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i always start in the class and then i move outside

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It's great startene in the class and then move outdoors

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Would be perfect to start first the lesson in the classroom and then continue outside if the weather it's good

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First we start teaching in the classroom moove outdoor

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The teaching plan should always start from the classsroom, and then move outside of it.

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It all depends on the subject or the lesson

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It depends on the topic or the lesson. Sometimes you improvise or you develop an idea more once you start paying more attention to details. You should always be open minded and not try to hurry.

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It depends of the subject. Sometimes I start outside and continue în classroom.

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I start my activities outside of the classroom

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Until now, I have only conducted outdoor lessons of a scientific nature. To conduct outdoor lessons, I prepare materials for scientific observation.

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I plan outdoor lessons, I prepare students for outdoor activities.

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I greet my students in the classroom and give preliminary information about what we will do outside.

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We start in the classroom and work our way out. sometimes we play garden games and sometimes we do reading books. Sometimes we do field studies. Sometimes we complete music events.

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Most lessons start in the classroom and then move outdoors. I plan outdoor lessons when it comes to reading lessons, but also assessment. I usually organise a map with clues for them. The pupils look for places on the map, and there they find tasks, exercises to solve.

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Sometimes I plan my teaching beyond the classroom, and most of the time there are classes that I start in the classroom and then we move outdoors. For example we taught the cardinal points, then we went outside and set the cardinal pucks, the horizon line, the near horizon.

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The typical format I mostly use (depending on the theme) is:
A) INDOOR (preparation, what is our scope, seeing the map, forming our questions)
B) OUTDOOR (Field activity, filling in our worksheets, interviews, notes etc)
C) INDOOR (Debrief, Sum up, extra research on new questions, conclusions, follow up)

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I reinforce both my branch and non-branch achievements with eTwinning projects. we determine the activities with online meetings sometimes inside the school and sometimes outside of the school. I direct the activities of my students in a controlled way, sometimes individually and sometimes in groups. We also come together and evaluate the activities they have done within the school.

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I still haven't done any teaching outdoors, but once I start - I will probably start in the classroomw ith preparation activities then take students outside and, most likely, have some final activities in the classroom again.

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It depends of the thematic or the group of students. Sometimes we satart by doing some outdoor observations and then we return to classroom to search and to reflect about what we observed. In other situations, we start by introducing the thematic in classroom, designing the tools that will be used outside classroom, and then go to the outdoor. I don't have the same method all the times.

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I work in a kindergarten. I usually design a lesson in the classroom, as an introduction to the topic and then we get out of the classroom either using the problem solving or exploration strategy. We continue in the classroom with conclusions.

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I usually use trip to collect in book in class different activities; if w need to deep dive a topic we can go outside again to verify if our ideas were right or not.

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I usually enter the classroom and immediately invite students to exit, when we organize outdoor activities.
But we have prepared them in classroom before, during the previous lessons.

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I teach in a preschool and need to achieve a continuum that connects all of the "lessons" provided over the weeks for my kids to experience meaningful learning. To bring an example, we went on a scavanger hunt for natural elements. The lesson after, we sorted the natural elements each child found. The lesson after, we played tic tac toe. Then we made natural mandalas...

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First we start teaching in the classroom,then move outdoors.

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Depending on the set outcomes and planned activities, it is sometimes more practical to prepare students for extracurricular teaching in the classroom and then spend it outside while sometimes it is better to send students to collect data in the field to process later in the classroom.

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I prepare students for extracurricular activities at least a week in advance. I also inform the parents and write down what they need. I make sure to agree on rules of conduct, culture of listening and speaking, following instructions.

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After an in-class preparation and pre-learning about the event, we continue in the learning environment outside.

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In order for the teacher to be able to meet the diversity of students' learning styles and rhythms, they need to make their pedagogical practices more flexible, think and apply innovative strategies and methodologies that lead students to experience, to be active subjects of their own knowledge. The choice of different environments and spaces, appropriate for the development of the proposed activities, increases the participation, motivation and interest of the students for their accomplishment. In a classroom environment, work is organized….
Both practices (starting in the classroom and then going abroad, or vice versa) are facilitators of curriculum development. Schedule study visits to later develop the proposed contents. Apply the contents of geometry, measurements, money, traffic signs and others in environments outside the classroom (playground, street, outings…).

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* I have classes in the afternoon and I have 3 different groups two times a week. The last group (7-9 pm) has not the same opportunities to work outside as the other two groups have. This is a problem since I'm not giving all my groups the same opportunities.
* I supply this inconvenient, by asking students--as homework--to check on what is needed before comming to class.
* When I plan an activity outside the classroom I explain and prepare everything in the classroom then, we go outside.

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Depending on the lesson, I mix classroom activities with online activities and activities in our community.

