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very interesting...

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In primary school we often go out to do outdoor activities. For the growth of children is essential experiential activities and then get to abstract concepts. In addition to landing it is important to support this process with new technologies that can provide viewing capabilities such as video and movies to introduce the topic and search for the deeper concepts.

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Working outside the classroom is great, but it is not always easy. It is harder to happens daily. Another solution is kids collect data and conduct surveys of the family and social environment and the present and process them in class.

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It is a very intersting example

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go outside is a wonderful activity to ingage children in Learning in a meaniful context.

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Unfortunatly many outdoor activities need an economic contribution from the student's families so a large number of them are not chosen by us to weigh even more on famili economy.
State has much reduce the formative offer towards students.

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Unfortunately we don't have so many outdoor activities.

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Collect all the data and all the information using the appropriate technological tools and present the results to the companions

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children love going outdoors gathering data. It is important to record this data in a meaningful way after. I like the idea of newsflashes , peer feedback and teamwork. Also getting outside experts brings the lesson to another level.

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Usually, I follow a kind of guidelines for research conceived and adapted from the network of school libraries. According to it, students have to team up and do some independent research with a final product. I take my notes as well, but there is no place for peer review. Perhaps further I will include it... Thanks for this input.

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When you move outside learning it is fvorisce the spontaneous process of acquiring knowledge. A science class, but also in history and even language, if I think of the contact and exchange with the natives for learning foreign languages. Everything can be customized, any discipline, one iTEC scenery

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I teach at an Hotel and Catering School. We often go out the School for visiting Catering business and places of enogastronomic interest. My students usually collect data, then at school, working in team they elaborate data.

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As Croatian language and literature teacher I take every chance I have to go outside and learn. Last time we have visited a public library to learn about it's collections and catalogs. Also, outside expert explained us

Dewey Decimal Classification system. My students have collected data and worked in teams.

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Very interesting

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Going outside the classroom is an interesting way to learn. Science is a perfect subject to implement this kind of scenarios.

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In this scenario we could compare and contrast animals, for example bringing in other insects and taking a look at their bodies.

We normally do experiments, observations, collecting materials...
We usually do it working in small teams, cooperating.

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They could create an artificial environment to continue the research.

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Very interesting

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the outdoor lesson is very useful to the children becouse they an learn easier and i can do it very well.
for example the urbaniatical rules.
the knowleege for plants and the animals

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Very interesting activity. Working outdoor normally is attractive for them and the possibility of learning with specialists would be a fantastic ending for this.

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That's really engaging. It takes a lot of time, but worth doing.

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i'm a science teacher, i'd like i can do outdoor activities. It's quite difficult to organize.

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We do different outdoor activities. Most of the activities are done inside the school because our students are very young.
The favourite activitiy is in our greenhouse. Each student plants a seed inside a container in the classroom. When the seeds begin to grow, we take the containers to the green house and plant them there.

Students are thrilled to see their plants grow and show them to their family.

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In an activity of science you could insert the sample collection and analysis in the laboratory ..... I like to do different tasks to each group so that they can share the experience with their classmates

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I think that working with outside experts is important from the beginning of the activity because in this way students find the activity more "real"

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I am an english teacher at primary school and I often collaborate with my collegues  and use the teamwork. I like working in e-Twinning project in this way; it is easier, but similar... Thanks, I'll try to follow this six learning activities!

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In my husband's school use the teamwork. It's a good way to colaboration of the students. The others, I don't know, because i don't use it but i take ideas for my classroom.

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As a teacher of English at a scientific high school, I'm collaborating with my science colleague and our Spanish partners in an eTwinning project on inspiring healthy habits in our students. This Scenario could be useful  to have students understand the importance nature acquires when talking about  food. A vegetable  garden could be taken into account and Learning activities could be carried out in the shape of scientific observation, experimentation, note-taking. As a matter of fact, my colleague and I are thinking of doing an investigation on milk nutrients in the science lab. Videos will be shot and photos of the activities will be taken and uploaded in Twinspace along with a detailed report.

