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perseverance

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for me the professor should first choose the best activity to let the kids do by themselves and then a possibile gift to give them as a gratitude for the work done

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According to me, the professors should check the feedback from the students to make sure that the class actually enjoys and is involved in the study.

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Repeat the activity

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Repeat the activities that students like

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Repeat the activity!

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Before the activity I tell them about some problem to solve. Then they must find solutions and in the end we analize all.

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present ideas that will excite students

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From what I saw, the preparation for the museum visit was very basic. Apart from the rules that are basic to social life, no cues were given to create expectation and curiosity.

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I am preparing the visit some time in advance. After the visit, I carry out feedback activities.

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Students should know beforehand about the safety measures, rules and the general goal of the visit wherever that is. It's actually easier for students if they know what is expected of them during such an activity. Depending on the activity, the teacher can take on the role of facilitator or monitor.

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If students get bored, it is also because they are not used to having patience due to the century of technology in which we live! I think the teacher gave them not too many details just so they wouldn't get bored there! It's like going to the movies and someone tells you all about the action!

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I think students should study freely. The teacher should not direct, only observe

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My opinion is that they can't do it on their own, especially since my students are primary school students. I can run research projects outside the classroom, such as elements of city architecture, different species of trees, flowers, plants, but with tasks directly set by the teacher.

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I believe that teachers need to prepare students for activities outside the classroom. I would ask students for suggestions of places outside the classroom to learn. Students can work on the project method, receiving clear assignments about what they have to follow.

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Before the museum tour, self-preparation should be made to weigh the readiness of the students. During the trip, the target to be gained with interim feedback should be measured, student comments should be taken, a general evaluation should be made after the trip and the purpose should be reinforced. In the video I watched, the teacher did the activity with her students as I mentioned above.

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Before the visit it is important to wake up the curiosity - and we must do that from the students perspective.
During the visit it could be boring if we insist in the same classroom rules - most of the times we go outside so students can be motivated, so we must try to do someting diferent. In a museam I probably will use storytelling and gamification, us a support and a "fuel" of our visit.
After the visit, I probably will use the possibility to apreciate what students will learn - and I will give them freedom to present the results of the trip the way they prefer: some will do a power-point to showin class, some can do a video or a foto-show, maybe some can write the news for the school journal.
Going outside must be different from staying inside!

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A) I believe that before an educational visit to the field, that should have been properly prepared by the teacher. aThe teacher should have set the learning goals he/she wants to achieve. In the classroom he/she should introduce the topic with the appropriate supervisory material or electronic material so that the students can also express their concerns and set goals. The rules of the visit should also be agreed. The students will be divided into groups. Each group will take on specific responsibilities.
B) During the field visit, the rules and responsibilities of each group will be reminded at the beginning. During the visit, students will have the opportunity to explore, take notes, photograph and ask questions. At the end of the visit they express the main feeling they feel.
C) Finally in the class, the groups present the material they gathered from the visit. They can create presentations, posters, diagrams and make conclusions. In the end, they evaluate the whole action.

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I think all students enjoyed the idea of a visit at the Museum. However, it was self-evident that they had no idea of the purpose of the visit or the connection between the visit and the syllabus.
A good idea would have been to organize prep work dividing students into groups: each group could have become knowledgeable about one specific topic, e.g. visit hours, possible parcours in the museums, kind of artefacts on display, ways to reach the museum and so on. Each group could have exposed the result of their queries and the teacher might have suggested different possibilities for a visit for the students to choose. All of these possibilities should have been linked to  topics of the current syllabi the students were working on. According to the choice made by the students, a first brainstorming around a specific work of art or authors could have taken place. This would have motivated the students to hear more from the docent. The docent was very good at engaging the students, even if the visit was quite in the form of a lecture. A sort of gamification might have enlivened the visit.
The sketches required after the visit were good, maybe the teacher and the school could have organised a school exhibit to display students' artistic works!

