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- ANNOUNCING FIELDTRIPS-L: A New Internet Listserv ----------------------------------------------- Fieldtrips-L is NOT a typical discussion list. Rather, it is designed to help teachers easily exchange information about their field trips and excursions to local resources. Fieldtrips-L fills two purposes: 1. When you take your students on a field trip, your students will have an interested audience who will love to read the reports and summaries of your visit. You'll be amazed at how well motivated your students are to observe and learn when they can report to an interested audience of their peers. 2. Your students will learn about interesting sites around the world which they will probably never be able to visit. You'll acquire new information and resources that you've never had available before... from local "experts." TO SUBSCRIBE ------------ To participate, all you have to do is to subscribe to the fieldtrips-L list. Send a message to: majordomo@acme.fred.org with the single line subscribe fieldtrips-L in the body of the message. THE PROCESS ----------- When we acknowledge your subscription, we'll send you complete details about how this simple but powerful project works. In general, here's how it will work: (Note: if you wish, all you need to do is complete step #5) 1. Four weeks before your field trip, post a brief announcement to this fieldtrips-L list letting other subscribers know about your visit. 2. With just a little luck, you'll have a few responses from teachers who are interested in your visit. From these responses you can select a few "partner" classes who are interested in sharing your trip in detail. 3. Your students will go on the field trip armed with questions from your partner classes. They will be highly motivated to be responsible and effective observers and reporters. 4. Following the trip, your students will be eager to share their answers and experiences with your partner classes. 5. At the conclusion, have your class write a 2- or 3-page group summary of your visit and post it to this list. Then the rest of us can read your summary and also vicariously enjoy your visit. This list project addresses two important secrets of a good Internet communications project: 1. Enable your students to become "experts" in something that interests them. 2. Let them share their knowledge and expertise with other interested classes. With a real audience, your students will be motivated to seriously observe, study, evaluate, and report on the places and things they see and hear on a class field trip or excursion. LOCAL EXPERTS ------------- Your students have the opportunity to be the eyes and ears for students around the world as you visit your unique local resources. People in other places would love to learn about your museums, historical sites, geological and archaeological sites, natural wonders, libraries, national and state parks, nature preserves, zoos and aquariums, archives, scientific labs and archives, universities and colleges, and businesses and industries. This project encourages your students to look at their own local resources with new eyes and share their visits, observations, and discoveries with students and classes all over the world. On the other hand, this project also lets your students vicariously visit many sites they can't really visit. They will love receiving and reading informative and interesting first-hand information about subjects and distant places they are studying. It will increase their motivation and interest in extending their learning. They will want to read everything that comes back, and they will ask more questions and look more critically at the information received in comparison to other sources of information they have been studying. REPORTING TO AN AUDIENCE ------------------------ One thing research on writing emphasizes is that when students have a sympathetic, interested audience and something to say, they will become eager writers. Moreover, they will take greater interest in "sounding" erudite and "smart" to their audience... especially if their audience is their peers (See "The Effect of Distant Audiences on Student Writing", _AERA_ Journal, Summer, 1989.) When your students go on your excursion armed with specific questions and requests for information addressed to your class from distant places, they will have significant incentive to gather relevant information, to process it, and write reports back to their questioners. Compared to excursion reports written for you or their classmates, you will find their reports to be more fluent, better organized, more substantive, and more informative. Furthermore, they will be more willing to write, proofread, revise, and edit their work. They will be more careful about their spelling, punctuation, grammar, and vocabularies. Finally, they will enjoy it more when they know their audience is not only interested in what they have to say, but are in fact counting on their accurate and factual reporting. <arogers@bonita.cerf.fred.org> ---------------- 32.39.28N, 117.01.45W Al Rogers, Executive Director Global SchoolNet Foundation PO Box 243, Bonita, CA 91908 619-475-4852 Linking Teachers and Students Around the World