What is something a teacher should do to make sure that a field trip supports active learning?
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Research has demonstrated that engaging students in the learning process increases their attention and focus and motivates them to engage in higher-level critical thinking. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives. Active learning is an instructional approach in which students actively participate in the learning process, as opposed to sitting quietly and listening. Strategies include, but are not limited to, question-and-answer sessions, discussion, interactive lecture (in which students respond to or ask questions), quick writing assignments, hands-on activities, and
experiential learning. As you think of integrating active learning strategies into your course, consider ways to set clear expectations, design effective evaluation strategies, and provide helpful feedback. ACTIVE LEARNING A pedagogy-first approach to teaching in which in-class time is re-purposed for inquiry, application
and assessment in order to better meet the needs of the individual learners. FLIPPING THE CLASSROOM While “good” discussions can be a powerful tool for encouraging student learning, successful discussions rarely happen spontaneously. Preparing ahead of time will help you delineate a clear focus for the discussion and set well-defined parameters.
This will enable the class to address important topics from multiple perspectives, thus increasing students’ curiosity for, and engagement with, course content. DISCUSSIONS Passionate disagreement can become disrespectful. That’s when discussion sheds more heat than light, impairing the ability to make arguments based on fact
or to listen past preconceptions. READ MORE As an instructor, you might work with student writing in a number of ways: short-answer exams, essays, journals, blog posts, research assignments and so on. You may also take your students through the writing process by assigning
drafts, encouraging peer response through structured or informal exercises, and using writing to facilitate active learning. Large classes (100+ students) should not be limited exclusively to lecture-based teaching. In a large class, participation can be designed to get students actively solving problems,
interacting with one another and the instructor, and processing course material. LARGE LECTURES Office hoursOffice hours give students the opportunity to ask in-depth questions and to explore points of confusion or interest that cannot be fully addressed in class. It is important for UW instructors to encourage their students to come to office hours and to use that time effectively. We have two guides to help you: Face-to-face office hours and Virtual office hours. Service-learningService-learning refers to learning that actively involves students in a wide range of experiences, which often benefit others and the community, while also advancing the goals of a given curriculum. SERVICE LEARNING KnowTrips are an excellent way to extend the curriculum. The right trips can capture children’s interests and allow hands-on experiences children cannot get in the classroom. Trips also take advantage of the resources within your own community: nature preserves, police and fire stations, businesses, museums, and farms are all interesting venues for trips. Trips do not need to be elaborate, though. Children can learn so much from a walk around the block, a visit to the recreation center next door, or many other regular experiences. In general, there are two types of trips you might take with children: routine trips and field trips. Routine trips are activities you do regularly that take you away from your center. Examples of routine trips include going for a walk around the block or walking to the community center next door. Field trips are one-time events. You might take a field trip to the zoo, museum, farm, grocery store, or a variety of other community locations. To ensure children’s safety, both types of trips must be carefully planned and carried out. Be sure to use your knowledge of child development when planning any trip. Keep trips short so children do not get over-tired. Focus your trip on the content children are interested in or learning about. For example, if children have been studying food, you might visit the produce section of your local grocery store. This might be more appropriate and less tiring for the children than spending an entire day at a farm. Be wary of trips that involve crowds or noisy locations. These make it difficult to supervise children. They also make it harder for children to have hands-on opportunities. Remember, children can do more in small groups than they can in large groups. You must be prepared to keep children safe on trips away from the building. There are a variety of dangers children might experience. A child might be injured or experience a medical emergency such as an asthma attack. In the worst scenarios, a child may disappear or face life-threatening injuries. Careful planning can help you prevent harm. SeeGood practices for trips away from the building can take a variety of different forms. Watch how this program ensures accountability for children. Listen as this teacher describes how their programs maintain accountability for all children at all times. Field Trip ProceduresVideo not availableWatch a teacher describe ways to ensure safety on a field trip.DoYour first priority is to keep children safe on trips away from the center. Here is what you can do to make sure this happens: Before the TripDo your research. All trips should be planned as part of your overall curriculum. Trips provide hands-on learning opportunities that children cannot get in the classroom. Think about how your planned