Education Next

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  • Vol. 14, No. 1

The Educational Value of Field Trips

school tour article

Jay P. Greene

school tour article

Brian Kisida

school tour article

Daniel H. Bowen

Jay P. Greene joined EdNext Editor-in-chief Marty West to discuss the benefits of field trips, including how seeing live theater is a more enriching experience to students, on the EdNext podcast .


Crystal Bridges; Crystal Bridges Museum of American Art; School Tour © 2013 Stephen Ironside/Ironside Photography Bo Bartlett – “The Box” –  2002 • Oil on Linen • 82 x 100 – Photographer is Karen Mauch

The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage.

Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010–11.

The decision to reduce culturally enriching field trips reflects a variety of factors. Financial pressures force schools to make difficult decisions about how to allocate scarce resources, and field trips are increasingly seen as an unnecessary frill. Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips. Some schools believe that student time would be better spent in the classroom preparing for the exams. When schools do organize field trips, they are increasingly choosing to take students on trips to reward them for working hard to improve their test scores rather than to provide cultural enrichment. Schools take students to amusement parks, sporting events, and movie theaters instead of to museums and historical sites. This shift from “enrichment” to “reward” field trips is reflected in a generational change among teachers about the purposes of these outings. In a 2012‒13 survey we conducted of nearly 500 Arkansas teachers, those who had been teaching for at least 15 years were significantly more likely to believe that the primary purpose of a field trip is to provide a learning opportunity, while more junior teachers were more likely to see the primary purpose as “enjoyment.”

If schools are de-emphasizing culturally enriching field trips, has anything been lost as a result? Surprisingly, we have relatively little rigorous evidence about how field trips affect students. The research presented here is the first large-scale randomized-control trial designed to measure what students learn from school tours of an art museum.

We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.

Design of the Study and School Tours

The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for this study. Crystal Bridges is the first major art museum to be built in the United States in the last four decades, with more than 50,000 square feet of gallery space and an endowment in excess of $800 million. Portions of the museum’s endowment are devoted to covering all of the expenses associated with school tours. Crystal Bridges reimburses schools for the cost of buses, provides free admission and lunch, and even pays for the cost of substitute teachers to cover for teachers who accompany students on the tour.

Because the tour is completely free to schools, and because Crystal Bridges was built in an area that never previously had an art museum, there was high demand for school tours. Not all school groups could be accommodated right away. So our research team worked with the staff at Crystal Bridges to assign spots for school tours by lottery. During the first two semesters of the school tour program, the museum received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. We created matched pairs among the applicant groups based on similarity in grade level and other demographic factors. An ideal and common matched pair would be adjacent grades in the same school. We then randomly ordered the matched pairs to determine scheduling prioritization. Within each pair, we randomly assigned which applicant would be in the treatment group and receive a tour that semester and which would be in the control group and have its tour deferred.

We administered surveys to 10,912 students and 489 teachers at 123 different schools three weeks, on average, after the treatment group received its tour. The student surveys included multiple items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums. Some groups were surveyed as late as eight weeks after the tour, but it was not possible to collect data after longer periods because each control group was guaranteed a tour during the following semester as a reward for its cooperation. There is no indication that the results reported below faded for groups surveyed after longer periods.

We also assessed students’ critical-thinking skills by asking them to write a short essay in response to a painting that they had not previously seen. Finally, we collected a behavioral measure of interest in art consumption by providing all students with a coded coupon good for free family admission to a special exhibit at the museum to see whether the field trip increased the likelihood of students making future visits.

All results reported below are derived from regression models that control for student grade level and gender and make comparisons within each matched pair, while taking into account the fact that students in the matched pair of applicant groups are likely to be similar in ways that we are unable to observe. Standard validity tests confirmed that the survey items employed to generate the various scales used as outcomes measured the same underlying constructs.

The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. Instructional materials were sent to teachers who went on a tour, but our survey of teachers suggests that these materials received relatively little attention, on average no more than an hour of total class time. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it. This format is now the norm in school tours of art museums. The aversion to having museum educators provide information about works of art is motivated in part by progressive education theories and by a conviction among many in museum education that students retain very little factual information from their tours.

Recalling Tour Details. Our research suggests that students actually retain a great deal of factual information from their tours. Students who received a tour of the museum were able to recall details about the paintings they had seen at very high rates. For example, 88 percent of the students who saw the Eastman Johnson painting At the Camp—Spinning Yarns and Whittling knew when surveyed weeks later that the painting depicts abolitionists making maple syrup to undermine the sugar industry, which relied on slave labor. Similarly, 82 percent of those who saw Norman Rockwell’s Rosie the Riveter could recall that the painting emphasizes the importance of women entering the workforce during World War II. Among students who saw Thomas Hart Benton’s Ploughing It Under , 79 percent recollected that it is a depiction of a farmer destroying his crops as part of a Depression-era price support program. And 70 percent of the students who saw Romare Bearden’s Sacrifice could remember that it is part of the Harlem Renaissance art movement. Since there was no guarantee that these facts would be raised in student-directed discussions, and because students had no particular reason for remembering these details (there was no test or grade associated with the tours), it is impressive that they could recall historical and sociological information at such high rates.

These results suggest that art could be an important tool for effectively conveying traditional academic content, but this analysis cannot prove it. The control-group performance was hardly better than chance in identifying factual information about these paintings, but they never had the opportunity to learn the material. The high rate of recall of factual information by students who toured the museum demonstrates that the tours made an impression. The students could remember important details about what they saw and discussed.

Critical Thinking. Beyond recalling the details of their tour, did a visit to an art museum have a significant effect on students? Our study demonstrates that it did. For example, students randomly assigned to receive a school tour of Crystal Bridges later displayed demonstrably stronger ability to think critically about art than the control group.

During the first semester of the study, we showed all 3rd- through 12th-grade students a painting they had not previously seen, Bo Bartlett’s The Box . We then asked students to write short essays in response to two questions: What do you think is going on in this painting? And, what do you see that makes you think that? These are standard prompts used by museum educators to spark discussion during school tours.

We stripped the essays of all identifying information and had two coders rate the compositions using a seven-item rubric for measuring critical thinking that was developed by researchers at the Isabella Stewart Gardner Museum in Boston. The measure is based on the number of instances that students engaged in the following in their essays: observing, interpreting, evaluating, associating, problem finding, comparing, and flexible thinking. Our measure of critical thinking is the sum of the counts of these seven items. In total, our research team blindly scored 3,811 essays. For 750 of those essays, two researchers scored them independently. The scores they assigned to the same essay were very similar, demonstrating that we were able to measure critical thinking about art with a high degree of inter-coder reliability.

We express the impact of a school tour of Crystal Bridges on critical-thinking skills in terms of standard-deviation effect sizes. Overall, we find that students assigned by lottery to a tour of the museum improve their ability to think critically about art by 9 percent of a standard deviation relative to the control group. The benefit for disadvantaged groups is considerably larger (see Figure 1). Rural students, who live in towns with fewer than 10,000 people, experience an increase in critical-thinking skills of nearly one-third of a standard deviation. Students from high-poverty schools (those where more than 50 percent of students receive free or reduced-price lunches) experience an 18 percent effect-size improvement in critical thinking about art, as do minority students.

school tour article

A large amount of the gain in critical-thinking skills stems from an increase in the number of observations that students made in their essays. Students who went on a tour became more observant, noticing and describing more details in an image. Being observant and paying attention to detail is an important and highly useful skill that students learn when they study and discuss works of art. Additional research is required to determine if the gains in critical thinking when analyzing a work of art would transfer into improved critical thinking about other, non-art-related subjects.

Historical Empathy. Tours of art museums also affect students’ values. Visiting an art museum exposes students to a diversity of ideas, peoples, places, and time periods. That broadening experience imparts greater appreciation and understanding. We see the effects in significantly higher historical empathy and tolerance measures among students randomly assigned to a school tour of Crystal Bridges.

Historical empathy is the ability to understand and appreciate what life was like for people who lived in a different time and place. This is a central purpose of teaching history, as it provides students with a clearer perspective about their own time and place. To measure historical empathy, we included three statements on the survey with which students could express their level of agreement or disagreement: 1) I have a good understanding of how early Americans thought and felt; 2) I can imagine what life was like for people 100 years ago; and 3) When looking at a painting that shows people, I try to imagine what those people are thinking. We combined these items into a scale measuring historical empathy.

Students who went on a tour of Crystal Bridges experience a 6 percent of a standard deviation increase in historical empathy. Among rural students, the benefit is much larger, a 15 percent of a standard deviation gain. We can illustrate this benefit by focusing on one of the items in the historical empathy scale. When asked to agree or disagree with the statement, “I have a good understanding of how early Americans thought and felt,” 70 percent of the treatment-group students express agreement compared to 66 percent of the control group. Among rural participants, 69 percent of the treatment-group students agree with this statement compared to 62 percent of the control group. The fact that Crystal Bridges features art from different periods in American history may have helped produce these gains in historical empathy.

Tolerance. To measure tolerance we included four statements on the survey to which students could express their level of agreement or disagreement: 1) People who disagree with my point of view bother me; 2) Artists whose work is critical of America should not be allowed to have their work shown in art museums; 3) I appreciate hearing views different from my own; and 4) I think people can have different opinions about the same thing. We combined these items into a scale measuring the general effect of the tour on tolerance.

Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation. As with critical thinking, the benefits are much larger for students in disadvantaged groups. Rural students who visited Crystal Bridges experience a 13 percent of a standard deviation improvement in tolerance. For students at high-poverty schools, the benefit is 9 percent of a standard deviation.

The improvement in tolerance for students who went on a tour of Crystal Bridges can be illustrated by the responses to one of the items within the tolerance scale. When asked about the statement, “Artists whose work is critical of America should not be allowed to have their work shown in art museums,” 35 percent of the control-group students express agreement. But for students randomly assigned to receive a school tour of the art museum, only 32 percent agree with censoring art critical of America. Among rural students, 34 percent of the control group would censor art compared to 30 percent for the treatment group. In high-poverty schools, 37 percent of the control-group students would censor compared to 32 percent of the treatment-group students. These differences are not huge, but neither is the intervention. These changes represent the realistic improvement in tolerance that results from a half-day experience at an art museum.

Interest in Art Museums. Perhaps the most important outcome of a school tour is whether it cultivates an interest among students in returning to cultural institutions in the future. If visiting a museum helps improve critical thinking, historical empathy, tolerance, and other outcomes not measured in this study, then those benefits would compound for students if they were more likely to frequent similar cultural institutions throughout their life. The direct effects of a single visit are necessarily modest and may not persist, but if school tours help students become regular museum visitors, they may enjoy a lifetime of enhanced critical thinking, tolerance, and historical empathy.

We measured how school tours of Crystal Bridges develop in students an interest in visiting art museums in two ways: with survey items and a behavioral measure. We included a series of items in the survey designed to gauge student interest:

• I plan to visit art museums when I am an adult.

• I would tell my friends they should visit an art museum.

• Trips to art museums are interesting.

• Trips to art museums are fun.

• Would your friend like to go to an art museum on a field trip?

• Would you like more museums in your community?

• How interested are you in visiting art museums?

• If your friends or family wanted to go to an art museum, how interested would you be in going?

