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in my opinion, nowadays social networks are the most powerful mean as a pedagogical approaches

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Storie base on learning

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Something to keep children attention span high is to let them talk about their interests

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The problem is the environment around us

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We used a problem-based learning in chemistry about environmental problems.

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Story based to learning

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Personally I have used gamification- Scratch and story based learning.

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I used a problem based learning about the environement.

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story based learning

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I give a problem or situation to my students when I teaching foreign language. Then my students think and try to give some answers in English because I think students need a necessity to use a foreign language.

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I used the survey approach following a project promoted by ESA. The result was amazing, the pupils were very enthusiastic.

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I used discovery learning, gamification.

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I often use PBL. It encourages my students to think and find solutions using their creativity.

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Leaf examination can be done outside the classroom. sounds can be heard.

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Story based learning

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One activity carried out through the survey was about waste. Each child looked around their house for rubbish, with the task of seeking information about the degradation of that rubbish over time and its polluting effect. Solutions were sought through debate.

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Inquiry-based learning we applied in geography class, after teaching the near horizon and cardinal points, we went to the schoolyard and discussed observing the near horizon, made a game where they had to run after the given cardinal point, then from nature materials we made the wind dew.

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Experiential learning we applied for a math class, using materials from nature students repeated the multiplication table.

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We used PBL in a lesson on units for length. In the schoolyard they measured the length of trees, thickness, length of fence and other items. There were children writing down all the measurements, Comparisons, estimations, inferences were made. They looked for solutions to design a gate in a given space.

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We created an Etwinning project titled "Tech explorers", during which we had to solve some riddles put by our partners in order to proceed with the procedure. In return, our partners had to "investigate" the situation to go on with the project.

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Our project was to identify the factors that pollute the nature and find solutions. we came across the concepts of water footprint carbon footprint microplastic. water footprint in nature, carbon footprint, we searched for solutions to reduce our use of microplastics and carried out various activities to protect nature.

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I used it for media class - we were learnign about marketing and the impact of the media on the way we act.

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Project-based learning.  A group of VET students designed a pedagogical activity to primary children using what they have learn in their course (VET Children Care) and having in mind what children must learn.

https://www.sulinformacao.pt/2018/05/dia-de-aulas-ao-ar-livre-junta-criancas-e-jovens-do-agrupamento-antonio-aleixo-na-ria-de-alvor-fotogaleria/

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As 125 crianças que frequentam o 1ºano no Centro Escolar do Pontal, em Portimão, participaram, a 17 de Maio, no Dia de Aulas ao Ar Livre, iniciativa mundial que pretende celebrar a aprendizagem e a brincadeira ao ar livre.
Esta iniciativa promove uma maior ligação com a natureza, a par do desenvolvimento de competências fundamentais para a vida, como a resiliência, o trabalho em equipa e a criatividade.

As atividades do dia, que se desenvolveram na Ria de Alvor, foram integralmente preparadas pelos alunos do curso profissional de Animação Turística, sob supervisão das professoras Ana Batista e Sónia Vieira, com o apoio dos alunos dos cursos de Multimédia, Desporto e Gestão Desportiva da Escola Secundária Poeta António Aleixo.

O desafio, "claramente superado", segundo a organização, consistiu em dinamizar atividades que permitissem concretizar aprendizagens previstas no currículo do 1ºano, no âmbito do projeto de Flexibilidade Curricular que este ano se encontra a ser implementado no Agrupamento Poeta António Aleixo, pela primeira vez.

Durante a manhã, o grande grupo esteve na Ria de Alvor, acompanhado pelas professoras Glória Eduardo, Vera Cardoso, Maria Antónia Cardoso, Marta Gonçalves e Sónia Eugénio, aproveitando a maré vazia e a temperatura amena que se fazia sentir.

À tarde, depois de um super recreio na escola, ainda houve tempo para usar as expressões artísticas, de forma a registar as melhores recordações do dia.