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I think the teacher could have recommended the students to specifically dig into some topic specifically related to their visit, maybe assigning different groups of students with different topics to present, in order to make them more involved

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I think the teacher could have shown the students a virtual tour of the museum during the preparation in the classroom.

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The teacher guides the students through direct guidance..a list of appropriate options..

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During the preparation in the classroom, the teacher did not motivate the students to visit the museum or explain what they should do there and how they would evaluate it. Most students in the museum are bored. They were supposed to visit the museum's exhibition in groups and gather information on a particular topic. After returning to the classroom, no feedback was given on the completion of the task and the results of fieldwork.

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Before: zero motivation for pupils: what they will be visiting, exploring and seeing, without tasks, there is no guidance and direction...

The teacher must explain what, when and where pupils go and what they must do.

During: passive, boring, no check list, no free time for other sections to look and see

The teacher must know their needs for learning in museum (see the whole building, all exhibits...)

After: no evaluation list, no reflection

How can the teacher know if that was good or bad learning assignment?!

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Study visits are one of the teaching and learning strategies in which students play an active role and motivate them to develop the proposed tasks or activities.
For its realization it is important to follow some key procedures that lead to the development and achievement of the proposed objectives.
Study visits require the involvement and collaboration of teachers, students and other educational agents in the organization, planning, development and evaluative feedback.

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Based on how the lesson was conducted in the YouTube video, more could have been done in terms of preparation to ensure students enjoy the learning experience. Instead of simply instructing students on how to behave in a museum and letting a tour guide take over by providing a broad learning experience regarding the visual arts, the educator should have visited the museum beforehand and took notes for potential lesson ideas. It would be from there that any ideas should align to certain educational standards students must satisfy without being rigid. Students can—for example—either focus on a specific theme, topic, time period, or artistic movement.

—Austin Nicholas Dragoș [United States of America]

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I think the teacher could have given more than just the rules on how to behave inside the museum.

Ask students to reasearch  in advance about:
* the kind of art display in the museum,
* some of the artists and their work,
* arrange themselves in groups to tour different parts of the museum.

During the visit:
* offer a check list of items to look for,
* arrange a scavengers hunt looking for artists, pieces of art, etc.

It is clear that having activities outside the classroom imply a lot of planning so students do not get bored and enjoy the experience so as to turn it into a significant learning activity.

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In my opinion, the teacher did not provide too many details about this visit and the students get bored. A student draws a sketch of what he understood from this visit.

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The preparation didnt motivated the students. In the museum they didnt have the ability to choose what they wanted to see. The whole procedure was a lot passive for students.

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I would like the preparation in the classroom to be more interesting and more effective. The teacher could stimulate the students' interest more. Positive who taught the rules. It is also positive that students were asked to express their assumptions and ideas.

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I think the teacher gave them not too many details just so they wouldn't get bored there! It's like going to the movies and someone tells you all about the action! If students get bored, it is also because they are not used to having patience due to the century of technology in which we live!

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I believe that any visit must be carefully prepared depending on the purpose, the age of the students and the intended subject of learning. The rules of conduct outside the classroom should be mentioned in the classroom. The completion sheets should have each student to make the respective notes. Upon return, an assessment will be made through methods and techniques that would help students to understand and learn further by acquiring new knowledge.

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I think that this visit was not prepared like it should be. Even in the first beggining the students didn't know what was suppose to see and and didn't saw anything that motivate them. She made the visit only based about knowledge of the museum guide and nothing more. It's extremely important the preparation, during the visit and after that, the work that we do in the classroom. What we've learned, what we've understand, what do we want to know more and how can we show to others, waht we've learned.

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Well, there wasn't any teacher preparation at all. She could have done a previous work on art museums with the students, with a  virtual tour to the museum for instance.    Once inside the museum, I like the way the docent makes them create their own explanation about the painting and the bulbs. Maybe they could have had some time to explore the museum freely.  Recreate a museum with students paintings or pieces of art could be a nice activity.  Teenagers are not strangers to art and motivating them properly they can surprise us.

