The document discusses the steps for planning and conducting a successful field trip, including preliminary planning by the teacher, pre-planning with students, taking the field trip, and follow-up activities. It outlines the key parts of each step, such as making arrangements with the location, developing objectives and safety guidelines, and evaluating the trip afterwards. Additionally, it describes the educational benefits of field trips in enhancing learning beyond textbooks, as well as some potential disadvantages like costs and logistics.

1. MAKING THE MOST OF
COMMUNITY RESOURCES
AND FIELD TRIPS
LESSON 11

2. PLANNING A FIELD TRIP INCLUDES
THREE STEPS:
preliminary planning by the teacher and
preplanning with others going on the
trip
taking the field trip itself and
post-field trip follow up activities

3. FOR PRELIMINARY PLANNING BY THE
TEACHER, BROWN (1969) PROPOSES THE
FOLLOWING
 Make preliminary contacts, a tour on final
arrangements with the place to be visited.
 Make final arrangements with the school principal
about the details of the trip:
time, schedule, transportation
arrangements, finances, and permission slips from
the parents.

4.  Make a tentative route plan, subject to later
alteration based on class planning and objectives.
 Try to wok 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.

5. 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 safely and behavior standards for the
journey there and for the field trip site itself.

6.  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.

7.  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.

8. 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.

9. 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

10. 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 there any unexpected problems which could
be foreseen another time? Were these due to
guides, students, poor planning, or unexpected trip
conditions?
 Were new interests developed?
 Should the trip be recommended to other classes
studying similar topics?

11. EDUCATIONAL BENEFITS DERIVED FROM A FIELD
TRIP
 The acquisition of lasting concepts and change in
attitudes are rooted on concrete and rich
experiences. Fieldtrips are opportunities for reach
and memorable experiences which are fundamental
to learning that lasts.
 Field trips bring us to the world beyond the
classroom. The real-world connection is more work
but the benefits of broadening teaching beyond
textbooks far outweigh the little bit of time it takes
from a teacher’s schedule.

12.  Field trips have a wide range of application. It is not
meant only for children, it is for adults also. It is not
only meant for the social science subjects, it is for
all other subjects as well.
 It can bring about a lot of realizations which may
lead to changes in attitudes and insights. The field
trip “can nurture curiosity; build a zest for new
experience, and a sense of wonder.” (Dale 1969)

13. DISADVANTAGES OF FIELD TRIPS
 It is costly.
 It involves logistics
 It is extravagant with time
 Contain an elements of uncertainty.

14. 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 are source speakers in their fields of
expertise.
 A dentist may be invited to talk to the children on
how to care for their teeth.

15.  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.

16. THE FIELD TRIP: A BRIDGE OF THE SCHOOL AND
THE COMMUNITY
Field trips abolish the “walls” that divide the
classroom and the outside world. Field trips also
connect people. All people involved in the field trip –
students, teachers, parents, school head – come
together for joint planning. Resource person in the
community are brought to the school as key
informants in an interview by children or as
lecturers. Why not open your school to field trips?
We lose nothing when we open our school doors to
parents, officials, and other members of the
community. Instead, we gain this support and
cooperation. They are rich learning resources.

17. EDUC 13-PREPARATION AND UTILIZATION
OF INSTRUCTIONAL MATERIALS
Prepared by:
Nelson D. Calisa Jr
Daisy Rose Delgado
Shaijean Neri

18. QUESTION 1 / 10
1. Planning a field trip excepts
A. preliminary planning by the teacher
B. taking not ready itself
C. post-field trip follow up activities

19. QUESTION 2 / 10
2. For preliminary planning purposes,it doesn't need
to make a tentative route plan, subjects to later
alternation based on class planning and objectives.
A. True
B. false

20. QUESTION 3 / 10
3. For preliminary planning purposes,make a tentative
route plan, subject to later alternation based on
class planning and objectives.
A. True
B. false

21. QUESTION 4 / 10
4. In taking the field trip special effort should be made
to ensure that the trip keeps to the available time.
A. True
B. false

22. QUESTION 5 / 10
5. In taking the field trip special effort should be
ensure that the students haven't opportunity to
obtain answers to questions.
A. True
B. false

23. QUESTION 6 / 10
6.It is opportunities for rich and which are
fundamental to learning that lasts.
A. field trips and memorable experiences
B. Preplanning and preliminary
C. trip and post field trip

24. QUESTION 7 / 10
7. It is more work but the benefits of broadening
teaching beyond textbooks for outweigh the little bit
of time it takes from a teachers schedule.
A. real-world connection
B. field trip
C. pre planning

25. QUESTION 8 / 10
8. A wide range of application.
A. real- world connection
B. field trip
C. pre planning

26. QUESTION 9 / 10
9. Can nurture curiosity, build a test for new
experiences and a sense of wonder.
A. real- world connection
B. field trip
C. pre planning

27. QUESTION 10 / 10
10. Educational benefits can compensate for the
drawbacks of field trips except.
A. it is costly
B. it involves logistics
C. time schedule

28. ESSAY
What field trip that is useful and
parallel to the course that you
are taking right now? Give
examples and benefits of the
anticipated field trip.

29. ANSWERS
1. B
2. B
3. A
4. B
5. B
6. A
7. B
8. B
9. B
10. C