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for going outiside and doing a lesson is important to control the eventual risks and then find fantastic actvities for kids

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kid responsability and weather conditions

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Are important both the parent consent and the weather

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Some really important elements about outdoor activities are parental consent, and the calculation of the level of risk.

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Before going outside it's better to control the weather and the possible activity to do

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Before preparing a lesson with students outdoors, I see the weather

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I pay attention to details, how far the location is, the weather, other activities going on at the same time.

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Before any lesson outside I make the preparations and see about the risck

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I agree with the proposed type of preparatory organisation. On the one hand, students must be aware of the topics that will be covered, and on the other hand, parents must understand the importance of learning that content in a context other than the classroom.

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Very useful tips!

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Anna is sharing her insight and experience on working with groups.

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Anne's preparatory work is very thorough and it's obvious she has had a lot of experience with this kind of approach. So thank you, Ana, for sharing!
I do believe students should be involved in all aspects of the activity, but only after teachers gather at least some experience with outdoor classes.

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perfect work

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a) Ana's work is very well planned and the objectives, steps, means and methods of work are well thought out.
b) I like to ask students about where we could conduct the lesson on a particular topic. I prepare the necessary materials. I explain to the pupils in class the objectives and what we will learn from that topic at the end of the lesson. For some activities I ask for parents' help, especially if it is a nature trip.

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Ana's preparation is well structured for activities outside the classroom.
I prepare long before outdoor class. I have problems with time management. I prepare materials in different baskets, boxes, I set up a clothesline with clothespins on which we display our work, sheets. I involve parents in helping me.

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The teacher must have completed the preliminary preparations for the out-of-class activity, preliminary permissions must be obtained for the safety of the students, and all necessary conditions must be reviewed.

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Before teaching outside, it is wise to visit any chosen location before creating a lesson plan. By visiting, factors such as potential safety issues and ideas for possible lessons come into mind which can laid out in the form of a brainstorm diagram. With everything laid out, pros and cons should be considered depending on what an educator desires to teach and whether a chosen outdoor location would be appropriate for a particular lesson.
Once everything is considered and a decision is finalized, creating a lesson plan with the outdoor location in mind is what comes next. While creating the lesson plan, getting support from colleagues and other relevant individuals should be considered, where other opinions and suggestions can help make the outdoor lesson a success while being prepared for mishaps such as inclement weather and transportation delays. The same individuals can also serve as co-teachers and/or supervisors to reassure the main educator and parents that the safety of all students are prioritized. With safety in mind, never forget to pack a first-aid kit!

—Austin Nicholas Dragoș [United States of America]

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When preparing to go outside, we must work to all thing run ok! So, it isimportant:
- Prepare the activity, having in mind the thematic and the learning outcomes;
- Prepare the group, let the group knows what will happens - but attention to expectations;
- Prepare the guidance of the group, chose very carefully the colleagues that will go with you;
- Visit the place where the activity will take place, trying to look in the students perspective;
- Plan all you can plan: communication about the activity, tools and resources,  time, transportation,etc;
- Use the activity to let students experience freedom, awe and flow - but in safety conditions!

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I agree with Anna. It is necessary for students to know in advance the objectives of the activity, what they will study, where they will focus, as well as all the practical information for the day of the outdoor activity. It is also very important that the teacher has visited the place before, takes into account any risks and how to avoid them and has organized the plan.

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Students should be involved in some activity like searching information about the monuments or preparing some final presentation with their thought and reflexions

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We should consider safety issues first when we are preparing for teaching outside.

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Students should do all activities..Outdoor activities give activity and motivation to students

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Very useful tips!
My preparatory work:
a) Preparatory phase:
- put the outdoor activities in the curriculum
- seek parental consent / help (?)

- set the objectives and goals
- teaching in class teoreticaly
- prepare outdoor activities: place (whwre to go, (visit it before uotdoor classs)), make  lesson plan and worksheets, what equipment required,
- explain to pupils and parents; goals, content, order, time, place, whom with, tasks, what to bring for outdoor class (books, pencils...), how to dress for outdoor learning (cap, layered clothing, sport footwear), emphasize expectations: pay attention, direct curiosity to the environment
b) Outdoor learning: activity of pupils according to instructions; advise, help, observe the pupils, direct curiosity to the environment
c) Evaluation phase: reflection of the experienced, evaluation list or rubric

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Classrooms in complementarity with other contexts outside the school provide meaningful and differentiated learning, where collaborative, project work and interactive dynamics between teachers and students must prevail. The involvement of families in their student's schooling seems to me important when it comes to following a methodological path different from the traditional one. Some aspects when programming an activity outside the classroom: Dialogue with the group of students about what you want to do; define the time needed to carry out the task; define the place where it will be held; what kind of materials will we need; how we will present the results in our activity; how to rate -Feedback.

