ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
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Given the pervasiveness of digital devices
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Jeff Courtman <[log in to unmask]> wrote:
>ISEN-ASTC-L is a service of the Association of Science-Technology Centers
>Incorporated, a worldwide network of science museums and related institutions.
>*****************************************************************************
>
>Erich and others have made some great points.
>
>1. With 1500 people, mapping it all out seems contrary to the reality
>of the situation. The phrase that comes to mind is herding cats.
>2. Tying back to curricula is as much a rationale as it is an
>altruistic motive - it gives the teachers a perfectly defensible
>reason to come. Again, even if a class is exceptionally motivated,
>exceptionally well behaved, is it not likely in a sea of other
>students, that there will be a chance for much reflection on the
>experience - and yet the latter is a necessary component to coming
>closer to meeting our altruistic goals.
>
>If someone were to ask me how to enrich the teacher experience, it
>would be to educate the teacher about how such large groups are going
>to impact the experience and to expect controlled chaos, then work
>with them on creative ways to use it to their advantage. Knowing what
>to expect would certainly help me as a teacher. I might suggest, as
>others have, that the buddy system could be used to support the social
>dimension of learning. For instance, I might suggest students, in
>their explorations, find one or two exhibits that excite or attract
>them and discuss that with their friends.
>
>Trying to make peak periiods somehow work the same as quieter times in
>the center seems counterproductive. I know some institutions are
>upfront and share with teachers and other visitors that they may have
>a better experience if they book during off peak times. Obviously,
>that's not always possible, especially for school groups who have a
>tradition of spring field trips. Nevertheless, I see nothing wrong
>with being realistic in our communications.
>
>Finally, the whole question seems ripe for a focus group with your
>teachers, particularly those who have experience of those peak times -
>what have they learned and how can we help?
>
>Just my 2 cents....
>
>
>On Nov 5, 2010, at 10:13 AM, Erich Rose wrote:
>
>> *This message was transferred with a trial version of
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>> ISEN-ASTC-L is a service of the Association of Science-Technology
>> Centers
>> Incorporated, a worldwide network of science museums and related
>> institutions.
>> *****************************************************************************
>>
>> Anne,
>>
>> Great feedback from the list as well as yet more good questions for
>> all of us to ponder. I have seen several museums now transition
>> from unstructured (run and scream) field trips to well structured
>> visits. Generally the later will focus on one exhibit area and the
>> teachers will be provided with material beforehand. Classes may be
>> broken up into smaller (10-15) groups and then lead through an
>> activity or exercise by museum staff or docent. In order not to
>> over crowd exhibits the groups may be directed to one area for a set
>> amount of time and then move on or switch out with another. At the
>> Staten Island CM the floor staff used radios to communicate as they
>> moved about. We often had a class going up one set of stairs while
>> another went down the other. The staff became pretty good at this
>> considering there might be 4-5 classes in the museum at one time.
>>
>> With as many as 1,500 field-trippers at a given time I would suggest
>> having it all mapped out before hand. Each group leader should have
>> assigned spaces for their group and a time schedule. But you may
>> also need to consider limiting groups to just one or two galleries
>> per visit. If the groups are expecting to see "everything" it can
>> only be hectic and in the end not very satisfying.
>>
>> Another thing that seams to work well is having the visitors work in
>> pairs or small teams so that you have fewer of them wandering off.
>> Many schools use the buddy system as a norm. The logistical aspect
>> is either getting the teacher/chaperones to have this organized
>> ahead of time or making sure there is an orientation time at the
>> beginning to set that in place.
>>
>> Staff, docents, volunteers need to have some training or guidelines
>> for how they deal with groups. handling a gaggle of excited 5 year
>> olds is not easy. It was not common to hear of a problem that could
>> have been addressed quickly if the staff person had felt empowered
>> to act. I've seen younger staff members become intimidated by
>> parents and teachers and then lose control of the group. This is
>> where the education and visitor services departments can really
>> compliment each other and share resources.
>>
>> We all know the need to tie the museum experience to curriculum that
>> many schools face. You can use that to your advantage by creating
>> activities that match the grade level and subject. The teachers
>> will be happy because they see how it fits in and will be more
>> comfortable. The kids may actually go back with a valuable (from the
>> school's viewpoint) experience.
>>
>> As an exhibit designer it was always a goal to make sure there were
>> enough activity points to support a school group in every gallery.
>> That doesn't mean there has to be 30 distinct things to do, just
>> that 30 visitors can stay occupied for 20-30 minutes if not longer
>> as they move between components. Of course the layout of galleries
>> is also a factor. Groups in huge open plan spaces can be harder to
>> manage than ones in individual galleries. You need some way to
>> delineate spaces so that the groups understand where they are
>> supposed to be. Signage, lighting, flooring can provide the cues.
>>
>> Good luck and hope you have seen some useful ideas here.
>>
>> Erich Rose
>>
>> Erich Rose Design
>> 807 The Living End
>> Austin, TX 78746
>> 512-626-9930; [log in to unmask]
>> http://www.flickr.com/photos/erichrose/
>>
>>
>>
>> On Nov 4, 2010, at 1:57 PM, Anne Herndon wrote:
>>> Good afternoon, all.
>>>
>>> We are in the process of looking at ways to enrich the exhibit
>>> field trip experiences of the teachers and students who come on a
>>> field trip, particularly on a heavy field trip day-which for us can
>>> be about 1,500 in the exhibit galleries.
>>>
>>> I was wondering if you all could share some of the techniques and
>>> tips you use to help teachers and chaperones use your exhibit
>>> galleries effectively. The tips could be operational in nature
>>> (how to get groups to not all visit the same gallery at the same
>>> time) or educational in nature (how do you help groups go deeper
>>> into the educational experiences of the exhibit and not just
>>> "window-shop" from component to component).
>>>
>>> Thanks in advance,
>>> Anne
>>>
>>>
>>> Anne Herndon
>>> Director, School and Group Programs
>>> Fort Worth Museum of Science and History 1600 Gendy Street Fort
>>> Worth, Texas 76107
>>> 817-255-9521
>>> [log in to unmask]
>>>
>>
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>
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>For information about the Association of Science-Technology Centers and the Informal Science Education Network please visit www.astc.org.
>
>Check out the latest case studies and reviews on ExhibitFiles at www.exhibitfiles.org.
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