OFFCLASSROOM LEARNING ACTIVITIES FOR SOCIAL SCIENCE CLASSES

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OFF-CLASSROOM LEARNING ACTIVITIES FOR SOCIAL
SCIENCE CLASSES

• Prof. Nestor T. Castro, Ph.D.
• UP Department of Anthropology

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Importance

• Off-classroom learning activities directly expose
  students to social, economic, and political
  realities.
• Fieldwork as a source of knowledge.
• Training on field research techniques.

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• Unlike in physical and natural science, much
  research in social science is designed not to
  yield new knowledge but to develop and test new
  research procedures.
• - R.F. Ellen, Ethnographic Research (1984)

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Field-based classes

• Anthropology Field School
• Field Methods in Geography
• Field Linguistics

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Guidelines for Out of Classroom Learning
Activities (OCLA)

• Adopted by CSSP Faculty Assembly in 2002.
• Response to problems encountered in the past.
• Identified six types of OCLAs with correspondong
  policies for each type.

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Types

• Type 1 Off-campus practicum of field school
  activities
• Type 2 Off-campus short-term activities, e.g.
  field trips, lakbay-aral, and day trips
• Type 3 On-campus activities conducted in
  non-academic sites
• Type 4 On-campus activities held in academic
  buildings but outside assigned classrooms

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Types

• Type 5 Activities conceived and undertaken by
  students on their own in connection with academic
  requirements and
• Type 6 Activities conceived and undertaken by
  students that have nothing to do with the
  fulfillment of any particular course requirement.
  

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Considerations

• How the activity enhances the learning
  experience
• How the activity might conflict with or disrupt
  regular school-based activities
• Ethical considerations
• Safety and welfare of the communities, students,
  and faculty and
• Financial costs.

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Preparations

• Preparing parents or guardians
• Preparing students
• Preparing the community
• Notification of university officials

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CSSP Courses with OCLAs, 2002-present

• Anthropology 111, 112, 123, 124, 126, 141, 161,
  172, 179, 181, 185, 195, 196, 197
• CWTS-NSTP 1, 2
• Demography 230, 298
• Geography 1, 10, 111, 121, 131, 133, 143, 173,
  192, 197, 226
• History 1, 2
• International Studies 203
• Linguistics 125, 225

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OCLAs, 2002-present

• Philosophy 173
• Political Science 157, 160
• Psychology 140, 155
• Social Science 1, 104
• Sociology 101, 182, 229

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Kasaysayan 1 itineraries

• Biak-na-bato
• Cavite Shrine
• Corregidor
• Intramuros
• Mt. Banahaw
• National Museum
• Pamitinan Cave
• Vigan, Ilocos Sur

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Kasaysayan 2 itineraries

• Buddhist temple
• Sikh temple
• Hindu temple
• Taoist temple
• Jewish synagogue
• Islamic mosque

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Anthro 185 3-day tour

• Banaue Rice Terraces (Viewpoint, Banaue)
• Mt. Polis (Ifugao-Mt. Province border)
• Bontoc Museum (Bontoc, Mt. Province)
• Lumiang Burial Cave (Sagada, Mt. Province)
• Echo Valley Hanging Coffins (Sagada, Mt.
  Province)
• Sagada Weaving (Sagada, Mt. Province)
• Fidelisan traditional village (Sagada, Mt.
  Province)

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Anthro 112 one-day tour

• Abandoned dragon kiln in Maybunga, Pasig
• Traditional pottery-production site in Rosario,
  Pasig
• Angono Petroglyphs in Binangonan, Rizal

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Anthropology Field School

• Started in 1965 in Tabon Caves, Palawan with 11
  students as a joint endeavor of UP and the
  National Museum.
• Originally conducted as a Summer Field School but
  since the 1990s has been undertaken on regular
  semesters.
• Courses Anthro 195 (Field Methods in
  Archaeology), Anthro 196 (Field Methods in Social
  Anthropology), Anthro 197 (Laboratory and Field
  Techniques in Physical Anthropology).

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Anthropology Field Sites

• Antipolo, Rizal
• Bakun, Benguet
• Bolinao, Pangasinan
• Davao City
• Jala-jala, Rizal
• Kalinga
• Kalookan City
• La Trinidad, Benguet

• Magallanes, Sorsogon
• Mankayan, Benguet
• Penablanca, Cagayan
• Quezon, Palawan
• Silang, Cavite
• Tagbilaran, Bohol
• Uyugan, Batanes

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Problem Areas

• Security concerns
• Financial/logistical requirements
• Legal liabilities
• Administrative constraints
• Burden on the instructor
• Informant fatigue

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Recommendations

• Development of a field activity design
• Accreditation of transportation companies, travel
  groups, etc.
• Adoption of legally-binding waiver forms
• Securing health and accident insurance for
  students and teachers
• Securing financial/logistical sponsors
• Networking with other institutions/agencies
• Strict monitoring and reporting system