Interest in visiting art museums among students who toured the museum is 8 percent of a standard deviation higher than that in the randomized control group. Among rural students, the increase is much larger: 22 percent of a standard deviation. Students at high-poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum. And minority students gain 10 percent of a standard deviation in their desire to be art consumers.

One of the eight items in the art consumer scale asked students to express the extent to which they agreed or disagreed with the statement, “I would tell my friends they should visit an art museum.” For all students who received a tour, 70 percent agree with this statement, compared to 66 percent in the control group. Among rural participants, 73 percent of the treatment-group students agree versus 63 percent of the control group. In high-poverty schools, 74 percent would recommend art museums to their friends compared to 68 percent of the control group. And among minority students, 72 percent of those who received a tour would tell their friends to visit an art museum, relative to 67 percent of the control group. Students, particularly those from disadvantaged backgrounds, are more likely to have positive feelings about visiting museums if they receive a school tour.

We also measured whether students are more likely to visit Crystal Bridges in the future if they received a school tour. All students who participated in the study during the first semester, including those who did not receive a tour, were provided with a coupon that gave them and their families free entry to a special exhibit at Crystal Bridges. The coupons were coded so that we could determine the applicant group to which students belonged. Students had as long as six months after receipt of the coupon to use it.

We collected all redeemed coupons and were able to calculate how many adults and youths were admitted. Though students in the treatment group received 49 percent of all coupons that were distributed, 58 percent of the people admitted to the special exhibit with those coupons came from the treatment group. In other words, the families of students who received a tour were 18 percent more likely to return to the museum than we would expect if their rate of coupon use was the same as their share of distributed coupons.

This is particularly impressive given that the treatment-group students had recently visited the museum. Their desire to visit a museum might have been satiated, while the control group might have been curious to visit Crystal Bridges for the first time. Despite having recently been to the museum, students who received a school tour came back at higher rates. Receiving a school tour cultivates a taste for visiting art museums, and perhaps for sharing the experience with others.

Disadvantaged Students

One consistent pattern in our results is that the benefits of a school tour are generally much larger for students from less-advantaged backgrounds. Students from rural areas and high-poverty schools, as well as minority students, typically show gains that are two to three times larger than those of the total sample. Disadvantaged students assigned by lottery to receive a school tour of an art museum make exceptionally large gains in critical thinking, historical empathy, tolerance, and becoming art consumers.

It appears that the less prior exposure to culturally enriching experiences students have, the larger the benefit of receiving a school tour of a museum. We have some direct measures to support this explanation. To isolate the effect of the first time visiting the museum, we truncated our sample to include only control-group students who had never visited Crystal Bridges and treatment-group students who had visited for the first time during their tour. The effect for this first visit is roughly twice as large as that for the overall sample, just as it is for disadvantaged students.

In addition, we administered a different version of our survey to students in kindergarten through 2nd grade. Very young students are less likely to have had previous exposure to culturally enriching experiences. Very young students make exceptionally large improvements in the observed outcomes, just like disadvantaged students and first-time visitors.

When we examine effects for subgroups of advantaged students, we typically find much smaller or null effects. Students from large towns and low-poverty schools experience few significant gains from their school tour of an art museum. If schools do not provide culturally enriching experiences for these students, their families are likely to have the inclination and ability to provide those experiences on their own. But the families of disadvantaged students are less likely to substitute their own efforts when schools do not offer culturally enriching experiences. Disadvantaged students need their schools to take them on enriching field trips if they are likely to have these experiences at all.

Policy Implications

School field trips to cultural institutions have notable benefits. Students randomly assigned to receive a school tour of an art museum experience improvements in their knowledge of and ability to think critically about art, display stronger historical empathy, develop higher tolerance, and are more likely to visit such cultural institutions as art museums in the future. If schools cut field trips or switch to “reward” trips that visit less-enriching destinations, then these important educational opportunities are lost. It is particularly important that schools serving disadvantaged students provide culturally enriching field trip experiences.

This first-ever, large-scale, random-assignment experiment of the effects of school tours of an art museum should help inform the thinking of school administrators, educators, policymakers, and philanthropists. Policymakers should consider these results when deciding whether schools have sufficient resources and appropriate policy guidance to take their students on tours of cultural institutions. School administrators should give thought to these results when deciding whether to use their resources and time for these tours. And philanthropists should weigh these results when deciding whether to build and maintain these cultural institutions with quality educational programs. We don’t just want our children to acquire work skills from their education; we also want them to develop into civilized people who appreciate the breadth of human accomplishments. The school field trip is an important tool for meeting this goal.

Jay P. Greene is professor of education reform at the University of Arkansas, where Brian Kisida is a senior research associate and Daniel H. Bowen is a doctoral student.

Additional materials, including a supplemental study and a methodological appendix , are available.

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2014 issue of Education Next . Suggested citation format:

Greene, J.P., Kisida, B., and Bowen, D.H. (2014). The Educational Value of Field Trips: Taking students to an art museum improves critical thinking skills, and more . Education Next , 14(1), 78-86.

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9 questions to help you learn more on a high school tour

by: The GreatSchools Editorial Team | Updated: March 4, 2022

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9 questions to help you learn more on a high school tour


The answers to these questions will help reveal what the school is really like. Students can tell you about the school’s culture. Parents can tell you if the administration is proactive, responsive, or neither. Educators and staff members should be able to discuss the school’s mission , priorities, and programs — and why they make a difference.

In addition to asking the following questions, use our high school tour checklist and what to consider worksheets to keep track of what each school has to offer.

3 questions to ask a teacher or staff member

1. how does your school use new ideas from the science of learning and education research .

A great answer should have specifics, going beyond a single idea or policy. If you only hear about a single teacher introducing a mindful minute before class or how the school is shifting to a later start time then you know the school doesn’t have a deep focus on evidence-based policies and practices.

Example: Studies show that long lectures aren’t effective, so we use inquiry-based learning to give students more choice in both what they learn and how to show it. Teachers use technology tools and brain-based teaching techniques to engage students, etc.

2. What are your school’s most effective practices for helping kids get into college and succeed once they get there?

A great answer should mention a wide range of college counseling services designed to be used by all students, starting in ninth or tenth grade. If all you hear is that the school’s college counseling services are limited, don’t start until junior year, or are focused exclusively on certain students, the school probably doesn’t have high-quality college counseling.

Example: We have a dedicated career and college counseling center — with a full-time college counselor — that’s open to all students five days a week. Local college students volunteer year-round to help students with the application process. We have a required college preparation class starting in ninth grade that helps students explore their passions, research careers and colleges, and go through the college application and financial aid process. We have a college FAFSA (Free Application for Federal Student Aid) night where we work individually with every family to fill out their financial aid applications. We bring colleges in to talk to students and bring alumni back to talk about their college experiences. We take students on tours of local colleges.

3. How do you support students in finding their passions or career pathways?

A great answer should give you specific examples of the ways that all students go through programs or processes that help them explore and imagine their futures. If you only hear about a couple of popular after-school clubs or electives, such as robotics, you know that the school doesn’t have a lot of support for exploring career pathways. The best schools offer a diverse array of pathways and career exploration that are woven into the school day.

Example: We do a lot of project-based learning to allow students to design learning projects and go deep on a subject. Every senior does a year-long senior capstone project , which teaches them to tackle a real-world problem and present it to the community. We also have three popular pathways – digital media, medicine, and mechanics and engineering – which let students develop skills and explore future careers. Our internship program pairs juniors with community businesses they’re interested in to get a taste of different professions.

Additional questions to ask a teacher or staff member:

  • What’s one thing the school needs to improve on?
  • What has the school struggled with the most in the past few years?

3 questions to ask a parent

1. what does the school do when a student is failing.

A great answer offers specifics that show the school actively supports students with many intervention strategies before students fail. If you hear that it’s up to parents or students to ask for help, take note. Schools that proactively intervene when kids are struggling do far better than schools that wait for students or parents to ask for help. Similarly, it’s important to gauge the quality of the support services available. For instance, tutoring is an important intervention but not all tutoring is equally effective. Research suggests that peer and volunteer tutoring – while helpful – is not as effective as tutoring with teachers or trained paraprofessionals.

Example: The school doesn’t wait until a student fails. Their teacher or counselor will call you even if your child starts slipping behind in a class. Your student can get one-on-one tutoring from teachers and peers . We’ve adopted mastery-based learning so students can learn at their own pace, do homework and tests over again if they need to, and eventually succeed in any class, no matter how long it takes.

2. How does the school involve families?

A great answer suggests that the school actively engages all families meaningfully and makes every effort to remove barriers to family engagement. Schools committed to engaging families will find ways to do so even if the families are busy or don’t speak English. Fundraising for specific programs is fine, but ideally, schools should be working to build community and engage parents about their child’s academic and emotional success.

Example: I really feel like the school makes an effort. A few years ago, the school redid its mission statement and parents helped write the statement and our core values. They often have Zoom meetings so we don’t have to attend parent meetings in person. They send out lots of surveys to get our input on everything from whether we have a school safety (police) officer to what kinds of electives they’re going to offer.

3. What has your child’s experience been like with their teachers?

A great answer makes it clear that teachers are professionals who know their subject matter, care about their students, and emphasize equity in their teaching. A not-so-great answer suggests that each teacher operates in their own private world without much oversight from the school administration. This isn’t uncommon: at many schools, teachers have a lot of autonomy and their skills vary widely. The best schools have practices that make sure all teachers are using effective, equitable methods, including a culture of high teaching standards and a commitment to care about each student as an individual.

Example: The teachers are really accessible. The school has created an advisory period and now students have the same advisor for all four years. My child loves his advisor and feels like he can go to her anytime.

Additional questions to ask a parent:

  • Do your students come home excited about learning?
  • What do you wish the school would do?

3 questions to ask a student

1. what are you learning these days.

A great answer makes it clear that no matter the subject — from math and science to humanities and history — students are excited about what they’re learning and they can talk about it. Rigorous education requires students not only to learn new material but to talk about it and use it in new ways. When this happens, kids feel more ownership over their learning and their education feels more relevant to their lives. If the student’s answer just involves references to quizzes and units rather than ideas and the substance of what they’re learning, it suggests that the point of school is to follow rules and get good grades rather than actual learning.

Example: We are doing really fun small group projects on how different cultures have influenced local arts. My group is doing something on New Orleans musicians who helped create early American jazz. I suggested doing this one since I’m a jazz saxophonist! I wrote the music for our 10-minute video presentation.

2. What’s the best thing about the school?

A great answer from students will vary, but since high school is first and foremost a place where your child is going to learn something or grow emotionally, then good answers should be about learning (not necessarily academic) or a sense of community, rather than something narrow like a single sports team. If you hear nothing about the teachers, the academics, the environment on campus, or unique programs, it tells you something: the school isn’t making a big impression on the student.

Example: At my middle school, it was really cliquey and hard to make friends. But here everyone is really chill. And the teachers and staff actually care. Ms. Jones, Mr. Blake, and Mrs. Achimbe are awesome. Literally, there are so many cool teachers. I feel like I can always talk to someone .

