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i would listen kids' opinions

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Ask them if they liked

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The best way to end a lesson taking outside the classroom is giving children a gift for the work done and asking them what they've liked the more

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As I previously said, I would check my student's feedback to understand which are the best activities to do to keep the attention span high.

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Ask students what could improve the activity

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Ask students to give a feedback and let them suggest a new activity

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The end of the lesson must be a conclusion about the topic or a question to make the students more courious

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One idea could be to make a date for another topic to be studied outside the classroom.

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Make a poster

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The students can make a collaborative poster.

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As an ending to the lessons I would ask my students to come up with questions about the content of the lesson and design a Kahoot quiz that they'll have to answer. This way I can get feedback from my students and check what they have learned.

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In the classroom, provide feedback on the activity in small groups, discuss ideas and present them to the class.

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We sit in a circle in a suitable area outside so students can talk about their experiences and reflect on their feelings and I let them talk.

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In the younger classes I usually fill in the emotion chart with them, the children each put their name next to the emotion with which they end the school day, my goals revolve around developing emotional intelligence. Starting in grade 3, I ask for their opinions, what they have learned, but I always ask them to tell me a question about something that made them curious. They find the question the hardest to ask at first, but over time they learn to notice what else they might know about that topic.

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materiale didactice

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Incurajati elevii sa isi exprime sentimentele si emotiile!Caracteristici:jocul contribuie la exprimarea verbala si non-verbala a emotiilor, la dezvoltarea memoriei, a creativitatii, a capacitatii de ascultare si comunicare si a increderii in sinein f...

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Incurajati elevii sa isi exprime sentimentele si emotiile!Caracteristici:jocul contribuie la exprimarea verbala si non-verbala a emotiilor, la dezvoltarea memoriei, a creativitatii, a capacitatii de ascultare si comunicare si a increderii in sinein fiecare zi elevii intra in clasa avand stari diferite, iar aceast panou le permite sa identifice emotia pe care o simt si sa o impartaseasca colegilor folosindu-se de cardurile ilustrateprodusul este disponibil doar in limba englezaSetul include:un panou cu buzunare17 carduri cu emotii (5 cu emoji si 12 cu imagini ale diferitelor emotii)5 carduri pe care poti scrie si sterge5 carduri cu litere/cifre pentru organizare30 betisoare cu omuleti pe care ii poti personalizaun ghid de activitati in limba englezaVarsta recomandata: 3 - 7 aniAtentie! Contraindicat copiilor mai mici de 3 ani. Jucaria/produsul poate contine piese mici care se pot inghiti sau inhala existand pericolul de sufocare sau nu este potrivita copiilor mai mici de 3 ani. Nu lasati ambalajele jucariilor/produselor la indemana copiilor. Indepartati orice ambalaj al jucariei/produsului inainte de a da jucaria/produsul copilului. Va rugam sa supravegheati copilul in timp ce se joaca/foloseste acest produs. Pastrati instructiunile si etichetele pentru referinte viitoare. Pastrati jucaria/produsul departe de foc, feriti jucaria/produsul de temperaturi ridicate si umiditate.

Sus

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materiale didactice 5 Review(s) Incurajati elevii sa isi exprime sentimentele si emotiile!Caracteristici:jocul contribuie la exprimarea verbala si non-verbala a emotiilor, la dezvoltarea memoriei, a creativitatii, a capacitatii de ascultare si comunicare si a increderii in sinein f...

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A routine to end lessons that take place outside the classroom is that I ask them to say how they feel or have them place the appropriate emoticon on the board. I also ask them to tell me 3 things they liked most about the activity, 3 things they would change.

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It is more realistic to go out and practice in the market with German as a foreign language lesson.

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In a project we did, my students prepared a presentation about their extracurricular activities and prepared a competition on a digital platform to reinforce this. they shared this with other peers in the class and realized that they could teach what they learned.

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Since it will vary based on the subject of a lesson, differentiation should be considered since students have different ways of expressing what they have learned and experienced. Regardless if it is the four F's or the 1-2-3 method, I would allow students to share what is on their minds in ways that they are confident in.

—Austin Nicholas Dragoș [United States of America]

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I liked the method presented by Anna: the facts, the feelings and the findings. I usually do something like that. The facts: students report what happens, when, whit who, etc. They can use fotos, video, etc. The feeling: what did that feel in that activity? what run ok? what could run better in future? The finfings: what did they learn? Using these 3 parts we can be aware of what students have learned but we can also know why they learn (or not): it was satisfatory? did they get all the facts?

