Activities for Secondary School Children Trip on Science

Teachers need to acquaint themselves with various activities, which will contribute to the success of their engineering trip and make their trip management much easier. These activities should not be assumed because they contribute to the understanding of the students. These include the following;

a)      Budgeting-it is a summary reflecting all resources needed their value and the total cost of having the resources for the trip. The teacher must know how to do budgeting for their class because they understand their financial needs. It should be all inclusive to avoid under and overestimation. The budget estimates should be realistic, keeping in mind that it is a forecast rather than a definitive statement of costs and prices.

b)      Planning- it is the initial process of arranging activities on how they will be carried out (when, what, where and who to be involved) in a systematic way within a specified time frame, specifying the goals, objectives, strategies and activities. Without proper planning, nothing will take place.

c)      Trip -the teachers must be ready to facilitate the students to go for the trip.

d)      Monitoring-is the continuous follow-up of activities so as to ascertain whether the activities are taking place as planned. The teacher need to be on the ground to monitor the students  to find out whether trip is going on as planned.

e)      Embracing of technological changes-the officers must be able to be flexible to the technological advances. The changes include e.g. the use of the computer in office, mobile phones, the internet as a media of communication and many more. They need to be trained on these new changes and should be ready for change at all times.

f)        Evaluation-is the assessment of whether a trip has achieved its objectives. It is usually carried out after some specified time. The teacher should be able to evaluate their students to determine whether it’s a success or a failure.

TOPIC THAT WILL BE CARRIED OUT:-Risk Mitigation Strategy

Mitigation is the process by which a project management team reduces the probability and impact of an event, thus reducing the risk of that event. There are four means to reduce the risk:

  • Remove Excuses – providers and clients must know the project schedule and expectations, especially the consequences of slippage from these aims
  • Visibility – providers must know expectations and milestones for the project, insuring prompt delivery of items
  • Communication – project manager must be involved with what is occurring with employees, clients and providers. By interacting with them, dilemmas, such as employee grievances, are tempered.
  • Plan Fallbacks – these are created in order to provide swift, concise actions to any setbacks the project may encounter.

 

Timetable

Arrival

09:30 - 10:00

An exercise to discover site of study

 

10:00 - 10:05

Ways to improve understanding of the topic

10:05 - 10:45

Covering the trip objectives

10:45 - 11:00

General Discussion and Questions

11:00 - 11:15

Summary & Action Plans Agreed

11:15

 

Evaluation is an integral feature of training. In its crudest form, it is the comparison of objectives (criterion behavior) with the effects (terminal behavior) to answer the question of how far the training has achieved its purpose. The setting of the objective and the establishment of methods of measuring results are, or should be, an essential part of the training stage of any training programme. It is at the planning stage that the basis upon which each category of training is to be evaluated should be determined. At the same time, it is necessary to consider how the information required to evaluate courses should be obtained and analyzed.

For short-term evaluation, participants can be requested to make an appointment with their individual immediate supervisor or manager two to three weeks after the training to go over the action plan to assess which elements of it they have already accomplished and where they may be having problems. This system guarantees transfer of learning, but it requires full management support and training as well as commitment. Six months after training, data can be collected. Then it can be compared with data from earlier results. As long as the learning objectives were clear, effectiveness of the training can be easily gauge.

For long-term evaluation of effective learning, an anonymous survey will be run that invites honest answers. This technique was used in the famous Mayo-Hawthorne studies, which discovered that people work harder and better when they know others are watching them. Dr. Mayo and his team interviewed employees and asked them to tell how they felt. The surveys can be run in in-house magazine or newsletter.

Evaluation tool for students

Kindly answer the following questions in relation to the trip you have just attended. Give your answers to the best of your knowledge as your suggestions will give us the way forward on what needs to be improved, added or done away with.

  1. Were the course objectives in line with the trip? If YES or NO Explain……...

………………………………………………………………………………………

  1. Which topics did you enjoy most and why?..............................................................

……………………………………………………………………………………....

  1. Which topics didn’t you enjoy or were difficult to you to understand and why?......

………………………………………………………………………………………

  1. Was the trip facilitated well? If NO Explain…………………………………...

Conclusion

Good governance for mitigation and reduction of disaster can only exist where there is enough space for the involvement of different kinds of stakeholders. The state, civil society, volunteer organization and the vulnerable communities need to work as partners to achieve a desired goal. In that kind of spectrum, the participation of the local communities and local volunteers is an essential factor in providing individuals with the ability to cope with risks and to stop them from becoming hazards themselves. The efficiency in governance in terms of establishment of proper structures for disaster reduction reflects the level upon which states appreciate the contribution as well as capacities of the local volunteers. It is also a sign of being prepared in ensuring that there exists an environment upon which volunteer contributions can be fully maximized.

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