3. What’s the most interesting project you’ve worked on this year?

A great answer should reveal that the student actually had: 1) a project that was memorable, and 2) a sense of agency over what they learned. Schools that understand how students learn the best offer some kind of project-based learning , which has been shown to engage students far more than traditional, lecture-based, teach-to-the-test education. If you only hear about projects in clubs or after school or the student can’t recall a project, it may be a sign that for the most part, classroom learning mostly involves students passively listening to their teachers lecture. Ideally, the school is using projects as a way to teach academic subjects all four years of high school.

Example: We got to do a project in biology about ocean acidification and its effect on different marine ecosystems. With an aquarium, we created this exhibition that showed how the coral reefs are dying and presented it at the local museum with actual scientists in the audience. It was really intense.

Other questions you can ask a student:

  • What do you think the school could do better?
  • Do you ever feel bored at school? When?

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school tour article

One of the best ways to see deeper learning in action is to visit schools. For many policymakers and educators, these visits are transformative, offering them an opportunity to be escorted through the school environment by student guides, visit classrooms, see teachers facilitating student learning, and talk to administrators about their role in creating an engaging learning space for all. Through schools visits, tour participants gain a greater understanding of why it’s important to help young people prepare for college, career and life not only by academic knowledge, but also by mastering skills such as critical thinking, problem solving and teamwork.

For 25 years, our organization–the American Youth Policy Forum (AYPF)–has been conducting study tours for policymakers, and more specifically for the last seven years the organization has conducted deeper learning  study tours, which have been funded by the Hewlett Foundation . Through the tours, small teams of state and federal policy leaders and educators have had the opportunity to see deeper learning in action, with the aim of informing them about what conditions are necessary to provide innovative learning experiences to all students. Ideally, they will then move from contemplating change to taking action. Through conducting these tours and receiving recommendations for improvement from WestEd ’s independent evaluation of them, we’ve learned that they remain valuable vehicles for adult learning. Here are some recommendations for you to consider as you organize your own tours of schools, or participate in these experiences.

Consider your goals

Before organizing a study tour, it’s helpful to think about why you’d want to bring people (be they policymakers, business leaders or educators) along on a tour, and what you expect to happen following the tour. You might consider using a framework similar to the one that WestEd evaluators provided us to help us clarify our tour goals and to think about our theory of action. This framework has four stages for understanding behavior change: precontemplation, contemplation, preparation, and action (this is the Transtheoretical Model of Change ). As we organize tours, our goal is that, having heard from policy leaders and having visited schools, participants will move from contemplating change, to a period of preparation, to taking action. Our purpose with these tours is to promote deeper learning opportunities for all students, so we work towards clarifying what actions policymakers and educators will need to take to accomplish this goal.

Select and Prepare Participants Carefully

Study tours work best when the audience is comprised of people with diverse backgrounds, experiences, and roles. We have typically included representatives from various levels of policy (state and local), from higher education and K-12, from the business community, and from a variety of community organizations. All trip participants receive preparation materials well in advance, including draft agendas and information on the sites they will be visiting. Based on our evaluation’s recommendations, we will spend more time in the future connecting preparatory materials to documents that will be used for reflection on participant learning during the tour. We will also examine ways to conduct pre-trip needs assessments, to help participants better focus their learning. These could include the use of surveys, or a webinar that walks participants through identifying what they most need to learn about.

Provide High-Quality Tours

A high-quality tour includes framing remarks by state- and district-level leaders, site visits to schools, and time for guided reflection and networking. Participants generally appreciate the chance to tour schools, but always want more time to interact with administrators, teachers and students. School visit agendas should maximize this kind of meeting time, offering participants multiple opportunities to engage with the principal (usually at the start and end of the tour), to hear from teachers (through classroom visits, panel discussions, or sitting in on teacher planning meetings), and to interact with students (through guided tours, classroom visits, panel discussions, or shadowing them at their internships). It’s also helpful to hear from students who have graduated from high school, as this provides a window into their experience of how well their high school prepared them for postsecondary options. Having seen deeper learning in action, usually at two school sites, it’s important to provide time and structure for participants to tease out which components of the school models presented they could possibly incorporate into their own work. The evaluation of our tours revealed, unsurprisingly, that our participants want to focus even more on learning about the policies and processes at the teacher and administrator level that enable deeper learning. They also want to figure out how they can implement helpful policies – or quit doing some of the unhelpful ones!

Conduct Follow-Up and Provide Additional Resources!

Following the trip, we provide our participants with resources, including panelist presentations and information on the school sites. Additionally, we mail them a self-addressed postcard on which they have shared the action steps they committed to take, based on what they learned. This activity with the postcards is conducted right at the end of the study tour, and mailing it a few weeks after the trip provides a gentle nudge to action. We are exploring the ideas of conducting follow-up webinars to learn what resources and help participants still need, and possibly even creating toolkits that help them transition from learning on the trip to implementation back at their jobs. Part of this conversation will center on how we help participants tell the story of their experience, as we know they typically share information with colleagues. What story will they tell about deeper learning? About their encounters with students?  About the need to provide this kind of engaging, hands-on learning experience to each and every child?

The Learning Journey is an Iterative Process…

Participating in a tour to a school can be a transformative learning experience for attendees – but only if they continue to grapple with issues raised by the tour, and have a dedicated forum for contemplating possible action. Following our tours, participants continue to explore the intersection between deeper learning and career and technical education . They struggle with how to be more effective in providing deeper learning to diverse student populations. How to recruit, train, and provide ongoing professional development for teachers who facilitate deeper learning remains a topic of profound contemplation.

Organizing an effective tour takes time and effort. Going along on a tour requires dedication to one’s craft and a willingness to be open to new experiences. As you think about participating or organizing a tour, remember that these are iterative learning experiences, moving from precontemplation towards action. Just like the students and teachers we are visiting with, we are always on a learning journey–one we should ideally engage in with curiosity, an open mind, and plenty of zest!

For more, see:

  • Professional Learning: The Power of School Visits
  • 100 Middle & High Schools Worth Visiting
  • An Innovative K-8 Human-Centered Approach at Design39

Loretta Goodwin is Deputy Director of the American Youth Policy Forum . Follow her on Twitter:  @LearningZest  

Stay in-the-know with all things EdTech and innovations in learning by signing up to receive our weekly newsletter, Smart Update .

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Planning a School Trip: Our Step-By-Step Guide

We can probably all agree that to experience learning while out in the world has a big impact. This on-the-spot learning is one of the best ways to ensure that concepts, skills and knowledge are retained. Planning a school trip is one of the most effective ways to introduce experiential learning to your students. A school trip not only cements learning in a way that kids will still be talking about it years later, it also makes that knowledge applicable to real situations. In other words, it turns knowledge that students just have (somewhere, deep down) into knowledge they can use .

But it’s all very well and good to talk about how great school tours are, but how in the world do you actually go about planning one? Where in the world, for that matter? It can seem like an immensely overwhelming task to think about planning a school trip. You might not even know where to start. Luckily, we’re going to make it easier for you. We’ve put together a step-by-step guide to help you get your next (or first!) tour underway.

Step one – the purpose of the school trip

First, you’ll need to figure out the basics. What’s the purpose of this tour? You might already take a particular subject, sport, or activity, which makes determining the focus easy. However, it is worth considering the particular areas you would hope to reinforce or improve upon with this tour. Think about your ideal outcomes, or skills you would like students to gain from this experience. Then it’s time to think about the destination/s, time of year, and duration of the tour. A tip from us here is to be sure to check the academic calendar, assignment periods and school events. It’s definitely worth making sure there are no clashes with other activities or events relevant to students. We have had complications in the past with students dropping out of tours because it clashed with their senior ball!

Step two – choose an educational travel partner

Your next step is to select an educational travel partner. Companies like Student Horizons are here to take all the minutiae of planning a school trip off your plate. You will be able to hand over over all of the organisation, admin, bookings and other details. Right away, the tour planning process becomes so much easier and less stressful for you. Of course, it is important to work with someone you like and trust. If you haven’t used an educational tour provider before, we suggest having a checklist of requirements to help you choose. These might include: support to students, teachers and parents, educational content and resources, industry experience, and crisis management support. Over the last seven years, Student Horizons has proudly cultivated strong working relationships with over a hundred schools across New Zealand and Australia. Our experience, attention to detail, safety and risk management systems and client care has led to extremely positive feedback and a high rate of repeat business.

Step three – building your itinerary

Now that you’ve decided what type of school trip you’re planning and selected a tour provider, it’s time to start building your itinerary! You will need to know your estimated group size, and budget per student. Student Horizons’ tours are bespoke and can be entirely customised to meet your needs. It’s up to you to choose, therefore, how many fixtures, performances, workshops or coaching sessions you want to include. This is generally a good place to start, as putting the key elements in place first will help determine where additional activities can fit in. It’s also good to think about sightseeing excursions, the type of accommodation you’d prefer, and how many teachers will be travelling on the tour. We recommend a minimum of one teacher for every ten students.

Step four – get tour approval

Finally, the last step is to get tour approval! Your school will have specific policies and processes that you need to comply with before booking a tour. Student Horizons will provide all necessary documents to help you secure the support of the principal and department heads.

Planning a school trip can be a long process. We always suggest starting to think about the details we’ve outlined above at least a year in advance. However, working with the right educational travel provider can reduce all the hassle of that year-long process to a mere handful of admin tasks. We would love to show you just how much easier the planning process could be with Student Horizons on board.

To find out more about how we support you, visit our teacher support page .


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Everything You Need to Know About School Tours

Before enrolling your child in a new school, it’s important to do your research. Looking up information about schools near you is a good place to start, but when it comes to getting a full picture of what a school is like, nothing beats an in-person visit. 

At BASIS Charter Schools, we proudly offer tours to prospective families. During these tours, we deliver all the information that families need to make an informed decision for their child.

Signing up for a tour is easy! Simply visit our Events page, select the tour you’re interested in, and RSVP via Eventbrite.

Here’s everything you need to know to prepare for a tour at a BASIS Charter School campus.

Benefits of going on a school tour

Going on a school tour is a great way to learn about potential schools for your child. Some of the main reasons to tour a school include:

  • Seeing classrooms in action: School tours often give you a chance to observe a classroom, allowing you to see what your child’s day-to-day learning environment will look like.
  • Having the opportunity to ask questions: Asking questions can be incredibly valuable as you consider different schools for your child. A school tour is the perfect time to ask your questions and get immediate answers!
  • Meeting teachers and staff: Before you send your child off to a new school, you want to make sure that they’ll be in good hands. Going on a school tour is a great way to meet school leadership, faculty, and staff.
  • Getting familiar with the campus : During a school tour, a staff member will show you around different parts of the campus. This gives you a chance to assess the cleanliness and safety of the school. Plus, touring a school helps you and your child become familiar with the layout of the campus, which can ease some first-day-of-school stress .
  • Learning about the school’s values: During a school tour, a staff member will speak to you about the history and mission of BASIS Charter Schools. Plus, you’ll learn about the individual school’s culture and community.

What to expect from your BASIS Charter School tour

On a school tour, you’ll learn about who we are, what makes our curriculum unique, and why we excel at teaching K–12 students.

Our tours are led by experienced school administrators who know our schools inside and out. After some introductions and an overview of what BASIS Charter Schools are, you’ll set off on your walk-through tour of the campus.

During the tour, you can expect a brief look inside some of the classrooms. You’ll also be shown areas such as the multi-purpose room, playground, and art room. Along the way, your tour guide will provide detailed information about the BASIS Charter School Curriculum, school culture, extracurricular activities, and more. There is plenty of time to ask questions—both during the tour and at the end!