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Maria Antonietta-Italy-                            I teach in the primary school. My  children are nine years old.Topics are interesting. "Learning by doing" promotes interest, motivation and therefore knowledge.In Primary school, often I guided tours aimed to do.In this years ,for example, I and my colleagues are organizing a guided visit to the "museumBalì".We make a projects in the school, There are experts.I like to plan the "cooperative learning" with my little pupils to  deepen the knowledge. Each group focuses on a different topic from other groupsThey make: maps, summary, acrostics, calligrams, word-cloud. At the end there is the comparison and exchange of informations.Kids even relate the strengths and the critical points

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Maria Antonietta-Italy-                            I teach in the primary school. My  children are nine years old.Topics are interesting. "Learning by doing" promotes interest, motivation and therefore knowledge.In Primary school, often I guided tours aimed to do.In this years ,for example, I and my colleagues are organizing a guided visit to the "museumBalì".We make a projects in the school, There are experts.I like to plan the "cooperative learning" with my little pupils to  deepen the knowledge. Each group focuses on a different topic from other groupsThey make: maps, summary, acrostics, calligrams, word-cloud. At the end there is the comparison and exchange of informations.Kids even relate the strengths and the critical points

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Good

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I am recently applying a lesson plan of the investigation sort. We are trying to find out what makes a building resistant to earthquakes. The interesting thing is, I have a very similar structure with the future classroom scenario and the learning activities included above. The theme is applied to 3rd graders in science and engineering lesson and it is not included in the national curriculum. What we did aside from what has been mentioned above is, as Antonia Marinello from Italy said, we have included outside experts to come and give us all an idea about the reality of the phenomenon.

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I think that you could use the “Working with outside experts” activity in this scenario.

I usually involve outside experts when I organize project based learning activities.
I have involved outside expert when I planned and realized a project based learning activities about volcanoes (a PON project on Sciences in 2015). The project involved experts and researchers of CNR (National Research Center) and at the end of work, the learners realized a final product made with Thinglink

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Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva - Portugal

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Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva - Portugal

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This activity is very interesting. We never did anything of this genre. Sometimes we make study visits, but at the end when they return to school, we ask them to respond individually to a small survey.

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I'm an English teacher. With my students we haven't many occasions to go outside. This video is important because it is a great example of collaboration.

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Students like learning outside the classroom. I think they, in that moment, are not thinking that they are learning. They feel comfortable and they are enjoying the learning process. And the most important thing, they are the owners of their own learning process.

The example of the video is really inspiration. Learning activities are collaborative and communicative activities. They combine outside learning with inside learning, they allow us use technology. Learning activities are really great.

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Learning outside of the classroom requires a lot of preparation, but kids love it. Although this is not an example for a group work, as a teacher of Croatian language& literature I go outside with the pupils to prepare them for writing stories or poems. In nature, they are observing colors, find motivation, pay attention to details, listen to sounds and write notes. Being in nature they get more inspired and motivated for creation.

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During an English camp in the mountains I asked students to find out how cheese is made. They grouped, visited the nearest fold, made an interview with the shepherd, and after presenting their findings also presented their colleagues with some very tasty cheese they got on the spot. It was amazing!

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I teach Maths so for me is very difficult to work out. Sometimes we work in team measuring outdoor spaces and we report these data on graphics.

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I worked on a project of recycling Students used to work outdoors while recycling and then making small jewels which they gave to their classmates for a small amount of money or even exchange them with food products in order to help their poor classmates. But it was much easier to discuss about the environment and the  climate change and what we the peolpe can do to save nature outdoors . Cleaning seasides, walking on the mountains , visiting recycling units, using the fertile  they produced, collecting burned oil from the house, attending seminars. etc gave them the chance to be more creative and much happier.

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I worked on a project of recycling Students used to work outdoors while recycling and then making small jewels which they gave to their classmates for a small amount of money or even exchange them with food products in order to help their poor classmates. But it was much easier to discuss about the environment and the  climate change and what we the peolpe can do to save nature outdoors . Cleaning seasides, walking on the mountains , visiting recycling units, using the fertile  they produced, collecting burned oil from the house, attending seminars. etc gave them the chance to be more creative and much happier.

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During last class exchange with Denmark, my students presented our territory to their partners, first with multimedia tools at school and then as tourist guides outside. In this way they got a higher awareness of the world around them

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Learning by doing. When the Nature becames the classroom the whole univers is participating in education. Collecting data outside the school, mental notes about learners and teamwork are some of the Learning Activities that can be find out in this scenario.

