Recently, we were given the opportunity to join an Earth Science Class on a field trip. It was a very valuable experience, as we had the opportunity to see, firsthand, what place-based learning can entail.
Steps for taking a class on a field trip:
- Get permission from the district/school. This involves preparing a document proving that the students safety will be taken care of. You must meet all requirements outlined by the district. (Adult/Student ratio, transportation, etc).
- Send out permission slips to all parents, outlining the timing, dangers, and intent of the field trip.
- Prepare a way to compile all student information (emergency contact, allergies, etc) to take with you on the trip.
Getting your students out of the class, and into a different learning environment is beneficial for all. Not only will you show your students something that they may not have seen before, but you will give them a hands on learning experience. I hope that I will be able to bring all of my classes on some time of field trip, at least once a semester.
Being part of this field trip reminded me of the reading we did in class about multiliteracies design for geography class, where they talked about the importance of getting outside and applying classroom knowledge in a meaningful way. They stated that, “learning on such excursions can be engaging and effective, with students making multiple and meaningful connections, which lead to understandings that could not be achieved in the classroom environment.” (Lockyer and Harper, 2006). By first learning about the layers of rocks, and what that means (different shifts in the crust, water levels, sediments, etc.) and then going out in the field and seeing it first hand and discussing it there, “provide learners with an opportunity to both explore and apply their learning though multi-modal expressions within diverse contexts.” (Lockyer and Harper, 2006). It was really interesting for me to see read this paper, and then have the opportunity to see this first hand. Some students who were normally disengaged in class, lit up while discussing the layers of sediment, and the story it told of history!
References:
Lockyer, L. & Harper, B. (2006). A technology-enhanced multiliteracies learning design for geography education. 3L Journal of Language Teaching, Linguistics and Literature, 12 13-28.
Emily Oliveira 