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The Benefits of Virtual Field Trips via CIV

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Title: The Benefits of Virtual Field Trips via CIV


1
The Benefits of Virtual Field Trips via CIV
  • Cathi Mullinax
  • AR K-12 Distance Learning Coordinator
  • Serving the Educational Coops

2
What is CIV?
  • CIV is a powerful telecommunication tool that
    transmits two-way interactive live video and
    audio between two or more sites.

3
What is a Virtual Field Trip?
  • A virtual field trip is a guided exploration
    through the use of technology organizes a
    collection of thematically-based ideas into a
    structured online learning experience. (Foley,
    2003)

4

Nothing ever becomes real until it is
experienced. -- John Keats 1800
5
Benefits to Discuss
  • Enhancing Gifted Talented Programs
  • Enhancing Vocabulary Comprehension
  • Providing Real-World Experiences to Disadvantaged
    Students
  • Enhancing Content Delivery/Instruction
  • Cost Time-Savings to Districts

6
Gifted Talented Programs
  • Provides an outlet to bring in enriched content
  • Provides a new stimulation to a sometimes
    predictable GT session
  • Broadens their understanding of complex ideas
  • Introduces them to a foreign language
  • Introduces them to a foreign country

7
GT Examples
  • Math Music from the Cleveland Institute of
    Music
  • 20/20 Science Light, Lasers Optical
    Illusions from COSI Toledo
  • The Body Gross, Yucky Oh so Cool
  • from Hooks Discovery Learning
  • Youre the Critic from the Indiana Rep. Theatre

8
Options to Enhance G/T
  • Partnership with another school across the state,
    U.S., or world
  • Global Nomad group (www.gng.org)
  • Add a Foreign Language ASMSA
  • Tour museums and places of historical
    significance

9
All experience is an arch, to build on.-Henry
Brooks Adams1838
10
Content-Specific Vocabulary
  • Provide opportunities to introduce, enhance and
    master new vocabulary
  • Research indicates that children need more
    planned, but contextualized introduction and
    experiences in vocabulary.

11
Vocabulary Studies
  • Have students practice words
  • Build new word knowledge on previous word
    knowledge
  • Give multiple exposures to the words that include
    experience or real-world contact with them

12
Why so much hoopla?
  • There is clear evidence that vocabulary is
    associated with socioeconomic status--presumably
    reflecting differences in opportunity (as
    documented by Hart and Risley, 1995 and Snow,
    Burns, and Griffin, 1998).

13
Science Terminology
  • current, compass, poles, transformer, conductor,
    voltage, magnetosphere, proton, neutron,
    electron, electromagnetic
  • Magnets from COSI Toledo

14
Math Terminology
  • plane, quadrant, point, intersection, segment,
    types of angles (straight, obtuse acute, right),
    complementary supplementary, formula, symmetry,
    theorem congruent
  • Ancient Egypt Proportions, symmetry and size
    from the Milwaukee Public Museum

15
Other disciplines
  • Music
  • Art
  • History
  • Language Arts
  • Character Education
  • Workforce Education Electives

16
  • From the moment of his birth
  • the customs into which an individual
  • is born shape his experience and behavior. By
    the time he can talk, he is the little creature
    of his culture.
  • -Ruth Fulton Benedict, 1922

17
Advantaged vs. Disadvantaged
  • World View from Poverty sees world in terms of
    local setting
  • World View from Middle Class sees world in
    terms of national setting
  • World View from Wealth sees world in terms of
    international view

18
How Can we Bridge the Gap?
  • Fill in gaps in background knowledge
  • Provide experiences for vocabulary acquisition
  • Bring the world to the child
  • Give them experiences!

19
Find experiences
  • NASA
  • Around the World by The Museum of Television
    and Radio (www.mtr.org)
  • Albany Institute of History Art
  • Rock Roll Hall of Fame
  • Collaborations with other schools
  • Explore career choices and talk to experts

20
Enhance Instructional Delivery
  • Enhance lesson planning
  • Includes an activity that addresses all learning
    styles
  • Integrates technology in a new and exciting way
  • Background knowledge

21
Instructional Delivery
  • Enhances understanding
  • Promotes mastery through experience
  • Many are cross-curricular
  • Provides public speaking skills
  • Provides writing opportunities\

22
9-12 Science Example
  • Cephalopods The Jet Set from the Alaska Sea
    Life Center
  • CDL.7.B.3, CDL.7.B.21, NS.11.B.2
  • Appreciate the diversity of animals in Phylum
    Mollusca. Understand the natural history and
    characteristics of Class Cephalopoda. Describe
    the internal and external anatomy of a squid
    through dissection.List 4 members of Class
    Cephalopoda.

23
Other 9-12 Science VFTs
  • Mendels Peas from Camden Childrens Garden
  • Agriculture the Good Earth from The Center
    for Agricultural Science Heritage
  • Chemistry Roots from the Louisville Science
    Center

24
Elementary Science VFTs
  • Plants from The Center for Puppetry Arts
  • LS.2.2.6, LS.2.1.4,
  • Identify basic plant parts, describe functions of
    plant parts, engage in a discussion about
    photosynthesis and pollination, identify fruits
    and vegetables as different plant parts, create a
    working rod puppet tied into science curriculum

25
Elementary Science Example
  • Eat or Be Eaten from the Alaska Sea Life Center
  • Awesome Adaptations from the Bronx Zoo
  • The Hungry, Hungry Caterpillar from
    Camden Childrens Garden
  • Captain Cosmic from Challenger Learning Center
  • Let it Rot A Look at Recycling

26
Before the Videoconference
  • Orient the students to the technology let them
    play!
  • Prepare questions for the videoconference.
  • Have the students practice
  • Do all the pre-conference activities as
    suggested.
  • Invite your principal to drop in to watch the
    videoconference.

27
During the Videoconference
  • Teachers resist the urge to talk!
  • Use the "mute" time to prompt students if
    necessary.
  • Set the camera so it shows the whole room. If
    possible for lower elementary students, have a
    designated question area.
  • Don't make the students take notes, unless the
    presenter is asking them to write something.

28
After the Videoconference
  • If any post activities have been provided by the
    presenter, do them with your students as a
    follow-up.
  • Have the students write about what they learned
    and react to/evaluate the session.

29
  • Believe an expert believe one who has had
    experience. Horace 65-8 B.C.
  • I have but one lamp by which my feet are guided,
    and that is the lamp of experience. Patrick
    Henry 1765
  • The life of the law has not been logic it has
    been experience. Oliver Wendell Holmes, Jr.
    1925
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