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What could have been done better is adapt the subject of the activities to the place in which the lesson had taken place

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i think scientific subject are taught while humanities are easier

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Maybe science and physics

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I think that this example of outdoor teaching is really good, and I would like to do it more often, if only I had the possibilty.

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It is very important to fit the activity in time

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Students will learn more from an alternative outdoor lesson than from books

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Students will remember more what goes on outside the classroom while moving around and discovering things than inside with a textbook in front of them.

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The ideas are well designed an put in practice. So, anytime we must be prepared for new.

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ıt is very importatd to fit the actvity in the

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The proposed activity is very interesting and full of operational insights that can be implemented. I teach science subjects in a primary school. Seeing the video I can only take cues from the organisational aspect but not from the content.

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Anna's activities are very well organized

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It is important to motivate students to participate in outdoor activities.

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Anne shared with us a perfect example of a cross curriculum class using teaching outside the classroom approach. She managed to include in her class literature, history, science, geography, social studies, just to name a few. So I think such an activity can be tailored for all the subjects mentioned above as well as foreign languages.

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The activity was very interesting.
For 1st cycle age groups, something similar can also be done, adapting to the students' level.
Activities in natural contexts promote sensory and motor development.
They build learning and discuss ideas.

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I love teaching outdoors. Students are more motivated and enthusiatic.

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You can visit historical places to learn history. When teaching English, the name of every object in nature and the environment can be said.

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Watching this video I thought of a lesson about the history of our town This year was the 250th anniversary of the unburned fire at the steel mill in town I would start by explaining the goals and expectations I have for them after this activity. I would take them to the first blast furnaces of the works where I would have an exhibition of old photographs of the works ready for them. Afterwards I would let them smell, touch and say what they feel and how they think people felt in that place 250 years ago. The lesson would continue about the development of the town and discussions about metaurgy.

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A similar activity can be done at the steam locomotive museum in the city (Resita) where they discuss the oldest locomotive in the park, the progress of railways, steam, diesel and electric locomotives, the first railway in Romania. I would like to start the activity at the museum, at the depot in Caransebes and finish on that railway.

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It is very important to fit the activity in time.

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Like Anna's approach, we do such activities from time to time.

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Anna activity let us remember that being outside do not means unstructured time or not planned tasks. It is possible to structure an activity with the goal of let students experience freedom and self-determination. To learning occur, the activity must be intencional.

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With Anna's approach we could deal with an environmental program. For example: the life and migration of birds. The occasion could be a fairy tale about the birds and then make a visit to a wetland, observe the birds, take photos, record their species and visit the Lake Museum.

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There's a very important historical site and monument next to our school. It's a rock that had a meaningful role during the unification of Italian nation. So it's quite easy to adapt History lessons to be done outdoor visiting this site and other similar sites in the nearby

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I can teach historical sites in my hometown following this approach for the 11th grade English lesson.

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We can apply this in the ninth grade geography lesson - Atmosphere

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A historical theme of a noble family.

Tasks:

1. to investigate the nobles of the 17th century (going to the library) - 1st group

2. to research the way of life of people in the 17th century (going to the library) - 2nd group

4. Tell each other and write questions they want answered

3. go to the museum (the house of a noble family) - all students and look for answers

4. stage a dramatization of the life of a nobleman in the courtyard of the museum

5. conduct reflection and evaluation of work

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As many of my fellow English teachers have mentioned, language offers a lot of opportunities to work with different topics.
I work with teenagers (15-19). The video and comments from the colleagues have given me the idea to send students to the Museo Memoria y Tolerancia to learn about  the importance of tolerance, non-violence, memory and Human Rights. Later, students can develop a presentation, using the target language, either using technology tools or preparing a live one on the school's auditorium highlighting what they felt was more important about the current exhibition, for example.

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Ana's idea is also welcome in science classes, physics where we can experience light, sea water and the phenomena that occur.

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I liked Anna's approach and I could apply her ideas to a science class, in the school yard or in our vegetable garden, on the subject of earthworms and biodiversity.

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Teaching outside of class can be easily done in history. I can adapt lessons by presenting local history integrated into classroom history.

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I am delighted with the information, the videos, which are exposed in this course. It's very useful! Today's students can not only learn from textbooks, they need a strong connection with reality. This is exactly what our educational system should be completed with.

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Following a similar approach, i taught i could do several activities. In Portugal, we have a lot of history and museums. The worst part it's the transportation from/for our school that it's too expensive for parents. Anna's approach are very well included in the environmental subject, for example.

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The approach used by Anne is magnificent! I often try to carry out these activities, which are always very limited by the lack of transport to go to places considered very interesting for this type of approach. , greatly limits the activities compared to what is presented in this video. From my perspective, Anne's dynamics could be used both in the Portuguese course and in the study of the environment, since my students are in the 1st cycle.

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I like Anne's lesson. I could easily be adapted with my class at the end of November when we celebrate "El Magosto"  (Chestnut crop). This activity can be connected with the lesson about local agricultural economy. We could dressig up as chestnut sellers and roast chestnuts in the schoolyard and enjoy a building community activity with  pupils,families and teachers.

