ABOUT THE CONSTITUTIONAL RIGHTS FOUNDATION CHICAGO

ABOUT THIS DIRECTORY

CHECKLIST FOR A SUCCESSFUL FIELD EXPERIENCE

• Call the agency or community group as far in advance as possible. If possible, visit the site in advance—this minimizes surprises.
  
• Introduce yourself, state your purpose for visiting the agency, and identify whom you would like to visit. Obtain the name and title of the person who will greet the students.
  
• Confirm the date and time in accord with the agency or community group's schedule. Ask about special rules (minimum age, group size, metal detectors, cameras, recorders, food).
  
• Describe the students (how many, ages, grade level, etc.), their school, and any special needs or accommodations. Ask about parking, wheelchair ramps, and where to meet your contact person (along with a telephone number).
  
• Ask about resource materials that can be picked up or mailed prior to the trip. Special interest agencies may have materials that you will want to preview for balance.
  
• Get the exact address of the site and call the day before to confirm your visit.

• After the field experience, engage the participating students in a discussion:
  
  • What did you learn about the individual or individuals who work there?
    
  • What are some of the issues which you believe are most important at that site?
    
  • What was one thing which stands out in your mind from the experience?
    
  • Did anything surprise you?
    
• Assess what students learned from the experience through such strategies as a hearing, oral and written reports, or presentations to students who did not participate.
  
• Thank the agency and/or personnel with a class card or individual student letters.
  

GUIDELINES FOR THE EFFECTIVE USE OF OUTSIDE RESOURCE

• Characteristics of the class or group: age, grade level, class size, socioeconomic background, legal and political sophistication.
  
• Context of presentation: topics currently and previously studied, how this presentation fits in, goals and objectives of presentation. Remind visitors to present a balanced picture of the part of the system they know best, neither claiming infallibility nor unduly emphasizing “horror stories.”
  
• Physical arrangements and special considerations: amount of time available, size and layout of room, availability of special equipment, presence in the group of students with physical or other impairments.
  
• The instructional strategies that will be used with the selected topic(s): lecture, discussion, panel discussion, debate, role play, mock trial, case study, etc. To reach the whole class, not just a handful of particularly receptive students, what will the resource person do? What will the teacher do? What will students do?
  
• What follow-up extension of activities, debriefing techniques, or evaluation procedures the teacher will use.

LAW SPECIALIZATION INDEX