, patterns, interaction/interdependence, continuity/change, and adaptation/evolution); sensory approach (use of all senses); planning field trips (pre-trip preparation, post-trip evaluation, check lists, etc.); activities (strand approach illustrated via activities for each of the five strands listed above, sensory approach activities, discovery approach activities, acclimatizing activities, and miscellaneous activities). Among the many activities listed are the following: empathizing with natural phenomena--role playing a tree; prickly-tickly (find something that prickles and something that tickles); the food chain game; a bug's eye view (how the world looks to a bug). (JC)