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Sometimes we can use it for preliminary learning, and sometimes to consolidate what we have learned

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I could adapt Anne's lesson to use with my class in November when we celebrate Thanksgiving. We read and do a lot of research about the Pilgrims and the Indians. I could use Anne's idea of dressing up and acting out how life was for the Pilgrims and how the Indians help them to survive.

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As an English teacher I focus on a great variety of topics and follow a multi-disciplinary approach. Greece is a country with a rich history and my students have been used to outdoors learning activities. We more or less follow what is presented by the aforementioned teachers and always try to create a piece of art ourselves with the students in order to make visits more memorable.

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I wish I can get inspiration and criativity to implement this kind of classes to my students. I will try hard.

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As a kindergarten teacher I have to adapt Anna's activity. It's very different when you have to manage 25 kids of 4-6 years. But I loved Anna's work.

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Teaching languages means covering many topics which offers a lot of opportunities for following a similar approach. We once did a lesson on a biography of a famous local writer. We visited her birth house, talked to older people living in the neighbourhood about her family. We also visited a library where students learned a lot about her life and works. We went to a town museum where things, clothes and lifestyle of her time were shown and so on. Doing all that students store the information taught much longer.

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This kind of activity is actually something that I would easily incorporate into my lessons as an English teacher. What I would change, as a teacher from the continental part of Croatia, would be the topic of the book. Since there are no ships where I live, I would use a topic that is closer to our environment. Going to a cinema or the library would also be good activities to connect to the topic.

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I am a foreigh language teacher. With my 4th/ 5th grade students I would teach about nature/ verbs of movements/ places in town outside the classroom. They would experience real objects, things, places instead of drawings/ photos in their textbooks. I would organise short outdoor lessons instead of a whole day out. We have a nice square and park nearby, that would be a great place for the lessons. For longer walks in town I would definitelly ask a colleague or parent to come. I would give students worksheets and guiding questions to work on.

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The general structure of the lesson is very interesting and could be easily adapted to my personal context. I would have to change the theme and the level of autonomy in the processes, as my students are between 8-11 years old and I teach English at a very elementary level.

Starting with a book is an excellent way to trigger the activity. I would make it  interdisciplinary and connected to life in the mountains: the wool cycle, shepherds’ lives, local endangered animals, traditions and so on. There are very interesting museums connected to these themes in the school district area and our natural surroundings are an excellent place to feel and explore them.

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Anna and Karen's ideas are very good and very well structured. A kindergarten approach would also help me.

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I would say that i actually make efforts to incorporate the approach described by Anne in the teaching of my subject which is Physical Education. When we study the topic of Olympic Games I organize for my students  a visit to the Panathenaic Stadium where the first modern Olympic Games took place in Athens (1896). Through hands-on activities students can experience the atmosphere of these games in that era, focusing on the inspiring story of the Olympics Marathon Hero Spyros Louis. They also participate in simulations regarding the athletics (track-and-field events), investigate the values of the Olympic ideal and  reflect on the evolution and the contemporary challenges of the Games.

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While watching the video, I remembered a few books and movies that are connected to the topic of the sea. Portuguese History is full of events connected to the sea and that is reflected in our literature. As a teacher of EFL, I can also motivate students to read books about the sea and watch movies about that topic. All in all, we have a lot of curriculum topics and standards that can be explored in the context of the sea. So this is great ground for outdoor activities by the sea. Thank you for the great ideas!

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Anna presented the outdoor activity very nicely and in detail. The next of the activities would be sound. Research on the application of sound, echo and echolocation, and radars and sonar. Clear and precise instructions on where and at what minimum distance students should place the object to determine the distance of the sound source from the obstacle.

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As a language teacher, I could follow a similar approach and maybe adjust this reading a story to a biography of a Turkish author. My students could read the biography taking notes. They can discuss about the interesting parts of it. Then I could take them to the museum where the author lived once. We can exchange ideas there in target language and they can prepare a presentation about what they have seen and learnt there.

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It's a great idea! I also learned in class about the planets of the Solar System and spent an hour at the Museum of Natural Sciences, going with the students to the Planetarium. The activity was prepared before and after I used web2 applications for dissemination, knowledge assessment and transdisciplinarity.

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I agree with Karen and Anne and found their ideas very helpful. I only briefly inform students in advance of their extracurricular activities, and then I ask them to observe, think, and discuss outside. Since the subject is technology, we usually ask them to associate it with it and we share the emerging ideas, this contributes to both concrete learning and independent thinking of the students.

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The experience recounted by Anne was exhaustive and interesting. I thought of a similar approach but with a different subject: mathematics and in particular measurement. I would take the kids outdoors to make estimates and concrete measurements of great lengths to give them the practical idea of how much a dam, a hm, a km can measure

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Great ideas and very well structured​. it would be great for me if I have an example for younger students in kindergarten school .

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The video example reminded me of the visit of our students to the Assembly of the Republic of N.Macedonia in the capital city Skopje. The tour was from guide experts filled with numerous activities.

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I like the ideas shared. When I study the civilizations in Anatolia, I make them read a story about it. Then I plan a trip to the archaeological museum. Thus, I allow them to research, find and discover what they read in the story in the museum.

