Making Most of Field Trips

7/29/2019 Making Most of Field Trips

http://slidepdf.com/reader/full/making-most-of-field-trips 1/14

“Field trips offer an excellent bridge between thework of the school and the work of the world

outside”



1) Preliminary planning by the teacher2) Preplanning with others going on the trip

3) Taking the field trip itself

4) Post-field trip follow up activities



Make preliminary contacts, a tour on final

arrangements with the place to be visited.

Make final arrangements with the schoolprincipal about the details of the trip: time,schedule, transportation arrangements,finances, and permission slips from the

parents.



Make a tentative route plan, subject to lateralteration based on class planning andobjectives.

Try to wok out mutually satisfactoryarrangements with other teachers if the tripwill conflict with their classes.

Prepare preliminary lists of questions or other

materials which will be helpful in planningwith the students.



Discuss the objectives of the trip and writethem down. The main objectives should beincluded in the permit slip given to parentsand should be consulted later when the trip is

evaluated.

Prepare a list of questions to send ahead tothe guide of the study trip.

Define safely and behavior standards for the journey there and for the field trip site itself.



Discuss and decide on ways to document thetrip. Everyone is expected to take notes.

List specific objects to be seen on their way tothe site, on the site of the field trip and on theirway home from the field trip.

Discuss appropriate dress. Comfortable shoes forwalking are important.

Before the trip, use a variety of learning materialsin order to give each student a background forthe trip. For example, by viewing a film, a slide

set, or a still picture unit dealing with housingstandards and conditions, a class maybe betterprepared to learn through a visit to an actualslum area.



Other people accompanying the group need tobe oriented on the objectives, route, behaviorstandards required of everyone so they canhelp enforce these standards. These may be

parents who will assist teachers, otherteachers and/or school administrator staff.



Discuss route map of places to be observed. Upon arriving at the destination, teacher should

check the group and introduce the guide.

Special effort should be made to ensure that:

- the trip keeps on the time schedule

- the students have the opportunity to obtain

answers to questions

- the group participates courteously in the entiretrip

- the guide sticks closely to the list of questions.



These are questions we can ask after the field tripto evaluate the field trip we just had:

Could the same benefits be achieved by othermaterials? Was it worth the time, effort, and

perhaps extra money?Were there any unexpected problems which could

be foreseen another time? Were these due toguides, students, poor planning, or unexpectedtrip conditions?

Were new interests developed? Should the trip be recommended to other classes

studying similar topics?



The acquisition of lasting concepts and change in attitudesare rooted on concrete and rich experiences. Fieldtrips areopportunities for reach and memorable experiences whichare fundamental to learning that lasts.

Field trips bring us to the world beyond the classroom.The real-world connection is more work but the benefits

of broadening teaching beyond textbooks far outweigh thelittle bit of time it takes from a teacher’s schedule. Field trips have a wide range of application. It is not meant

only for children, it is for adults also. It is not only meantfor the social science subjects, it is for all other subjects aswell.

It can bring about a lot of realizations which may lead tochanges in attitudes and insights. The field trip “cannurture curiosity; build a zest for new experience, and asense of wonder.” (Dale 1969)



o It is costly.o It involves logistics

o It is extravagant with time

o

Contain an elements of uncertainty.



These can be persons and places in the community. Forpersons, let us not go too far. Let us begin with the parents of our students. Many of

them can be a resource speakers in their fields of expertise.

A dentist may be invited to talk to the children on how to

care for their teeth. A journalist may serve as resource speaker on the parts of

a newspaper and how to write an editorial. A senior citizen and a war veteran in the community may

be invited to class for an interview on a topic of which heis expert, say for example, his memories of World War II.

A barangay captain may be asked on what the barangayintends to do to curb the rampant alcoholism among theyouth in their community.



Museums Zoos

Botanical gardens

Historical places Places exhibits

Scenic spots

Performances like a play, a concert, and

dance presentations also form part of acommunity resources.



Field trips abolish the “walls” that divide theclassroom and the outside world. Field trips alsoconnect people. All people involved in the fieldtrip – students, teachers, parents, school head – come together for joint planning. Resource

person in the community are brought to theschool as key informants in an interview bychildren or as lecturers. Why not open yourschool to field trips? We lose nothing when weopen our school doors to parents, officials, and

other members of the community. Instead, wegain this support and cooperation. They are richlearning resources.

Making Most of Field Trips

Documents

Transcript of Making Most of Field Trips