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For ending, children can make a collaborative poster or a fairy tale of their own.

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I was thinking to propose a mindful creative activity outdoors and then ask students to write down their reflection when back in classroom

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The students can prepare a digital magazine about their outside classroom learning.
The digital magazine can contain photos ,videos ,puzzles,
questionnaires,interviews,
drawings,poems,short stories about the outside classroom learning.

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Final Activity - Swivel Chair

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reflection table

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I expect them to create a learning-related product. This could be a story, poem, song, drama, picture, activity completion, etc. Then I expect them to evaluate their work and do a peer review.

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I will ask students to develop a presentation using the target language either using technology tools or to create a play,  a representation,  a live one on the school's auditorium highlighting what they felt was more important about the current exhibition, for example.

I will use a rubric for students to grade themselves and their peers presentations.

I will add a space where students can write down and reflect on the whole experience (preparation for the visit, the visit and the presentations) and to give ideas for future outside the classroom activities.

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Usually we sit in a circle and each student with a sentence expresses a thought. I choose this way because I would like my students (6-7 years old) to learn to express their thoughts and feelings and to develop oral speech.

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they can draw, make posters, or make a video. evaluate themselves through quizzes or questionnaires to complete .

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Short feed-back or short quizz in school.

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I use them 3-2-1. It's a visible balance from the students. I can often hand out sticknotes to write down what I learned, what was curious, what was unclear. I like the column What will be useful to me for what I learned in this lesson. Activity The roads, that is, the students who agree with my statement, will cross the road, then argue.

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I think a good way it's to have a "small discussion" about we've learned that day, outside the classroom. Form pairs and representate the situation, story, concepts that we've talked about. I use a lot of techologies inside the classroom but i'm sure that listen to them, outside the classroom it's much more revigorate and has more benefits (for teachers and students).

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To carry out the assessment of learning and see if the students have really learned, we usually make presentations of the activities to other classes in the school or even webinars with other schools. The students are the protagonists, I'm just watching and then I realize whether or not they master the subject. They love it, and they develop many other skills.

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At the end of the lesson the teacher and the students gather together, stand or sit in a circle, pass the ball and share one word that first come to their mind after that activity or the one that best describes what they've done etc. The teacher can use a different question each time for the students but it should be the one that gives short answers.

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My kindergardeners pupils love drawing. Any time we have an outdoor learning activity I ask them to draw whatever they have liked the most and we display their drawings on the wall oround the classroom and we talk about it.

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3-2-1-
Students write:
3 things they have learned
2 questions they still have
1 thing they really enjoyed

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A piece of art, drawing, making posters, completing a questionnaire or a quiz are follow-up activities I suggest.

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I usually prepare a short inquiry to be answered at the end of the activity. The results are evaluated in the next lesson.

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In kindergarten we usually discuss with our students when we come back to the classroom and then they draw something that impressed them from our visit.

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I would have the students create a display in the classroom about all the things they have collected or learned. This could be done physically or in a digital way. I would also have the students share and compare their experiences among themselves or with other classes. They could fill up a questionnaire so I could learn from them what they liked, what went well or even what suggestions they had for the future outdoor activities.

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When we gather at the end of the activity I check how children felt themselves, and how they progressed. I collect worksheets or we check the sheets together (when they had a shorter task to fulfil). We also talk about what to do on the next lesson, how to go on with their tasks.

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I like to build a timeline as a trace and documentation of the path taken. After each outdoor class, a post-it summary of the lesson is discussed and prepared. At the end of the teaching unit, the timeline will give us an account of the entire path taken

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As in the video, I believe it is important to reflect on different areas: facts/content, feelings and then, on how to improve the next project or our own knowledge.

With young kids I would use a mix of techniques: physical response like getting up or sitting down to express opinions (voting) or role-playing the most interesting moment; writing down a word that summed up something they learnt, them explain the word to class; stick a note on the cork board with what they want to learn more about…

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I often use drawing as an assessment when I return to class. I work in kindergarten.

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A round discussion moment with students seated in the floor.

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They do different activities: research, observation, examination, storytelling, photographing.

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I often use the following exit cards strategy.
https://www.facinghistory.org/resource-library/teaching-strategies/exit-cards

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Exit cards require students to respond to questions or prompts on a piece of paper that they will pass in to you before they leave class. These cards provide you with immediate information that you can use to assess students' understanding, monitor their questions, or gather feedback on your teaching. For students, exit cards serve as a content review at the end of a daily lesson and enhance their metacognitive skills.