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We get to know the cultural heritage outside. We walk around the old part of the city and observe the buildings, talk to the residents, sing songs and dance.
The example of outdoor teaching in video is excellent.

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It is good for them to make observations in the open air, to work actively, and to enjoy them.

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Seeing the experience told by Anne, I thought that a similar approach to literature (I teach Italian language) could be re-proposed in my context on the novellas of Giovanni, a realist author from Catania. You could choose a story of Life in the fields and read it in one of the places from which it draws inspiration and then have the students look for the elements from which, drew inspiration in the place. Photographing these places to build a multimedia product that then integrates reading and images.

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I teach psychology and now that i ve seen this short video i think that it would be nice to go with some of my pupils to see a theatre story and after that to analyse the characters behavior applied to personality lesson.

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Concerning  geometry, students could get acquainted with the equipment a survey engineer uses for measuring horizontal angles or rectilinear distances. The basic traditional instruments this professional uses are: distance measurers (tape measure or laser rangefinder) and angle measurers (only theodolite in our case).
By means of them, students could make the appropriate, least needed measurements on the field and experience working like a surveyor. Then, they could return to their “laboratory” (classroom or/and informatics laboratory), use their measuremens, process, and combine them in the ultimate way in order to solve a problem or carry out the tasks that have been assigned to them. This could enliven their interest on geometry and extend their view that school subjecs have nothing to do with real life.

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Great ideas and activities. We have done something similar with a story connected to a visit to a local medieval museum and included artifacts that are exibited ithere for our students to locate

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Planning phase and book and place are so good.Reading a novel in the video may inspire me . ıI have a reading class and A story written about the place where we want to see nearby can be read and the students can feel the atmosphere there by going to the place where this story takes place.

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I find this example of outdoor teaching is excellent. I think the dramatization was very good in order to involve the students in the process and enable them to learn by experience. Many methods and learning approaches have been used.Great idea !

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I am a librarian and I love when students connect fiction with reality. I try to make students explore real contexts while reading the novel. The goal of reading a novel is to encourage students to explore new topics. This video is a great example of connecting fiction to reality, a great example of research, learning new words, etc. I’m sure a lesson like this is very effective when it comes to learning, and I’m sure student impressions are great too.

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The video is very exhaustive. I think it's important to involve pupils in activities out of the classrooms so they can share eachothers their experiences. First they prepare the activity and they can read information in a book and in the second time they have direct experience and confront each other about the written descriptions of the experiences that they have to do at the end.

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I loved the idea of going to the museum and getting dressed up to re-enact life on a ship. I think majority of children regardless of the age enjoy getting dressed up and playing around.
I can imagine using this in creative writing e.g. writing a pirate themed story and then dressing up and acting it out with a few friends.
Or inspired by George's Marvellous Medicine, ask the students to create their own medicine, a procedure writing piece. And then acting out how they imagine their 'medicine' will make the grandmother react. When fun and laughter is involved children enjoy being at school and it doesn't feel like the traditional idea of learning.

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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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Great idea and plan. I have 1st grade students but I love the idea of using outside learning in this way for cultural heritage and to learn more about your village.

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My village is in a valley which was full of mines, iron furnaces and cast iron factories. Starting from the main building of an old 1400 furnace, we could arrange a study about the nature around it, about how life was like; which was the main school of children of ancient times living here...

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I like the idea and activities shared in the video. They are very well planned, so very attractive for the students. They create enthusiasm and provoke creativity. In my lessons I would use it for literature. Also muesums which have interactive facilities attract students' attention. I don't have anything to add to the activities in the video.

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I find this example of outdoor teaching excellent. I would do it more often if I had opportunity and more topics that could be covered this way. When we do video making, I take my students out for a walk so they can record nature, places or people outside and incorporate it in their video.

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I would like to use this way of learning more often because it is more active for students, thus encouraging them to explore, and the opportunities are great to create a more fun connection to bring out topics and students for better encouragement. My students are younger and are still at an age when it is easy to entertain and interest them, but our environment is poorly covered with museums, galleries etc for younger students and the crowded curriculum is not so pleasing with the idea of more outdoors learning. But that means that it is not impossible, but only that the teacher must show more creativity and imagination in creating such content.

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A very effective event is planned in the video.
First of all, students do research in the field of travel for questions about the subject.
Then, they were asked to answer questions on a written paper in the classroom, and eventually they had to practice in a workshop.
I took them to the zoo while getting to know the habitats of living things.
I helped them find answers to the questions and finally I guided the students to create ecosystems with models by dividing them into groups.

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In the video, the extra-class activity is very well illustrated. I think the dramatization was very good in order to involve the students in the process and enable them to learn by experience. Many methods and learning approaches have been used. It inspired me to differentiate by taking these into account in my plans.

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i am currently involved in an Erasmus project on cultural heritage. We have learned so much more outdoors.
The presenter's example is good. I would not have anything to add.

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I teach History in my class: we can visit museums, exibitions, places on the topic we are studing. For examples, we are studying Romans. So we can explore local museums. But all Historical topics are good.