Non-traditional learning methods are teaching styles that foster creativity and student participation. When teachers break classroom routines or pull students out from within the walls of IHS, either through field trips, guest speak speakers, project-based learning, or educational games, students are exposed to dynamic learning experiences and benefit from the much-needed variety. Non-traditional learning makes space for those who don’t find lecture-style classes most effective.
There is no doubt that field trips are a common non-traditional learning method with a myriad of unique benefits. These excursions help students make connections between what they are learning in class and the world outside of the classroom. By interacting with new, educational settings, students engage in experiential learning. In 2009, the National Research Council found that hands-on learning is more effective in developing student interest in a topic. Additionally, an article from the International Journal of Environmental Science and Education states: “Students develop a positive attitude for learning, motivating them to develop connections between the theoretical concepts in the classroom and what has been experienced.” In essence, field trips pique student interest, bring a welcome change of scenery, and promote valuable experiential learning.
While field trips are a surefire way to bring variety to class periods, lessons can be just as dynamic and engaging from within the classroom. Project-based learning and educational games offer students new ways to engage with material by incorporating hands-on learning and fostering collaboration. A 2016 study published in the Health Professions Education journal found that students who engaged in project-based learning demonstrated superior mastery of concepts compared with students who were in lecture-style classes. These effective methods provide similar benefits to field trips without students having to leave the classroom.
Not only do field trips, guest speakers, and other forms of non-traditional learning allow for more student engagement, but they also provide students with an equitable opportunity to experience new things. Some students at IHS may not be able to visit as many museums performances, college tours, etc. as their peers can. It is important that ICSD provides all students with the opportunity to participate in free and accessible school-planned events.
Unfortunately, organizing field trips and guest speakers is not always simple. The logistics of student-to-teacher ratios, securing transportation, working within the time constraints of a period, having students miss other classes, and just managing to take twenty or so students out of the class make the whole process very challenging. Combining all of these logistics with the fact that policies are change year by year, it can be difficult for teachers to arrange so many moving pieces.
Despite the hurdles, some teachers manage to implement semi-regular field trips into their schedules. For instance, Mr. Nelson’s AP Environmental Science class completes fieldwork in the creek right next to IHS. When The Tattler asked about his off-campus fieldwork, he explained the benefits of these small field trips: “It gives you some kind of common experience to draw back on […] By actually putting something in your hands […] outside of the classroom, [students] aren’t imagining that thing. They had a direct experience with it.” He explained that he believes classes of all levels and subjects could benefit from the experience of going on small, local trips. He also believes that the ever-changing policies and steep learning curve deter teachers from planning field trips. “To be honest, I’m not even sure what the latest iteration looks exactly like,” he admitted.
Another teacher who utilizes experiential learning in her classes is Ms. Sadusky, who regularly invites guest lecturers to her health classes to share their expertise and provide students with information about local resources. Ms. Sadusky explained that many students deeply benefit from these lessons: “Some students will thank the speakers on their way out of class […] Other students will speak to me after class […] thanking me for inviting the guest speaker into the Health classroom and expressing how much the presentation meant to them.” Over her years at IHS, Ms. Sadusky has gained a list of local lecturers through conferences and workshops, other staff members, and her students. Her history and good working relationships with the guest speakers make the process of organizing these lectures easier for her—new teachers who don’t have such connections won’t be able to set up guest talks as easily.
Local trips, which are easier to organize and carry out within a short period of time, are great educational opportunities. Within Ithaca, there are many locations that would bring value to the IHS learning experience. Students can perform science experiments outside or study ecosystems at Ithaca Falls. Social studies and art classes can visit the Johnson Museum of Art. Classes working on projects can visit a Cornell Library and speak with experienced researchers. Music classes could attend nearby performances by local artists. These are only a few examples of the many different resources that our local community offers.
With field trips and guest speakers, students also have the unique opportunity to invest in post-high school planning. Not only do guest lecturers and tour guides provide valuable perspective and information, but they can also give students the chance to visualize themselves in new roles. Inviting experts in specific fields of study could give students a picture of what pursuing a career in that area of expertise may be like. Specific field trips such as the TC3 college and career fair and the AVID college visits are created for this purpose specifically and greatly aid students in their post-high school planning process.
Experiencing non-traditional learning is essential to a student’s education. When asked how field trips have impacted their high school experience, many students responded that they felt more connected to their studies and looked forward to them. One stated how a trip in elementary school to a culture center about Haudenosaunee life allowed them to have fun interacting with the exhibits while gaining thoughtful connections with the history. Other students noted how field trips to colleges and job fairs impacted their visions for their future careers. Additionally, one student explained that field trips “were fun to be at and I got to know some of my classmates better.” These visits stay with students long after they occur and are critical to a well-rounded learning experience.
In essence, non-traditional learning experiences provide many opportunities for students to gain thoughtful connections with educational material in different ways. Tests, homework, and other activities limit our availability to pursue these experiences on our own, so having accessible opportunities for non-traditional learning is vital. Interactive experiences allow students to gain a deeper understanding of various subjects and bond with peers in different environments. In the end, fond memories of our high school days won’t be about the long hours spent cramming for different classes, but about the times when our schedules took a different turn. These are the memories that shape our interests, passions, and futures. It is essential for IHS to ensure that non-traditional learning is an inextricable part of the student experience.