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The preparation before a visit to a museum needs to be motivational and offer students adequate feedback about what the area of focus is. After the visit some follow-up activities need to take place, such as creating a quiz for the specific museum, or even a poster.

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I think the teacher did not prep the students at all for the visit. She only announced the visit for the following week. The students do not seem to be very interested apart from the chance to get out of school for a day. The teacher should have given more information about the museum, what to expect once they were inside,.. She should have built the students' expectations and motivation about the visit. They could have done a virtual visit to the museum to find out about the different sections of the museum, different exhibits. Outline the visit for the students, the sections, the time, and the purpose of the visit. Once they were at the museum,  having a guided visit with a docent was a great idea. She engaged the students with her questions. She made them think about what they were looking at in a deeper way. When they were confused about the lightbulbs, the docent helped them understand how everyday objects can be used to say something, send an idea. At that point some students' attitude shifted and they began to show more interest about the works of art they were looking at. The students could have been divided in small groups and given more choices to decide which section of the museum they were more interested in, they could have had a goal and a set of tasks. They would be the experts on that area and they would, later on in class, make a presentation to the class to share their findings, questions, about what they saw. The sketch the students did after the visit is a good idea. The visit to the museum could also be used to initiate other interdisciplinary activities: write a story about the couple in Cooper's painting, a short play, create your own artwork with an everyday object and explain the idea you want to express with it.

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Teacher very one-sided in the sense that she only asked some questions and did not use any more interactive form of presentation to get everyone's attention. The preparation was also very short leaving students to wonder what it is really all about and what are the aims and desired outcomes of the visit.

The teacher could have done a more interactive preparation by sharing some more details about the museum, maybe some interesting facts, even about the museum building itself. She could have tested the students knowledge and understanding on the subject by individually asking questions and not just throwing questions out there for the most interested ones to answer.

Students were only given one task at the end to work by themselves which showed to be successful to get everyone involved. They also seemed to work quite well in a team while analyzing a painting and its potential meaning. Perhaps more of a mix of teamwork and individual analysis would have been better choices rather than a more or less monotonous tour by the docent.

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When I go with my students to visit a museum I usually go before in order to be updated with everything we will find. I usually prepare a script to guide their visit.
Afterwards, in class, we discuss what they discovered.

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Depending on what you would like the kids to learn, preparation by the teacher may vary. It can also be a task to pick and democratically decide on what kind of activities they are doing together. It's not always the teacher who has to prepare. But we need to provide a frame, e. g. the task to produce a certain product: a leaflet, a video, a drawing ... or a guide for other students in different languages.

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I think the preparation was good, but it was lacking in some parts. For example, the students would have been better prepared if they knew beforehand what kind of things they would see (they were asking questions about that before entering the museum and hey had no answers). It would have been more engaging for students if they had more specific information about the art they would see later. I guess some handouts with different tasks or check-lists would have been a good idea because all the students had to do in the museum was to listen and discuss. I think it is a good idea to tell the students the expected outcomes at the beginning of any lesson, so it makes more sense to them. A teacher can sometimes ask students to suggest ideas for field trips and the things they would like to see or do.

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Museum visit: Night at the Museum. stock vector. Illustration of event - 115350608

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TEACHER: The teacher gave only the organisational information but nothing to raise motivation.
WHAT BETTER:  She could raise more motivation by posing some inquiry questions, quizz, or to organise a debate pro/contra on the topic "To go or not to go to the museum?" What is your favourite genre of art? (sculpture, painting...) Why?

STUDENTS WORK BY THEMSELVES: They could lead a debate pro/contra, they could make a picture on the toppic "In the bar" and latter in the museum compare it to the painting and discuss the similarities, differences...
CHOICES: On what genre of art would you like to spend the most of time? Would you like to work in copules? Would you like to have a break?...

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Night at the Museum. stock vector. Illustration of event - 115350608

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Illustration about Night at the Museum of Arts. Vector format. Illustration of event, collection, reality - 115350608

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Preparation is important, in my opinion. Some pictures, a short reading, something funny or surprising before the visit. Eg.: showing them the bulbs and think about the objects and the work of art. Or a short animation/ video about the boar and the story. Have a discussion about the works beforehand. What they could be. In order to raise motivation involving students is important. And it is challenging to come to a decision. They want different things, or they are not interested at all.

