YDC Workshop Morino Institute Perry Center 9 May 2000 Robert Price

Setting the Stage
Visual map of potential field trips -> what we will do at them -> where can we find information about

Pre-Field Trip
Visual map of the field trip (e.g. zoo) by counselors
zoo -> elements/things at a zoo -> what you know about each element -> interpretive question about

Reading materials including books on the topic, newspapers &/or magazines, poems, and web links.

Writing from the visual map including use of language patterns. Suggestions include patterns from The Important Book, Fortunately, I Like Bugs, and others.

Visual map with students (prior knowledge)
zoo -> things at the zoo -> what do you know about those things -> where did you learn this information

Develop interpretive questions with students

Building observation skills

• I see…
  —in room
  —in unique environment
• I hear…
  —in room
  —in unique environment
• Questions about…
  —common object(s)
  —as many as possible for a common object
• Saturation reporting…
  —unique environment
  —draw &/or write everything you see, hear, feel, smell…
• I can use it for…
  —object in room
  —ways to use
• Collages…
  —things I'd find at (where you're going on the field trip)
  —'word' that represents the images

Regular use of digital camera

Mapping the Journey

• Mapquest - finding the address of the destination; creating a map; ways to use the map
• Aerial maps
• Location Map of where you are going on the field trip

Creating a webpage(s)
As a lesson to develop interest, inquiry, and understanding on the subject matter

Use of KidPix
Start of presentation - developing a sequencial study and story of the exerience.

Regular Reflection
See Idea Books

Flash Newsletter
Copies of template available online

Field Trip
Idea Book (including all adults)
Participants will use an idea book throughout the trip. This will include:

• Travel Map
  -on route observations
  -have bus driver supply route before the trip
  -share with bus driver
• Location Map
  -highlights
  -questions
• Observations
  -draw
  -write
• Objects / Papers
  -glue in
  -notes about
• Reflection
  -pre-lunch
  -end of day &/or trip

Photos
zoom in and out, framing, notes of photos taken, examples as models

Questions
—counselor to student
—students asking

Flash Newsletter

Post-Field Trip
Sharing and processing Idea Book entries including highlights and questions

Revisiting website(s)

Visual mapping

Visual map with students
zoo -> things at the zoo -> what do you know about those things -> questions about
Followed by writing

Website &/or KidPix
Documenting the trip by students. Also recommend writing captions for the photos and creating a mural of the experience.

Flash Newsletter

• The idea book as a tool
• Group book to share and build a collaborative effort

We will use the idea book as a vehicle to enhance and integrate our real life with Internet explorations. Idea books are used with participants as well as a model for use with children and youth to use with research, observation, and reflection. This provides a vehicle for children and youth (and adults) to collect information in the class and the field, draw and write things around them, and process what they have done. The group book provides an opportunity for collaborative work between children and youth in a medium they can share and access when needed.

Drawing and Pictures
We are visual learners - illustrations and photographs are very influential to our thoughts and developments. The Internet is no exception. We will continue our investigations with visual arts including drawing and digital photography. They will support our learning and development of projects, webpages, and understanding. Drawing techniques and methods are patterned after Drawing With Children. Digital photography will be developed through use of cameras and Photoshop. Photoshop software provides a medium to easily manipulate and integrate photos into various projects.

World Wide Web
We will explore ways to support projects through Internet resources and developing webpages. Internet resources will include effective ways to search, sharing resources, and links. Webpage development will include creating pages locally (on a disk or hard drive) to use as part of a focused lesson. This can expand to being on the World Wide Web to facilitate sharing of ideas and lessons. The goal is an effective learning tool that supports and directs the projects with children and youth.

Community Builders
Continue modeling, sharing, and discussing community builders to use with the learning environment. Community builders include zoom, in motion, mirroring, fruit basket, and others.

Techniques
Each session incorporates various techniques to facilitate participation and interaction. The various techniques are modeled and shared to parallel classroom management with children and youth.

RETURN TO OVERVIEW AND LINKS FOR FOCUSED FIELD TRIPS