Our tours are approximately 45–60 minutes long. We ask that you arrive 15 minutes before your tour is scheduled to start so that you have plenty of time to check in at the front desk and get a visitor’s badge. For security purposes, we require all adult attendees to present photo identification when checking in.

How to prepare for your school tour

Excited about your upcoming school tour? We get it; we’re excited to see you, too! Here are a few things you can do to make sure you get the most out of the experience.

Research the school

First and foremost, we recommend doing a bit of research on the school you’ll be visiting. Here are a few pages on our website that will help you learn more about our high-performing schools:

  • BASIS Charter School Curriculum

Of course, you’ll learn more about these topics during your school tour—but getting a head start doesn’t hurt!

Make a list of questions

Take some time to jot down any questions you may have about the school you’re touring. Whether it’s general questions about BASIS Charter Schools’ teaching philosophy or specific questions geared towards your child’s needs, a school tour is a great time to get answers!

Some example questions include:

  • What is your average class size and student-to-teacher ratio?
  • Do you offer any before- or after-school programs?
  • What types of extracurricular activities are available?
  • How are fine arts incorporated into your curriculum?
  • What kind of student support do you provide?
  • What is the enrollment process like?

Don’t forget to bring your list of questions with you on your tour. This will ensure you don’t forget anything you were meaning to ask!

Get ready to take notes

There’s a lot to take in during a school tour! Whether you prefer to use your phone or a notepad and pen, be sure to bring something with you that you can use for notetaking. During the tour, write down any key details, as well as your general impression of the school.

Involve your child in the tour process

If possible, we recommend bringing your child along for your school tour. This is a great way for your child to become familiar with the campus and meet teachers and staff. Your child’s impression of the school may also play a large role in your decision-making process.

Mark your calendar

Set a reminder for your tour date and make sure you have a plan for getting to the school on time. Aim to arrive 15 minutes before the tour’s scheduled start time, so you have time to check in.

Take the next step—sign up for a school tour!

What are you waiting for? If you haven’t already, sign up for a school tour today by visiting our Events page and registering for a tour at your local BASIS Charter School campus. 

We hope to see you on a tour soon!

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The Teacher's 10-Step Guide to Planning The Perfect Educational Tour

The teacher’s 10-step guide to planning the perfect educational tour.

If you’re thinking about leading your first student trip, the planning process might seem overwhelming. Where do you start? What information do you need to know before you start calling student tour agencies?

If you’ve been wondering what to do first, then read this article and bookmark it so you can follow the steps. As long as you choose the right tour company, it will be so easy to travel with your students that you’ll wonder why you hadn’t done it before!

1) When do you want to travel?

Start by making a rough estimation of your dates . Are you working within a set school vacation? Are your dates flexible? Pick your first, second and third choices of dates so that a tour consultant can show you how to maximize your budget or suggest the best times of year to visit a particular destination.

2) Where do you want to go?

Speaking of destination , do you have one in mind? Often teachers know what country or countries they want to travel to; if instead, you have a definite list of educational objectives for your tour that might be satisfied in a variety of locations, you can also ask your tour consultant to suggest the best destinations to cover them.

3) How many students are you travelling with?

Estimate the size of your group . Will you have 5 or 50 travelers? How many chaperones do you want to bring along? It’s perfectly normal to not know how many students will sign up. This number can change, but it’s good to know whether you will be a small or large group.

4) What do you want to see?

Know your must-sees . If you’ve been dreaming of visiting Paris’ catacombs, then make sure you mention it when talking to your tour consultant. His or her job is to build the perfect itinerary for your group. It will likely be a balance of well-known sites and and local favorites that only your tour director can show you.

5) Do your homework on tour companies

Research student tour companies . Once you know your travel requirements and constraints, start looking at student travel agencies to see which one fits the bill. Visit their websites, read their blogs and understand their travel philosophies. If you know other teachers who travel, ask them about their experiences.

6) Talk to an expert

Talk to a Tour Consultant:  Now’s the time to call a few companies to make further inquiries about your trip. Build an itinerary. Get a price quote. Choose one student travel agency and set up an online account for your tour so students will be able to register when the time comes.

7) Get school board approval

Get school board approval . You’ll need to talk to your school’s principal and school board in order to obtain their approval for your trip. The student travel agency that you’ve chosen should be able to help you and provide any documents that you might need.

8) Create the buzz

Promote your trip. Start spreading the good news: you’re going to travel! Get students excited about your trip by explaining what you’ll see and do. Hang destination posters in your classroom, build a presentation for students or ask one of our consultants for an interactive poster to hand out to your students.

9) Organize a parent meeting

This step is crucial! Prepare for a variety of different questions as parents will want to be fully informed on every aspect of their child’s trip. A tour consultant should provide you with all the appropriate materials and information you need to be ready for your meeting. It’s important that you let students and parents know what to expect on the trip, as well as how to access any online payment platforms. This is your opportunity to direct interested students to  register online  and start making payments toward their tour.

10) Check out recommendations on that destination

Now that you’re all set, it’s time to pack and prep! We have destination guides that have all the info and tips you need before takeoff. From what to pack, how the weather is by season and even the best sites; you won’t be unprepared with these guides.

It’s as easy as that! Once you’ve chosen a student tour company and are set up to travel, your tour consultant will take care of the rest. Keep his or her phone number and email within arm’s reach for any questions or concerns that come up along the way.

In the meantime, keep the theme of travel alive in your classroom. Plan fundraisers to help with the cost of your trip and to keep the momentum building.  You and your students are on your way to a great adventure!

Download our Free Guide

Choosing an Educational Tour Company

Very helpful tips, thanks! I’m sure we’ll choose the best tour for our summer vacation

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Thanks Mary, we’re always happy to help! Where are you thinking of vacationing this summer?

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Questions To Ask On Your High School Tour

The years have flown by, and suddenly your chubby faced toddler is now a fast-growing adolescent. With middle school graduation just around the corner, it’s time to tackle the task of choosing where your child will spend the next four years of secondary education.

From academics to school safety, high schools in your local districts can vary drastically. Navigate school tours like a pro by assembling a checklist of questions to ask teachers and administrators before making your decision.

Academics: Classes, rankings, and student achievement

When it comes to choosing the right high school, a reputation for academic excellence likely tops your list of must-haves. Jeff Rickey, Vice President and Dean of Admissions and Financial Aid at St. Lawrence University, states in a New York Times interview that selective institutions performing holistic reviews will first compare the courses the student has taken with the courses offered at the school. Grades are equally important, but a high school offering a wide selection of advanced placement (AP) and honors courses can give your child a leg up during the competitive college application process.

In addition to standard questions such as student-teacher ratio and average class size, ask your tour guide about the principal’s expectations of both the student’s and school’s performance. This will give you a better idea of the school’s goals for the upcoming year.

Questions to ask

  • What is the school’s state/national ranking or report card?
  • What AP, honors, and elective classes are offered? How are students performing (on average) in these courses?
  • Is college counseling available? What about SAT prep courses and workshops?
  • What is the typical daily homework load for students? Is homework usually assigned during weekends and holidays?
  • What academic support is offered to students who are struggling or failing?

Extracurricular activities: Education outside the classroom

Be on the lookout for after-school programs, clubs, and sports that will allow your teen to follow her passion during high school and beyond. If your child enjoys competing in swim meets or singing popular tunes, then sending her to a school with a competitive swimming team or active show choir will improve her chances of being happy and well-rounded as she prepares for college.

Questions to ask:

  • What are the requirements for playing on sports teams and participating in clubs?
  • What organized student activities does the school offer? Dances? Field trips? Overnight trips?

School safety: Learning in a secure and supportive environment

It’s no secret that school safety has increasingly become a top concern for parents, teachers, and administrators. According to the National Center for Education Statistics (NCES) School Survey on Crime and Safety , 84% of the U.S. public high schools surveyed use security cameras for monitoring purposes. High schools are also more likely than primary schools to have an electronic notification system for school-wide emergencies.

Nevertheless, high schools are still less likely to control access to buildings, and most forbid the use of cell phones and text messaging during school hours. Don’t hesitate to inquire about the security systems and school policies designed to protect students while they’re on school grounds.

  • Are students required to wear school I.D.s or badges at all times?
  • Does the school perform metal detector checks or random sweeps for drugs, contraband, and other prohibited items?
  • Does the school have a formal anti-bullying policy?
  • What technologies and notification systems are in place in case of school-wide emergencies?

School culture: Student, parent, and teacher interaction

We all remember our teenage years particularly high school as a period fraught with raging hormones, pressures of fitting in, and the precarious balance between friendships, homework, and social functions. Unfortunately, these academic demands and social pressures sometimes create mental stress and emotional turmoil that can negatively impact a students performance.

As you tour the school, observe the work and social dynamic between students and faculty. Your tour guide should also provide information about teacher-advisory groups, which are often available to help students build self-esteem, develop leadership skills, and resolve conflicts.

  • What are the student demographics on campus (e.g. ethnicity, geographic area)?
  • Are there opportunities for my child to shadow a student during a regular school day?
  • Describe the student atmosphere. Are students open, friendly, cliquish, or competitive?
  • What social and emotional support does the school offer students? Are there licensed therapists and social workers on campus?

About the author: Bridgette Austin is a freelance writer based out of New York City. She has written a variety of online publications for organizations ranging from environmental consultancies to college textbook companies. Bridgette holds an M.A. in global communications from the American University of Paris. She received her B.A. from New York University Gallatin School of Individualized Study.

  • December 22, 2017
  • High School , Middle School

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The Top 4 Educational Benefits of School Trips

This article was updated on 6 november 2018. you can read the updated version of top 4 benefits of international school travel here ..

The importance of taking the students out of the classroom to absorb, interact and be immersed in history, and educational tours, has several learning benefits for students to obtain practical information within the brain. The saying “I hear and I forget, I see and I remember, I do and I understand,” provides the backbone to the theory of retaining more information when visually experiencing activities in the chosen environment. Below are four key educational benefits and reasons why getting your students out of the classroom is good for them!

1. Reinforces classroom material

If you’re a teacher that struggles to grab your student’s attention from time to time, school tours and history field trips are sure to spark excitement to learn. Reinforcing the course material and allowing the history lesson to come to life, gives them the opportunity to visualise, experience and discuss the information, allowing students to recall the experience long after the trip (Salmi, 2003; Falk & Dierking, 1997; Wolins, Jensen, & Ulzheimer, 1992).

2. Encourages students to learn

Often educational tours use multimedia to visually grab attention and encourage students to partake in an enjoyable learning experience. However, in the classroom these exposed sensors may be limited. Students are more likely to enjoy and learn from a history class located in the center of where it all began, than in the classroom. For example, they would retain more information from a NASA tour in Florida, where all sensors are exposed - over a powerpoint slide lesson in the classroom.

Nasa 2

3. Provides a cultural experience

Embarking on educational tours, and submerging students into cultural experiences have been found to be invaluable for their development and understanding. It allows them to open their eyes to new environments, positively shapes their perspective on an international level and trigger ideas and solutions, that may not stem from their familiar comforts and habits (Miller, 2013).

