FIELD PRACTICUM
REPORT ON
CAREER DEVELOPMENT
AT
ZP HIGH SCHOOL DUNDIGAL
A Report submitted
By
MADDIRALA VANDANA
19951A04LI
ELECTRONICS AND COMMUNICATION
INSTITUTE OF AERONAUTICAL ENGINEERING
DUNDIGAL
April, 2022
UNDIGA
- e t v e
hd Mcdii
2 Ga
CERTIFICATE
Date: 2014|22
This is to certify that Mr./Ms. M andauva studying
third year B.Tech_ -Sem (ECE)_in Institute of Acronautical
Engineering, Dundigal has undergone Industrial In-Plant Training/Field Work
in our organization from_ 2o422 to
3u2
Signatúielwithioffieestamp
ZPHS Dundigal
Mdl: Dundigal,
Dist: Medchal
INSTITUTE OF AERONAUTICAL ENGINEERING
GATOR (Autonomous)
Dundigal, Hyderabad 500 043
Format for Field Project (FP) Report
1. Student Details
Name of the Student MADDIRALA VANDANA
Roll Number 19951A04LI
Department ELECTRONICS AND COMMUNICATION ENGINEERING
Year/ Semester 3 YEAR/6hSEMESTER
Mobile Number 7075481171
Email ID [email protected]
2. Mentor Details
Name of he Mentor P.UMA RANI
Organization ZPHS DUNDIGAL
Designation PRINCIPAL
Email ID [email protected]
Mobile Number 9467382410
3.Title of the field project
Academic Activities- Field Trip
4. Purpose of the field project
The main motto of this survey is to know how the government school is all different from private sector.
We also want to share our knowledge that can help them develop themselves and the people around them.
5. Objectives
The main objective of this survey is to identify the various difficulties in the management, to improvise
cducational dimensions, and to also know the maintenance of all kind of facilities in ZPHS, to provide
proper guidance, sanitary, meals etc. also. These are the main objectives of visiting the high schoo
6.Description of the project
Introduction
The project's aim is to create awareness on the importance of the developments required in the school. To
inculcate the requirement of creative and innovative education is the idea behind the project.
Background
the school has a library but is notused efficiently
-
there is no digital learning
the lack of requirement ofthe science laboratories
-
the lack of practical experiences
there is a computer lab that is not in use
There are other problems like repetition of previous classes when student is on a leave.
Major Observations shall include
FIELD TRIP
Students find outdoor learning activities to be realistic, interesting and interactive, although it is not
surprising that students who prefer to be indoors often prefer to avoid the outdoor climatic conditions. But
to maximize connections with past knowledge and classroom concepts, students still need somebody to
discuss those connections. A method to connect concepts to experiences is through the immediate social
network. Students may peer teach, explain what to look for or how to complete a task, read placards and
signs to each other, and discuss their personal understanding of what they are experiencing. We observed
that quite often the students who stepped out as peer instructors have been students who performed poorly
in class.
It is important to understand experiential learning when discussing field trips. Experiential learming is
authentic, first-hand, sensory-based learning. Experiential activities explore, touch, isten to, watch, move
things, dissemble and reassemble. Learning consists of grasping an experience and then transformingit
into an application or result. The Association for Experiential Education defined experiential learning as a
methodology in which educator's direct students to a specific experience, and then guide the students
through reflection to "increase knowledge, develop skills, clarify values, and develop people's capacity.
Experiential activities should play a significant, beneficial role in any science classroom. NRC illustrated
that students who acquire hands-on, authentic experience may develop curiosity and interest, leading to a
desire to learn more. Observation skills improve. Social skills develop as the students share perceptions
and knowledge with others. Students may begin to look forward to classes and connect previous
AOWledge and experiences with the new concepts. A strengthened interest in science may lead the
student onto a science related career path or establish higher quality scientific literacy. Teachers also gain
many benefits. Students are interested and motivated, permitting the instruction to rise to new and higher
levells. Students who are interested and alert in class will learn the concepts, thus standardized test scores
may improve.
The majority of field trips occur during the school day, but extended field trips provide another option.
Overnight field trips promote social growth for participating students by encouraging positive interactions
among the students, teachers, and chaperones. Students experience independence away from home and
the classroom. Some students will develop with the freedom, but others may possibly need emotional
support and well defined limits. Field trips, especially ovemight experiences, also benefit teachers.
once
noted that teacher and student relationships develop or improve, and teachers may gain new perspectives
and ideas of how to teach the subject matter in a more experiential manner.
Barriers and Negative Effects Field trip venues such as museums and z00s present problems that ned
recognized. Flashy exhibits and fancy displays often obscure the real seience within the exhibit. Displays
may have sloppy or poorly worded explanations that yield no learming potential. Ethical dimensions of the
subject matter are sometimes ignored or glossed over. Science might be portrayed as easy and
unproblematic, omitting any reference to failures and issues experienced by the scientists during research
and discovery, thereby failing to communicate the scientifie process or communication of scientific
thought, and focusing on conclusions rather than the journey or process involved to made the identified
seven barriers to successful field trips:
1) transportation;
2) teacher training and experience;
3) time issues such as school schedule and teacher's ability to prepare
4) lack of school administrator support for field trips
5) curriculum inflexibility
6) poor student behavior and attitudes;
7) lack of venue options.
Finding time for the trip and making arrangements for students who cannot make the trip adds tasks to an
already busy teacher schedule. Teachers need to determine the logistics to transport students. Large
introductory classes present unique challenges due to the need of larger transportation facilities, safety
issues, more student logistical planning, and time lost trying to organize the large group.
7.Photos of field project with description
Figl. School entrance
Fig2. We with students
TOLE
Fig3. Students
Fig4. School premises
DRINKING
WATER
OPLANT
DOANATED By
Dr.Reddu oUndaion
Figs. Pure drinking water
Figó. Class room
Fig7. Students in classroom
Fig&.sharing knowledge with students
Fig9. School premises
8.Conclusions
The outcome of an experience depends on a person's interests. motivation Iife circumstances al that tume
needs, and prior experiences and knowledge. Field trips offer an opportunity to motivate and connect
students to appreciate and understand classroom concepts. which ncrease a student's knowledge
foundation. promoting further learning and higher level thinking srategies. With understanding comes
confidence and intrinsic motivation. A successful and quality field urip requires teacher preparation and
interaction Some factors should be addressed before the trip. The experience needs to be planned. The
teacher should pre-visit the venue to meet the stafl and arrange the uctivities, and then prepare the
students by or ientung them to the venue's lay oul activities, and expectations Student groupings should be
set up prior to arrival at the venue. Chaperones need to be urained. The uip needs to connect to ihe
curriculum. students should be actively engaged. and all students should be able to ke part in the rip
regardless of financial. physical or intellectual status. Teachers need to consider safety issues and should
prepare to embrace the unexpected
Signature of the Student Signature of the Mentor
Signature of the Head of the Department with Seal
ent
ING
- 500 0-J
