- IN PRAISE OF LEARNING
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This approach is unsatisfactory, however, because students may not give marks in the same way that the teacher would give them.
To solve this problem, a teacher marks just a few students while students each mark several of their peers. PRAISE then uses an algorithm to identify the student assessments that most closely resemble those made by the teacher and these are given more weight. Please have a look at the related videos. Skip to main content.
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Blog posts. Reports and studies. But can teachers use the outdoors to support learning right across the curriculum? What about children who are able to spread their percussion instruments out on the playground and make plenty of sound.
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Will they have a more enriching learning experience than those who have to stay in their traditional classroom seating environment and curtail their sound because of the class next door? What about doing Maths outdoors? Can we find an outside space to dance, move to music, act? What about using our school buildings and environs to learn about environmental issues such as energy use, litter and waste, as part of active citizenship? All of these curriculum subjects, and more, offer so many opportunities to take learning outdoors and use places other than the classroom for teaching and learning.
The research indicates that there are indeed convincing arguments for taking learning outdoors, for taking advantage of the rich resource on the doorstep of every school or going slightly further afield to the local environment — neighbourhood, village, park or local historical site.
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Just a few steps away from our classroom is a very rich and varied resource which can make the curriculum come alive and completely alter the learning experiences that we provide for young people. In praise of learning outdoors 29 Jan, Mary Carron , Primary.
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