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Explanation of the topic thoroughly, preparation of the necessary material and implementation of the activity outside the classroom.

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first we do the introduction in class and then outdoors

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Mostly i prepare children in the classroom and afterwords we go out

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We usually start with activities in the classroom and then go to nature to discover various elements to photograph them, record them or learn about them in the field with various applications, such as "plantnet".

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firstly we studied "saving the planet" unit in our classromm.then We planted flowers in our school garden. We wrote slogans about the environment on our t-shirts.

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In the teaching act I combine traditional learning with Blended Learning and Projects Based Learning. In some lessons we go to the field and do the history class on the spot!

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I start telling the students in class what they have to do outside, so that their purpose and tasks are clear. If students have questions, clarify them, with arguments and explanations.

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I usually starts inside the classroom and then go out, to show (most f the times) what we were visualizing on the inside and compare it outside. Always depends on what do we want them to learn.

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There is a combination of activities in the classroom first and then the students do an outdoors activity, gain a new experience and put the newly gained knowledge in an activity in the classroom.

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I prefer start a theme inside but sometimes it is worthful start it outside and then bring the observations made inside in order to relate them with the topics proposed.

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Blended learning in Environmental Education

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Blended learning in Environmental Education

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As someone who has worked more as a nature pedagogical practitioner my challenge is rather the other way around, how to ensure that the outdoor educational activities can be blended with classroom-based learning.
I do remember one activity around plant identification which the schoolchildren learned about in biology. I was working at the botanical gardens and we developed a blended activity whereby we first tested the knowledge of the children based on what they learned at school on the topic and then went outdoors to identify plants and take some samples back indoors where the children had to sketch the anatomy of flowers.

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It all depends on the goal of the lesson. Sometimes we start outside, others inside. Sometimes I even give the students the choice and they decide. We need to take into consideration some health problems like students with asthma and/or severe allergies; but the truth is everyone seems to get inspiration, motivation, increased curiosity when they are working outdoors.

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Sometimes, we just notice that the outside is a lot nicer than the classroom and we spontaneously leave. If we don't strictly need the classroom, kids go to different working areas outside their classroom or into one of our two yards. If there are other free rooms, we use those as well.
There are planned activities as well. If we go on an exchange for example, kids plan the visits and then guide the group for their chosen activity. They organize everything in the target language and target country. Challenging and rewarding!

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I guess it depends on the activity. Sometimes it is better to start indoor if students need certain knowledge to perform tasks outdoor, but it works the other way round if they need to collect something or create a map.

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I usually start inside the classroom. We prepare with vocabulary, basic methods, rules outdoors. I give them worksheets as well, we watch videos.

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I usually start studying a topic in class and then study it outside.

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I usually start in class, prepare the children, then go outside. But it happened to be the other way around, when we were outside and something caught our attention, we continued to deepen the subject in the group room.

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about abiotic factores generaly i ask my high school students to see what is round and we go to the class and Share folders and ideas in order to explain to the others students what they Saw. After i give then Basic concepts, and they Will get to verify ir what they presente in the first time is correct

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I usually give some instructions in the classroom and then we go out to begin the main work

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I usually give some instructions in the classroom and then we go out to begin the main work

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I use two of them, but our opportunity to study outside is only in the school garden

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I plan the lesson first with instructions in the classroom and a virtual classroom with clearly defined tasks and instructions for students. Students perform measurements outside the classroom and present the results of research in the classroom.

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I prepare pupils in class, so I give them the specific work to observe, after the observation, they have to fill a questionary with specific questions.

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I start my practices in the classroom then move outdoors. I give the instructions in the classroom to help my students to understand the aim of the activity we are going to do.

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As a foreign language teacher I blend inside and outside in many different ways: if we need vocabulary or structures to do our work outside we prepare inside the classroom; if going outside aims at learning new vocabulary, structures or cultural details, we’ll go outside first and share information inside later. Sometimes, if we’re playing a game, we can go inside and outside several times in a class. So basically, the aim of the class dictates the order and the solutions I choose.

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My Way of Blended Learning in the Context of Teaching Outside the Classroom

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My Way of Blended Learning in the Context of Teaching Outside the Classroom

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Regardless of what lesson it would be, it can either start in the classroom or outside. With that in mind, creating a blended learning scenario is like creating a story that flows and makes sense. Thanks to educational technology and modern technology, the use of technology can also be used outside the classroom to enhance the outdoor learning experience. Creativity is endless, and creativity is what makes lessons meaningful for students to remember and apply.

—Austin Nicholas Dragoș [United States of America]

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I used both. Sometimes we start in class and go out in the yard, other times we observe or experiment in the yard and write the conclusions in the classroom.

