This document discusses planning for and conducting effective field trips. It recommends that teachers conduct preliminary planning, coordinate with others attending the trip, and plan post-trip follow up activities. Pre-planning involves setting objectives, safety procedures, documentation methods, and schedules. During the trip, the teacher should check-in with students, ensure timeliness and participation. Afterwards, the benefits and potential improvements should be evaluated to determine if the educational goals were achieved and if the trip should be recommended to other classes.

1. Making the Most of
Community Resources and
Fieldtrip
Submitted by:
John Mark Tenorio
Submitted to:
Prof. Mary Gene Panes

2. 1.)Preliminary planning by
the teacher 2.)Pre-planning
with others going on the trip
3.)Taking the field trip itself
4.)Post-field trip follow up
activities

3. . For preliminary planning by the teacher, Brown (1969)
proposes the ff. Make preliminary contacts, a tour on
final arrangements with the
place to be visited.
Make final arrangements with the school principal about
the details of the trip: time, schedule, transportation
arrangements, finances, and permission slips from
parents. Make a tentative route plan, subject to later
alteration based on class planning and objectives. Try to
work out mutually satisfactory arrangements with other
teachers if the trip will conflict with their classes.
Prepare preliminary lists of questions or other materials
which will be helpful in planning with the students

4. . Pre-planning with others going on the trip
Discuss the objectives of the trip and write them
down. Prepare a list of questions to send ahead
to the guide of the study
trip. Define
safety and behavior standards for the journey there
and for the field trip site itself. Discuss and decide
on ways to document the trip. Everyone is
expected to take notes. 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 site. Discuss
appropriate dress. Comfortable

5. Distribute 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 to the time schedule -the students
have the oppurtunity to obtain answers to
questions -the group participates courteously
in the entire trip -the guide sticks closely to
the list of questions.

6. These are questions we can ask after the
field trip to evaluate the field trip we just had.
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 ?

7. . Educational Benefits Derived from a Field Trip Field
trips can be fun and educational when they are well
executed. They offer us a number of educational
benefits: 1. Acquisition of lasting concepts and change
in attitudes are rooted on concrete and rich
experiences.Field trips are oppurtunities for rich and
memorable experiences which are fundamental to
learning that lasts. 2. 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.

8. . Field trips have a wide range of
application. It is not only meant 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. 4. The field trip ‘‘can nurture
curiosity; build a zest for new
experiences, and a sense of wonder.’’

9. . It is costly It involves
logistics It is
extravagant with time
Contains an element of
uncertainty

10. . These can be
persons and places
in the community