Field Trips

FIELD TRIPS
-expand children's learning through active hands-on experience with the rich resources of the local community. Field trips increase student knowledge and understanding of a subject and add realism to the topic of study.
Good planning must precede field trips. Careful attention should be given to trip selection, previsit preparation, the trip itself, appropriate follow up, and evaluation. When considering a field trip, teachers are advised to first consult with their administrator regarding existing school board policies and follow those recommended procedures.
Trip Selection
A. Identify the rationale, objectives and plan of evaluation for the field trip.
B. Select the site to be visited. Contact the educational coordinator for the site and arrange the date and time. Obtain the pre-trip information package if one is available. Record addresses, directions, contact persons, phone numbers, email addresses, etc.
C. Conduct a pre-visit to familiarize yourself with the major features of the field trip. Purchase postcards and posters. Take digital photographs to share with students prior to the visit. Explore the exhibition(s) you plan to visit to get ideas for pre field trip activities.
Logistics Planning
A. Apply for administrative approval from departmental chairperson, curriculum administrator, or building principal
B. File requisition for bus transportation reservation
C. Make arrangements for meal or sack lunch if needed
D. Develop schedule for the day
E. Arrange for special equipment -supplies, film, video camera, digital camera
F. Prepare name tags for students and chaperones
G. Collect money for admission fees
H. Compose parent permission letter including
o Date and location of field trip and transportation arrangements
o Educational purpose of field trip
o Provision for special needs students
o Cost
o Clothing for the trip
o Lunch arrangements
o Money needed
o Trip schedule
o Whether a child will need prescribed medication administered
o Parent signature
I. Send a letter to parents or include in the class newsletter a request for help as chaperones, communicate assigned duties/responsibilities, review field trip objectives, and list activities and schedule.
J. Provide alternative arrangements for pupils who will not be going on the trip.
K. Inform the cafeteria staff if students will be away during the lunch hour.
L. Submit a list of students who will be attending the field trip to other teachers if their schedules will be affected.
M. Collect the money for the trip and deposit it in your school's account. If required, send the advanced fee to the field trip site.
N. Create a list of all student names and home phone numbers for use in an emergency.
Preparing Students Before the Trip
A. Discuss the purpose of the field trip and how it relates to the current unit of study.
B. Introduce visual observation skills. Let students describe in detail ordinary objects, like a paper clip, paintbrush, clothespin, or comb to their classmates.
C. Introduce vocabulary words that will be used by docents during the tour.
D. Show photographs or posters of the field trip site or related to exhibits that will be viewed.
E. Assign students "specialists" roles in one aspect of the topic that they will be studying during the field trip. Students could be grouped in different subject areas related to the field trip topic to research (e.g., history, art, religion, science, environment, etc).
F. Explore the Website of the location you will be visiting.
G. As a class brainstorm a set of standards of conduct for the trip and discuss suggested spending money, lunch plans, appropriate clothing to wear for the trip including gear for rainy weather.
H. Discuss with students how to ask good questions and brainstorm a list of open-ended observation questions to gather information during the visit. Record questions on chart paper or in student field trip journals.
I. Overview the field trip schedule.
Final Planning
Check all permission slips the day before the field trip.
Conducting the Trip
On the day of the trip:
• Pass out name tags
• Divide class into small groups and assign chaperones to groups
• Assign each student a partner
• Place a class list and student emergency forms in a folder
• Secure a cell phone if possible
• Take along an emergency kit
• Take inventory of food, specific equipment, and other supplies pertinent to the particular field trip
Activities that will Occur During the Field Trip
1)Plan activities that allow students to work alone, in pairs or small groups. Activities might include:
• Games
• Peepholes
• Sketchdrawings
2)Provide time for students to observe, ask questions, and record key words, ideas and phrases as journal entries in their Field book after viewing each exhibit
3)Ask follow-up questions as students make observations and listen to presentations.
• How are these two objects different from one another?
• What clues does this artifact provide about…
• In what ways do these two objects relate to one another?
• If you could change one thing in this exhibit, what would it be?
• Expand the title or name of this object into a detailed caption (sentence or paragraph) in your Field book.
• Describe the setting in which you might have found this object.
• Which object will be of greatest value in a hundred years? Why?
• List the objects in the exhibit order of the story they tell or usefulness.
• Which object took the most time and effort to produce?
• Pretend you are a character in this exhibit. Tell us as much as you can about your life.
• What does this object tell us about the person's attitude toward...?
4)Provide time for students to work in their Field Book writing questions, describing favorite displays or making sketches of artifacts, structures, scenery, etc. If they cannot complete their sketches, encourage them to label them for future completion as to color, detail, etc.
5)Provide time for students to use (tape recorder, camcorder, digital camera) for recording important resources viewed/heard.
Polling Activity: Blue Ribbon - Your Choice
After careful observation of an exhibit, ask students to discuss an exhibit and vote on an artifact, artwork that they consider to be the most valuable part of the exhibit they viewed. Then ask students to record one sentence in their Field book describing why they felt the object was of key importance.
Post-Field Trip Activities
Just as quality pre-planning is essential to the success of a field trip, planning for appropriate follow-up activities will facilitate student learning and multiply the value of hands-on experiences outside the classroom. The following activities provide a general guide when planning for post-field trip classroom experiences.
• Provide time for students to share general observations and reactions to field trip experiences
• Share specific assignments students completed while on the field trip.
• Create a classroom bulletin board displaying materials developed or collected while on the field trip.
• Develop a classroom museum that replicates and extends displays students observed on the field trip. For example, if the field trip involved an art museum, develop a classroom art museum containing student artwork.
• Link field trip activities to multiple curricular areas. For example, students can develop vocabulary lists based on field trip observations; record field trip observations in a classroom journal; complete math problems related to actual field trip budget planning; etc.
• Share and evaluate student assignments/activities from the Field Book.
• Have the class compose and send thank-you letters to the field trip site host, chaperones, school administrators and other persons that supported the field trip. Include favorite objects or special information learned during the field trip.
• Create a short news report about what happened on the field trip. Publicize the trip via an article in your local newspaper, school bulletin board, trip presentation for parent's night, or class Web page.
Evaluating the Trip
Complete a "Teacher Journal" regarding the field trip. This will provide a good reference for future field trips.
• What was of unique educational value in this field trip?
• Did the students meet the objectives/expectations?
• Was there adequate time?
• Was there adequate staff and adult supervision?
• What might be done differently to make this an even better experience in the future?
• What special points should be emphasized next time?
• What special problems should be addressed in the future?
• What would improve a visit to this site in the future?
Share the evaluation with the students, volunteers, hosts from the field trip site, and school administrators.

