MAKING THE MOST OF

COMMUNITY RESOURCES AND

FIELD TRIPS

PREPARED BY:
LYKA BERNADETTE VERSOZA
WHAT IS FIELD TRIP
• Any teaching and learning excursion to gather
data firsthand, as to a geological,
archaeological, anthropological, or other site.
• It was introduced in 1827 by George Shillibeer
for a Quaker school at Abney Park in Stoke
Newington, London, United Kingdom.
TWO TYPES OF FIELD TRIP
•PHYSICAL
•VIRTUAL
PHYSICAL FIELDTRIP
• Instructional trip done in a location outside the
regular classroom, which is designed to allow
the students to achieve specific course
objectives, which cannot be achieved as
efficiently by other means.
VIRTUAL FIELDTRIPS
• A virtual field trip is a guided exploration
through the world wide web that organizes a
collection of pre-screened, thematically based
web pages into a structured online learning
experience.
TYPES OF FIELD TRIP STATEGY
•Instructional trips
•School contests or festivals
•Motivational trips
 CONDUCTING
PHYSICAL FIELDTRIP
PLANNING A FIELD TRIP
INCLUDES THESE STEPS:
 Preliminary planning by the teacher
 Preplanning with others going on the
trip
 Taking the field trip itself
 Post-field trip follow up activities
PRELIMINARY PLANNING BY
THE TEACHER
 Make preliminary contacts, a tour on final
arrangements with the place to be visited.

 Make final arrangements with the school

head about the details of the trip: time,
schedule, transportation arrangements,
finances, and permission slips from the
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.
PREPLANNING WITH STUDENTS
JOINING THE TRIP
 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.

 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 field trip.
 Discuss appropriate dress. Comfortable shoes
for walking are important.

 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
TAKING THE FIELD TRIP

 Discuss 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 on the time schedule
- the students have the opportunity to obtain
answers to questions
- the group participates courteously in the
entire trip
- the guide sticks closely to the list of
questions.
EVALUATING FIELD TRIP
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 new interests developed?

PREPLANNING WITH OTHERS
JOINING THE TRIP
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.
Were there any unexpected problems
which could be foreseen another time?
Were these due to guides, students, poor
planning, or unexpected trip conditions?

Should the trip be recommended to other

classes studying similar topics?
EDUCATIONAL BENEFITS DERIVED
FROM A FIELD TRIP

 The acquisition of lasting concepts and

change in attitudes are rooted on concrete
and rich experiences.

 Field trips bring us to the world beyond the

classroom
 Field trips have a wide range of
application.

 It can bring about a lot of realizations

which may lead to changes in attitudes
and insights.
DISADVANTAGES OF FIELD TRIPS

 It is costly

 It involves logistics

 It is extravagant with time

 Contain an elements of uncertainty

COMMUNITY RESOURCES
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 a resource speakers in
their fields of expertise.

 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.

 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 of World War 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.