SUMMARY OF LESSON 17 &

18

Lesson 17

Field Studies
Think

Field studies are learning experiences outside the four corners of the classroom. Field studies
enable the learners to personally gather and analyze data in their own context. In a nutshell, field
studies provide learning experiences that transcend a regular classroom through direct
experiences and observations.

It gives the learners a taste of the outside world which allows them to clearly see what happens in
their community. The optimum benefit of field studies for teachers is that it allows the learners to
target a wide range of learning competencies. It also allows teachers to employ authentic tasks
that are reflective of the curriculum.

Compared to field trips, field studies highlight more student involvement because the learners are
directly involved in the planning, implementation, and assessment of the activity. Field trips
usually happen in a long-distance trip such as going to national museums or any other related
places.

Field studies are beneficial to both teachers and students. For students, it creates learning
opportunities that promote critical thinking, long-term retention, positive attitudes toward
subjects, appreciation, and increased curiosity. Teachers also benefit from field studies. The series
of excursions add new educational perspectives through "teachable moments" that rarely happen
in the classroom (Manner, 2018).

Why use field studies?

It provides experiential learning. Field studies offer an opportunity to witness objects and
events not accessible at school. Direct contact and observation encourage more concrete learning
experience than merely showing videos or images.

It targets specific skills and knowledge. Being able to experience things provides learners an
opportunity to practice skills and appreciate values that cannot surface elsewhere.
It strengthens schema. The experiences in the field stimulate higher understanding and
appreciation of previously learned concepts by means of validation.

It motivates values development. Exposure to a phenomenon stimulates appreciation and

Challenges in field studies

Curriculum alignment. One of the most defeated purposes of field trips is its curricular
relevance. Sometimes, if not most of the time, the curriculum aspect is replaced by leisure
engagement. To ensure curriculum alignment, teachers must thoroughly plan and execute the
desired learning outcomes before any other purpose.

Lack of understanding of field studies. Before conducting the activity, teachers must ensure
that their learners have fully understood the nature and purpose of the field study. Failure to do
so can contribute to the downfall of the activity. Hence, as part of the preparation, teachers
should teach the essential kick-start concept to the learners.

Costly. Financial requisite is the biggest problem in this teaching strategy. This is also the reason
why teachers tend to engage in virtual field trips rather than actual site visits.

Preparation Time. Field studies require much time, from preparation up to classroom discussion
and assessment. While it is very important, it is also a fact that it could interrupt other teaching
schedules. This now anticipates for necessary adjustments in teaching hours and topics.

Safety. This is the most debated issue, among others. In recent years, we had witnessed various
events where student safety became the talk of the town. This resulted in the passing of
government and institutional policies. Recently, the Department of Education lifted the
moratorium on off-campus activities and implemented new guidelines that adhere to K-12
demands. To ensure safety, all schools must abide by its provisions.

What to Keep in Mind When Planning and Doing Field Studies?

For a smooth and successful field study, the Centre for Teaching and Learning (2019) enumerated
things that teachers need to keep in mind in planning and conducting the said activity.

Awareness. In a starter kit, teachers basically have to condition the learners before the actual
visit. Teachers need to point out the purpose, the dos and don'ts during the visit, and, most
importantly, the assessment part. Having a prepared mind comes the responsibility and
accountability. The learners will be able to learn about their freedom as well as their limitations
while enjoying data gathering.

Engage. The most significant factor that teachers need to highlight is student involvement. They
have to plan out every detail and experience that the learners need to undergo through. Keep in
mind that all the learners must be exposed to the same degree of engagement to ensure that all of
them are learning.

Metacognitive Learning. The excitement should not stop on the site visit itself. The most
important part still is the deepening and valuing of knowledge and skills learned from
experiences. Never let a good learning opportunity pass away without ensuring learning.

Build Upon. Curiosity signals effective and motivational learning. To start up the curiosity among
the learners, teachers must conduct prior research on the environment or event that they have to
visit. Imposing trivial questions and supplementing information during the conduct of study
augments interests and encourages deeper learning among the learners.

Illustrate. Never fail to integrate ideas in real life. The integration could happen during the on
site visit or inside the classroom. Experiential learning becomes more effective when it is placed
on the reality context. Learners should be able to see the applicability of learned knowledge so
that they can successfully live what they have learned.

Assess. As part of the educative process, it is relevant to ensure that the learners have gained the
desired competencies and knowledge. This could be done through effective, meaningful, and
aligned assessment activities.
Lesson 18

Service Learning
Think

According to the National Service Learning Clearinghouse (n.d.), Service Learning is "a teaching
and learning strategy that integrates meaningful community service with instruction and
reflection to enrich the learning experience, teach civic responsibility, and strengthen
communities." It is different from volunteerism and community service because, aside from
providing relevant and meaningful civic involvement, Service Learning targets the acquisition of
specific knowledge, skills, and values. In essence, Service Learning ensures that students learn the
social studies content through active participation in community service.

Service Learning is founded on the philosophical roots of the experiential learning theory of
Dewey (1938), Freire (1970), and Kolb (1984). Through this strategy. students are actively involved
in a concrete experience, encouraged to do a reflective observation, and expected to integrate
abstract concepts that they learned in the classroom to understand their experience.

There are three types of Service Learning:

1. Direct Service Learning. This requires students to come in direct contact with the community
or people in need. Examples of such activities are conducting an outreach program for the elderly
or tutoring out-of-school youth.

2. Indirect Service Learning. This entails students to channel resources for a certain project
without directly interacting with the people they intend to help. Examples of such activities are
doing fundraising activities for persons with disabilities or donation drives for victims of
calamities.

3. Advocacy Activities. These require students to engage in work on behalf of a specific cause. An
example of such activity is an awareness campaign against dengue.

Steps

According to Geiger (n.d.) and Wade (2000), there are four basic steps in implementing Service
Learning:

1. Preparation. This involves providing students with the necessary skills and information for the
project. After the discussion of social studies content, the teacher and students brainstorm
possible activities, explore their roles, and identify budget and resources, among others.
2. Action or Service. After orienting students and seeking their commitment, the project is
commenced and actualized.

3. Evaluation and Reflection. This refers to the act of thinking critically about their experience in
the project. The teacher may ask students to relate the social studies content to their experience
and probe for deeper levels of understanding. He/she may also require reflection tasks such as
journal writing, photo essay, portfolio, or other creative outputs.

4. Celebration. As a culminating activity, this may be done to extend gratitude to the participants
and to share their experience with parents, administrators, and other teachers and students.

Advantages

If done effectively, Service Learning poses many benefits. First, it helps break down the barrier
between the classroom and real life. Students are given opportunities to apply social studies
concepts and skills in the real world setting. It also makes students feel empowered. According to
Edwards (2005), Service Learning increased students' sense of personal and social responsibility,
developed a more positive outlook toward others, improved their learning of content, and
enhanced their self-esteem. Lastly, it enhances the relationship between students, the school, and
the community. Students are encouraged to engage in civic affairs espoused by citizenship
education, and they use their knowledge in solving community problems.

Tips

1. Integrate with other learning areas. Since Service Learning entails a significant amount of time
and effort for preparation, it will be helpful for the teacher and the students to accomplish the
project not just in social studies but also in other subjects. For example, in conducting an outreach
for street children, students may write a letter of invitation as part of their English or Filipino
class, deliver a song and dance number as a requirement in their music and physical education
class, and give a bookmark about children's rights as a project in their social studies class.

2. If possible, let students brainstorm their chosen community activity. It will be more motivating
for them to spearhead a project that is aligned with their interest and philosophy. The teacher can
then act as a consultant or guide to ensure the success of the project.