To make the most of these excellent resources, teachers need to prepare the class by scaffolding, modelling and giving clear instructions of how to navigate these VFTs. For example, the Exploratorium's VFT about the science of sound supports inquiry into scientific principles and allows students to explore concepts that are of interest to them. Pre-designed internet resources especially require careful and intentional planning in order to make the most out of this wealth of resources.
Implementing Virtual Field Trips in the Classroom
So you've chosen or created a VFT for your class, and now it's time to implement it, but where to start? This section will provide information on best practices for implementing successful VFTs.
Preparation:
Implementing VFTs should only occur after careful planning and consideration has taken place. In the event that the teacher is creating a VFT from scratch, we recommend trying the VFT on a colleague, friend or other adult.
One of the key components for successful implementation is teacher organization, therefore Lacina (2004) recommends that teachers embarking on a VFT journey test out multiple VFTs first to understand how a VFT works, regardless of if they are creating their own or using an existing VFT. To test some yourself, visit the Resources page.
Preparation:
Implementing VFTs should only occur after careful planning and consideration has taken place. In the event that the teacher is creating a VFT from scratch, we recommend trying the VFT on a colleague, friend or other adult.
One of the key components for successful implementation is teacher organization, therefore Lacina (2004) recommends that teachers embarking on a VFT journey test out multiple VFTs first to understand how a VFT works, regardless of if they are creating their own or using an existing VFT. To test some yourself, visit the Resources page.
Explaining:
Preparing students for a VFT is as important as it is for a traditional field trip. The students should understand the goals and expectations for the VFT as well as their roles and where they fit in (eg. Small groups, whole class, individual) (Lacina, 2004). It is also important that students are equipped with the vocabulary and background knowledge to understand and succeed in a VFT (Lacina, 2004).
Monitoring/Adjusting:
Sometimes, students feel like field trips aren’t “real school” and can become distracted or off task. As a result, monitoring students and keeping them on task is especially important. To ensure that students stay on task and take the activity seriously, Mathis (n.d.) recommends providing students with something to be completed and reviewed by the teacher, even if it’s as simple as writing a list of learned concepts. The goal is simply to have students communicate what they have learned.
As a result of what the teacher observes in class and through journals or other material, lessons and delivery can be adjusted as needed. This allows the teacher to provide learner centered instruction by acting as a guide to facilitate learning though the VFT (Klemm, & Tuthill, 2003).
Making Connections:
As the facilitator, the teacher has the opportunity to connect the learning in the VFT to prior learning through added examples and discussion. Asking questions and having students think critically during the implementation of the VFT will help to ensure students understand all concepts (Klemm, & Tuthill, 2003). This can be done throughout the learning process and as a summary at the end. We have outlined some suggestions for summaries below.
Ending the VFT:
Ending a VFT can be a great opportunity to summarize important points and ensure that students have met the curriculum standards outlined be the teacher in the planning process. Summarizing the material is important to do before moving to the assessment stage. This could be as simple as reviewing concepts orally, discussing a handout, or could be done in a more technology involved way. For example, teachers can use screen casting tools such as Nearpod to summarize learning. You can also have students create wordles using concepts from the lesson, or capture the whole VFT in a PowToon video and relive it again in a fraction of the time. Explore the links below to see if any tools are right for you! With technology, the possibilities are endless.
Preparing students for a VFT is as important as it is for a traditional field trip. The students should understand the goals and expectations for the VFT as well as their roles and where they fit in (eg. Small groups, whole class, individual) (Lacina, 2004). It is also important that students are equipped with the vocabulary and background knowledge to understand and succeed in a VFT (Lacina, 2004).
Monitoring/Adjusting:
Sometimes, students feel like field trips aren’t “real school” and can become distracted or off task. As a result, monitoring students and keeping them on task is especially important. To ensure that students stay on task and take the activity seriously, Mathis (n.d.) recommends providing students with something to be completed and reviewed by the teacher, even if it’s as simple as writing a list of learned concepts. The goal is simply to have students communicate what they have learned.
- Journals: Journals are a great tool for VFTs as they allow students to express themselves and their learning and can fulfill the need to have students show their learning as discussed above. Having students write in journals that are shared only with the teacher allows students to express themselves privately and allows the teacher to monitor student well being and progress (Klemm, & Tuthill, 2003).
As a result of what the teacher observes in class and through journals or other material, lessons and delivery can be adjusted as needed. This allows the teacher to provide learner centered instruction by acting as a guide to facilitate learning though the VFT (Klemm, & Tuthill, 2003).
Making Connections:
As the facilitator, the teacher has the opportunity to connect the learning in the VFT to prior learning through added examples and discussion. Asking questions and having students think critically during the implementation of the VFT will help to ensure students understand all concepts (Klemm, & Tuthill, 2003). This can be done throughout the learning process and as a summary at the end. We have outlined some suggestions for summaries below.
Ending the VFT:
Ending a VFT can be a great opportunity to summarize important points and ensure that students have met the curriculum standards outlined be the teacher in the planning process. Summarizing the material is important to do before moving to the assessment stage. This could be as simple as reviewing concepts orally, discussing a handout, or could be done in a more technology involved way. For example, teachers can use screen casting tools such as Nearpod to summarize learning. You can also have students create wordles using concepts from the lesson, or capture the whole VFT in a PowToon video and relive it again in a fraction of the time. Explore the links below to see if any tools are right for you! With technology, the possibilities are endless.