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Dia de Aulas ao Ar Livre junta crianças e jovens do Agrupamento António Aleixo na Ria de Alvor

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As 125 crianças que frequentam o 1ºano no Centro Escolar do Pontal, em Portimão, participaram, a 17 de Maio, no Dia de Aulas ao Ar Livre, iniciativa mundial que pretende celebrar a aprendizagem e a brincadeira ao ar livre.

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Collaborative learning, constructivist etc

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We visited the cave of our area. We explored it and located the places where fossils were found. We classified the photos of the fossils based on their type. We worked in groups.

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We tried to find ways to tackle the problem of marine pollution and we suggested solutions.

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In the school yard we were able to analyze sand versus concrete; we made an experiment called "sink or float?" in order to find out the behaviour of natural elements in water and the reason for sinking and floating.
It was very engaging for young children.

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Students are required to search for information about monuments of our town
Students present their knowledge when walking all around the town
Students ask new questions about what they see and then search for the answers together

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A video has been shown about the world's water problem.

Questions were put to the students.
The students researched the water situation in Jordan.
They concluded that Jordan is one of the ten poorest countries in the world in terms of water.
They put solutions to get rid of this problem.

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Discovery learning, gamification, project learning.

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In the creek next to the school, we examined water quality and hardness, transparency, flow rate, and living beings in the creek according to the worksheets I designed for the conducted research.

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My students had to answer the question: Can we grow chestnuts in the school garden? They searched the literature and collected the necessary data, and in the school garden they conducted testing of soil properties and quality, monitored air temperature and rainfall. They concluded that the garden would be suitable for growing chestnuts. I hope we plant it one day.

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Gamification!

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Students ask questions about the soil: how old it is, what it consists of, what kind of soil it has, is it poisonous ... They try to find answers in different ways: some read encyclopedias in the schoolyard, some ask questions to students and teachers, to parents when they come for them.

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We explore whether the land is fertile. Pupils in the school garden give suggestions on how to examine the fertility of the land. After a satisfactory answer, the experiment is approached.

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When realizing extracurricular activities with a multiethnic character, I applied this approach to make students closely aware of the peculiarities of the facilities.

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Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.Water filter was pbl activity in our class.

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Tatjana, Estonia. Every year we analyze our school environment and try to solve one of its problems. One year my students created a leisure space where they could relax during breaks, another year they bought 30 pairs of indoor shoes for students who never had them (due to different reasons). The local government financed their projects. I always ask students how to make our lessons more attractive and they propose great things (games, musical pauses, yoga etc).

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Tatjana, Estonia. Every year we analyze our school environment and try to solve one of its problems. One year my students created a leisure space where they could relax during breaks, another year they bought 30 pairs of indoor shoes for students who never had them (due to different reasons). The local government financed their projects. I always ask students how to make our lessons more attractive and they propose great things (games, musical pauses, yoga etc).

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I developed the online magazine as a Project-Based Learning, since the final product was producing the different magazines to be posted on a Wix page.
I would say that my students used either the Problem-based learning as well as the Inquiry-Based learning approaches to developed their online magazines.

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Another group of my students developed another article for the online magazine and they did some research on the best places to visit in México. The resulting piece was very interesting, they picked the best places to visit around some Mexican typical celebrations: Independence Day and The Day of the Dead. They investigated about booking hotels and restaurants, the prices, suvenirs, etc.

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A group of my students developed an online magazine and they did some research on Feminism. The resulting piece was very interesting, since they provided ideas on how to make their classmates aware of the problems women face at school, at work and as members of a society. They also offered some interesting insight on ways to have a more equal ground to both men and women.

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Pedagogical initiatives programmed in natural environments, with the involvement of other educational partners in the community, allow the development of skills that are transversal to formal learning. The students had the opportunity to get to know the environment (history, fauna, flora). It increases the responsibility of working as a team and following guidelines to reach the end.

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Develop the ability to solve problems using spaces outside the classroom, a bed to sow aromatic herbs. It was necessary to seal the space to avoid spoiling the plantation. The task allowed us to explore and apply the notions of area and perimeter.