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Anna's tips are useful and are similar to what is done in my school. Firstly places to visit are taken into consideration. They are linked to curriculum. Subjects whose content can relate to the place we are visiting are explored deeply. Together with teachers who can join the trip the plan is developed. Transport is also planned. Parents have to sign their consent. Students are prepared and given tasks to do during the trip.

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The teacher should visit the excursion area, the outdoor learning environment beforehand. Öğrenme Senaryosunun iyi planlanmış olması önemlidir. Ön izinler, güvenlik önlemleri, araçlar, çalışma kağıtları, görüşülecek uzmanlar, sorular, görev paylaşımı, ders amacı, değerlendirme yöntemleri vb. adım adım ele alınmalıdır.

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It has been mentioned, Preparation is key. The teacher has to forsee all the possible scenarios. How can they do that?  By visiting the place in advance.
* Checking how the personnel in the place (museums, galleries, concert halls, parks, etc.) can help the group
* Prices, rules of behavior and care of the place.
* Learning activities the group can develop there.
* Writing an itinerary and a lesson plan for the visit.
* Check-lists or small tasks for the group to work on during the visit.
* Post-activities in the classroom.

I think Anna is sharing her insight and experience on working with groups outside the classroom.

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Outdoor activities can be very varied.Last week I organized an activity on the beach called beach cleaning
I explained to them the content, what they will do, what the materials and the activity itself will be
the students were very satisfied

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I think that Anna's work is very well structured and complete. My strategies are similar to those of Anna. I believe that setting rules and completing the goals is very important.

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The steps are useful and central to the subject. for me, it is necessary to prepare the students psychologically. you have to remind them that you have to focus, you have to focus on the tasks to be done.

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I think it is very important to make the students present at the beginning and at the end. Let no one go astray and let us return without him!

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It is useful for me to hear about how Ana is preparing for outdoor activities. I will take the preparation steps from the dance. I hope to share these with my colleagues at work.

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Anna was very clear about she believes it's the best way to teach outside the classroom. We all have bad days and better days with students and in our work but we have to insist to envolve them outside and to make them learn something more than just play so it's very useful, always, to hear what they have to say and what are them ideas for us to self-evaluate our work and what they are realy learning.

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Outdoor learning is very important for students to achieve meaningful learning.
I usually go out with my students and do these types of activities and they love it, they put a lot of effort and they carry out the activities with great enthusiasm.
I always prepare with them in the classroom what is intended with the activity that will be carried out abroad. during the activity I give them a lot of freedom, always with my supervision and the evaluation of the activity, which is often done abroad. It is very important that we listen to what students have to say about what they felt and what they learned.

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Anna explaind the first two phases of outdoor teaching toroughly. But I missed some more explanations of the evaluation phase. I know that the evaluation is very important, but I/we often don't take enough time for it.
For evalutaion with my 6 to 8 y.o. students I try to use new words that were explained outdoors in the classroom to check the pupils understanding of the subject that was taught outside. I also use tha outdoor events and experiences as an examples for the learning indoors. I try to praise good group work and achievements etc.

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Anna preparatory work is excellent, she is an expert in outdoor learning.
In our school any  outdoors learning activities outside the school buildings are proposed by teachers and have to be authorize by the headmaster who comunicate the event to the administration. But participation in these kind of activities is only available for sudents with parents' autorization.

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Anna is very thorough. When we do an activity outside the school, teachers have to do a lot of paperwork beforehand. The visit has to be approved by the administration. They are costly too and sometimes parents can not afford it. Nevertheless, the outdoors is right outside the classroom, in the playground and the garden. These outdoors are as beneficial and apart for safety measures, no paperwork is required, no extra adult needed.

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The Preparation steps explained by the presenter were useful and cover the topic totally. There is nothing more to add than the difficulty of keeping students focused, as usually when a visit is related to a park or a place with very vivid images sometimes students lose their focus and become distracted.

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The preparatory work shared by Anna is very useful. A good preparation can determine the activity's success.

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I think Anna does a great job. When I want to prepare an outdoor learning the first thing is to have the permission from the Head Office. Then I inform the parents. I am taking care of safety issues. And then I prepare my students. I am explaining them where are we going, what are we planning to do there, when, etc.

