Out-of-school Learning: Planning and Implementing of the Activities

The topic is currently relevant as there is a growing focus on out-of-school or classroom learning, encouraging students to learn from experience, observation and experimentation. In this context, on the one hand, it is important to talk about the relevance of learning outside the school and motivating learning environments, when learning undoubtedly promotes the development of such abilities of learners as cooperation between group members, team building, knowing oneself and others, social and emotional skill formation, consolidation of environmental regulations.

On the other hand, it is important to talk about learning planning and preparing scenarios, which can help to ensure a quality of educational process. When preparing learning scenarios, it is important to pay attention to the chosen field of study, where the focus is on Anglo-Saxon (non-formal education; a sense of adventure) or Scandinavian education (formal education; a part of formal education).

A qualitative study was conducted, the purpose of which is to find out how teachers prepare learning scenarios and organize learning activities for out-of-school learning. A total of 78 scenarios of various disciplines and teachers’ reflections were analysed in this study. Content analysis was chosen for data analysis. Three main themes emerged from the study: rethinking problems - moving outside the box; changing views of 'self' and 'others'; overcoming emotions, disadvantages and risks.

The results of the study showed that pedagogues choose a strategy for out-of-school learning depending on the discipline and task planning, focusing on the content of education and the goals of general programs. Out-of-school learning aims to promote cooperation and personal growth of the learner by emphasizing creativity, critical thinking, learning through discovery and experimentation. Monitoring of the learning process itself, individual assessment of each learner's contribution to the ongoing activity and recording of individual progress are used to evaluate learning outside of school.