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Regarding the visit to the museum, I liked the presentation of the rules, but I would have insisted more on discussing the topic of study, about what to see and what to follow. Maybe I even made an illustrated quiz (I work in kindergarten) in which the children tick what they discovered. Yes, so I would plan the visit more rigorously.

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Before a fiel trip with my students explain what we are going to see and the objectives expected with the visit. During the visit students explore the space and collect data. After the visits the students Share what they Saw, with photos reports, posters and make an evaluation

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I i have done differently: more informations in advance, some work instructions during the museum visit.

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If I were the teacher, I prepare pupils with a drawing of the pictures to avoid to consier the museum boring. Then they can organized in groups a poster with their considerations.

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If the teacher gives clear instructions to the students on what to do in certain activities, there is a high probability that the students will successfully adopt the learning outcomes we have set for ourselves. In order for the work to be as successful as possible, it is necessary to warn and anticipate as many interfering factors as possible that may affect the outcome of activities and the performance of tasks.
For example, to determine the speed of my movement my students first had to calibrate a measuring instrument (check the app they used), walk around the city when there are fewer people on the street, not when it is very crowded. Students are able to choose the time during the day when they will do the measurement.

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The teacher could have aroused more curiosity before the visit to the museum. She could have asked more questions to learn her students' background knowledge about art. They could have been divided into groups and given some tasks to carry out during the tour.

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Involving the students at the beginning of the class is a good idea, either by sharing what they already know or by letting them ask questions. In my opinion this is an interesting approach: exploring and preparing but not giving too much information so there’s some level of surprise around the visit. Nonetheless, exploring some painting/artist beforehand could have been a nice pre-activity so that visiting the museum would give them a chance to connect with something they already know.

Something I feel could be useful is to give students a challenge: finding something, gathering information, connecting something to their personal life, it would depend a lot on the aim of the class.

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I'm kindergarten teacher and maybe I'm not right, but in my opinion, teacher in this video uses a surprise. The students are teenagers, they are often negative. They believe that the "life starts" with them. I think ,the teacher gives the students opportunity to find how interesting the museum can be. In this activity the qualification of the guide was important.
In kindergarten some steps into the museums are different- how long to stay there, what part of it to visit, how to explain the activity.

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In my opinion, students need to know the title of the activity, the objectives and very importantly to follow the rules depending on the type of activity.

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I find it useful for critical thinking,They motivated by using brain storming activities.We can prepare a scavenger hunt activity in our school garden or in a science fair.

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I think it is very important to plan activities outside of the classroom in advance. It will increase students' motivation and readiness levels. This ensures that the activity is more effective and the learning is permanent.

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Through my teaching experience I have realized that kids get very enthusistic to see in a museum the objects that we had referred to in the classroom before visiting the museum.That's why before going outdoors, we use to do some activities in class in order to motivate pupils or to make them feel familiar with what we are going to see , do or search outside.

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I find very motivational the approach of the teacher who did not explain, in a very detailed way, the visit in the museum. So students did not shape a concrete conception about this visit. The element of surprise in combination with the pedagogical method of the docent motivated students’ participation in inquiry-based activities and maintained highly their interest and attention. I also find very important the teacher's decision to enhance students’ learning experience in the museum with follow-up creative activities in the classroom. This gave students the opportunity to reflect on their learning process taken place outside the classroom.

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If the children are prepared they participate more actively.
I would therefore like to prepare the children a little more for the visit. You could first introduce the museum or part of it with a virtual tour. Then on the spot you could do like a treasure hunt ....