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I think these preparatory activities cover all the important things and they can e used as an excellent check-list when preparing outdoor learning.

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I agree with Anna's organization. I prepare my pupils and parents in the beginning of the year, so they write an authorization for the trips outside the school. When I go to the schoolyard I organize the activity in class, then they have learning outside and at the end they have a valuation in class.

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Well, I really liked all the work Anna shared with us, for me it's very important to let the pupils know from the beginning what we are going to do, how and why. It has to be very clear to them. When it comes to more choices, I believe, it depends from factors such as the age of pupils, how much ready they are to handle with more choices and complicated things.

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Well, I really liked all the work Anna shared with us, for me it's very important to let the pupils know from the beginning what we are going to do, how and why. It has to be very clear to them. When it comes to more choices, I believe, it depends from factors such as the age of pupils, how much ready they are to handle with more choices and complicated things.

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This preparation is very thorough. I would like to prepare similarly. This year I was a co-teacher on a school trip. The main teacher had a really detailed preparation phase. She had to co-operate with parents, programme organisers, transportation companies. Giving clear learning objectives is essential, as well as worksheets and pre-teaching beforehand.
When students are given more choices they may be more involved in tasks and more motivated. However, giving choices means bigger challenge to teachers. She/ he has to deal with greater diversity.

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I like Anna's plan and all the stages of preparing for an outdoor activity. He gave me some nice ideas that I will implement as soon as possible. I haven't prepared the outdoor activities so rigorously so far, but I like Anna's plan and I will take it into account in my future planning.

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Anna's preparatory work is clear and easy to follow. I'm agree with her about different stiles of conversation when we are indoor and outdoor. I mostly use the kindergarten yard for outdoor learning but the phases are the same. Short instructions are very important when the students work out of the rooms, time management too. I think about equipment, materials, sheets. I often prepare extra sheets or tasks for kids who work quickly.

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Firstly.walking the trail or explore the habitat is so important.Then,considering where you’ll stop, how long you’ll spend, what features are noteworthy, and concepts that are applicable to the area. Next, We should decide what questions can we pose to children, what activities lend themselves to the area, and how will we encourage structured interaction with nature? Make note of any potential hazards. I find Anna's preparatory work is highly necessary.Timing is also the important one, forty minutes or eighty minutes?We can organize group to their level or abilities.I prefer creating groups who have different abilities .

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I really like Anna’s preparatory teaching plan because I do the same. I explain each phase to the students who need it even more. I always give the opportunity to students who want to improve the task for the future in the evaluation phase.

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I think the preparatory work explained here is ideal enough to prepare for outside teaching. I also get permission documents from parents. I set rules, give instructions as clear as possible and tell my students the aim of the activity so that they can be aware of how to benefit from it.

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My strategies are quite similar to the ones explained here. Sometimes, according to the aims of the class, I may be less clear about the aims of the activity to keep students curious and motivated. I find setting rules and creating "outdoor" habits is quite important.
Whenever possible I like students to have a voice in the organization of the activity. Ultimately they can even organize it themselves...

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In Romania, extracurricular activities are carried out according to a methodology, but the activities in the school yard belong to each teacher. We can't go out all the classes in the school yard, because there are a lot of students and teachers, but we usually do classes in the yard.

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Each activity has its own characteristics and, therefore, logistics. I'm going to focus on an interdisciplinary project under the theme "Orientation". We challenged our seventh grade students to decide on an investigation topic that would have a poster or infographic as a product. We post each group's product and then, on the day of the outing, the students will have two orientation challenges. In each challenge some students will be finding their way and others will be posted in specific areas and will ask questions about their investigation to their peers. So, as you can see, the preparatory work for this project has been very complex: organizing the projects, setting up the teams, helping the students along their choice of theme, investigation, product creation, questions creation; deciding on the place where the orientation course will take place (a Park near our school), deciding on how to get the students there, who will go with them, communicating with parents. We haven't done the outing it yet (it'll be next week), but everybody is excited about it!

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First of all, it is very important to plan and inform students and parents in advance due to time constraints in extracurricular activities. It is sufficient to obtain permission from the parents for the planned activity.

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In my opinion, Karen and Anne provide very important advice on how we should organize lessons in the outdoors. Personally, i should take into consideration what Anne says that we should explain everything in the classroom before outdoor learning activities. So, students can take full advantage of the time they spent outside the classroom. This time can be beneficial for students’ learning if it is enriched in various experiences, stimuli and impressions. I also consider very helpful the advice not to make very long explanations of what students are expected to do during outdoor learning activities. Many thanks!

