“Field trips offer an excellent bridge between the
work of the school and the work of the world
outside”
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Preliminary planning by the teacher
Preplanning with others going on the trip
Taking the field trip itself
Post-field trip follow up activities
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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.
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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.
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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.
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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.
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.
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.
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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.
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?
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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.
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)
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It is costly.
It involves logistics
It is extravagant with time
Contain an elements of uncertainty.
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 a resource speakers in their fields of
expertise.
 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.
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Museums
Zoos
Botanical gardens
Historical places
Places exhibits
Scenic spots
Performances like a play, a concert, and
dance presentations also form part of a
community resources.
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.