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Before starting a new subject, I always consider the possibility of carrying out an outside activity. Based on the experiences I have already carried out, starting to approach the subject in the classroom allows for more effective guidance and control of the activity planned for the outside. When students know that the conclusion of the subject, in the classroom, as well as its evaluation depend on their performance abroad, the control of the students and the development of the activity itself has been more effective.

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I think that by making the planning first in out-of-class learning activities, there will be a more planned and effective learning.

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I usually start at the classroom and then move outdoors

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It depends on the topic we are dealing with. Usually I prefer to present the topic in the classroom in order to prepare the children for what we are going to study and research and then develop it outside: in the schoolyard, in public spaces, in theme parks ....

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In my opinion, it is very important to give students the opportunity to learn outdoors, and that is why I usually carry out many activities on the street, even activities that have to be carried out in the notebook, such as writing texts, describing a landscape or an object that meet on the street or draw that same object. Students love it and feel more motivated to learn and perform tasks. They feel free, they can choose where to sit, they can stand, and this freedom gives them the courage to carry out the tasks.

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It depends on the topic covered and the subject taught. It is sometimes necessary to start in the classroom - go from theory inside to practice outside, set the rules, prepare tasks, organize groups etc indoors so that less teacher talking is done outside. Some other times it is maybe better to seek the inspiration outdoors and then be creative in the classroom.

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Planning outside the classroom can be in different ways depending on the type of class and content processed.
Outside the classroom you can go to the schoolyard in the opening, main or final part of the class.
If a place away from school is to be visited, it will take an hour or a teaching day.

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Usually, I start the lesson in the classroom first. I arouse some curiosity about the subject and help them gather information. Then I plan a museum visit, fieldwork or outdoor games. Thus, I give them the opportunity to explore and collaborate. Finally, I evaluate the subject with digital games.

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I usually start explaining indoors and then switch to the outdoors in school yard or other extracurricular activities such as museums, galleries, cinemas, etc.. After which we return to the classroom to repeat what we saw, done and impressions.

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Blended learning
I practice blended learning in both ways: indoor to outdoor and vice versa.
I love reading stories in nature and then students read words and connect them to pictures with the appropriate meaning in the class where are no distracting moments for the reading beginners who need to concentrate on the process of reading.

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i teach coding so they open different windows

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Beach clean up & recording of waste in data collection forms 

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Steps in a recent blended learning for a beach cleanup & recording of waste: a) INDOOR preparation session: show the beach on a map, talk on safety & duration, what to bring with them, why we not only remove but also record the waste, study the data collection forms and categories of litter b) OUTDOOR we separate in groups and do the clean up. Each group has a recorder (with a data form) c) INDOOR We reflect on what we found as depicted in the forms of the groups, and sum them up in order to upload our collective findings in an international data base.

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Blended Learning supporting Inclusion (by Marisa Badini- Italy)

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Blended Learning supporting Inclusion (by Marisa Badini- Italy)

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I totally agree in using different approaches and strategies , integrating them inside the curriculum. It supports the different aspects of our teaching path and offers a wider opportunity lo effective learning. Moreover students have different intelligences and we need to take care of every single student, differentiating and motivating. Broadening pupils' horizons we foster their creativity , support their connections and transfers, implement their Key competences. Learning spaces have a crucial role in the learning process. Depending on the topic and the goal we can teach in green areas, in the classroom, in school labs, in the school library, in Museums, in Art Galleries, exploring the town/village itself.

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I lead my students to decide on the topic . of cousre they need to search informaton about the topic .so that they can do group work , ı divide them into groups.then they decided the organic seeds they would use, and then my students provided the seeds. some of them designed a fence made from bamboo around the garden, and some of them prepared explanations about each vegetable. then they strted to work My students worked in groups. A group of students hoeed the soil, and a group of students sowed and watered the seeds. A group of students did research and made a video on how to cultivate for a sustainable environment

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At the beginning of the activity I give guidance and clarification to my students in the classroom.

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Usually we start indoors as an introduction of the topic and for students to have a big picture of the plan. It works for us because pupils get enthusiasm about it. On the other hand, we can just go outside to enjoy the rain or a rainbow on the sky, for instance, and then, when its over, we work on the subject in the class. That kind of spontaneous activity is enjoyable!

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Generally, I would say that the direction of the working arrangements (outdoors-indoors or vise versa) could be equivalently correct and pedagogically accepted. It surely depends on the teacher, the students, the subject, the topic or the teaching plans. But my own choice, especially concerning Mathematics, would be in favor of an initial inside-classroom introduction and orientation to the overall process and then field work in the appropriate outdoors environment.
A very important aspect of the relevant learning planning should be the provision for the necessary time and the demanded effort for the accomplishment of a qualitative, productive  and efficient reflection on the relevant issues and practices. This should be better carried out indoors, in students’ everyday, convenient workplace, in order to be able to make meaningful connections between the physical world and the theoretical concepts and take full advantage of the overall project

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Depending on the topic being covered, learning can begin in the classroom and end outside, or begin outside and end in the classroom. The most important thing is to design and plan the lesson well. I had a situation where we started a lesson in the classroom, went outside and finished the lesson again in the classroom.

