Why is it that we so oftenteach in the same way wewere taught? As I lookback to field trips in ele-mentary school, they al-

ways came at the end—the end of theunit, the end of the quarter, the end ofthe year. I remember taking a field tripto the airport when I was in 4th grade.As we were drawing pictures after re-turning to school, one student re-marked, “I wish we would have gonethere earlier because I would have un-derstood more when we studied it.”Quite an insight for a 10 year old. Al-though I am not sure why that com-ment stayed with me, it made sensewhen I became a teacher and was ex-ploring ways to capture my students’attention with meaningful learning ex-periences.

Technology continues to change ourworld on a daily basis. It offers manyopportunities for teachers to be cre-ative—to teach differently. One currentpractice that is gaining acceptance fromlower elementary through graduatelevel is the flipped classroom,1 in whichstudents watch a video or study a les-son prior to discussing the topic inclass the following day. The flippedclassroom concept can be very success-ful when applied to an event that hastraditionally come at the end of aunit—the field trip.

Susan Kovalik, creator of the HighlyEffective Teaching Model and founderof The Center for Effective Learning(theCenter4Learning.com), suggestschanging the age-old name of field tripto “Being There Experiences.” She ex-pounds on the benefits of correlatinglearning experiences with meaningful

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curriculum and community involve-ment.2 Every time I venture out of theclassroom with students, I observe howmuch they not only enjoy the experi-ence, but also learn from it. Field tripsprovide students with the opportunityto see something different and to bene-fit from the experience. These experi-ences can also be seen as great equaliz-ers because all students are placed onequal footing.3 Kovalik explains thatafter 30 minutes in a location, it doesn’tmatter which student reads better ormore, or which ones have had more lifeexperiences; they are all learning some-thing new by being there.

Other experts, such as Salvatore Vas-cellaro, share compelling reasons fortaking students out of the classroomand into the world in which they live.4

Ellen White, too, stresses the impor-tance of children spending time out-side. “As they look on a beautiful land-scape, ask them why God clothed thefields and woods with such lovely andvaried hues.”5 When students find spec-imens as simple as rocks and leaves tobring back to the classroom, their in-terest is heightened because they foundthe items themselves. “Examine underthe microscope the smallest and com-monest of wayside blossoms, and notein all its parts the exquisite beauty andcompleteness. So in the humblest lottrue excellence may be found . . .”6

What students notice may not bewhat the teacher originally planned asthe goal of the experience. While I was

taking my students on a walking fieldtrip through downtown Walla Walla,Washington, we were caught in a sud-den downpour. Along with exploringthe statues and sculptures locatedthroughout the town, the studentswalked for blocks in the rain. As we de-briefed and discussed the learning ex-perience, more than a few studentswere fascinated with walking in therain. No one could have guessed thatwould be a high point of the trip. Re-flecting on the experience, I realizedthat students often go directly from acar into a building, but that day theyhad a different experience. They couldlook at the world from another per-spective and discuss what it must belike for those who don’t have cars.

The field trip stimulated other ob-servations as well. As they gatheredaround one sculpture, several studentspointed to the graffiti on its pedestal.“Mrs. Veverka, when we get back toschool, may we write letters to the cityto let them know that if they don’t stopthat, the next time someone coulddamage the statue?”

This field trip led to a variety of les-sons in several areas of study. In socialstudies, it supported a lesson on thestudy of government. In language arts,it prompted a lesson on the value ofeffective communication and letterwriting. In science (and social stud-ies), it led to lessons about the impor-tance of caring for a city’s resources.An afternoon stroll through town thusgave additional meaning to several as-pects of the curriculum.

With so many school districts cut-ting field trips because of budget con-straints, authors Jay P. Greene, BrianKisida, and Daniel H. Bowen con-ducted a study measuring the value offield trips. Among the benefits werethe development of two very impor-tant traits in today’s world: historicalempathy and acceptance.7 These traitshelp students to understand the pastand relate to the present as responsiblecitizens.

While most of us recognize the im-portance of extra-classroom experi-ences, often they can seem daunting toan already-too-busy teacher. The limi-tations and roadblocks may seem over-whelming, causing one to dismiss theidea before even looking into the possi-bilities. A list of concerns and pitfallsthat might stand in the way might wellexceed the space allowed for this arti-cle. For example, consider the follow-ing:

• How can one find field trip oppor-tunities in a small town or rural area?

• What if students have already beento the location of the field trip?

• Do businesses allow students totour their facilities anymore?

• How can a classroom budget af-ford even one more expense? Will it befeasible to ask parents to cover thecosts?

• We have so much to cover, how canI afford to give up the time?