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The best way to learn something is experiencing it. For me, teaching EFL, is very difficult to make my students experiment with the language in a natural way. What I have them do is researching, preparing posters or presentations and then relating them to the class. They quite like it.

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Every outdoor activity is good for teambuilding. Also a different environment is a wellcomed change from the classroom

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It is so much easier fo students to learn in outdoors.

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Our students have collected leaves, branches and flowers during school trips. Then they have created nice collections for Biology or have included them in their schoolwork.

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In my schoolstudents love to have outside activities.

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We  have some activities during our first term.

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I am thinking of students writing in a team learning journal, about the new experiences during the project (share their attitudes too)

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Learning   by doing inside and outside school is very effective .
My students like to experience and collaborate

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There are many hands-on activities that will easily allow the students to learn by doing. You may use the natural or to digital sphere

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My students like learning by experiences done outside school. They have to collaborate by e-twinning or

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My student

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Students like learning outside classroom very much. They are willing to coallaborate and seek for information.Also they are more disciplined

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Nice and interesting. My pupils ( 8 years old) could do some less complicated tasks, for example: collecting plants for art classes, or opserving some changes in nature in different seasons, then compare them , or to look for the solutions of the problem that I set , as a  mistery question  ... There are a lot of ideas...

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For me new and interesting: team newsflashes.

I recommend to get your SS used to peer feedback step by step, with smaller feedback in the form of smileys or 1,2,3 to advanced feedback based on n assessment grid.

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In my school, we sometimes plan to go outside to investigate our topics in a real life. so my students have to chance to explore sths lively I mean they encounter with a real life. For example for our e-Twinnng projects they pick up the soil in the scool garden to search how they could use that for different plants

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I work with students with special needs and to make learning authentic and concrete we take them to purchase to the market or to interview shopkeepers about what they're going to buy.

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I`m a language teacher but I often think about outdoor activities with my students. It`s a great idea to make an integrated project with a teacher of a different subject, so students could benefit from it and the teachers would have more ideas. In my country we also need to make it fit with the curriculum which is not easy to do.

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Learning by doing is a great experience for students as they are confronted with the real world.
It should be applicable for many subjects that are taught in schools but unfortunately is very time consuming.

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I agree with Carmela, the teacher should be a facilitator, offering different activities that stimulate the different intelligences, and meet the different learning styles of students.
For this I foresee also workshop activities in class even with experts and educational tours.

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Not only the activities outside of school to school can be considered innovative. Also workshops or flipped classroom are "futuristic".

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I never go outside to collect data, but other teachers from my school do this. For example, the Art teacher goes with her students for a walk around the town to visit the most significant monuments and buildings. I think it’s a really good practice but not relevant for all subjects.

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An activity to do outside of the classroom may be the scaling of their school, the courtyard and the school district

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As a foreign language teacher, we do not have many lessons outside, only when we prepare trips to museums, interesting displays in Barcelona, or theatre sessions.
However, an interesting activity would be to ask students create an audio guide of their city for foreign students coming in summer for a school trip. Students would have to take their own photos, use google maps to pin their routes, collect booklets from the tourist information, record their own audio and compose it at school computer classroom.

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At the beginning of the school year I propose a day hiking in the mountains with my students and later reconstruct the food chain of animals, recording our experiences making posters with Gloster.

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I have no lessons outside, but my students are working on eTwinning projects that involve group work, search the Internet, using books, encyclopedias, various practical activities and more. We also try very often PBL during our lessons.

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In addition of that, i can suggest doing some external lab activities and recording them or make a poster ( Gloster) of your experience

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I planned an eTwining project and started to work. 42 teachers and students from 11 partner countries cooperate. March 21 about the forest week. We start by saying jungle-themed songs to this project. We will arrange a tour to the forest. There will be two lessons. We will know the first derste forest. Students will be divided into groups, photographing trees and plants and collecting leaf samples. For example the place and date of receipt. Collect information about the leaf samples. Second course recognition of forest school system. They will discover living creatures living together in the forest. Phone and photo machine. They will form food chain cycles. Students will describe their impressions after the forest tour by drawing pictures. In another activity, they will apply tree planting and first care by learning from experts. And finally prepare posters about forest protection. All event data will be shared in twin space. The share of other partners will be tracked and discussed.