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I try to connect the activities that take place inside the classroom with the activities outside the classroom. I try to take advantage of the parks and spaces of the area near the school. At the beginning of the year we ask parents for a permit for short outings, so for my outdoor activities near the school I do not need any further authorizations

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I find her ideas really interesting and helpful.
In case I want to transfer class to the school yard I fist make sure that no other students will be there at the same time, for example thouse attending sports' class as I don' t want my students attention to be distracted.

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We have recently a visit on a zoo park. So, first, I send to the parents a catalogue with the main needs for the excursion. For example sun block, hat, water, clothes, food ....
Then we set security rules with students in our classroom . Rules for the bus and rules for the field.
Third I saw them on the inernet the place that we are going to visit. Also, I prepare them for the game that we are going to play. I saw them the animals of the zoo and  they try to remember some of them.
Anna in the video was very accurate and very helpful with her instructions.

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Outdoor activities can be very different and carried out in different places. The easier to arrange are the ones we can set in the green area of the school. Sometimes we invite students to explore the area in advance and have a co-planning role, concerning the specific activity we are going to carry out . It can be a performance , an Action for Sustainable habits (as in the pic) , an exibition, a game etc. If we plan a science lesson we, as teachers, explore and get previous information, preparing students with pre tests, or open questions to have them engaged in the the lesson we are leading. If we plan to go outside the school area we need to follow our school protocol, having the approval of "Consiglio di classe /Interclasse ( A committee of parents'representatives ), making the official declaration for students' insurance and a colleague coming with the group for a safe mobility. Moreover it's important to work with students, activating prior knowledge concerning the type of visit and clearly explain why we are going, what we'll be doing, how the activities will be carried out. Anna's model is a very good one.

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Not to repeat my colleagues have already listed the steps, I would add the first time it is always difficult for both teachers and students, every next time it is a routine and part of everyday activities.

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I found her preparatory work to be quite good. When I am going to do extracurricular education, I explain where the students are going, the rules of conduct and what I expect them to learn on their return. I remind you of our departure and return time, the time when we will take a break.

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The world is a limitless field and the learning process outside gives very good results.

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Anne has a lot of experience working outside the classroom, so she had the opportunity to try and consolidate her techniques before proposing them.
I must say that a lot also depends on the age of the students and what they study outside the classroom. That is, I believe that with younger children it is easier while with older students you have to be very precise and careful in building the activity. Surely they are things to foresee:
1) notify parents and school principal
2) choose and plan the activity and the place
3) choose a collaborator (especially if the group is large)
4) provide precise work orders
5) provide for phases of observation and evaluation of the activity (which can also be self-evaluation)

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Anna has a lot of experience with outdoor learning. Her preparation for work is excellent.
I prepare a few things for the outdoor lessons at the beginning of the year: I get the consent of the principal and the parents.
Then I set the rules and prepare the students.
I determined aims, plan activities, check the terrain.
After the activity we do an evaluation.
With regular outdoor lessons, certain things become routine.

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Since there will never exist an ideal outdoor activity plan, Anna’s work, while preparing her activities, is well structured and satisfies the majority of the standards for a "good practice":

- She looks well prepared and aware of the relevant issues concerning both teaching and learning as well as restrictions and permissions’ issues

- She presents determined aims and objectives and mentions the use of working material and equipment

- She activates a blended approach with both outdoors and indoors work

- She sets a variety of places in focus

- She follows a structured planning (preparatory work, outdoor learning, evaluation phase)

Generally, this is my own point of view on the issues, too:

- Determine aims, objectives, concepts to be studied, learning restrictions or extensions, alternative perspectives
- Get the consent/permission of the headmaster/school administrator
- Obtain parental consent or involve parents, when necessary
- Carefully plan activities (time, date, place, transportation, contact with organizations, safety issues)
- Prepare students (clothing, lunch, water)
- Set a few simple rules and follow them
- Check everything beforehand but construct a plan B, too
- After the activity make an evaluation, offer follow-up activities, reflection is strongly suggested

Students could be given more choices, when they are supposed to use them beneficially or that is going to enhance their motives on the learning issues

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Even though my students are of a different age we more or less follow the same steps as Anne. But I believe it takes time to feel confident enough to really enjoy the process and be able to listen to the students.