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We start the lesson in class, announce the objectives, form groups, sketch the work in lines. After we go outside we choose the space and we do it.

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Initially, I am used to working in the classroom about the outdoors that will be integrated in teaching.  In the case that a natural environment may be part of the learning process,  i think that it is necessary first to build a theoretical background for students. If students are well prepared they will be able to make meaningful connections  and take full advantage of the alternative and supplementary approaches provided.

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I start by giving some guidelines in the classroom, because sometimes it is really difficult to give instructions when you are already out with 20 children.

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We usualy start at the classroom working on a specific subject and we move outdoors for certain activities and given tasks.

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I am a kindergarten teacher and my students are of the ages 4-6. I think it's better to prepare first the students indoor before going outdoors...That's the way I do it, so far.

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We start in the classroom. We research from the known to the unknown, and then we implement everything learned outside the classroom

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I applied Blended learning recently (May 20). The students watched in class 3d videos about the ancient Agora of Athens, before our visit there. We also talked about Socrates, the 12 gods of Olympus and much more. When the children were at the archeological site, they knew most of the exhibits and temples they saw. On the way back to school, on the bus, we talked about a lot. In the classroom the children painted the ancient buildings they saw at the archeological site. The next activity will be to make clay pottery that they observed in the Museum.

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We usually spend some time outdoors every day. We can just run or take a walk on the playground on fresh air. Or we can have a lessons outside. We read, listen to fairy tales, tell sories, repeat learning material, sing songs… outside,- in this case only the environment changes. Sometimes they research outside, learn about the environment from the environment, and use objects from the environment to create and learn.

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I prefer to prepare pupils in classroom and in the second time they go to see the aim. In the second time they can write their reflession about the activities.

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I feel this would be topic specific. Sometimes it is good to go outdoors and be inspired before bringing the discussion/task back to the classroom but other times there are certain points that need to be taught or engaged with first before going outside the classroom.

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I love to do everything outside, but sometimes if I have more time we can do something as an introduction inside or at the end as an evaluation. We can prepare an exhibition with our work in the school hall...

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I usually move from indoors to outdoors. But sometimes when we plan an entire day outside when we take children to the theatre, museum or something like that we first start outdors and then the next day indoors.

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It changes according to the pedagogy I use. By sharing videos on the subject, collecting data from the internet or real life, organizing the data, bringing it to the class and completing the deficiencies, presenting them. I guide them to do it. Sometimes I ask for materials. I continue the activities that I started in the classroom by guiding them, in the school garden, in the workshop, in the library, on a trip.

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If I have to do an activity outside, I always plan the work to be done. I first inspect the place where the activity will take place, I prepare the deliveries (few, but precise), I provide the list of the material that is needed and of the procedures, I try to anticipate possible unforeseen or variables that may intervene in the activity and then finally we proceeds.

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I mostly begin in class and end outside. After teaching something, I encourage my students to take practical notes from our classes, from the internet, or any other source they like and add them to their own padlet. I also have a Wakelet for all my classes, in which all the students share their padlet. This way a student can see all the work his classmates have shared. It may be a photo, a video, a chart etc. It is an endless source.

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I usually start and end in the classroom. Because our school is in the middle of a city, the outdoor space is very noisy. When explaining the activity (at the beginning) and when we are reflecting at the end, I prefer doing it indoors.

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This may differ depending on the planning. sometimes outside observation etc. while completing the subject in class. Sometimes I do the activity first and then use the outside of the classroom for research.

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For some situations and subjects, learning begins in the classroom and continues outdoors. In some cases, it starts outdoors. They make observations, ask new questions and move on to learning in the classroom

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History is the subject among the ones I teach that provides me the most opportunities for teching beyond the classroom through museum visits and participation in special projects i.e. creation of artifacts from ancient Greece.

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Being oudoors is inspirational for the teachers too. So of course we plan in advance, but things happen and the teaching/learning scenario adapts.

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Sometimes I watch them as they searching and discover things like an anthill. I ask them
to watch it quietly and tell me what they have found and what they want to learn. Then we go inside the classroom and build a lesson plan with their needs and their expectations.

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It depends. Sometimes it is necessary prepare some topics in classroom and then move outside (for example before a visit in a  museum/exibition). Sometimes I prefer let students get inspirations from outside and then reflect all together about the visit done. In many times we have to talk about the outdoor lesson before and after!