This document defines self-directed learning and outlines the process. It begins by defining self-directed learning as when individuals take initiative to diagnose their own learning needs, formulate goals, identify resources, choose learning strategies, and evaluate outcomes. The key aspects of self-directed learning are that it moves learners from dependence to autonomy, is need-oriented and motivated by a love of learning. The document then describes the three main steps of self-directed learning as climate setting, planning learning needs and goals, and evaluating progress.

1. Prepared by: Sanskriti Ojha
B.Sc.Nursing 4th year

3. Definition of field trip:
An educational field trip is defined as an educational
procedure by which the students obtain first hand
information by observing places, objects, phenomena or
activities and process in the natural setting for further
learning.
-B.T.Basavanthappa

4. The field trip may be defined as an educational procedure
by which the students study first hand object is and
materials in their natural environment.
-Loretta

5. 1) To get the 1st hand information and direct contact with
the things and system of real life.
2) To have an in depth study of an instructional unit.
3) To arouse interest in an instructional unit.

6. 3) To impart positive attitude and sharpen social skills.
4) To serve as a preview of lesson and for gathering
instructional materials.
5) To serve as a mean of arousing special interest.
6) To serve as a mean to develop positive attitudes, values
and specific skills.

7. a) Provide the accurate information about objects, process
and systems in the real setting.
b) Provide the meaningful and direct experience.
c) Valuable aids to arouse curiosity in students about
natural and manmade process.
d) Provides the opportunity to utilize all the sense of
learning.

8. 1. Time consuming in careful planning and requires
coordination from various agencies.
2. Transportation can be problem.
3. Risky for management.
4. Needs a budget.

9. The purposes of field trips are rehabilitation program,
physical therapy in an outpatient setting, sheltered
workshop school for the deaf and blind school for the
handicapped children, occupational nursing, visiting
nursing services school or college of nursing family
services commercial companies.

10. It breaks monotony of the classroom and provides real life
experiences.
They provide actual source material for study.

11. They correlate and blend school life with the outside
world.
They create situation which helps to develop observation
and keenness.

12. 1. Pre-planning
2. Actual conduct of the trip
3. Evaluation

13. Trip selection:
Identify the rational, objectives and plan of evaluation for
the field trip.

14. 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.

15. 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 exhibitions you plan to get ideas for
field trip activities.

16. Apply for administrative approval from departmental
chairperson, curriculum administrator, or building
principle.
File requisition for bus transportation reservation.
Make arrangements for meal or snack lunch if needed.
Develop schedule for the day.

17. Arrange for special equipment-supplies, film, video
camera, digital camera.
Collect money for admission fees.
Compose parent permission letter including educational
purpose of field trip, cost, trip schedule, lunch
arrangements etc.

18. Discuss the purpose of the field trip and how it relates to
the current unit of study.
Introduce visual observation skills. Let students describe
in detail ordinary objects, like a paper clip, paintbrush,
clothespin, or comb to their classmates.

19. Introduce vocabulary words that will be used by docents
during the tour.
Show photographs or posters of the field trip site or
related to exhibits that will be viewed.
Explore the website of the location you will be visiting.

20. 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)

21. 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.
Overview the field trip schedule.

22. Check all permission slips the day before the field trip.

23. On the day of the trip:
oPass out name tags
oDivide class into small group and assign chairperson to
groups
oAssign each student a partner

24. oPlace a class list and student emergency forms into a
folder.
oSecure a cell phone if possible.
oTake along an emergency kit.
oTake inventory of food, specific equipment, and other
supplies pertinent to the particular field trip.

25. 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.

26. Schedule a particular segment of the field trip for the
scavenger hunt where students look for particular objects
and record them in their field book or an observation
sheet.

27. Provide time for students to work their field book writing
questions, describing favourite 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 colour, detail, etc.

28. Provide time for students to use(tape recorder, camcorder,
digital camera) for recording important resources
viewed/heard.

29. • Provide time for students to share general observations
and reactions to field trip experiences.
• Share specific assignments students completed while on
the field trip.

30. • Link field trip activities to multiple curricular areas.
Share and evaluate student assignments/activities from
the field trip.

31. Have the class compose and send thank-you letter to the
field trip site host, chairpersons, school administrators
and other persons that supported the field trip. Include
favourite objects or special information learned during the
field trip.

32. Create a short news report about what happened on the
field trip. Publicize the trip via an article in your
newspaper, school bulletin board, trip presentation for
patient`s night, or class via page.

33. Complete a “teacher journal” regarding the field trip this
will provide a good reference for future field trips.
What was unique educational value in this field trip?
Did the students meet the objectives/expectations?
Was there adequate time?

35. According to Knowles it can be defined as, “a process in
which the individuals take initiative, with or without help
of others, in diagnosing their learning needs, formulating
learning goals, identifying human and material resources
for learning, choosing and implementing appropriate
learning strategies, and evaluating learning outcomes.”

36. To move from dependence to autonomy in the activity of
learning.

37. Need or purpose oriented-readiness to learn.
Love for learning-motivation to learn.
Initiative for independent learning self direction.
Acceptance of the responsibility in learning.

38. 1. Climate setting
Make student aware of the concept of self directed
learning.
Develop caring relationship with students that would help
in working collaboratively.

39. Help students to become acquainted each other.
Provide students with preliminary experience of practicing
the skills of self directed learning.

40. The teacher has to plan:
What procedure to be used
At what point to present the alternative
Invite them for modification of the procedure.

41. Involve the students in identifying their needs as follows:
What competencies are required?
Rating by each student present level of competencies and
sharing with peers to form subgroup with similar needs.

42. Helping students to assess the gap between present level
of competency and the level required.
Finding out the discrepancy between the learners need
and institutional need.

43. Facilitate the process of translating the learning needs
into goals that are achievable and measurable.

44. Teacher can guide students in designing a learning plan
that includes:
Strategy from exposure to learning resources
Organization of methods
Strategies proposed for using learning resources

45. Learning activities is common to all students; for which
teacher should take responsibility of making available
himself/herself as resource person when needed.

46. Assess students progress in learning by deciding as to
when and what manner to provide feedback about
performance.

47. Increase self esteem
Improves the knowledge and learning skills
Enhances the thinking ability of learner
Promotes self awareness
Help in decision making

48. Time consuming
Sometimes misguides the student to learn
Not required the appropriate learning materials
Expensive if buy own books