• The parents all work; how can I

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B Y J O Y B R U N T V E V E R K A

meet the ratio of adult chaperones tostudents?

• Does the school need extra insur-ance to cover the liability?

The list could go on and on. Butfirst, let’s examine the benefits of fieldtrips. We’ll deal with solving the chal-lenges later in the article.

Let’s begin with the importance ofintroducing students to a world that islarger than their campus: the world ofwork. Young people learn best whenthey can see purpose in what they arestudying; and when they see the skillsthey are learning put to use in the work-place, many become more motivated.Because each student learns differently,one cannot predict what will impress orstimulate interest. Businesses and thepeople who work for them have stories;they have histories and interesting skills.When students have the opportunity tobe inspired by originality, perseverance,or by stories of others who have over-come difficulties, this can change thecourse of their lives. While on a fieldtrip, students can observe employeesdemonstrating a work ethic, helpingothers, and working efficiently.

Where can teachers find field triplocations? The answer is anywhere andeverywhere! In the early grades, my fa-vorite field trip was to the Cal-RayCookie Company. Back then, peopletouring the plant were permitted towalk along the assembly line. At the be-ginning of the trip, we each were givena large paper grocery bag with instruc-tions to help ourselves to the brokencookies found in drums at the end of

each assembly line. Naturally, that wasa favorite destination.

Students can benefit from field tripsto various types of businesses as well asto churches/synagogues/temples, localmissions/food banks/soup kitchens,city offices, parks, museums, and gov-ernment agencies.

Grandparents, community mem-bers, or parents may have collections ofartifacts they are willing to share. Formany years, I took students to my par-ents’ home. One year, my dad wouldshare some of the specimens from hisrock collection, and on the alternateyear he showed Native American dolls,rugs, baskets, and pottery from hisother collections. One day, a studentsuggested that we go on a field trip tohis grandfather’s garage. What a treas-ure trove of antique tools and fascinat-ing gadgets we found, all displayed insuch a neat and orderly way! As we left,we were invited to return to see thebasement where the student’s grand-mother stored spinning wheels and an-tiques that would have been used in-side the home many years ago. And allof this was less than a block from ourclassroom!

What about taking a trip on localpublic transportation? While this iscommonplace for some students, manyothers may have never ridden on a bus,trolley, train, or subway. In some areas,public transportation, including fer-ries, are available at extremely reducedfares for school groups. Be sure tocheck with your legal counsel or con-ference office of education for guide-lines and any special safety concerns.The Adventist Risk Management Web-site has a number of forms and helpfulguidelines.8

Steps to Field Trip Planning1. Identify field trip opportunities.

The first step is to review your curricu-lum and brainstorm about what mightbe available in your area that woulddovetail with the scheduled topics. Ifyou think outside the box, you will beable to identify many science-relatedfield trips. Are there businesses that userobots? Assemble automobiles or farmequipment? Consider what outdoorlearning experiences your area mightoffer. Are there large trees, historichouses and farms, or wildlife areas?Browse the telephone directory or on-line to identify possible places to visit.Talk with trusted church or boardmembers to glean ideas. Are there col-leges or universities nearby? What re-sources do they have? They may behappy to share something from theirmusic or art department, or provide atour through their science facilities.

2. Begin making contacts. Contactbusiness owners, artists, or governmentrepresentatives, and tell them what youare studying. Ask if they might be ableto help.

3. Arrange transportation and super-vision. Follow guidelines set up by yourconference or district. Be sure to obtaindriver profiles, verification of insur-ance, and background-check informa-tion prior to the activity or trip. Trans-portation can take time and must bearranged in advance to allow for pro-cessing paperwork required by the con-ference. Remember that public trans-portation can also be an answer ifroutes are near the school.

4. Plan for safety. Before planning anoff-campus trip, consult insurance pol-

34 The Journal of Adventist Education • December 2014/January 2015 http:// jae.adventist.org

35http:// jae.adventist.org The Journal of Adventist Education • December 2014/January 2015

icy guidelines and any safety materialsprovided by your school or conference.Preparation helps minimize risk.9

5. Create a budget.How much is thislearning activity going to cost, and howare the costs going to be covered?Fundraising events may need to beplanned to support field trips. Perhapssomeone can write a grant proposal re-questing funds to enhance learning.Talk with your building administrator(in a larger school) or school boardchair (in a small school) to see if thereare any funds that might be allocated.Here is a good opportunity to get cre-ative and look for ways to raise moneythat can be reserved for educationaladventures. Consider holding a fund -raiser or special program from whichproceeds will be dedicated to a field-trip fund.

