SLO 1: 1. REFLECTIVE PRACTICE by critically examining their subject knowledge,
pedagogical content knowledge, and pedagogical skills to improve their diverse
students’ learning-Field work at Eaton Canyon
Andrew Stephens
In the fall semester of 2007 I took my physics students on a unique fieldwork
experience to Eaton Canyon Natural Area in Pasadena. Four teachers and 70 students
travelled from our high school in downtown Los Angeles to the park via Metro Red Line
and Metro Gold Line. This trip was part of a fieldwork assignment in SED 695b with Dr.
Norm Herr. The task called for the creation of an online teacher’s guide for a unique
field trip that included an interactive map, description, connection to state standards,
student documents, photos, links, and references.
The trip I created was inquiry-based and had students engaging in data
collection on the light rail on the way to the park as well through experimentation at the
park. Students applied concepts learned in class by studying speed and acceleration
while on the metro by dividing known distances by calculated times between station
stops. Once the students were at the park they used their pre-made inclinometers to
measure angles and exercised their trigonometry skills by calculating the heights of cliff
sides, trees, and the waterfall. Students then compared this data to their calculations of
height derived from kinematics equations.
This type of field assignment required much preparation and helped me
critically examine my content knowledge as I worked with the teachers on my grade
level. The trigonometry instructor and I identified key mathematical skills the students
would need and gave appropriate instruction and independent practice preceding the
trip. Students learned the conceptual knowledge of physics in my classroom through
direct instruction, readings, and lab investigations while learning the necessary trig
functions in math class. The English teacher identified writing skills that he wanted to
incorporate on the trip and we planned the schedule together to include time for
journaling.
Through this unique interdisciplinary approach the teachers on my grade level
and I were able to collaboratively implement our pedagogical skills to meet the diverse
needs of our students. Every type of learner was able to engage on some level of the
assignments whether it be the data collecting, angle measuring, timing, mathematical
computatation, or journaling.
This trip was the first field trip as an MA candidate that I had the pleasure of
collaboratively planning. This assignment helped inform my planning in future field trips,
helped me engage outside agencies in the process, and helped me realize the benefits
of interdisciplinary learning. The growth that I experienced as a result of the planning,
execution, and reflection on this trip helped inform the fieldwork practices for my thesis
and helped me plan better field experiences for my students.
Previous to this trip, all the planning involved in preparation for a field trip had
been the undertaking of a single teacher, usually myself. During this trip I was involved
with Daryl Bilanzija, English teacher, and Bence Szamosfalvi, math teacher. The
cooperation in planning the trip made it more engaging for the students and more
relevant to their class work. By planning with other teachers everyone became a
stakeholder in making sure that the trip went smoothly. It also certainly took a lot of the
burden off of me. The interdisciplinary nature of the experience helped students make
connections across their courses and helped them remember fmore of the material and
content because it was more meaningful. The fieldwork following this trip that I planned
as a part of my thesis research became a more shared process as a result of this trip
and students had improved experiences as a result. My teaching team now wants to
continue to plan fieldwork experiences after my research data is complete.