1. Prepare
Students should have a pencil and paper. Teachers can prepare half-slips of paper with typed questions or write questions on the board for students to answer.

2. Students Respond to Prompt
Often, teachers have students complete exit cards during the final five minutes of the class period. Since exit cards must be turned in before students leave class, it is best if the prompts are specific and brief. They typically refer directly to the content that was studied, but they can also be general in nature, such as the following:

List three things you learned in class today.

What questions, ideas, and feelings did this lesson raise for you?

What was your favorite moment of class? Why? What was your least favorite part of class? Why?

Evaluate your participation in class today. What did you do well? What would you like to do differently next time?

Exit cards can be structured using the 3-2-1 format, as well. Depending on the purpose for having students complete exit cards, teachers may have students complete them anonymously.

3. Reinforce Accountability
Students may leave class when they turn in an exit card to the teacher.

Share the Results of Exit Cards: It is often appropriate to share your findings from the exit cards with students at the beginning of the next lesson. For example, you could mention that many students asked similar questions, so you will make sure to address these questions in subsequent lessons. Sometimes teachers type up the results of the exit cards (without names) and have students respond to these comments as a warm-up during the next lesson. Letting students know that you have read their ideas and have used them to inform your teaching decisions helps build a classroom culture of respect and trust.

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Exit cards require students to respond to questions or prompts on a piece of paper that they will pass in to you before they leave class. These cards provide you with immediate information that you can use to assess students' understanding, monitor their questions, or gather feedback on your teaching.

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At the end of the outdoor activity, students in small groups or individually fill in a short form to evaluate the activity. It doesn't specifically include Anne's 4Fs, just short statements that students rate as a percentage.
The collected data is then graphically worked on in the follow-up class.

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I enjoy using mentimeter as a way of collecting feedback because they can complete it anonimously.

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Since I work with a small group, we chat more at the end of the event. After talking about how they feel and what interests them, I ask them to describe it by drawing a picture. Then they tell each other the pictures they have drawn.

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Students can create a poster or create a story by using story telling tools.They also make a product about they liked the activity most .

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Depending on your plan, you can have a more formal routine, like filling in a KWL table, which will enable an in depth discussion later on. Or you can have an informal discussion with the group.

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After the activity, I completed the class outside the classroom with a satisfaction questionnaire, how they felt, whether they performed the measurements themselves, whether they needed the help of a friend or teacher to perform the measurements, whether they needed help in analyzing the results.

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I think having learning objectives, evaluation should be the most important part of learning outside. I'd like to know if our learning objectives have met or not. I could also prepare some questions related to these objectives  and give my students before the outside learning. As a follow-up activity giving some time to children to make presentations about what they have learnt and experienced during the activity can be a good idea.

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I prepare and hand out anonymous cards for students to fill in at the end of a learning activity. 

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I love to seat and talk with them... how did you feel, what did you like the most, what surprised you... would you like more activities like this?

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Students can complete tables, diagrams, answer short questions, say how they felt, answer questionnaires.

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At the end of the activity, it is possible to brainstorm by bringing together the documents they have observed and collected (these can be articles, pictures, brochures and the like). If the goal is individual learning, we can ask them to make a report or a presentation.

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For the ending lesson of the outdoor activity I would suggest activities regarding the following:

What we have learnt
This part would include, depending on the subject and the content of the activity, a small questionnaire or a game using web tools such as  Kahoot.

How we have felt
This part regards the way we felt during the activity. It can be a draw, a questionnaire, a web tool for voting, etc.

Let' s share our experience
Students prepare a presentation using either a web tool  such as story jumper or office outlook by  posting photos that were taken during the activity or  something that they  have created (a craft,a  poem,a draw etc)and they share it with others using scholls web page.

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Children know a time capsule (a specially prepared container). Each time an outdoor activity ends, the children write or draw on a card to insert in the time capsule what they liked the most. At the end of the school year, we will open the capsule and reading the tickets we will retrace the activities done outdoors as in a logbook

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In my last outdoor activity when we return to classroom I use as evaluation method ,drawing. They describe me their drawings and I write their words. Sometimes we produce a video from our visit. Then we watch it and we comment what we saw and how we felt.

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To finish off the outside classroom learning, it's good for students to prepare a presentation of the materials they've collected, photographs, and the information they've learned. Thus, an evaluation is made. It is important to disseminate and communicate results and to share experiences with other students. For this reason, presentations, photographs and experiences should be shared on the school board or on the school radio.

