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BSEd- Biological Science 3A

Lesson 11: Making the Most of Community Resources and Field Trips

DepEd Order #52 s. 2003

The field trip should be well planned ahead of time with the students, so that they know exactly what to
look for in the field trip. Safety measures should be discussed before the field trip.

Planning a Field Trip includes four steps:

1. Preliminary planning by the teacher.
2. Preplanning with others going on the trip
3. Taking the field trip itself.
4. Post-field trip follow up activities.

Preliminary planning by the teacher

1. Make preliminary contacts with the place to be visited.
2. Make final arrangements with the school principal about the details of the trip:
Date and time
Permission slips
3. Make a tentative route plan, subject to later alteration based on class planning and objectives.
4. Try to work out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.
5. Prepare preliminary lists of questions or other materials which will be helpful in planning with the students.
Preplanning with others going on the trip
1. 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.
2. Prepare a list of questions to send ahead to the guide of the study trip.
3. Define safety and behavior standards for the journey there and for the field trip site itself.
4. Discuss and decide on ways to document the trip. Everyone is expected to take notes.
5. 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.
6. 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 still pictures about things to be done during field trips or maybe a brief
history of the place you are going to visit. 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.
Taking the field trip itself
1. Discuss route map of places to be observed.
2. Upon arriving at the destination, teacher should check the group and introduce the guide.
3. 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
Post-field trip follow up activities
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

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?

Educational Benefits Derived

Fieldtrips are Field trips bring us to the Field trips have a wide It can bring about a lot
opportunities for rich world beyond the range of application. It of realizations which
and memorable classroom. The real- is not meant only for may lead to changes in
experiences which are world connection is more children, it is for adults attitudes and insights.
work but the benefits of The field trip can
fundamental to broadening teaching
also. It is not only
learning that lasts. meant for the social nurture curiosity; build a
beyond textbooks far zest for new experience,
outweigh the little bit of science subjects, it is
for all other subjects as and a sense of wonder.
time it takes from a (Dale 1969)
teachers schedule. well.

Disadvantages of Field Trips

It is costly.
It involves logistics
It is extravagant with time
Contain an element of uncertainty.
Community Resources
These can be persons and places in the community.
Let us begin with the parents of our students. Many of them can be a source speaker in their fields of
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.
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, and 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

Lesson 10: Demonstration in Teaching

Good Demonstration is Good Communication

Like role-playing and pantomime of the dramatized experiences, demonstration is also something very
handy. It requires elaborating preparation and yet is effective as the other instructional materials when done
Discussion Questions:
What elements are common in the two (2) instances of demonstration?
How should these two do their demonstration for them to achieve their objectives (sell a product, teach the
audience how to use the teaching method effectively)?
Give a particular topic in your major that can be best taught using demonstration.
In the demonstration of a new product, the speaker shows the product, tells all the good things about the
product to promote it in order to convince the audience that the product is worth buying.
When a Master teacher is asked to do demonstration teaching on a teaching strategy, she shows to the
audience how to use a teaching strategy effectively.
In the instances of demonstration, there is an audience, a process of speaking, and a process of showing a
product or a method or proof to convince the audience to buy the product, use the strategy.
In teaching it is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of
a concept, a method or a process or an attitude.
Demonstration is the act of showing someone how to do something or how something works. (Cambridge
Demonstration involves showing by reason or proof, explaining or making clear by use of examples
or experiments.
- Means to clearly show.
- Demonstrations often occur when students have a hard time connecting theories to actual practice or when
students are unable to understand application of theories.
Guiding Principles that we must observe in using Demonstration as a Teaching-learning experience. (Dale

Establish Rapport. Greet your Audience. Make them feel at ease by your warmth and sincerity.
Stimulate their interest by making your demonstration and yourself interesting.
Avoid the COIK fallacy (Clear Only If Known). To avoid the fallacy, it is best for the expert
demonstrator to assume that his audience knows nothing or a little about what he is intending to
demonstrate for him to be very thorough, clear and detailed in his demonstration even to a point of facing
the risk of being repetitive.
Watch for key points. The good demonstrator recognizes possible stumbling blocks to learners and
highlights them in some way.
Planning and Preparing for Demonstration (Brown 1969)
What are our objectives?
How does your class stand with respect to these objectives?
Is there a better way to achieve your ends?
Do you have access to all the necessary materials and equipment to make the demonstration?
Are you familiar with the sequence and content of the proposed demonstration?
Are the time limits realistic?
Plan and Rehearse your Demonstration (Dale 1969)
Set the tone for good communication.
Keep your demonstration simple.
Do not wander from the main ideas.
Check to see that your demonstration is being understood.
Do not hurry your demonstration.
Do not drag out the demonstration.
Summarize as you go along and provide a concluding summary.
Hand out written materials at the conclusion.

Evaluate your classroom demonstration (Dale 1969)
Was your demonstration adequately and skilfully prepared?
Did you follow the step-by-step plan?
Did you make use of additional materials appropriate to your purposes- chalkboard, felt board, pictures,
charts, etc.
Was the demonstration itself correct?
Was your explanation simple enough so that most of the students understood it easily?
Did you keep checking to see that all your students were concentrating on what you were doing?
Could every person see and hear?
Did you help students to their own generalization?
Did you take enough time to demonstrate the key points?
Did you review and summarize the key points?
Did your students participate in what you were doing by asking thoughtful questions at the appropriate
Did your evaluation of student learning indicate that your demonstration achieved its purpose?
A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her
demonstration must be accompanied by some visuals.
To plan and prepare adequately for a demonstration, we first determine our goals, the materials we need, our steps,
and rehearse.
What does demonstration mean?
How should demonstration be done to make it work?
(Write your answer in your learning bank.)