4. Allows for lifelong memories to be made with friends

Taking the students out of the classroom and into a new environment allows them to work as a team with other classmates outside of their normal group. Not only that, but they make lifelong memories among peers, which is no doubt a fun learning experience in itself.

Now's the time to start planning your next educational school trip!

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College tour season is about to kick off. Here are 10 tips from college tour guides to have a successful campus visit.

  • As spring starts, colleges nationwide will welcome parents and students to tour their campuses. 
  • College tour guides want people to arrive on time, ask the right questions, and have fun.
  • They also recommend students take the tours on their own, without their parents.

Insider Today

Spring break is right around the corner, and for many high-school students and their parents, that means many will be hitting the road to tour colleges around the country.

To make the most of your visit, Business Insider spoke with college students and tour guides. They know the campuses like the backs of their hands, and they know how to walk backward.

Here are the dos and don'ts of college tours from student guides .

1. Get there with no time to spare, but don't be late.

You won't get points for arriving early, so try to arrive on time. But if you do happen to arrive late , there's no need to worry.

"If something comes up and you are late, ask your guide what you missed once the tour finishes," Skyler Kawecki-Muonio, a senior at Sarah Lawrence College in New York, told BI. "They will happily fill you in."

2. Dress to impress, but don't sacrifice comfort.

It's important to look nice, but you don't have to don a jacket and tie. Tour-goers should put their best foot forward with a sturdy pair of walking shoes , and don't forget to dress for the weather.

"At Fairleigh Dickinson, tours go out rain or shine, so make sure to wear clothes that will keep you warm," Emily Bone, a junior at Fairleigh Dickinson University in New Jersey, said .

3. Don't forget to sign in, but skip the résumé .

Most schools have a check-in desk where you'll receive a campus map and other literature. But don't bother furnishing schools with your portfolio.

"Students can leave their résumés at home," Henry Millar, a senior at the College of William & Mary in Virginia, said. "Tour guides generally do not have any sway in the admissions process whatsoever, so feel free to save the paper."

4. Pay attention on the tour, but do it solo if possible.

Some schools offer to let parents and kids take separate tours, which has advantages.

"Get excited about your child's potential future in college, but give them some space to see what they think of that school on their own," Nathan Weisbrod, a junior at Wesleyan University in Connecticut, told BI.

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Students can comfortably ask questions without a parent present and compare notes afterward .

5. Ask all your questions, but avoid personal interrogations.

This is the time to inquire about any aspect of campus life , and don't feel shy about speaking up.

"Tour guides love getting questions because it allows us to cater the tour, especially in small groups, toward the needs and interests of the families on that specific tour," Halle Spataro, a senior at Bucknell University, said.

But some topics are off-limits, so don't ask your tour guide about their SAT scores , ACT scores , or what they wrote about in their essay .

6. Speak up, but let the student take the lead.

Parents may be tempted to raise their hands again and again, but this tour is about the student, so there should be space to let them shine.

"Try to take the back seat — or the passenger seat — but refrain from driving all of your child's interactions," Julian Jacklin, a junior at Reed College in Oregon, said. "Students who feel they can own that experience usually ask the most questions and engage with the tour more."

7. Say thanks, but don't leave with questions unanswered.

Maybe your guide didn't hear you, or your kid was reluctant to speak up. You can still get the information you want before leaving.

"There's a lot of information students are getting that day and a lot of excitement with being in a new place, which can make people forget to ask certain questions," Lorenzo Mars, a junior at Pepperdine University in California, said.

Therefore, get your tour guide's email address so that you can follow up .

8. You may know exactly what school is right but keep an open mind.

Don't be surprised if a city-living kid is suddenly intrigued by a small-town setting.

"The college search and college experience are all about getting to know yourself better and growing, so on a tour, students have to trust themselves and their judgment of the 'world' they've just stepped into," Thomas Elias, a senior at the University of Scranton in Pennsylvania, said .

9. Take in as much as possible, but remember to have fun.

Sure, preparing for the next four years can be scary and stressful. But it's also an exciting milestone, so enjoy the ride.

"These tours serve as great opportunities to learn more about colleges — along with their cities, culture, and people," Connor Gee, a sophomore at the University of Mississippi, said. "Have fun with it!"

10. Weigh the pros and cons of the school, but don't stop there.

Your tour may be over, but you can still learn other ways to immerse yourself in college life .

"See if the school offers additional experiences, like eating in the cafeteria or attending a class," Emily Balda, a senior at Seton Hall University in New Jersey, said. "Consider it 'food for thought.'"

Watch: What new Citadel military college "knobs" go through on day one at the controversial school

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Fifth grade students observe nature during a field trip

Yes, Field Trips Are Worth the Effort

Culturally enriching trips can boost grades and decrease absences and behavioral infractions, new research reveals. 

As a teacher, Elena Aguilar often looked for opportunities to get her students out of the classroom and into different neighborhoods or natural environments. “We did the usual museum trips and science center stuff, but I loved the trips which pushed them into unfamiliar territory,” writes Aguilar , an instructional coach and author. Nudging kids out of their comfort zones, she says, “taught them about others as well as themselves. It helped them see the expansiveness of our world and perhaps inspired them to think about what might be available to them out there.”

Aguilar’s thinking made an impact: 15 years after traveling with her third-grade class to Yosemite National Park, a student contacted Aguilar on Facebook to thank her for the life-changing excursion. “You changed our lives with that trip,” the student wrote. “It's what made me want to be a teacher, to be able to give that same gift to other kids.”

As schools grapple with pandemic-related concerns about balancing in-seat instructional time with non-essentials like trips, new research published in The Journal of Human Resources argues that field trips, and the vital educational experiences that they provide—whether it’s a visit to a local museum or a big commitment like Aguilar’s national park trip—deliver a host of positive social and academic outcomes and are worth the effort.

“The pandemic should not keep schools from providing these essential cultural experiences forever,” asserts Jay P. Greene , one of the study’s co-authors and a senior research fellow at the Heritage Foundation, in an opinion piece for the Daily News . “If schools make culturally-enriching field trips an integral part of the education experience, all students—especially those whose parents have a harder time accessing these experiences on their own—would benefit.”

In the study, researchers assigned more than 1,000 fourth- and fifth-grade students in Atlanta to two groups. One group participated in three to six “culturally-enriching” field trips—visits to an art museum, a live theater performance, and a symphony concert—while students in the control group stayed put in class. The outcome? Kids in the field trip group “scored higher on end-of-grade exams, received higher course grades, were absent less often, and had fewer behavioral infractions,” compared to students in the control group, according to a ScienceDaily brief . Benefits lasted two to three years, Greene writes, and were “most visible when students were in middle school.”

“We are able to demonstrate that a relatively simple intervention—and we consider it pretty low-touch; three field trips in a year, maybe six field trips in two years—can actually have some substantial impacts,” says lead study author Heidi Holmes Erickson in an interview with The 74 . “They’re not just limited to social benefits. It shows that smaller interventions can actually have some significant effects on academics as well.”

Field trips aren’t a threat to in-class instruction, Erickson notes, they’re a tool to help bolster engagement and expand students’ horizons. “It's possible to expose students to a broader world and have a culturally enriching curriculum without sacrificing academic outcomes, and it may actually improve academic outcomes,” Erickson says. Far from harming test scores, the researchers found that culturally rich excursions reinforce academics and “students who participated in these field trips were doing better in class.”

Meanwhile, class trips don't need to be elaborate productions to make an impact: small excursions outside the classroom—"low-touch," as the researchers call them—can pack a punch. Here’s how three educators recommend dialing it back with low-stakes options that are both engaging and stimulating for students, but might not require days to prepare and plan:

Make Them Bite-Sized : Instead of allocating an entire day to a field trip, educational consultant Laurel Schwartz takes her classes on micro field trips , or “short outings that can be completed in a single class period.” These real-world encounters, she says, are especially beneficial for English learners and world language students. A micro field trip to a nearby park or around school grounds, for example, can be a great opportunity to “enhance a unit on nature and wildlife while reinforcing vocabulary for senses, colors, and the concepts of quantity and size,” Schwartz writes. “Afterwards, students might write descriptive stories set in the place you visited using vocabulary collected and defined together by the class.”

Try Teacher-Less Trips : To encourage exploration and learning outside of the classroom, former social studies teacher Arch Grieve removes himself from the equation with teacher-less field trips rooted in students’ local communities. Grieve only suggests options that are directly tied to a unit being discussed in class—like attending a talk at a local university or visiting a museum or cultural festival—and offers extra credit to incentivize students. “These trips allow for a greater appreciation of my subject matter than is possible in the school setting, and perhaps best of all, there's little to no planning involved.”

Explore Virtual Options : It may not be as fun as visiting in person, but the Internet makes it possible to visit museums like The National Gallery of London and The Vatican Museums without leaving the school building. Middle school English teacher Laura Bradley likes to search the Museums for Digital Learning website by topic, keyword, and grade level, to find lessons and activities that meet her unique curricular needs. The site grants access to digitized museum collections, 3D models, audio files, documents, images, and videos. 

How to Find the Right K-12 School for Your Child

Consider location, budget and your child’s unique needs.

How to Choose a K-12 School

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Choosing a school for your child is one of the most personal decisions a parent can make, but that doesn't mean you have to go it alone.

With her extensive background in education, Kiran Bhai is the person friends and family often turn to for help when it comes to choosing a school for their child.

Bhai has worked in both public and charter schools and is the program director for schools and parenting at Making Caring Common, a project based at the Harvard University's Graduate School of Education that works with educators and families to raise caring and ethical children.

She knows anxious parents are looking for a magic answer, but she doesn’t have one. Instead, she suggests they start by asking themselves some important questions in order to figure out their own “personal equation” for the kind of school that will meet their child’s needs and goals.

Does a child struggle to make friends? Maybe a smaller school is the way to go. Does a child require extra learning support? You might want to look at schools designed for students with learning disabilities . Do parents want a school with lots of options for sports and extracurriculars? Do they want to be within walking distance of school?

The list goes on and on.

“It’s personal,” Bhai says. “You want to know the goals you have. It’s so different for every family and every child.”

Choosing a school for your child is one of the most personal decisions a parent can make, but that doesn't mean you have to go it alone. Bhai and other experts suggest considering these factors when choosing a school.

Types of Schools 

Determining what’s most important for your child and your family will help determine the type of school you want your child to attend. While it might seem like there’s only a choice between public and private schools , there are lots of other options to consider. Maybe you want to send your child to a parochial school. Maybe a microschool would work better for your family. Or you might be curious about homeschooling .

Families may also have a choice when it comes to public school. Many areas offer public charter and magnet schools in addition to traditional public schools. Then there's the matter of instruction: Some charters and especially magnets specialize in a particular area of focus, like STEM or the performing arts. And there are private and public options for alternative educational approaches like Montessori and Waldorf schools.

While there are many factors when deciding on a school, the three most important drivers are typically location, budget and, the biggest factor of all, your child’s unique needs. Bhai says some of the biggest concerns she hears from parents in that category are related to school safety , class size and availability of student support.

Even after taking into account all these considerations, the decision may not be easy.

“You’re taking a leap when you have the choice to make a choice,” Bhai says. “You’ll never have all the information but you do your best.”

