Farm Show Student feedback:
In order to receive students’ feedback on their field trip experience to the Pennsylvania Farm Show, I sent out a Google survey and offered an incentive of cookies! I am hoping that I can now use students’ feedback to advocate for improvements to the field trip in the future that could make this trip a more connected learning experience. Ito, et al (2013) suggests that “key infrastructures, such as credential and mentor systems, allow young people to make interest, peer, and academic-based identities, status, and achievement visible across settings of home, school, afterschool and peer group” (p. 80). I am interested in applying infrastructure and organization to field trips that would link students’ interest to the knowledge and expertise available to them at venues like the farm show or other destinations.
POSITIVE FEEDBACK:
CONSTRUCTIVE FEEDBACK: 9 out of 10 students provided suggestions for improving the field trip.
Using student ideas, I propose that students are provided with a sheet, laying out important features of the show that they should explore, including the Agrifair and the sheep and hog barn, which all display students’ work from W.B. Saul and other schools. This sheet could also layout the timeline of events for the day and give students the assignment of speaking to another FFA member about their experience in FFA or at the Farm Show and to speak with a professional about an area that they’re interested in. I love the idea of students exchanging information with other FFA members, which would give them the opportunity to hear about the experience of a student in another chapter and to learn more about their involvement in the Farm Show.
Ito, et al (2013) states, “Learning unfolds as young people propose, test, play with, and validate theories about the world, as well as by reflecting on and making sense of these experiences” (79). By inviting students to discover, this may motivate them to “link interest to expertise by creating a need to know, a need to figure out how to create, share, or access something related to their interest” (Ito, et al, 2013, p. 79). This invitation to connect with professionals may lead to future career pursuits and has the potential to link students’ academic learning to their interests. I’m interested in sharing the data from this survey and my proposal to the leaders of the trip so that we may provide the invitation and supports for learners to build bridges and connections across different contexts (Iko, et al, 2013).
POSITIVE FEEDBACK:
- Most found the animals to be the most interesting part of the trip
- Most learned about animals or the purpose of showing and selling animals.
- Several students reported learning about the culture of the Pennsylvania Farm Show and some shared that they learned more about different foods.
CONSTRUCTIVE FEEDBACK: 9 out of 10 students provided suggestions for improving the field trip.
- Several students were interested in having the contact information of the chaperones.
- 7 students wanted more information about where and when events were occurring or a guide leading them to specific displays or events of interest to them.
- One student expressed interest in connecting with FFA students from other local chapters.
Using student ideas, I propose that students are provided with a sheet, laying out important features of the show that they should explore, including the Agrifair and the sheep and hog barn, which all display students’ work from W.B. Saul and other schools. This sheet could also layout the timeline of events for the day and give students the assignment of speaking to another FFA member about their experience in FFA or at the Farm Show and to speak with a professional about an area that they’re interested in. I love the idea of students exchanging information with other FFA members, which would give them the opportunity to hear about the experience of a student in another chapter and to learn more about their involvement in the Farm Show.
Ito, et al (2013) states, “Learning unfolds as young people propose, test, play with, and validate theories about the world, as well as by reflecting on and making sense of these experiences” (79). By inviting students to discover, this may motivate them to “link interest to expertise by creating a need to know, a need to figure out how to create, share, or access something related to their interest” (Ito, et al, 2013, p. 79). This invitation to connect with professionals may lead to future career pursuits and has the potential to link students’ academic learning to their interests. I’m interested in sharing the data from this survey and my proposal to the leaders of the trip so that we may provide the invitation and supports for learners to build bridges and connections across different contexts (Iko, et al, 2013).