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We were with the students visiting the municipality of Mogila and the mayor of the municipality, when we returned to the classroom we first wrote a report from the visit. Then we wrote down the answers to our questions that the Mayor gave us and we certainly drew on what made an impression on us.

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With younger students we draw what they see and learn and talk  about photos taken while learning outside.
I really like the 4F method, I will try it.

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I liked this idea with an exhibition of photos and links to information, and evaluation through the 4F method. The last activity can be making posters with the required content, making quizzes for other students, making a presentation, etc. depending on the topic. Depending on the age of the students, we can adjust or simplify the 4F evaluation.

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A usual procedure of finishing lessons outside takes and must be pointed out to the students so that they know what to do once the activity is finished.
Get in a circle for example and take stock.
1) Have deliveries been made?
2) Did they take notes?
3) Should material be collected?
4) Were any photos or videos taken?
5) Were there any problems?
In the classroom, you can then make an evaluation of the activity or even a self-evaluation.

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For ending the lessons, teacher could offer quizzes (traditional or digital ones) or evaluation worksheets to his students, while students could work on a quiz addressed to other students which  might trigger their interest or expand their knowledge.

Enough time could be spent on the evaluation of the process and the progress that has been made. Teacher and students could share their experiences, refer to the facts that took place during the outdoor activity, the feelings that experienced, what they liked and what they didn’t, the learning outcomes and the findings, as well as to the future perspectives on the activity or their expectations.

Special care should be taken for the dissemination and the communication of the results. The experiences and the material connected with them could be published and shared through school facebook, website or another official educational platform.

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I think it would be nice to suggest in groups to use their experiences and explain them to little children in different ways (a story, a drama, a presentation, a hunt game...

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We usually use drawing as an evaluation method, that is one before the outdoor activities and one for after the outdoor activities. It is always impressive as the children explain in details these drawings. We usually record these presentations which is very helpful both for the teacher and the students.

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Students create a presentation,video, and photo collages depicting the story. An exhibition may be organized all around the school and there the other students can see the outputs. students can create a blog

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Students can prepare an eBook with photos and their memories. We do it for Erasmus projects. After some months pass, we can still read the book and renew the memories.

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Students can prepare a book with photos, thoughts and drawing after the experience, so they cannot forgive what they have learnt.
In classroom theacher can organize a questionary about their sensations.

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Visible Learning Strategies would work nicely to follow-up after an activity.
Observe - What do you see?
Think - What do you think, use observations as evidence.
Wonder - What questions do you have?
could be done whilst outside doing the activity.
Once back in the classroom students could do more research on anything they still need answers for or it could be a class task/discussion.
And that could be followed by another visible learning strategy called;
1. I used to think - Students write down on a post-it note what they know/think they know about a specific topic/question.
2. BUT now I think - After the lesson/outdoor activity they can write down on a new note what they have learnt and whether their understanding has changed.

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After the trip, my students share the information that they like the most, what they remember, and the information they find interesting that surprises them. Then, whoever wants to draw a picture, they can make a small model with cardboard. These works are exhibited in a corner of the classroom for a week.

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I love to talk about our work, to evaluate together, to say how we felt, what we like and what we didn't like and I make a lot of fotos. After sometime I like to go back to Twinspace to see what we did and what other partners did and to talk about it.

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After the work is done, we take pictures. When we return to class, we analyze the accomplishment of the works.

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They can write what they liked, learnt and suggest for the next activity.

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I practice movement games with my students at the end of the day.  I work with children from 3-6 years old.

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I practice movement games with my students at the end of the day.  I work with children from 3-6 years old.

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Students draw the most memorable thing from the lesson they had outside.

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Depending on the students of younger school age, follow-up activities can be different and can be more involved. It can be an activity of ordinary conversation about what has been seen and learned; students can draw and briefly describe the most interesting part and present it to the class; repeat knowledge through quizzes or online games; startin to create a "Memory Map" that will grow with each activity of this kind and will be a way to repeat, insight parents into the work and discover the interests of each child. The possibilities of follow up activities are great and largely depend on the age of the students.

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I can prepare questions with the web 2.0 tool consisting of pictures about the trip. With Web 2.0 tools, you can explain what you see and learn, write e-books, create photo exhibitions, and prepare digital activities.

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In a form of an exit card: what impressed you most and why?
Assign an in-depth presentation about the item/event for homework.

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Students can complete the 4th Fs and then we discuss all together about them, and we can keep all of them together in a book with all memories about the experience done. It will be an example for the future similar experience and a good way to don't forget.