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Game based learning,Project based learning,Experiential learning

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Making use of the school garden facilitates the enrichment of foreign language vocabulary. We also took advantage of this opportunity for plants.

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at the end of the semester each student receives a topic and does research
the presentation method is power point or movie

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Today for tomorrow- water and environmental

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Water density experiment Prof dr Burnete Eleonora Scoala Gimnazială Sfantul Andrei Mangalia

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I am physics teacher and I use in class quizizz. My students love this platform. We have a project etwinning,, Water and environment, health of llife. I had an online meeting with partners in Spain and I played a game about pollution.

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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This year I did with the kindergardeners an inquiry based research about the lack of water. A puppet giraffe came to class and she was nery thirsty. She told to children that in Kenya, her home, there is no much water. She needed help and we started a research about the subject. The inquiry was "Why in Kenya there is not much water? Could the water run out?". We did team work and through videos, photos, discussions and experiments we answered the question.  

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This year I did with the kindergardeners an inquiry based research about the lack of water. A puppet giraffe came to class and she was nery thirsty. She told to children that in Kenya, her home, there is no much water. She needed help and we started a research about the subject. The inquiry was "Why in Kenya there is not much water? Could the water run out?". We did team work and through videos, photos, discussions and experiments we answered the question.  

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SOFIA, GREECE

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I used mixed learning last school year, in distance education. The activity was related to the language lesson. I instructed my 2nd graders to research and collect tongue twisters, riddles, poems, and children's songs about animals. They had to upload their material to a collaborative padlet. After all the students' material was organized in a presentation application (genially)
https://view.genial.ly/5fdcff2600fb560d0351278b/interactive-content-sth-xwra-twn-xaroymenwn-paidiwn

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Στη Χώρα των Χαρούμενων Παιδιών by KIOROGLOU ELENI on Genially

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Discover more about Στη Χώρα των Χαρούμενων Παιδιών ✌️ - Personalized

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I teach English so I mostly use this method especially when we learn about the differences between certain English tenses. Students study the material and explain the uses to their peers. They have to give examples and answer questions/

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ın 6th grade currıculum (saving the planet unit)We planted flowers in our school garden. We wrote slogans about the environment on our t-shirts.

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PBL: We learn from Holocaust! Stop bullying!

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PBL: We learn from Holocaust! Stop bullying!

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Holocaust commemoration at the Aiud Technological High School.
Evil is when the few good people decide to do nothing! The students were informed about what the Holocaust is, who the victims were, where the concentration camps were, what the consequences were. They watched the film "La vita e bella", which sensitized them and helped them understand the historical period and how important human rights are. We must say NO to violence, racism, xenophobia, anti-Semitism! Let's learn to be better and more tolerant!
Music:Ghostly War (Pop Song), Musician:TrackSonix, Source:vfine

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Erasmus Days! We learn from Holocaust! Stop bullying!

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I instructed the students to outline their sole with a pencil, then cut out their sole. The students with their soles cut out went out in the school yard. On the grassy plot, each one put the cut-out sole, marked the place, then counted the strands of grass crushed by his sole. Each student was very responsible and correct in counting. Grouping in teams, they had the task of doubling each number obtained and collecting the products. This is how they understood the impact of destroying grass by human footprints.

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I used inquiry-based learning in Science lessons. The students had thermometers and a sheet with observations on nature and weather. They had to record the data in the tab fields for a week. We then compared these data with students from other countries participating in the eTwinning project.

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In my classroom we use a lot game-based learning like learning to code and several escape room that engage them to study more. We also make big draws, with all the class effort about how climate is changing and our environment, they search, they discuss and they draw it. it's really inspiring to see their final works.

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We completed an activity in the school's garden according to which students formed groups and were asked to find the vegetable described.

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During this year I challenged my 8th grade students to explore an experiment related to "Light" and present it to the class. It was quite worthful.

