Personal Context

Each person has a different agenda/interest/concern when visiting the Michigan Historical Museum. It may be finding the photograph of a grandparent, or connecting again with a particular gallery that he or she remembers from a previous visit.

Social Context

Students might worry about the social part of their museum visit. Who will they sit next to on the bus? Will they be able to answer a question if called on? Some kids will want to stand away from the group in order to listen and observe, while other kids might want to be right in the middle of things. Lessons that include cooperative learning will give kids the chance to talk about what they are learning so that children can learn from each other as well as the presenter.

Physical Context

Where a person learns has a great deal to do with how, what and how much a person learns. Using the museum's physical space—architecture/feel of the museum, the space that the child is in, benches, location of bathrooms, stairs, exit, etc.—in a creative way can enhance the learning.

Novelty Effect

In a new setting some children may exhibit anxiety or nervous behavior. They will spend time adjusting to the new environment, but will not learn any new content. They are getting a lot of sensory input, but are not ready yet for cognitive input. Students will need to orient themselves to the new setting before they can attend to the lessons or learn from the exhibits. For the first day at the museum, addressing the novelty effect with students will help for the rest of the week for long-term learning.

Orientation and Expectations

Orientation to the museum:

• Using the slide presentation before the BHL week
• Using the "Making Michigan History" video before the BHL week
• On first day of BHL, doing a "Discovery Tour" to get oriented to the physical space. The teacher-led Discovery Tour can be a silent walk-through, followed by a slower tour, or it might be a tour in which the teacher guides students in each gallery with a broad question such as, "What's the big idea in this gallery?" "Who might be the achievers in this gallery?" 

Behavior expectations clearly stated:

• Students can write their own rules for their expected museum behavior before attending the BIG History Lesson week
• Rules can be stated as "Rights" and "Responsibilities." Students have the right to learn, the right to ask questions, the right to talk about what they are learning, etc. Students have the responsibility to speak in quiet voices, interact respectfully with their classmates, etc.
• Posting of the behavior expectations in the journals
• Review and group acceptance of the rules of behavior soon after the students arrive at the museum
• Review of the group's rules as each day begins

Go to:

• Teaching Michigan History home page
• Michigan Historical Museum home page
• Michigan Historical Center home page

Updated 01/29/2008

Michigan Historical Center, Department of History, Arts and Libraries
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