The Benefits of Virtual Field Trips via CIV Cathi Mullinax

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The Benefits of Virtual Field Trips via CIV

• Cathi Mullinax
• AR K-12 Distance Learning Coordinator
• Serving the Educational Coops

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What is CIV?

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

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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)

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Nothing ever becomes real until it is
experienced. -- John Keats 1800
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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

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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

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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

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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

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All experience is an arch, to build on.-Henry
Brooks Adams1838
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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.

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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

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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).

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Science Terminology

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

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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

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Other disciplines

• Music
• Art
• History
• Language Arts
• Character Education
• Workforce Education Electives

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• 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

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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

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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!

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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

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Enhance Instructional Delivery

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

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Instructional Delivery

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

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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.

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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

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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

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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

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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.

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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.

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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.

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• 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