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As an environmental educator in a national park I mainly used inquiry-based learning for school children coming from big cities that had not much experience in nature. For example we took samples of water plants and aquatic organisms and identified these and researched what these species may indicate about the quality of the water and the health of the ecosystem.

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In March, after studying Simple Machines, students need to design and build a trap to catch a Leprechaun using at least 4 of the 6 simple machines. Then they make an oral presentation/demo of how it works and a class discussion about its efficiency. We try to make the presentations outside as much as possible.

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STEAM approach, using Science, Technology, Engineering, the Arts, and Mathematics. It includes inquiry and problem solving, critical thinking, creativity and collaboration.

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In my French and English classes, I like to do eTwinning projects. This year, we have done a multilingual podcast project. Kids have decided on different topics and recorded podcast in the foreign languages they learn or speak for some other reason. That has lead them to explore a variety of languages and listen to them just for fun. They also found that e. g. Polish and Romanian speakers live all over Europe and have started to appreciate linguistic variety.

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Project based learning is similar to these two approaches, the only difference is that students create a final product or at least an idea that would solve a problem. They also have to ask questions, do research, collaborate and they learn by doing. I have used it many times and it takes a while to get the hang of it on both sides, teacher's and students' but it's totally worth it.

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Last week I did a collaborative activity as an English teacher with my colleague who teaches chemistry. We did one of those murder mystery games and the students had to solve a case of murder. They each got a role as a character in the story and they had to speak English to come up with a strategy and discover a murderer among themselves. Then they had to use samples from the crime scene we created and analyze them in the chemistry lab to prove their claims. Needles to say, students had so much fun and we encouraged learning based on a problem.

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Making posters (digital or paper based) is a preferred activity in my classes. Children like arts and crafts, they use their imagination. They also like cooking in our kitchen at school. They get/ download the recipe in English or watch a cooking programme. Then they work in groups and make the cake or pizza. Of course, they eat their "products".

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We went to the playground with primary school pupils. We learnt about playground objects and plants. We found beetles as well. They made maps of these things and labelled them in English.

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I asked students (17-year-olds) inside the classroom to do a survey on their hobbies and present their results at the end of the lesson. They worked in groups. They created a questionnaire together, asked each other and transferred the data into different charts. They had short presentations at the end of the lesson. They used grammar, maths, communication and they enjoyed the lesson. I think they could do a similar survey outside, they could mingle with other students at school.

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The research based on the survey I do in class is done this way. EX .: Little environmentalists. The children receive a sheet with a questionnaire to which they must find the answers in the walks and study in the yard of her kindergarten. At the end we talked about what they found out.

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Before the pandemic, we went out more often to study nature with our children. Ex: Why does a plant need to grow? I launch the question and the children discuss, document themselves and at the end we find the solution. We usually start studying at the beginning of the week and during the week she researches both in kindergarten and at home.

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I used inquiry-based learning with my kindergarten students and studied spring flowers ... I went out in the kindergarten yard and photographed the flowers weekly, I noticed their evolution

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Problem: Trees around Bay
The students think about different Trees types and they caractherits to be best fitted to plant around a estuary bay near out school

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The research topic may be: The study of color as an emotional element of the paper.

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The problem may be: The message of contemporary art.

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When we celebrate European Day of Languages I often motivate my students to explore other European countries online. They learn a couple of phrases in other languages, draw flags of the countries they study and present some basic information about the countries.

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We organized a botanical treasure hunt. The children prepared sheet with dihcotomic keys to be used to analyze leaves. Then each tree has a small piece of paper with a number on it; the children of the rest of the school were divided into teams and they have to follow the order of number they had on their personal team sheet. After discovering the first two names they come back to check whether the answer is right before going on.

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we used minecraft, codable, codeorg and various augmented reality applications using game-based learning methods.

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We used blackcurrant water as a separator to study the pH value of the waters in nature with our students.We examined the change in waters by adding certain amounts to the waters taken from different regions.