Multiple Intelligence

Multiple Intelligence

Howard Gardner's Multiple Intelligence:
The theory of multiple intelligence was proposed by American Psychologist Howard Gardner in 1983. It describes nine types of intelligence: Spatial, Linguistic, Logical-mathematical, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, and Existential.

Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamental understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite possessing a less detailed understanding of the process of multiplication.

The Logical-mathematical area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.

Spatial intelligence deals with spatial judgement and the ability to visualize with the mind’s eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. The Linguistic area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and the capacity to handle objects skillfully. Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things.

They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed ‘muscle memory,’ drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory. Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.

The Musical area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

The Interpersonal area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others’ moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner, ‘Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people…’ Interpersonal intelligence means that one understands what people need to work well. Individuals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors and social workers.

The Intrapersonal area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy. This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an ‘existential’ intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers. The skills of such a person would include the ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists, psychologists and philosophers.

Gardner (1999) defines an intelligence as ‘biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.’ According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling ‘should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way.’

Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). Upon doing well on these tests, chances of attending a prestigious college or university increase, which in turn creates contributing members of society. While many students function well in this environment, there are those who do not.

Source: http://thedailyomnivore.net/2011/01/12/multiple-intelligences/

Gardner multiple intelligences are important when writing both lesson and unit plans. Being aware of the various multiple intelligences your students possess allows you to cater to their needs more.The following chart provides classroom activities incorporating Howard Gardner Multiple Intelligence.:

Edgar Dale's Cone of experience

WHAT IS EDGAR DALE'S CONE OF EXPERIENCE?

 The Cone was originally developed by Edgar Dale in 1946 and was intended as a way to describe various learning experiences. The diagram presented to the right (Raymond S. Pastore, Ph.D) is a modification of Dale’s original Cone; the percentages given relate to how much people remember and is a recent modification. Essentially, the Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). It is important to note that Dale never intended the Cone to depict a value judgment of experiences; in other words, his argument was not that more concrete experiences were better than more abstract ones. Dale believed that any and all of the approaches could and should be used, depending on the needs of the learner.