Public vs. Private 

The debate over public and private schools seems to never end, but perhaps nowhere is it more contentious than New York City. And Joyce Szuflita has had a unique vantage point.

As a school consultant in Brooklyn, Szuflita has spent nearly 15 years advising thousands of anxious parents in the city. Her role began after diving headlong into the school search process for her twin girls in the “very complicated environment” of New York City.

While some clients come to her intent on either public or private, lots come to her just plain confused. Some are nervous about sending their children to a big city public school in a place they didn’t grow up. Others feel pressure from colleagues and friends that they have to send their kids to private school.

“I don’t have hard and fast recommendations,” Szuflita says. She tells parents to look for value. "If that means paying for it, that’s great, and if you don’t have to pay for it, that’s great.”

Szuflita always starts by asking parents where they went to school. If they had a good experience, many want to replicate it for their children. If they had a bad one, many are looking for the opposite.

Choosing private or public also doesn’t mean a lifelong decision. Some families might choose public school for early grades and private for high school , or the reverse. Some might start with private, go to public for middle school , and then return to private for high school.

Many parents interested in private school often choose K-12 schools so they don’t have to go through the admission process more than once. But Sharon Decker, co-founder of The Admissions Plan, a private school admissions consulting firm, says she often encourages them to consider K-8 schools.

Decker says it’s often easier – although still not easy – to be accepted into those schools, but more importantly, K-8 schools often have more resources for grades 6-8 since resources aren’t being funneled off to high school.

“For some kids it can be a place to flourish,” Decker says. “Sixth, seventh and eighth graders can really be leaders of the school. Middle school can be crushing, so for the kids in middle school who have the opportunity to lead and shine and be known, it can be really valuable.”

Steps to Take When Choosing a School

Educators and admissions experts agree there are a few things parents should do when deciding on a school.

Talk to Other Parents 

One of the best ways to get the inside scoop on a school is to talk with current parents.

While it’s great to talk with friends or acquaintances about their experience in schools, try to go beyond your own network. Making Caring Common suggests talking to parents outside of your circle to get a more diverse view of schools available.

“The diversity of the student body and staff as well is really important, because your child’s school experience is going to be a huge part in shaping their worldview,” says Bhai.

Being surrounded by people from different backgrounds also helps to develop important skills like empathy and communications. “Those skills are as valuable as strong academics to post-secondary paths,” she says.

Most schools also have a PTA or other parent organization you can reach out to, or check social media for groups associated with the school you’re interested in. And “if your child is really young, strike up conversations with parents at your local playground,” Bhai says.

Schedule a Visit

Going on a school tour is an absolute must, and often a requirement when applying to private schools. Tours paint a fuller picture than a website or brochure about the kind of education you can expect for your child.

In the early grades, there are a few things to look out for. “A lack of student-created work on the walls or work that is exactly the same” is a red flag, Szuflita says. She also recommends checking the bookshelves and seeing if they are filled with literature or textbooks and workbooks.

It gets trickier when students get into middle and high school, but there are still things to watch for.

“Look at how many middle schoolers are on their phone under the desk in the classroom,” Decker says. “If you see the majority are on phones and not interacting, that says something about class culture.”

In high school, look at class size and whether students are in large lecture halls or in small, discussion-based classrooms.

Do Research and Go Beyond Rankings 

Many parents will turn to ratings, rankings and online reviews at some point in the school search. While everyone has an opinion on ratings, almost all agree that they shouldn’t be the only factor in making a decision.

“Anyone can write a review on these sites, and schools can stack the deck” by requesting positive reviews from alums and parents, Decker says.

“Ratings are one part of the puzzle,” says Jon Deane, CEO of GreatSchools, a national nonprofit that provides information and ratings on PK-12 schools. In addition to test scores, GreatSchools factors in a number of metrics, including student progress, college readiness and an equity rating that measures how well a school serves its disadvantaged students. US News' K-8 and high school rankings consider similar factors.

The Department of Education recommends that parents consult their school district’s report card, which includes graduation rates, qualifications of teachers and student state test scores.

Bhai urges parents to look beyond just test scores to judge the quality of a school. One way is to ask districts for a school climate report , a comprehensive assessment that includes metrics like student engagement, school safety and the overall learning environment.

Even as rankings become more holistic in their approach, Deane urges parents to keep their value in perspective.

“A higher-rated school might be right for one parent and not another,” he says. “The ultimate goal is to find the right fit for themselves. We hope rankings are a part of their journey but that they take advantage of all of the information available to them.”

Trust Your Gut  

After all the research and tours and discussions with other parents, choosing a school often comes down to one thing: feel. Trusting your intuition is an important part of the process.

“There’s a certain amount of alchemy and being lucky,” Szuflita says. “If you choose a school only by its status, you’ll make a huge mistake.”

Szuflita also says parents shouldn't forget their child's perspective.

When she was touring schools with one daughter, they visited a school where students gave a presentation. While Szuflita wasn’t blown away, when she looked at her daughter, “her eyes were glowing and she said, ‘This is it. This is where I want to go to school.’”

“And she was right. She sensed that she would fit there,” Szuflita says. “It depends on the kid, but sometimes they can have a sense.”

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My school trip essay

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Last updated Saturday , 16-03-2024 on 10:22 am

My school trip essay ,School trips leave a great impact in the mind of the student where he goes without his family accompanied by friends and colleagues, which allows him to rely on himself and take responsibility to enjoy the activities of the trip.All this will be here in My school trip essay .

My school trip essay

School trips leave a great impact in the mind of the student, where he goes without his family, with his friends and colleagues, which allow him to rely on himself and take responsibility and enjoy the activities of the trip.

Each school planning for trips is as a recreational and educational way, supervised by social workers and school supervisors, who planning visits, ticketing, bus booking, etc.

I went on a school trip to (name of the city) of (Governorate name). of (city area in km) and (population number) approximately.

I prepared my small bag and put sandwiches, juice and water for the trip. I went to sleep early to wake up early to be full of energy on the journey.

We rode the bus in front of the school in the early morning and we left our parents and friends who did not come with us.

The bus driver displayed a documentary about the city we were going to visit and the tour supervisor told us about the directions and instructions we should follow and how to act in case of lost. He provided us emergency numbers and asked us to write them in a paper and keep in our pocket.

We arrived at our destination and started visiting the (museum name) which is a large museum featuring many important items that tell us the history of the city.

Then we went to visit the open museum which is an open area with many beautiful items.

Then we went to visit the important landmarks of the city.

The last stop of the trip was to visit the amusement park, a recreational city with lots of games.

The supervisor gave us two hours to enjoy our time, play the games we want and assemble before the door of the amusement park in preparation for riding the bus and back to our city.

We gathered two hours later in front of the amusement park door, the supervisor checked everyone’s presence and then we boarded the bus and returned to our city.

It was a beautiful day we enjoyed it a lot and we saw many of the city’s famous sights.

We learned a lot about its history and the history of its inhabitants.

Finally, we reached our city late at night. Our families were waiting for us.

We thanked the tour supervisor and went to our homes to sleep and prepare for school the next day.

a memorable school trip essay

It’s great to enjoy a little bit away from school and home for rejuvenation and energy, and this is exactly what happened. After working hard and excelling in school, I was able to go out on an unforgettable school trip. Through this trip, I was able to define my goals and benefit greatly from them.

This was an excursion to one of the seminars of the great Steve Jones. Just being in the midst of this huge crowd of scientists, inventors and businessmen made me know what I want to become in the future, and what are my upcoming priorities.

On this journey I was able to find answers to many of my questions and found the inspiration I wanted. Now I want to become in the future an inventor of something useful that benefits humanity and achieve great success for me, whether material or moral, through fame.

It is wonderful to know the importance of technology to society and how we inevitably go to it and the development of all means of services around us. And with just a little bit of clinging to the dream and fighting for it like Steve did, I can certainly succeed too.

simple essay on school trip

I feel very happy to go on a trip to the football stadium. This was a big surprise for us, to be able to watch an important match with friends.

Of course, I watched many matches with my family before, but this time the experience is different because it is with my friends and I was able to express and launch my enthusiasm, without feeling any pressure.

I enjoy this experience so much, and for sure I want to repeat this experience in other activities. Now I can’t wait to go home and tell my brother about this experience, and that in the future he should try going out with his friends on school trips and enjoying this holiday. It gives great psychological comfort and a boost of activity that helps to return to study with full vitality and activity.

essay on school trip to a park

Oh my gosh, I can’t describe the beauty of nature that I enjoyed during my last school trip. There is a very big difference between the constant presence between the big and fast industrial life and the relaxation in the vast gardens and parks that do not contain any noise.

It is great to go through this experience and go to one of the most beautiful parks that contain very beautiful gardening works and organized views of trees and roses.

The wonderful engineering work that I saw in the park is one of the best landscapes that my friends and I enjoyed watching.

And certainly immediately we felt the amount of interest and love from the people responsible for this place, and how they can preserve and show this place this beauty.

Of course I would love to go back on a school trip to the park and enjoy physical games with my friends like we did. This was one of the things I enjoyed in nature. It is great to find large green areas. This helped me relax a lot.

school tour experience essay

I would very much like to write an article about my experience in the last school tour, and point out the things I liked the most.

I find this tour very different from many of our previous tours. Previously, the tour was in only one place, and curiosity and enthusiasm ended before the tour ended.

But certainly this was different when we were able to visit many places in the same tour, such as the museum, the garden and the library. All of these places had a different effect.

We find when visiting the museum and meeting one of the guides working in the museum that he has that interesting and funny way of explaining the holdings. It makes you want to know more about its origin and the civilization it comes from.

But due to the lack of time, this made me even more excited, eager to listen. I am also eager to see another place and enjoy. This made it more beautiful and did not leave any way for boredom.

When visiting the library, I was able to sign one of the famous books and see some of the authors of these books. I always watched this event through movies only. It is great to try this experience and get some interesting and useful books.

But certainly nothing is so wonderful after a long day of listening and paying attention as visiting the park and walking around it to release all that energy.

I cannot describe the beauty of how I felt in the experience of the games and activities that we did inside the park. I can say this was the best school trip experience I’ve ever had.

a school field trip essay in English

One of the great school field trips I enjoyed was this trip, this weekend we were able to go on a school field trip to the zoo.

And there were a lot of interesting animals that wanted to feed and take pictures, many pictures with them. But of course, every field trip cannot pass without new experiences, some of which you will benefit from and others that delight you.

I can’t stop laughing whenever I remembered the monkeys, and how they used to behave, I can’t believe how smart this animal is, and how it can make you happy at any time. And also watching the peacock, what a beauty!, I did not feel the consistency and beauty of the colors, as I saw in this bird.

It was wonderful to learn some information about the habitat of many animals, which made me very eager to read about them, how they live and how important the group is to them, and how to unite among them, such as the blue whale and other collective animals that live in groups and like the wolf as well.

Certainly this field trip was very wonderful and contained a lot of information that I benefited from.

In this way we have given you  My school trip essay, and you can read more through the following section:

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A school trip essay is very excellent and writing way is also perfect

A very good essay. Need more like this.

Yeah. A very good way of writing

Awesome Schools trips are always full of fun and interesting moment. Nice construction, fantastic essay. keep it up.

babi school trip xbagi alamat,tarikh,etc bodo writer

Nice 👍👍👍👍👍👍🙂

This information is truly valuable. I appreciate the practical tips you’ve shared.