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they have found solutions to transformable energy sources

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Query-based learning is often used in 7th and 8th grade physics classes. Honestly, I have been teaching content very rarely outside the classroom for the last 3 years of the classroom. Before the crown, we went outside and researched friction on different surfaces in 7th grade or movement in 8th grade. This school year, students determined their walking speed in the city, recorded tabular data, analyzed data, drew s-t graphs and v-t graphs of motion.

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In my school we prepared pupils for bee day. They saw a film, Bee movie, and then they draw their remarks. After discuss in calssroom we invited a beekeeper that he went in the schoolyard with many jar of honey and with the honeycomb. Children had a awsone break with bread and honey while the beekeeper explaned to them the natural process of the honey and the bee world. Then they prepared gadget for other schoolmates.

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As a language teacher, I have used inquiry-based learning approach inside the classroom to help my students speak in target language. I brought a few materials to the class and guided my students to ask questions about them. I wanted them to discuss what they are used for and why we need them in our daily lives.

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The students drew on a map the school and the yard of the future, as they wish.

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The students observed the flight of birds, built paper airplanes and experienced the flight.

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Students solved math problems, finding the area of the sports field, the area of the bench, the area of the door, etc.

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In direct articulation with the Portuguese subject, I ask students to choose some of the new words learned (which everyone launches in a word cloud in the Mentimeter app) and to try to create some simple rhymes with them.

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Following the activity abroad, through a guided questionnaire, the knowledge of students (schoolchildren and family members) is capitalized for teaching the alternative names of the cardinal points.

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In the first classes of the school year, in the 7th grade classes, we went to the schoolyard to observe and reference the position of the sun at sunrise, at noon and at sunset. The data and photos collected will be treated in the classroom when sun orientation and relative location are taught.

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Öğrencilerimle farklı materyaller kullanarak bu materyalleri öğrenim sürecine katmaya çalışıyoruz. Doğada topladığımız yaprak, dal, taşlarla hem resim hem de matematik alanında çalışmalar yaptık.

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I often use the PBL methodology in mathematics through the presentation of realistic but incomplete problems. This ensures that the pupils, divided into groups, are personally activated (if appropriately stimulated)
in finding the necessary information. Desirable this
take place collaboratively, so that they can discuss between
them to solve the problem faced.

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My students created Brian storming maps about our subjects by using digital tools .At the end of each unit we used dijital tools and shared them the instagram account of school.

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I wanted my students to create a terrarium and explain the steps of process .It was so creative activity for them and they enjoyed so much

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We recycled our papers and created en earth day chart for them together with my students

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Since the population at my school is so heterogeneous, students have the opportunity to learn a lot about each other's cultures. To make this learning effective, moments are provided when families go to school, and together with their children they share their traditions, dances, music, gastronomy... These have been very enriching moments for everyone. And students are very happy to see their parents at school participating and sharing something with their peers.

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Usually we do outdoor activities in Natural Science classes, we gather materials for our research.

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I often use inquiry-based learning with my students. One of the examples that I can share here is the project that we put into practice, this school year, Environmental Education in Project Work and in which the students started from research and then, in groups, elaborate works in digital format that were later presented to all school classes. The students went to another school where, in person, they presented their work to older students and generated a moment of debate in which some learned from each other, without the intervention of the teachers. These works were also presented via videoconference to students from other schools. Students build their learning.

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I often connect objects we see with story telling. For example " What does the oldest tree say to the youngest tree" or "What the mother cloud says to her kids"

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The last activity was yesterday. We found a dragonfly in the yard. It was interesting for kids to discover the position of insects' eyes.
We discuss the knowledge we take from insects to make cars safer /mirrors/.

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In winter we researched the temperature outdoors and indoors. Kids had to give their ideas :
" what we have to do to return the snow in winter"

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I often use the research in teaching especially in Natural Sciences and I always use the opportunity to leave the classroom even in the school yard to collect materials.

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With our partners in Cyprus, we discussed about recycling and we created our oun recycled paper.