Discovery Guides - Chaperone Information

Our museum guides cover a range of topics and are intended to enhance you and your students’ museum experience and explore our exhibits in new ways. You can also download a printable copy of this Discovery Guide - Chaperone Information (pdf)

Guides available:

Scavenger Hunts explore a variety of exhibits throughout the museum, which include questions to help support observation and recording skills. Answer keys are available at Visitor Services. Museum Checklists are more open-ended, do not involve written responses, and are generally not tied to specific exhibits.

How to use museum guides:

These guides can be used in a variety of ways depending on the focus of your visit, time available and how you prefer to work with your group. Please do not feel that these have to be completed or done any particular order during your visit. Below are some suggested strategies that you might like to consider and share with your chaperones.

Group

  • A chaperone guides the group through the questions; reading each question aloud and allowing the students to find the answers, make the observations, etc. (together or in small groups). The role of the chaperone is to focus and engage students with a specific question, provide feedback and discuss the answers with the group. Students can provide feedback to the chaperones verbally, and/or make notes on individual copies of the document.
  • Adaptations
    • Students take turns reading questions, recording and sharing answers. 

Individual/Small Group

  • Each student (or small group) receives a copy of the document. The entire group moves to the selected floor or gallery of interest, and then individual students/groups explore the exhibits and answer questions independently. The role of the chaperone is to engage students during their exploration, and facilitate movement of the entire group through the museum.
  • Adaptations: Students alternate roles of reading, observing and recording; pairs/small groups can be split into teams and given a challenge such as specific questions, time limits, or additional tasks.

Open-ended:

  • Students (or groups) are given copies and allowed to explore the museum at their own pace under the supervision of a chaperone. The questions allow students to engage with particular exhibits if they choose to do so, or with facilitation. The role of the chaperone is to help organize groups, monitor behavior, and to engage students during their exploration (e.g. asking questions).
  • Adaptations: Students explore on their own, but are brought together at select exhibits highlighted in the guides to explore in more detail.

Things to keep in mind when considering which strategy to use:

  • How comfortable are your chaperones with facilitating groups?
  • Would different strategies work for particular chaperones or students?
  • What is the goal or purpose of using scavenger hunts with your group?
  • Will they be used when you return to school?
  • How will you provide an opportunity for students to explore exhibits/galleries that may not be included in the guides?