Songs related to the subject can be said, pictures can be drawn. Applications can be made by experts.

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Another learning activity  for students, can be  people interview. Students could make it in pair or alone. They can interview a guide in a museum, or  people at work in order to collect information related a topic.

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Our students in 4th grade in Secondary School  create a NGO. They build  a social project (with legal documents) along the academic year and collect  as much money as they can. For these reason they are doing a lot of activities in and outside the school. They publish all their proposals on the net, on  the press and on  the social radio programs. At the same time,  they explain all their challenges and ask for help to the society. This year we are working with an organization from Ibiza which is called http://proyectojuntos.org/ . With our social work they will build a water well near the town or the school from a village in Madagascar.

The real  project’s goal from us, it is to become our students in social volunteers and future world citizens plenty of a wide range of  values like: tolerance, solidarity, giving a helping hand,....

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As I teach English in 9 classes I Always collaborate with my collegues when we take our students out to visit museums, parks or the volcano Etna. We guide our students to work in team and do peer activity

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The students like to go out and participate in outdoor projects. They love study trips. They learn a lot, investigate before, during and after the project. They are really motivating and motivate students. They can work with other schools, other institutions, even doing volunteering activities. They can contact with other realities, enrich bthemselves and understand their role as citizens.

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My students like to do these kinds of activities. But they take a long time to prepare. The only problem is that many colleagues do not see the utlididad of these types of activities and do nothing but put brakes and problems. But I continue to do them year after year, because we have a wonderful natural environment, where I can work the biology concets with great ease.

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All  the learning/teaching activities proposed can be easily used in many other different scenarios, included a Flipped Classroom one, or one supported by an ETwinning Twinspace. I try to use teamwork and peer feedback in most of the learning experiences I involve my students in, and usually take into account my mental notes about them when building up groups - even if I don't use the TeamUp tool regularly, not yet. Working with outside experts is more usual when other school subjects are involved - such as Science, History, Social or Civic Isues

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The last year, for eTwinning project, with a group of my students, we have gone in a medieval quarter of our town to realize a presentation for our European partner. The first step has been presenting to the students the activity they'll do and decide how collect data: we have decided for photo, video, interviews to habitants, document research. We have elaborated a gathering form of monuments and remarkable places. Then we have gone on site to collect data. In the classroom, then, the students have been divided in group of four and every group have done his presentation. The presentations have been published on Twinspace of project and the partner have done they review.

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The "Outdoor Study Project" Scenario proposes a series of interesting activities. In particular I prefer group learning activities as they promote collaboration and autonomy but also teamwork and peer feedback in a learning setting where teacher is only a coach.

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Children may go out on school trips to investigate a topic that is set ,however,sometimes it is not always easy to focus on it.They need to know the purpose and of course feel motivated enough to complete such a task.I believe that the introduction to a topic and our professional support are of primary importance to succeed.

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I have two examples of iTEC learning activities:
​1. I organized with some of the students in my school a conference opened to parents, teachers and other students about Internet safety and cyberbullism. Students had the possibility to work in teams outside and inside the school to create digital projects that showed their ideas on the topic and to present them during the conference. Here is the summary of the activity we did:

https://padlet.com/emiliana_rufo/ItalianInternetDay2016

2. I worked with my students of Year 7 in teams to understand their families' origin and traditions (we have students from different countries), they did interviews to members of their family and relatives, they took notes and created a poster or a digital product to show their mates, this helped them to know each others better. Here is the summary of the activity we did:

https://padlet.com/emiliana_rufo/neoassunti_attivitaN1

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28 Aprile 2016 - Scuola Secondaria 'Massimo Gizzio' - Roma

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The students like outdoor projects. These projects are motivating, the kids became more active. I have my children involved in projects in collaboration with the community institutions or in study projects in maths, arts, geography, history. I like offer the students that kinn of activities because they have contact with reality and because of the inter/transdisciplinarity objectives of these activities.