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I think that preparation for the visit to the Art Institute was not a really good one. She just told the students that they are going to visit the museum and also gave them some guidelines regarding their behaviour inside the classroom.
What misses here is  luck of motivation. Students have no real motive of going to the art institute except for the boy who is happy not to attend the classroom.
In orde to motivate them,  it would be a good idea to show the students some of the pieces of art they are going to see, so that they would be entousiastic about them and also make a point such as "when you see that painting pay attention to the woman' s dress and tell me  what you ll see on that"...
Maybe students can also be divided to groups and have an aim to achieve while visiting the institute.
The post activity is also a predictable one. It' s creative but it 's quite common. There could be also some more activities and a final presentation to schools web site.

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In my opinion, the teacher should have better prepared the visit and explained to the students the purpose of that activity; it should also have been able to motivate them for the activity that was going to be carried out, leading students to feel curious about what they would see and learn.
The teacher should have planned the visit together with the students.

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I think the preparation the teacher did is ok. She might have motivated them more though. Maybe by showing them some pieces of art and make them guess about the  time the work was made, what was the inspiration for it, how it was /coul be  used etc.
I liked the way the docent asked questions and engaged students. I think when students visit the museum of that sort they need to have a person to guide them. I also think that in a place that big only a dozen of works should be explored in a deeper way. As for the other works of art, maybe prepare a treasure hunt activity for the students to do on thier own. The drawing activity is nice. It is always a good idea when after such a trip students themselves produce some sort of work as well.

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I would explore more about the place we need to visit for students to be more interested before they get there.

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First of all, better preparation could be made in the classroom and student motivation could be provided. Finally, students could make a presentation of the information they learned and share it with their friends in the class.

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It's good for new ideas. Ideas for eTwinning or activities that facilitate their learning.

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Nice video, and quite realistic about how educational visits in museums are run today... (i.e. less boring than class, but still a bit boring). If the teacher narrowed down the art-works and linked them with parts of the curriculum (language, history, literature) maybe it would be more interesting to students. Another idea (for a second visit though) is to ask each student to become the docent for their favorite artwork and after researching it try to guide their classmates in discovering it, in a way that is meaningful to them.

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It was a good approach but some things could have been better. She could have prepare them better about what they are going to see. Maybe it would be a good idea to show them a virtual tour.

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I think ıt was a successful activity. Students had a good feeling to be outside and excited to be with their friends at the museum.I liked the way that teacher showed the rules for the students and ı liked the follow-up activity . The teacher might prepare a quiz about the trip to museum and want the students prepare a presentation on what they saw and learnt..

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Everything is done very well. She did a great job!

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I think that students should be more prepared for their visit to the museum, in order their attention to be more focused on specific sectors or exhibits of it. This pre-work could consist of a more detailed description of the visit’s objectives and conditions or a presentation of a virtual tour in the museum could be assigned to the students.

The instructions for issues referring to students’ behavior seem to be the appropriate and quite sufficient. After all, we watched a brief presentation of the activity and many of its insufficient details may have been omitted from the broadcasting.

The presence and the contribution of the docent to the overall project is evaluated as high, since she is the expert on the issues, she directed the discussion and focused students’ attention on the worth-mentioned details or even motivated some of the uninterested or unmotivated ones.

Finally, the follow-up activity is mentioned as positive and successful one but it could be enriched by assigning to the students the production of a video or a presentation of the activity both indoors and outdoors. An on-line or another type of quiz could be assigned to the participants and a report could be written and discussed in front of the class, for self-evaluation and reflection purposes

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The preparation of the students at the school began with a question, but then a monologue followed. The docent at the museum was much more successful  when she managed to get the attention of all the students with her questions. She perfectly connected art with everyday life, something new with what is already known. At school, the lesson ended with drawing.

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I don't speak English, I can't say my opinion.

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I think the teacher could have given them to present something they consider an art product, in pairs or group, just to let them deep dive inside what art is.

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The teacher could motivate the students better - presented them an interesting work of art or detail that you can see. It can only be a trifle that students would be excited about. In the gallery they could get instructions for group viewing certain works of art, which would be analyzed in more detail.

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MAybe it would be better that there was a better preparation in the class so as the students had an idea about what they would see. A mission and work in teams would be good too.

