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The illustrations on the virtual field trip entail acknowledging the history of the British museum’s fascinating collections; it will leave a mark on students’ minds. The colorful pictorials stimulate interest and motivation in students encouraging the learning of social studies. I would use this feature to point out all the relevant information depicted in each pictorial. For instance, I would explain the hidden meaning of the images when describing the various sculptures found in the British Museum’s collection. They include Yaxchilan lintels, the Alter R from Copan, and the bust of the young Maize God (British Museum, n. d). Demonstrating various images of Maya Jade carvings would permanently enhance students’ memories and help them relate to real life. After presenting the different British Museum Collections, I would take a few minutes to display the images and ask the students to identify them, reinforcing retention capacity.
The virtual field trip on The Women of NASA also has an accentuated spark that would trap the students in the confines of the trip. It displays pictorials that demonstrate the roles played by different women in NASA as a space exploring organization (The Women of NASA, 2017). I would take the approach of displaying the image that portrays a particular role played by the women in the organization and elucidate the role verbally. This way, the student can engage the audiovisual cues to comprehend the information available during the learning process. The implications of this technique will improve the information retention capacity. For instance, when covering the women’s roles in NASA in fields such as mathematics, engineering, and computer operations, I would display the illustrated images of the women performing these roles in action as depicted in the virtual field trip.
References
Google Arts & Culture (n. d). The ancient Maya at the British Museum. Web.
National Women’s History Museum. (2017). The women of NASA. Web.
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