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Anne made a very good plan and explanations of the details. In the trip planning, I first share it with the school administration. After the school administration gives their consent, I get permission from the families. Of course, the time, date and time of the out-of-school trip must be determined.the most important thing is security issues and organizing transportation to the place.

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Everyone in Croatia for outdoor activities should do this process:
- determine aims
- get the consent of the headmaster
- obtain parental consent
- carefully plan activities
- prepare students
- set rules
- check everything before going out
- after the activity make an evaluation

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- determine aims
- get the consent of the headmaster
- obtain parental consent
- carefully plan activities
- prepare students
- set rules
- check everything before going out
- after the activity make an evaluation

Depending on the age of the students, we can allow students to participate in organizing a lesson outside. But everything must be agreed beforehand.

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The museum excursion plan is very well planned and staged. The low number of students seems to have provided a great advantage for visiting the museum. Different fields are used. Wonderful...

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I try to connect the activities that take place inside the classroom with the activities outside the classroom. I also try to use parks, or forests near the school so I don't need parental consent.

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I think Anna did very good work. It's very important to focus on the concepts you wants to be developed by the children and engage them to think and share suggestions, ideas, to let them feel part of the learning process. The outside is full of suggestions and children are eager to go out and discover the world...what a better way to do it with friends and teachers.

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I don't speak English, I can't say my opinion.

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Before the outdoor activity we inform the parents and get their permission. We arrange transportation as our school does not have school buses. We inform students about where we are going and what exactly we are going to do. we give instructions for their clothes and for their lunch.

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I agree with Anna's preparatory work. The important thing is to advie the parents and have their permission. Then I advice my school menager and I write a diclaration to go out. I write to the pupils the things they have to prepare to go to the specific place (clothes, cups, shoes, water, food, bag....)
If it's possible I ask to one parent to go with us for help me in the control.

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Anna's preparatory work is very similar to mine. First I consider places that I can take my students. I think it needs to be interesting for them, but also fun. I think they deserve to feel like it is not an ordinary class. Then I think about subjects whose content can relate to the place we are visiting. I sit down with teachers who can join me and we develop a plan and then check our transport options. We notice students and parents and do final preparations. A day or two before going we check with students if they understand where and why we are going where we are going and what are we to do there. We answer any questions students might have.

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Anna's preparatory work is well structured and easy to follow.
I liked to include my students and parents on a digital app called ClassDojo. I could share what topics are coming up and ask for suggestions or ideas about how the topic could be engaged with outside the classroom. If we are learning about transport maybe a parent has a connection for the students to visit a boat yard or a train station etc. Parents enjoy being involved and the students are likely to come up with creative ideas as well.

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I connect the activities that take place inside the classroom with the activities outside the classroom. For certain activities, if you go outside the school environment, it is necessary to collect parental consent, which sometimes delays the preparation of activities, but it is always worth using the opportunities of external content to stimulate interest in children. After the activities outside the school, it is necessary to do follow-up activities in order to assess the outcomes and possible difficulties that arose during the activities that we did not expect.

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Anne's planning is magnificent.
I plan learning activities suitable for the subject outside of the classroom.
First of all, if I'm going to go to a different place outside the school garden, I prepare a trip plan.
I receive parent permission petitions approved by the parents of my students. I'll have it approved by the school principal.
Before we go on tour, I explain where, what, when and why we will learn according to the 5N1K.
I prepare a few questions and tell them that they must find the answer during the journey.
I remind them to make good observations and listen carefully during the journey.
We reinforce what we learned after the trip with different studies.

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I think Anne's work is useful and sufficient. I first create a plan for extracurricular activities and get permission from the school principal, then get permission from the parents. Whether we will drive within the scope of planning or if we need to eat at our destination, I plan accordingly. As I work with kindergarten students, I often involve a parent in the activity. I give preliminary information to the children about the event or the place where we will go.

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Before doing an outdoor activity, we get permission from the headmaster and parents sign a document. We plan the activity, set targets, talk about rules before the activity. We carry it as a group and after we return, we evaluate it. When they have choices, they are more involved and enthusiastic.

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I link it to the teaching content in the classroom. So when the students get out of the classroom, they learn much more, basen on their inquiry and followup activities once we are back in the classroom.

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- Get the parents approval and inform them about the activity and the aims of the activity (also about pratical information like clothes, lunch...)
- Inform students about the activity and the aims of the activity
- Prepare the outdoor lesson keeping contact with other organizations like museums, theatres, exibitions...
- organize the day with some colleagues
- Get the school manager approval inform him about the activity and the aims of the activity
- Prepare students about rules they have to follow