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Lesson 11 Making the most of community resources and field

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STI- WNU, 2015

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Lesson 11 Making the most of community resources and field

  1. 1. Making the Most of Community Resources and FieldTrips By: Allan S. Tomaquin Regine Delos Santos
  2. 2. Have you gone through a field trip? . . What do you suggest to improve a failed field trip?
  3. 3. Objectives: Enumerate the procedures and criteria that must be observed in planning and conducting field trips. Learn the educational benefits of having a field trip. Know the community resources that can be utilized for learning.
  4. 4. Planning a Field Trip includes three steps: Preliminary planning by the teacher and preplanning with others going on the trip. Taking the field trip itself. Post-field trip follow up activities.
  5. 5. Preliminary planning by the teacher
  6. 6. Preliminary planning by the teacher 1. Make preliminary contacts, a tour on final arrangements with the place to be visited.
  7. 7. 2.Make final arrangements with the school principal about the details of the trip: time, schedule, transportation arrangements, finances, and permission slips from the parents. Date and Time Schedule Transportation Arrangements Finances Permission slips Preliminary planning by the teacher
  8. 8. 3. Make a tentative route plan, subject to later alteration based on class planning and objectives. Preliminary planning by the teacher
  9. 9. 4. Try to wok out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes. Preliminary planning by the teacher
  10. 10. 5. Prepare preliminary lists of questions or other materials which will be helpful in planning with the students. Preliminary planning by the teacher
  11. 11. Preplanning with others going on the trip
  12. 12. 1. Discuss the objectives of the trip and write them down. The main objectives should be included in the permit slip given to parents and should be consulted later when the trip is evaluated. Preplanning with others going on the trip
  13. 13. 2. Prepare a list of questions to send ahead to the guide of the study trip. Preplanning with others going on the trip
  14. 14. 3. Define safely and behavior standards for the journey there and for the field trip site itself. 4. Discuss and decide on ways to document the trip. Everyone is expected to take notes. Preplanning with others going on the trip
  15. 15. 5. List specific objects to be seen on their way to the site, on the site of the field trip and on their way home from the field trip. Preplanning with others going on the trip
  16. 16. 6. Discuss appropriate dress. Comfortable shoes for walking are important. Preplanning with others going on the trip
  17. 17. 7. Before the trip, use a variety of learning materials in order to give each student a background for the trip. For example, by viewing a film, a slide set, or a still picture unit dealing with housing standards and conditions, a class maybe better prepared to learn through a visit to an actual slum area. Preplanning with others going on the trip
  18. 18. Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standards. These may be parents who will assist teachers, other teachers and/or school administrator staff. Preplanning with others going on the trip
  19. 19. Taking the field trip itself.
  20. 20. Taking the field trip itself. 1. Discuss route map of places to be observed. 2. Upon arriving at the destination, teacher should check the group and introduce the guide.
  21. 21. Taking the field trip itself. 3. Special effort should be made to ensure that: -thetripkeepsonthetimeschedule -thestudentshavetheopportunitytoobtain answerstoquestions -thegroupparticipatescourteouslyintheentire trip -theguidestickscloselytothelistofquestions
  22. 22. Post-field trip follow up activities.
  23. 23. Post-field trip follow up activities. Evaluating Field Trip Could the same benefits be achieved by other materials? Was it worth the time, effort, and perhaps extra money? Were there any unexpected problems which could be foreseen another time? Were these due to guides, students, poor planning, or unexpected trip conditions? Were new interests developed? Should the trip be recommended to other classes studying similar topics? These are questions we can ask after the field trip to evaluate the field trip we just had:
  24. 24. Planning a Field Trip includes three steps: Preliminary planning by the teacher and preplanning with others going on the trip. Taking the field trip itself. Post-field trip follow up activities.
  25. 25. Educational Benefits Derived The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences. Fieldtrips are opportunities for reach and memorable experiences which are 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 the little 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 meant for the social science subjects, it is for all other subjects as well. It can bring about a lot of realizations which may lead to changes in attitudes and insights.The field trip “can nurture curiosity; build a zest for new experience, and a sense of wonder.” (Dale 1969)
  26. 26. Disadvantages of FieldTrips
  27. 27. It is costly. It involves logistics It is extravagant with time Contain an elements of uncertainty. Disadvantages of FieldTrips
  28. 28. Community Resources
  29. 29. These can be persons and places in the community. For persons, let us not go too far. Let us begin with the parents of our students. Many of them can be are source speakers in their fields of expertise. Community Resources
  30. 30. 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. Community Resources
  31. 31. A senior citizen and a war veteran in the community may be invited to class for an interview on a topic of which he is expert, say for example, his memories ofWorldWar II. A barangay captain may be asked on what the barangay intends to do to curb the rampant alcoholism among the youth in their community. Community Resources
  32. 32. The Field Trip: A bridge of the school and the community
  33. 33. Field trips abolish the “walls” that divide the classroom and the outside world. Field trips also connect people. All people involved in the field trip – students, teachers, parents, school head – come together for joint planning. Resource person in the community are brought to the school as key informants in an interview by children or as lecturers. Why not open your school to field trips? We lose nothing when we open our school doors to parents, officials, and other members of the community. Instead, we gain this support and cooperation. They are rich learning resources.

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