trip extends learning. Make sure a field trip is necessary: is it possible or more appropriate to bring the experiences to the center? Once you decide on a trip, visit the location first. Make sure the location is safe and age-appropriate. Decide on your route and mode of transportation (walking, buses, etc.). Identify emergency resources at the destination: shelter locations, emergency phones, restrooms, etc. Get consent. Let parents know about the trip you are planning. Send home a written permission slip for field trips. Include information families will need, such as the location, date, time, cost, and transportation plans. Make sure you have a permission slip on file for routine trips. Make a plan for caring for the children who are not allowed to go on the trip. Collect fees (if applicable). If there is a fee for the trip, a paid staff member should collect these fees prior to the trip. If you are using public transportation (city buses, trains, or subways), make sure you know how much the fare is. Collect exact change in advance. Know your ratios. Maintain the appropriate staff-to-child ratios at all times. When on a field trip, it is best practice to have additional adults along for safety and security. Be sure to make group assignments, so all adults know who they are responsible for and children have a consistent adult for guidance. Recruit volunteers. Identify parents or others who will help on the field trip. Make sure that at least one paid staff member on the trip has current first aid and CPR certification. Travel safely. Make a plan for safe travel. Learn about travel policies for your program and make arrangements for vehicles. Make sure child safety restraints are available in all applicable vehicles. Pack well. Make sure you have the health and safety documents and materials you will need. Bring the following materials:
Plan meals. Depending on the length of your trip, you may need to provide a snack or meal to the children. Plan the food you will bring and how you will transport it safely. Perishable foods have to be kept cold, as do some medications. Check to see whether water is available at your destination or plan to bring water. Plan for hygiene. Make sure children can wash their hands frequently. Identify locations of restrooms at your destination. Even if your program does not regularly allow hand sanitizer, check to see if it is OK to bring on field trips. Stand out. Make sure you will be able to identify the children in your group quickly. Use a sticker with the name and contact information of your program. Provide children and staff with matching T-shirts or hats to wear on the field trip. Review safety rules. Make sure children know and understand how to be safe on trips outside the building. Review the rules and practice them. Tell children exactly what to do if they get separated from the group. Spread the word. Remind parents of the trip the day before.On the day of the trip, post a sign on your classroom door. It should say where you are going and when you will return. On the Trip:Use your roster. Have an accurate roster with you at all times. Use it to count children before you leave the center, in the vehicle (if applicable), as children exit the vehicle, and when you get to the destination. Count regularly while at your destination, and repeat these procedures when you return to the center. Take count. Count children frequently by matching name to face. Use your roster. Double count children at strategic times and throughout the trip. Assign a specific group of children to each adult and make sure they know how and when to count. Make sure all children are accounted for at all times. Teach children safe travel skills. If you are walking near traffic on your trip, follow safe pedestrian rules:
If you are traveling in a vehicle, make sure you follow all policies for vehicle safety. This includes using proper child-safety restraints.
Think about communication. Have a cell phone with you at all times. You may need to call for emergency assistance. Think about prevention. Make sure children never go into public restrooms by themselves. Avoid leaving any adult alone with children. Remind children of safety rules throughout the trip. Have fun! Talk to the children, sing songs and play games. Help them notice the interesting features of the world around them. Provide clipboards so they can take notes or draw pictures. Think about how you would respond to problems on trips away from the building. Review the Trip Problem Solving activity. Read and answer the questions. Talk about your responses with your trainer, coach, or administrator. Then compare your answers to the suggested responses. What is the sequence of actions teachers should take to support children's drives and needs?What is the sequence of actions teachers should take to support children's drives and needs? Set clear limits, model proper use of materials, back away to observe.
What is an example of helping children develop a positive identity?Children develop a positive identity through open conversations, being valued by peers, experiencing supportive relationships and settings, and seeing other people with similar traits and identities be appreciated and valued.
At what age do children begin to name their own emotions and demonstrate empathy?The Early Signs
Studies show that around 2 years of age, children start to show genuine empathy, understanding how other people feel even when they don't feel the same way themselves.
At what age do children overestimate their competency and make and maintain a friendship with at least one other child?We test children ages 4 and 5—an age at which (Western) children typically overestimate their competence and performance.
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