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I think the teacher did a good job because it is closely related to her subject. Maybe she should have done a bigger discussion before they went there (why are the going there, what is there to see, what is the aim of the visit) and maybe prepare a worksheet.

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I think it was valuable for the teacher to give the students the rules for when they are inside the museum. However, it isn't very exciting to just be given a list of rules to follow and no other interesting insight or tasks to do before the actual visit.
Possibly creating a video quiz for the students to do in order to introduce them to some of the artwork beforehand. Or asking them to do some research and share a piece of art they found interesting and are looking forward to seeing.
Another option could be to ask students to document what they think the artist may have been inspired by and then when they return from the museum check how close their ideas were to the real inspiration of the artist.
This would all take some preparation by the teacher beforehand. It may have been useful to know which pieces the docent would be showing to the students.

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I would like to prepare the kids for the visit a little bit more. Perhaps do a virtual tour, perhaps to ask them to search for some piece of art that is special or some things about the museum... I like a lot how the guide explains everything.

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I liked the follow up activity and the preparations, but the breadth of materials included in the museum seems too wide, but the activity of the museum and bringing art closer to young people is a great idea for me.

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Before the Vocational Workshops trip, I had my students watch videos about professions.
I asked them to bring pictures from home.
We created the professions board.
I said that we will go to the crafts workshop and get more information about the professions.
During the trip, it was reminded that it was necessary to listen carefully to the officials, to be in order, not to disperse, but also to act and be quiet.

During the trip, my students fulfilled their professional responsibilities.
After the trip, I asked them to write what profession they want to do in the future and why they want to work in the web 2.0 tool canva.

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The preparation of the students by the teacher is not complete: there is no precise delivery and instructions on what can be done or not in a museum had to be done first.

Then the visit could be better organized, leaving the children free to form pairs for observation and discussion and they could be left free to focus on the things that interested them most.

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The teacher could have asked some questions before going to the museum, asked students what they would see there and asked to prepare a short informative sheet. She could have chosen the place according to their interests. The students were generally bored. The instructions should have been given before going to the museum. Students' doing drawing and creating a story about it as follow up is a good idea. Students generally liked the way the docent asked them questions as they felt involved and learnt new things.

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The teacher guided the students very well for the extracurricular activity and explained the rules to them. He prepared them for the out-of-class activity by explaining that he would accompany them there with a guide, etc. It was very good that the guide accompanied the students, included them in the process and allowed them to make inquiries throughout the activity. Although the students stated that they were bored, the guide managed to get their attention by getting down to their level and it turned out very well.

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The teacher's preparation of the students is traditional. And we see the students aren't very motivated. Maybe she could have use the same strategy the docent used: asking questions. Maybe she could have asked a few questions about the museum and what they might find there, as well as expected behaviour inside. If the students themselves introduced the museum to one another they might be more motivated. The visit itself seemed interesting because the docent made the students think and we see them focused. What might have been different? Maybe giving them some choice as to which art pieces to study and maybe motivating them to ask the questions themselves.

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I think it was a successful trip. Maybe I would prepare a trip plan and make a preliminary preparation about the museum place by doing a small activity before the trip. maybe i would add some research or a mystery question in it.

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I loved the video and probably show it in class before our first museum visit next year!
some ideas to add.
I would have my students visit the museum 's website to check more about it before going. I would prepare a think pair share online activity beforehand so they wouldnt have to carry paper atc and definately use the exit cards as a form of evaluation after the end of the visit.

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I don't have experience in outdoor learning activities . In this particular visit I would set the rules of the museum before the visit, in conversation with my students and we would sign a contract. I would not visit the whole museum but one or at most two rooms.I would organize a treasure hunt where children would have to discover the culture that each room or art stream represented. I really liked the use of the thinking routines that the teacher used.

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She did a good job.  Maybe a bit strict on students' comments. And maybe too large a scope of topics she covered. I liked the follow up activity.

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If I were the teacher, I should prepare a checklist of actions or artwork to look for to make students more active and avoid to consider the museum boring.