6. Identify chaperones.More is betterwhen it comes to chaperones. Plan forat least one additional person abovewhat is required so that you are stillcovered if a chaperone cannot attend.Adult-to-child ratios vary with the ageof the students. Be sure to check yourconference recommendations. Com-pletion of Shield the Vulnerable10 is re-quired by the North American Division(NAD) for anyone working or volun-teering with children in NAD schoolsor churches. If parents work, considerinviting grandparents or church volun-teers. Sometimes parents from previousyears are willing to volunteer.

7. Finally, plan for the unexpected.Anticipate anything that might happen.Take a few moments to brainstormabout problems that may arise duringthe field trip. Make a list of any stu-dents who have health issues or aller-

36 The Journal of Adventist Education • December 2014/January 2015 http:// jae.adventist.org

gies. Assemble itineraries and consentforms. Prepare students by discussingsome of the things they will want tolook for and detailing what behaviorwill be expected. Go over possible sce-narios and role play what studentsshould do in those situations. Practicepolite greetings and “thank you’s” withyour students.

If Going Off-Campus Is not aPossibility, Consider the Alternatives

If taking students off campus is nota possibility some or all of the time,there are alternatives. Presenters cancome to school. Why not plan an on-campus or in-house field trip? To cre-ate a new space, rearrange the class-room to make it seem like a differentvenue. Firsthand experiences are best,but simulations are also an excellentchoice. Consider “virtual field trips” tolocations like museums and other ven-ues that offer live feed, virtual tours, orvideos. For example, http://adventist heritage.orghas virtual tours under theheading “Heritage Sites.” If you arestudying a location that is too far awayto visit, why not organize the classroomto mimic the events of a cruise? Plan ameal reflecting the cultural heritage ofthe destination(s) and have studentsshare their findings while they play thepart of tour guides.

Following the Field TripAfter returning from a trip, make

sure to provide time for review and de-briefing. As students share what they

have learned, this will trigger learningby their classmates. Students can alsowrite papers, keep a field trip journal,or illustrate some of the activities ofthe day. Be prepared for diverse stu-dents to return with different impres-sions about the event. Be sure to followup on your visit by providing studentswith the opportunity to write thank-you letters. Excerpts from the writingassignment or journals can be sharedin the letters.

Field trips, “Being There Experi-ences,” “Live Learning” or any othername you prefer involve work. Yet thebenefits to students make it all worth-while. Involve other teachers and taketurns planning. Draw on the expertiseof parents, grandparents, and localchurch members, as well as othermembers of the community. If youteach in a small school, why not part-ner with other schools to make plan-ning and budgeting more efficient?

But most importantly, teach out-side the walls. Make learning morethan the textbook. Explore what isavailable and create the richest learn-ing experience possible. Doing so willprovide students with greater oppor-tunities to see and appreciate theworld around them.

Joy Brunt Veverka,M.Ed., has taughtfor 13 years atRogers AdventistSchool in CollegePlace, Washington,as part of the 3rd-and 4th-grade

team. Previously, she taught in a varietyof school settings, including small

�

schools and at the secondary level. As anadjunct professor for the School of Edu-cation and Psychology at Walla WallaUniversity, also in College Place, Mrs.Veverka teaches small schools collo-quium. This year, her classroom is in-troducing Project Based Learning (PBL)and STEAM (science, technology, engi-neering, the arts, and math) as the driv-ing force for learning.

NOTES AND REFERENCES1. http://www.knewton.com/flipped-class

room/.2. http://www.thecenter4learning.com/ html/

resources/hetmodel.htm.3. Susan J. Kovalik, Karen D. Olsen, eds.,

Kid’s Eye View of Science: A Conceptual, IntegratedApproach to Teaching Science (Thousand Oaks,Calif.: Corwin, 2010), p. 54.

4. Salvatore Vascellaro, Out of the Classroomand Into the World: Learning From Field Trips(New York: The New Press, 2011).

5. Ellen G. White, Education (Mountain View,Cal if.: Pacific Press Publ. Assn., 1903), p. 119.

6. Ibid., p. 114.7. http://educationnext.org/the-educational-

value-of-field-trips/.8. Field Trip Forms (English, Spanish, and In-

ternational): http://www. adventistrisk.org/ preven tion-resources/risk-control-plan/risk-control-forms.

9. Travel Safety Brochure and Videos: http:// www.adventistrisk.org/prevention-resources/safety-topics/travel-and-mission-trips.

10. Child Protection Resources for Seventh-day Adventist Churches in North America:http:// www.adventistrisk.org/prevention-resources/safety-topics/child-and-youth-activities/child-protection.

37http:// jae.adventist.org The Journal of Adventist Education • December 2014/January 2015