Joelyn Gies-Redmond I can use this presentation to teach the different learning styles to the...
24
EXPERIENTIAL LEARNING THROUGH FIELD TRIPS Joelyn Gies-Redmond I can use this presentation to teach the different learning styles to the teachers at my school.
Joelyn Gies-Redmond I can use this presentation to teach the different learning styles to the teachers at my school
Joelyn Gies-Redmond I can use this presentation to teach the
different learning styles to the teachers at my school.
Slide 3
Students with learning disabilities only exposed to
conventional teaching styles will most likely not reach their full
potential.
Slide 4
Textbooks and Worksheets (Brigham, Scruggs & Mastropieri,
2011)
Slide 5
Auditory Kinesthetic &Tactile Visual (Noel, 2007)
Slide 6
Auditory Learning
Slide 7
Visual Learning
Slide 8
Kinesthetic & Tactile Learning
Slide 9
Auditory Kinesthetic &Tactile Visual
Slide 10
Field trips that reinforce curriculum allow teachers the
opportunity to engage all learning styles.
Slide 11
In one case study researchers looked at a group of at risk high
school students in rural Texas. All of the students in the study
had not met one of the high school graduate requirements even
though it was previously taught to them. The objective was for
students to identify a science discipline and how it related to a
career. Researchers planned a field trip to a local
technical/vocational training campus with pre, during and post
lessons. Students toured the campus and conducted interviews.
Researchers interviewed participants 10 days later and found all
had met the learning requirement. Researchers concluded that when
students are put into the correct context students are able to make
the learning connection from the classroom to the world around
them. (Hutson, Cooper & Talbert, 2011)
Slide 12
Another study focused on the memory retention of students from
a field trip that relied heavily on primary sources. Students from
a fourth grade class traveled to Carver National Monument. Students
took part in an interactive walking trail and onsite lab
activities. Researchers interviewed students one year later and
found that the students memory was mostly based on lessons that
required their active participation. Farmer, Knapp & Benton,
2007
Slide 13
A second case also focused on the memory retention of field
trip goers. A group of fifth grade students traveled to the
Shenandoah National Park. Students took part in an interactive hike
up the mountain collecting rocks and dirt, examining soil and
identifying trees. Researchers interviewed students one year later
and found that all students had some degree of memory and all the
memories relied heavily on the actions the students had
participated in. Researches concluded that episodic memory aided in
semantic memory. Farmer, Knapp & Benton, 2007
Slide 14
Episodic Memory-Stores the memory of events in our lives
Semantic Memory-Stores the memory of knowledge and concepts Field
trips provide an "episodic" or experiential context that can help
achieve semantic information. Farmer, Knapp & Benton, 2007
Slide 15
Slide 16
In a collaboration project done with district teachers, a local
university professor and museum educators worked together to
develop a study of unit that involved a local historical site of a
one room schoolhouse The group worked together to create pre-,
during and post lessons that hit the state standards and a variety
of learning styles. The pre-lessons engaged students in hands on
exploratory time of artifacts from the one room school house.
Students put together a timeline with premade visuals to represent
important events. The onsite lessons had participants take part in
a day in the life of a one room school house student. Back in their
own classroom students reflected on their experience in discussion
and wrote in their journals comparing and contrasting school life
then and now. (Coughlin, 2010).
Slide 17
Teachers should Conduct in class lessons that build prior
knowledge Visit the site beforehand Know the exhibits and artifacts
that support the in class curriculum Collaborate with sites
educator Share the learning objective with students Prepare the
students for the logistics of the day(Share the agenda, map)
Specific Rules (Nabors, Edwards & Murray, 2009).
Slide 18
Avoid relying heavily on the texts in the exhibits Less is more
Keep students cognitively engaged Bring clipboards Encourage
observation, group work and discussions Be wary of students energy
level (Nabors, Edwards & Murray, 2009).
Slide 19
Students should share their experiences and report learning
back to the classroom Lessons should continue to build off the
topic Assess student learning (Nabors, Edwards & Murray,
2009).
Slide 20
Slide 21
Day OneDay Two Museum educators explain how to make pre, during
and post lesson plans. Museum educators model teaching a lesson
using museum exhibits Teachers get time to walk the museum in order
to be familiar with the layout of the museum Each teacher picks an
exhibit that supports one of their curriculum units and writes a
lesson for it. Teachers demonstrate their lessons for each
other.
Slide 22
Teachers learn how to plan field trips that align with
curriculum Teachers become AMNH experts Teachers use more
multisensory learning activities Students with learning
disabilities will be more engaged in class and on field trips
Teachers incorporate field trips into their future curriculum
Slide 23
Questions? Comments? Suggestions?
Slide 24
Brigham, F. J., Scruggs, T. E., & Mastropieri, M. A.
(2011). Science education and students with learning disabilities.
Learning Disabilities Research & Practice, 26(4), 223-232.
Coughlin, P. K. (2010). Making field trips count: Collaborating for
meaningful experiences. The Social Studies (Washington, D.C.),
101(5), 200-210. Farmer, J., Knapp, D., & Benton, G. M. (2007).
The effects of primary sources and field trip experience on the
knowledge retention of multicultural content. Multicultural
Education, 14(3), 27-31. Fisher, Douglas1,2, [email protected],
Frey, Nancy1,2, [email protected], & Lapp, Diane2,3,
[email protected]. (2012). Building and activating students'
background knowledge: It's what they already know that counts.
Middle School Journal, 43(3),
[email protected]@[email protected]
Gillett, J. (2011). The use of experiential education and field
trips for learning. Journal of Educational Multimedia and
Hypermedia, 20(2), 173-177.
Slide 25
Gupta, P., Adams, J., Kisiel, J., & Dewitt, J. (2010).
Examining the complexities of school- museum partnerships. Cultural
Studies of Science Education, 5(3), 685-699. Hutson, T., Cooper,
S., & Talbert, T. (2011). Describing connections between
science content and future careers: Implementing texas curriculum
for rural at-risk high school students using purposefully-designed
field trips. Rural Educator, 33(1), 37-47. Knapp, D. (2007). A
longitudinal analysis of an out-of-school science experience.
School Science and Mathematics, 107(2), 44-51. Nabors, M. L.,
Edwards, L. C., & Murray, R. K. (2009). Making the case for
field trips: What research tells us and what site coordinators have
to say. Education, 129(4), 661-667. Noel, A. M. (2007). Elements of
a winning field trip. Kappa Delta Pi Record, 44(1), 42-44.