Field Trips - Muriel

Definition: A field trip is defined as a trip by students to gain firsthand knowledge away from the
classroom, as to a museum, factory, geological area, or environment of certain plants and
animals. Field trips are an opportunity to engage students in learning outside of the traditional
classroom environment. This strategy supports experiential learning, allowing students to
experience authentic scenarios.

Pros Cons

Students have improved critical thinking Field trips can be expensive, ie

skills after a field trip.
Students also experience better retention
of field trip concepts because they are
connected to a positive experience.
Field trips improve historical empathy
Students that attend field trips are more
tolerant.
Field trips often provide a multi-media
experience, engaging multiple learning
styles.
The places visited for field trips are
designed to engage, improving student
experience.
Interest-driven learning. Students have
more choice in what they want to study.
Students are often excited about a field
trip, making them more likely to engage
in learning opportunities.
busses, paying the museum/site.
It takes a lot of work and time to
plan/organize a field trip.
School location may limit
availability of locations suitable for
a field trip.
Students may feel they do not have
to engage in the learning because
they are not in a classroom.
Difficult to supervise is certain
settings, such as a large museum.

In what teaching context could this strategy be used?

There are a number of contexts for teachers to use field trips. They can be issued to introduce a
topic. This helps to start a topic in an engaging way, making it more likely that students will
continue to be engaged with that topic. Field trips can also be used to conclude a topic. This
method helps summarize an idea in an interactive format. This will help students retention
because they will associate the positive field trip experience with that topic. In addition, field
trips can be used throughout a unit to clarify ideas and increase engagement. I saw the benefits of
field trips throughout my Ed2500 experience. Simply taking the kids to a track down the road
had them more engaged in the track and field lesson.

What is the power dynamic?

Power dynamic is spread amongst different individuals in different contexts. In most cases power
mainly rests with the teachers and whoever is assisting with the field trip. This could include
parents, other teachers, aids, or a museum representative/curator. If students are provided an
opportunity to explore during a field trip the power dynamic shifts to the student. They have the
ability to choose which exhibits they are interested in, guiding their independent learning.

How does this strategy connect to the learner centered ideology?

Field trips are a great way to support a learner centered classroom. Field trips often provide a
variety of experiences. Therefore, they can accommodate multiple learning styles. In addition,
students often have the ability to explore during a field trip. This allows students to study topics
that fit their interests in a format that fits their learning style. For example, when attending a
museum there are hundreds of topics covered in a number of engaging formats. Overall, I think
field trips are a great strategy to support a learner centered ideology.

http://educationnext.org/the-educational-value-of-field-trips/
https://www.teachthought.com/learning/the-benefits-of-learning-through-field-trips/
http://www.dictionary.com/browse/field-trip

Graphic Organizers- Rachael

Graphic Organizers are a teaching and learning tool that help students categorize their learning
using visual displays. Graphic organizers can take many different forms such as venn diagrams,
mind maps, concept maps, T-charts, cause-and-effect charts, etc. Graphic organizers linked to
the theory of schema building as they allow students to build upon their pre-existing knowledge,
as they help to create patterns and connect information.

Pros Cons

Can help students gain a better They can be messy or unorganized

understanding of course content They can limit creativity
Good for students with learning Students may see them as just something
disabilities, as it can help them to to complete, rather than a tool that can
process things visually help to deepen their critical thinking
Appeal to a variety of learners They can be time consuming to create
Help students organize their thinking
before completing a larger task
Can help teachers review content
with their students
Can use them across disciplines
Help students decipher between
important information
and information that isnt essential.

In what teaching context could this strategy be used?

This strategy can be used on many contexts. Students could create graphic organizers at the end
of a unit as a way to review everything they have learned and to solidify connections between the
information. Graphic organizers could also be something teachers introduce at the beginning of a
unit as something that students work on throughout the as they build their understanding of a
topic. Graphic organizers can also be a great starting point for projects or analytical writing as
they allow for students to organize their thoughts in a visual way. This strategy is also great for
students who may have difficulty connecting ideas or concepts in their minds, so using a graphic
organizer can provide a visual way to help connect the ideas.

What is the power dynamic?

The power dynamic of graphic organizers is shared between the teacher and students. The
teacher may have an outline of what kind of information they would like to see presented in a
graphic organizer. However students get to be creative in they ways they present their
information. Students are able to decide what information is important to their understanding of a
concept and how they want to present that information. To ensure that students are creating
graphic organizers that meet teacher expectations the teacher should always model creating them
first and slowly work towards students creating them on their own. A good way to accomplish
this is to first have the teacher model it, then go through as a class and then in groups and finally
students will be ready to create graphic organizers on their own with teacher expectations in
mind.

Kohler-Evans, P., & Barnes, C. (2014, July 1). Retrieved October 21, 2017, from

http://www.disabilitycomplianceforhighereducation.com/m-article-detail/effective-use-of-graphic-

organizers-can-benefit-students-with-learning-disabilities.aspx

Teaching and Learning with Graphic Organizers. (n.d.). Retrieved October 21, 2017, from

http://www.inspiration.com/visual-learning/graphic-organizers

How does this strategy connect to learner centered ideology?

Graphic organizers allow students to connect information in a way that is meaningful to them.
Graphic organizers are a great tool that help students to build their schema. By using this tool to
build their schema students are taking control of their learning. Since students can use graphic
organizers to build on their previous knowledge they can connect information and ideas in their
own time, learning at their own pace.
Debates- Rachel
 Concept Mapping - Derek

Concept Mapping
Describe the strategy: This is a brainstorming strategy. You start with a main idea or question
and from that idea start branching off to new ideas. You try to see how many links you can
make to the original idea. This is a great tool that can be used in a group setting and for any
subject. These maps can be made on paper or with the use of technology

How would I use it in a class?

First it is important for the teacher to
explain how the concept map works to
keep students on task. (Provide some
examples)
In a classroom this is a great way for
students to brainstorm together. They
can all work on the same map and help
bounce ideas off each other and
eventually they will find ones that stick.
Its important to show examples and
even provide the main ideas so that
students can stay on task.

Online sources for concept mapping:

Pros Cons Mindmeister (collaborative mapping tool) (signup for
Helps students create Students could get off free version); Mindmeister in Googledocs - has imbed
connections to main idea topic with connects to code - turn bullet points into mind map
Gets the students thoughts main idea Coggle (collaborative mapping tool - (signup for free
onto the page May cause increase version) - has imbed code
Allows students to be extraneous load Bubbl.us (free Internet Concept Mapping Service) - has
creative and dynamic with Can be time consuming imbed code (but the imbed code feature didn't work
thinking the last time it was tried)
Can be used as formative SpicyNodes (free web-based concept mapping tool) -
Assumptions:
and summative assessment requires Flash so not compatible with IOS devices
Students are able
Cmap (free program), Example Cmap - ihmc
to make a map with the
Vue (free program from Tufts University) - Vue Tutorial
correct relationships. (Students learn
Spiderscribe (free Internet Concept Mapping Service)
better when they are the ones making the
SimpleMind (free Mac app)
connections)
Students are in charge of their won
learning and developing of the map but teachers can help guide with leading ideas and
questions.
Younger students may need more assistance with mapping. Provided mapping sheets so
students can fill in bubbles would decrease cognitive load.