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How To Write A Report On Your School Trip Experience

We know what it’s like in teaching these days: everything needs a write-up. And school trips are no exception: from writing permission letters to parents, to the post-match analysis that are school trip reports.

Fortunately, the experts at NGT are here to help. Our tour planning tools page and Trip HQ hub contain all sorts of teacher resources, from letter templates to packing checklists. So you can get a head start on all that admin, and build a school trip your students will never forget.

As for how to write a report on a school trip, we can help with those too. Just read on for our handy guide.

The school trip report format

When reporting on a  school trip , there are no ‘set’ ways to get started.

However, we’ve included some school trip report examples below, and outlined a few essential sections to help you out.

As for the length of your school trip report, you should aim for about two to three pages. This might sound quite long, but once you’ve filled out the key elements, it should come together fairly easily. 

The School Trip Aims and Objectives

Every school trip should have some solid objectives behind it: from allowing  geography  students to see coastal erosion in action, to letting your French class practice their language skills at a real  Parisian  market.

Hence, the aims and objectives should be the first and most important part of your school trip report. A bulleted list will suffice.

The school trip location

In your analysis of your school trip, it’s also important to explain why you chose that location.

Was it a once in a lifetime chance to experience other cultures? Or an opportunity for students to get to know their local area?

It’s also worth noting down why this place, in particular, is relevant to your specific  study topics . From museums and art galleries to sights and sounds, what is it about this  destination  that makes it the perfect spot to enhance your pupils’ classroom learning?

The school trip diary

A good school trip report should always include some diary-style entries. If it was a day trip, write up what your students did in the morning and afternoon. If you enjoyed a longer visit, you can separate out the activities from each day. 

However, rather than simply writing down the itinerary, make sure you explain how students felt, and what they learned. Adding little details like what the weather was like, and all the sights and sounds you noticed, can really help to bring your experience to life.

A top tip is to use the daily entries within  WST’s Trip HQ , therefore all your notes are securely kept in one place.

The school trip outcomes

This section is all about the educational impact of your adventure. Did your students fulfil their original objectives? What little surprises did you encounter along the way? Was there anything they learned that they didn’t expect to?

Once you’ve answered these questions, it’s time to establish the impact this experience will have in the classroom. For  modern foreign language  students, this might be improved fluency in their chosen language. For  art students , it might be inspiration for their coursework. For geographers, a case study they can use in their exams.

Whatever it is, write it down – it’s a crucial part of your school trip report.

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Benefits of school trips, why are they important?

Educational tours and school trips abroad can help students develop both on an academic and personal level. Today we share our thoughts on the main benefits of school trips abroad for your students and children:

benefits of school trips travel newsletter JWT Sports

1-Reinforcing lessons and expanding knowledge

As Confucius said: “I hear and I forget. I see and I remember. I do and I understand.”

‘Doing’, or putting into action or practice lessons learnt in the classroom, helps students remember and understand them better.

Applying practice to the theory not only reinforces those lessons but expands their knowledge on the subject, giving it a different more tangible dimension.

This is applicable to all subjects, from history to art but it is particularly evident when studying languages. The excitement of using those language skills in the real world will help students see the real purpose of learning them in the first place.

2-Encouraging and discovering new interests

As humans and students our brain gets excited by different things, topics and teaching methods. School trips can be a powerful motivation tool, encouraging further learning on a particular subject or sparking their interest in new ones.

School trips abroad and indeed local school tours can inspire students. Kids who might not be particularly interested in team sports for instance, might discover they enjoy skiing, hiking or even find a new sporting passion.

3-Experiencing different cultures

Education is not only about growing intellectually or achieving results but also preparing youngsters to be responsible citizens. Experiencing different cultures teaches them valuable lessons they will carry with them into adulthood.

On school trips abroad, they get exposed to different cultures, traditions, food, languages and ways to see the world; encouraging understanding, appreciation for other nationalities and diversity. This is without a doubt one of the most important benefits of school trips abroad for all students.

4-Bonding with classmates and teachers

School trips also have an important social aspect, as they facilitate team building and bonding between classmates. Often new friendships are developed during school trips, as students from different groups might interact and mix.

They can also give teachers an opportunity to know their students better, their interests and personalities, in a more informal context and relaxed environment; and gain their trust.

5-Personal development and confidence building

Many students get their first taste of relative freedom or independence during school trips. This is an important rite of passage and has a positive impact on their personal development, building their confidence as they are taken out of their home environment and comfort zone.

For instance they will learn to manage their own time and find their way around a new city, if the trip includes free time to explore; they will be in charge of their personal budget for the duration of the trip and they can even be encouraged to organise a saving plan at home to take responsibility for their own school trip costs.

These valuable learning experiences can’t be recreated in a classroom environment or learned from textbooks.

6- Positive memories

Many of us remember our favourite school tour, whether it was a visit to a local museum or our first time saying a few words in a different language abroad. Many of our best school memories are created during school trips with peers.

As teachers and parents have told our travel team over the years, some of the benefits of school trips will last a lifetime.

Find some ideas for your school trips on our page: TOP 10 DESTINATIONS FOR SCHOOL TRIPS

We hope you enjoyed our article on the main benefits of school trips abroad, for destination ideas and travel advice for your school group, contact our knowledgeable travel experts at JWT Schools.

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CAS Trips

Why School Trips Are Beneficial for Students

Home » Why School Trips Are Beneficial for Students

The pandemic has had many implications for students, teachers, and the educational system as a whole—the loss of many school trips among them. Now is the moment to make up for lost time ! Although some may consider school trips as more of a bonus element than an essential part of the school experience, we know just how valuable school trips are for students from first-hand experience .

From the notable academic benefits to the advantages for personal development, we believe passionately that school trips are a vital part of what makes CAS and IB experience so unique. Educational trips allow students to mobilize their learnings while socializing with peers and strangers in a completely different way than many of them have before. It is these experiences that many students remember most from their time at school. 

So, if you are looking for inspiration for the 2022/2023 academic year, here are just a few ways school trips can benefit students.

School trips bring subjects to life

Each young person learns a bit differently and ensuring that students receive a wide variety of learning experiences ensures that no one is left behind. Kinaesthetic learners, in particular, benefit immensely from the chance to take a hands-on approach to a topic. For example, a study of 10th-grade students from 2019 evaluated the attitude of students who had experienced learning outside of the classroom with those who had not. The findings showed that the experimental group had a more positive attitude towards science than their peers. It was also found that field trips promote a more vital interest in science. 

So, whether studying marine biodiversity in person or learning about different approaches to sustainability by seeing them implemented in a city, the quality of knowledge in virtually all subjects is enhanced when real-life experience is part of the program.

School Trips with CAS Trips

School trips allow for the discovery of new interests

Exposure to new situations, topics, and teaching methods automatically stimulates interest and excites the brain. As such, school trips are a potent tool to cultivate new interests and boost motivation to continue exploring existing ones. School trips abroad and even shorter outings closer to home can provide invaluable inspiration for students. Many Service Learning experiences that students have while traveling, for example, prompt them to implement their own ideas once they have returned home. 

School trips benefit the classroom environment

In addition to how a school trip directly impacts a student’s academic education, such as strengthening their understanding of a subject or offering practical memories to be utlized in the exam hall, it will also improve the classroom environment once everyone has returned home. Carving out a block of time to share unique and exciting experiences necessarily improves relationships between students and between students and teachers. This generally translates to improved behavior and engagement at school. 

School trips instill confidence and independence

Another hugely important benefit of school trips is gaining the confidence to try new things. An essential step in broadening their horizons , a young person who feels empowered to do things and go places on their own will automatically open up many new and beneficial opportunities. For many students, a school trip might be their first time traveling without their families. This gives students a new level of responsibility for themselves and their belongings. 

In addition, travel also taps into the skills needed for public speaking, professional communication, and presentations—all things many students struggle with. Educational trips challenge students who may be timid or tend to avoid engaging with unfamiliar people. By stepping outside of their comfort zone when asking for directions, posing questions to the staff at visits, or even ordering food while traveling—these students’ confidence will enjoy a notable boost. 

School trips promote deeper cultural understanding

Trips abroad and even travel within their home country can help students appreciate the wonderful mixture of cultures, cuisines, and traditions that constitute the world around them. Travel is a fantastic opportunity for students to experience cultures outside their own and appreciate the shared characteristics that unite us. Students will also be gifted with first-hand knowledge of how their culture is informed by others and vice versa, leading to deeping understanding, empathy, and international mindedness .

At CAS Trips , we firmly believe that school trips help students gain real-world experience that cannot be taught in a classroom. These enriching and memorable journeys open their minds to different cultures and strengthen their knowledge of the world around them. 

Ready to start planning? Get in touch to speak with one of our educational travel experts today. 

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  • The International Baccalaureate 7 Learning Outcomes June 6, 2018
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English Compositions

Report Writing on Educational Tour [With PDF]

In this article you are going to learn how to write a report on Educational Tour organize by your school. So with out much delay let’s jump in.

Report Writing on Educational Tour

Educational Tour From School

By Ashlyn Tony

February 23, 2018; Karnataka: A bright morning, our tutor came in and announced we are going for a field trip. We were excited but most of us didn’t know what was a field trip and what was the motive behind it. We packed ourselves and led ourselves to our school bus.

During the ride, our tutor explained to us what a field trip was and why it was conducted. We went to a zoological park. It was a different experience from classroom learning. We students grasped the concept much faster. The method of learning through experience was different. We could learn things outside textbooks.

This is done so that students can look into a particular topic from all possible perspectives enabling them to learn everything. It has also been proved that field trips are an excellent way for incorporating knowledge into young minds. This also helps students to learn and understand topics on their own without further explanations.

They help indirect learning and help students in finding things by themselves which is better than spoon-feeding information. This experience helps students to retain in their memories what they have learnt for a much longer period. 

Field Trip To A Butterfly Garden

By Rachel Harris

January 1, 2019; New Delhi: A field trip to a nearby butterfly garden was arranged for the kindergarten students. They were all excited about the idea of visiting a butterfly garden. We took the school bus to the garden. The students were so excited to see different types of butterflies.

Students observed different varieties and their teachers helped them understand the different features. They studied the different stages of growth. They saw a huge variety of butterflies. The students were so excited. By the end, students started recognising the different varieties of butterflies. They learnt all they could about Butterflies.

Also, they used this experience for instilling in students the importance of nature. They understood that the reason behind why they could not see butterflies like before is because of the disturbances humans create in the environment.

They were also taught the importance of trees in nature. They pledged that they would not hurt mother nature and will prevent unnecessary cutting of trees. Thus, the field trip was successful.

College Field Trip

By Saira Rajput

March 2, 2016; Bombay: We students were looking forward to the field trips. We were eagerly waiting for the days to come. We had pre-planned everything. Every single detail was planned and everything was set. We were visiting places with magnificent architectural designs.

The different varieties of ideas used made us think about the brilliance of the architecture. The designs, mural paintings, the statues, and the engraving on the walls. For some of us, this was the first experience. We learned about things that one should think about before planning and executing architectural designs.

This trip also taught us about the importance of precision in planning a design. One should be able to foresee everything before starting the actual construction. The quality of the materials, the materials used and also how much is the design applicable in a particular place.