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I really like to go out in sping and in autumn, because studenst can investigate the weather, the changing in nature in this two seasons, we go out to find different tioe of lives, small animals and insects in our school garden, we go out to play in dry leaves, to make a snowman and to measure it every hour to see how it devent smollet because of the sun

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My students sometimes go out, we visit museums, nature parks, etc. In the classroom, they study what they will see next. Then, they deepen the topic in the place that they visit.

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I rarely go outside, but these classes are very interesting. Why I don't do that often- because our curriculum has too many goals to achieve...Team work, peer feedback is also good practise- I can say :)

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When doing an investigation with my students or when moving the learning outside the classroom we make a Concept Map with my students before the investigation in order to list our knowledge about the topic. After the investigation we go back to our initial Concept Map and we enrich it with the new knowledge acquired by the investigation or the learning outside the classroom.

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Through these learning experiences the student and student give meaning to their learning, becoming the protagonists of their learning in an active and participatory way.
From my experience, an activity that approaches the one presented in the video could be sequenced in the following learning activities:

The theme worked is spring:

* In the classroom we work the station through projected images ...
* Auditions of the sounds of nature in spring ...
* Exploration and creation work outside the school in collaboration with families: take photos of the environment in spring, make a short video about some aspect related to the station ...
* Implementation of work in the classroom.

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Maybe in this Scenario students could write a relative story ans sing or create a song .As a music teacher i participate in many programms and we go outside in cooperation with a collegue of another lesson , organizing a coomon plan.But we take part in every activity-feast -educational programm outside ,as at Christmas time .We went to the square and we sung and played the musical instuments.

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As a teacher of English as a foreign language, designing a learning activity which involves a project can be challenging.

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In my lessons the learning activities that are mainly used are: Collecting data outside of school, Teamwork and Peer Feedback

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Learning outside the classroom is more interesting. The students become more active.

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I usually don't do learning activities outside. The only times
I have such activities is when we organize a visit
to a museum or an event of interest.

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My students are leading research for the project "Safeguarding our Landscape" going around in their town, taking photos, interviewing, drawing, taking notes.The entire class goes outside the school but in afterschool time.They are divided in small groups, each team has their own topic of inquiry that is related to the theme of the course and to students’ specific abilities, competences and personal inclinations. They usually post materials in a padlet in Twinspace. Learners view each other’s collected data and provide feedback, praise, and criticism in order to achieve the common final project outcome.

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My students record ambient sounds, then elaborate them with audio editing software.

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It's true outdoor study projects are very useful for motivating learners. In my school, it's usual going out to a theatre, a museum or to do physical activities (participate in a football tour for example). It's usual also to give the students a sheet with questions that they answer to review the contents. But I think that these activities are still very traditional and guided by the teachers. We should let students in charge of the orgnization of outdoor exit.

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I don't have lessons outside the classroom but I do so in projects. I think a good idea is to ask students to do some research (including teamwork) on a place that is going to be visited and then to act as guides.

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So far we usually go out to the village park to see the changes that occur in autumn or spring, we collect different types of leaves and fruits that we find on the ground and then in class we try to see differences, sizes, ... We observe, investigate, draw what we have collected ... but we have not applied ICT tools in the process, maybe the age of the students 3 - 6 years seemed to me to be a handicap, but in this course, I am realizing that there are many forms and many apps that could be applied even with young children.

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My students use to prepare statistical surveys for schoolmates (or other people) for instance alcohol assumption during week ends; besides it can be useful to get things from the 'outside' world inside school: we're studying junk food and they bring packages with ingredients

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yes, I do it. I take out my students when they have to prepare an itinerary about their town or have to describe a monument, church. I introduce the lesson in class and then we go out together to investigate. Sometimes I ask them to go in the afternoon individually or in group. They appreciate this way to learn

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I'm a German teacher and when I go abroad with my students for stages, we don't visit new places with the help of a guide. After receiving  papers with indication of the activities to do (for example collect information about a church by asking people, take photos, take information materials...), students visit different places in small groups (of a small area). Then each group share in the classroom the results of the activity and they create with different webtools (they choose together which) "their digital guide" of the place they visited.
In this way they develop different skills and use the foreign language in a real context.

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Learning outside improves attitudes in learning, creates a more active imagination and focus on tasks. Sometimes we organize differents ativities and we know that students apreceate it very much.

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Great examples here!
I tought immediatly about writing prompts!