Benefits Of Field Trips

852 Words 4 Pages
34) "Buddy System"
Learners buddy with another learner who is either slightly or more experienced. The two work together regularly on a project that will go on display at a specific time (i.e. exhibition, science fair.) Buddies also assist each other to complete homework or to remind each to finish and turn in homework. In the end, neither buddy can take the summative assessment until the other buddy says the first buddy is ready. This technique improves learning because the buddies encourage each other to succeed.
35) "Field Trips"
Field trips offer the probability that internalize material becomes externalized, applied, and sometimes evaluated. On a field trip, designed to apply learned skills, the learner experiences opportunity to practice
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Guest speakers/Guest teachers provide variety in classroom lecture or instruction which increases learner interest level. Increasing interest levels within the classroom improves learning.
37) "Read-a-Loud Programs"
Read-a-loud sessions (in the target language) with younger children not only apply learning but offer opportunity for the learner to self-evaluate, too. Additionally, hearing oneself speak or read with fluency, in a non-judgmental environment of younger children, such as kinder or first grade, boosts self-esteem and offers a form of safe peer-evaluation. Consequently, any opportunity to use the target language in a "real" activity, such as read-a-loud sessions with younger children, improves learning.
38) "Community Service"
Community service immerses the learner in a target language environment. Volunteering not only provides for increased self-esteem, but it provides opportunity to practice and apply learning. Evaluation is informal and often via self-evaluation. Learner 's will feel their success or not in their efforts to communicate with strangers in the target language. Learner success encourages improved
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(Higher Order Thinking Skills)"
Learners internalize and apply skills more readily when questioned using higher order questions. Factual questions, lower order questions, lead to simple, often single word answers. Conceptual questions, those that demand more explanation are higher order, but still result in lower order thinking. Debatable questions include words such as "should," "is," or "can," and provoke higher order thinking skills to answer. The acronym HOTS reminds the teacher that improved learning comes from higher order thinking.
44) "Act it out!"
Dramatization of content empowers internalization and applies knowledge and skills, both of the target area and of other areas, such as technology and performance. Peer-evaluation and teacher evaluation can at the same time. Immediate feedback is heard through the strength and/or length of the clapping of approval at the end.
45) "Air Drawing"
Learners apply their internalized learning by using their fingers to draw out the definition of words either in pictures or letters. Other learners guess the word, based on what they see drawn in the air. An atmosphere of "fun" encircles the classroom. Improved learning occurs most often whenever "fun"

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