Since some materials cannot be used in some climatic conditions, one should take utmost care in selecting materials for the construction. The trip made us realise our potential and also the importance of planning and precision in our field.

Field Trip To A Cow Farm

 By Mark Anthony

September 5, 2015; Gujarat: This field trip was planned so as to make students understand how a farm works. On reaching the farm, students saw a large number of cows, of different varieties. One could see the huge machines used for milking the cows. The farm had a large number of workers. There was a veterinarian for weekly checkups.

There were employees cleaning the farms. There were separate employees for each pair of cows. Cows at this farm were given high-protein foods. The sheds were cleaned regularly to control diseases that might affect the cows. One could see the care given to the cows by looking at them. After the milking process, they are sent to a nearby plant for pasteurization and packaging.

There are special sheds for pregnant cows so as to give them special care. The calves are very well taken care of. The students could understand the importance of cleanliness and regular checkups. This experience made the students realise something new and made them learn new things.

There You Have It

So you have seen the example reports on Educational Tour, I hope these examples indeed help you.

Do let me know if you have any other topic ideas that you want me to cover by leaving a quick comment just below the article.

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The shadows of children are seen on a wall as they hold each other's hands aloft

Happy smiling African children: why school tourism in Zimbabwe shouldn’t be encouraged

school tour article

Lecturer, Charles Sturt University

Disclosure statement

Kathleen Smithers does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Charles Sturt University provides funding as a member of The Conversation AU.

View all partners

A large, air-conditioned bus draws up outside a school. Tourists, most from Europe and the US, disembark, cameras at the ready. Some have brought gifts: packages of pens and pencils. They distribute these to the children, who spontaneously begin singing and dancing.

This scene and others like it play out in schools around the world. It’s called school tourism. It’s similar to orphanage tourism and so-called “slum” tourism , in which tourists visit orphanages or “slums” in poor countries to witness poverty and suffering. These sorts of tourism come with several ethical problems: photography of unconsenting children and adults, intrusions on people’s private lives, daily interruptions to children’s routines and issues of child protection.

Tourists visit a school for between two and three hours. They usually enter classrooms, photograph children and sometimes watch cultural displays like singing and dancing. These tours are generally part of an arrangement with a tourism company but exist in a multitude of forms globally. As an example, a school tour often sits within the itinerary of a tour of southern Africa, or alongside wildlife tourism ventures.

In Zimbabwe, schools have arrangements with tourism companies that enable funding for infrastructure and sponsorship of children. In Matabeleland North, close to Mosi-oa-Tunya (Victoria Falls) and Hwange National Park, for example, 19 out of 20 companies interviewed by researchers in 2012 provided some sort of support, sponsorship or infrastructure to schools in nearby areas.

These partnerships are often in conjunction with an exchange of philanthropic funding for access to their school. This phenomenon has also been reported in Fiji, Zambia , Kenya, Ethiopia and Mozambique .

Zimbabwe’s economic troubles , including severe hyper-inflation, are well documented . Schools are poorly resourced and, in government schools, teachers are often unpaid or earn below the poverty line .

I am a Zimbabwean-born Australian woman and a trained secondary school teacher. In 2015, I was working with a school in Zimbabwe as part of my university degree and witnessed this tourism myself. In 2019, as part of my doctoral research, I spent one term at a school in Matabeleland North. It received 129 visits from tourist groups that year alone.

During my time there I talked with teachers, tourism workers and NGO staff. I also asked students to draw pictures of their experiences of tourism .

In a recently published article I contribute to the growing field of research about how schools funded by tourism operate. I offer a critique of how an image of “Africa” is reproduced for the tourist gaze, and the fact that images shared by tourists after their visits further inculcate damaging tropes of the African continent as a place only of extreme poverty and neediness. Schools funded by tourism become a mirror of the tourism industry.

My research identified the sorts of images involved in marketing of tourism that portray a static and cliched image of “Africa” . This includes landscapes filled with animals, extreme poverty, white women and men dressed for safari and images of Maasai men herding cattle. Smiling, happy children are another part of the image.

The tourism workers I interviewed tried to prevent the continuation of these images by presenting counter-narratives of how Zimbabweans live. But they were not always successful. This is partly due to the structured nature of mass tourism initiatives: tourists are sold an itinerary and this must be followed. Since the school tours are part of broader tours of southern Africa, the school and tourism workers felt a need to conform to a particular image – and this involved interactions with happy children. When teachers and schools feel a need to conform to a particular image, their actions and choices are constrained.

Read more: Changing the African narrative through social media platforms

The school I worked with had different arrangements with three tourism companies. One donated US$200 in cash on every visit. Another had promised to build one classroom block. The third company actually founded the school, providing teachers’ salaries and significant infrastructure development. Some tourists had also donated larger pieces of infrastructure, such as the materials for a borehole and electrical connections to the main grid.

The findings

The school tours are disruptive to students and staff. They are a diversion from the usual routines of the school. One teacher said:

Sometimes you may be called, maybe you did not know that there are visitors coming and they just want to come in at that particular time … Then you are called off the lesson and the time does not wait for you. It goes and that subject is being interrupted. Then you are no longer going to be able to move onto the next subject now. Since you had already introduced the previous lesson, you will not leave it in the air, you have to finish it, so the next subject now is being disturbed.

Read more: A close-up look at what happens when tourists and Maasai communities meet

The school in my study found it difficult to balance the perceived needs of the tourists and the institution’s needs. As one of the school leaders put it:

We have to look at it in the sense that, yes, it is taking time: it is probably asking the kids to do something that they would not just usually do when meeting someone. But you have to look at the guest side of things, and also think, these are the people who are helping us. Potential helpers, some are already helping, what are (the tourists) taking away?

The children were highly aware of the need to please the tourists , whom they saw as fulfilling a particular need. Tawanda, aged 10, said:

I would prefer to come to school which has visitors because they will be helping us. When there are no books, they will be paying, they will be giving us some money, and we buy some books.

A children's drawing in coloured pencils depicts adults visiting a school building, surrounded by children

Teachers worried that some groups would donate less if they weren’t able to interact with children.

What should be done

Ideally, school tours should not occur at all. However, due to Zimbabwe’s economic instability, schools are becoming increasingly resourceful to find avenues for additional funding. Although they are not a perfect solution, philanthropic partnerships need to exist.

My research does not suggest that people should avoid visiting Zimbabwe as a whole and I do not want to suggest that philanthropic funding of schools is necessarily bad. Rather, it is important to seek out tourism experiences that do not homogenise culture and cultural experiences. Tourists should also consider the itinerary of any tours they book and aim to avoid companies that offer school tours.

  • Stereotypes
  • Southern Africa
  • School infrastructure

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  1. School Tour

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  1. The school visit: what to look for, what to ask

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    Daniel H. Bowen. Jay P. Greene joined EdNext Editor-in-chief Marty West to discuss the benefits of field trips, including how seeing live theater is a more enriching experience to students, on the EdNext podcast. The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a ...

  4. Understanding Educational School Trip: A Review on Benefits and

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  6. 9 questions to help you learn more on a high school tour

    The answers to these questions will help reveal what the school is really like. Students can tell you about the school's culture. Parents can tell you if the administration is proactive, responsive, or neither. Educators and staff members should be able to discuss the school's mission, priorities, and programs — and why they make a ...

  7. The Power of Visiting Schools

    School visit agendas should maximize this kind of meeting time, offering participants multiple opportunities to engage with the principal (usually at the start and end of the tour), to hear from teachers (through classroom visits, panel discussions, or sitting in on teacher planning meetings), and to interact with students (through guided tours ...

  8. Planning a School Trip: Our Step-By-Step Guide

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    These indicate their level of involvement and influence with students, staff and learning. Good leadership must be on top of these things. If you are being led around the school by students, you ...

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  12. 25 Things Parents Notice on School Tours

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  13. Everything You Need to Know About School Tours

    A school tour is the perfect time to ask your questions and get immediate answers! Meeting teachers and staff: Before you send your child off to a new school, you want to make sure that they'll be in good hands. Going on a school tour is a great way to meet school leadership, faculty, and staff. Getting familiar with the campus: During a ...

  14. The Teacher's 10-Step Guide to Planning an Educational Tour

    6) Talk to an expert. Talk to a Tour Consultant: Now's the time to call a few companies to make further inquiries about your trip. Build an itinerary. Get a price quote. Choose one student travel agency and set up an online account for your tour so students will be able to register when the time comes.

  15. 11 Ideas for Successfully Giving a Good School Tour

    Flexibility is key when conducting any tour — but this is especially true for a school tour because school life changes fast. 8. Roll With the Punches. And flexibility — along with experience — will help you better deal with the unexpected. For example, the front office may be temporarily closed.

  16. Questions To Ask On Your High School Tour

    Navigate school tours like a pro by assembling a checklist of questions to ask teachers and administrators before making your decision. Academics: Classes, rankings, and student achievement. When it comes to choosing the right high school, a reputation for academic excellence likely tops your list of must-haves. Jeff Rickey, Vice President and ...

  17. The Top 4 Educational Benefits of School Trips

    3. Provides a cultural experience. Embarking on educational tours, and submerging students into cultural experiences have been found to be invaluable for their development and understanding. It allows them to open their eyes to new environments, positively shapes their perspective on an international level and trigger ideas and solutions, that ...

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    "Tour guides generally do not have any sway in the admissions process whatsoever, so feel free to save the paper." 4. Pay attention on the tour, but do it solo if possible.

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    In the study, researchers assigned more than 1,000 fourth- and fifth-grade students in Atlanta to two groups. One group participated in three to six "culturally-enriching" field trips—visits to an art museum, a live theater performance, and a symphony concert—while students in the control group stayed put in class.

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    The school trip diary. A good school trip report should always include some diary-style entries. If it was a day trip, write up what your students did in the morning and afternoon. If you enjoyed a longer visit, you can separate out the activities from each day. However, rather than simply writing down the itinerary, make sure you explain how ...

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    2-Encouraging and discovering new interests. As humans and students our brain gets excited by different things, topics and teaching methods. School trips can be a powerful motivation tool, encouraging further learning on a particular subject or sparking their interest in new ones. School trips abroad and indeed local school tours can inspire ...

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    School trips allow for the discovery of new interests. Exposure to new situations, topics, and teaching methods automatically stimulates interest and excites the brain. ... From a migrant tour to a pastel de nata cooking class and catching a wave, every activity is designed to ignite your curiosity and passion. 🌙 Let's make memories, friends ...

  26. Report Writing on Educational Tour [With PDF]

    Advertisement In this article you are going to learn how to write a report on Educational Tour organize by your school. So with out much delay let's jump in. Example 1 Educational Tour From School By Ashlyn Tony Advertisement February 23, 2018; Karnataka: A bright morning, our tutor came in and announced we are going… Read More »

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  28. Happy smiling African children: why school tourism in Zimbabwe shouldn

    A grade 5 pupil's drawing of a tour group visiting their school. Author provided (no reuse) Teachers worried that some groups would donate less if they weren't able to interact with children.

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    Utilize the power of social media with our exclusive crowdfunding platform,, where 100% of donations are applied to your trip! VISIT NOW. Discover why School Tours of America leads in planning group travel experiences for students & educators in Washington DC, New York City & other destinations.