Anu took her class VIII children to field trip. Which of the following could…

A genuine instructional objective names an intended learning outcome -- a skill, understanding, or attitude the activity is deliberately designed to build in the learner. An incidental benefit of an activity, such as a change of routine, may be a welcome side effect, but it does not itself count as a learning objective unless it targets a specific skill or understanding.

A field trip taken outside the classroom is a form of activity-based, experiential learning, so its objectives are judged by the specific skills it is designed to build in the learners:

• Working, observing, and moving around together with classmates on a field visit is deliberately structured to build interaction among children.

• Direct, hands-on contact with a real setting gives children a concrete experience from which they build process skills such as questioning, classifying, and recording, rather than only reading about them.

• Encountering real objects, events, and surroundings first-hand sharpens observation skill in a way a classroom lecture alone cannot.

None of these three outcomes depends on stepping outside the usual routine for its own sake -- they are the specific gains the trip is designed to produce, which is why they count as genuine objectives of the activity.

• A selection that keeps only the process-skill and observation outcomes while dropping interaction understates the objective set: a group field visit is just as deliberately structured to build peer interaction as it is to build the other two skills.

• A selection that credits breaking the classroom or teacher's routine as an objective, while dropping the process-skill/concrete-experience outcome, mistakes a motivational side effect of stepping outside class for an actual instructional target, and at the same time leaves out the hands-on skill-building the trip is meant to deliver.

• A selection that keeps only interaction and observation, dropping the process-skill outcome, undercounts what direct engagement with a real setting is designed to build beyond watching and socialising.

So the appropriate objectives of the field trip are the interaction, process-skill, and observation outcomes taken together; breaking the classroom's monotony is a pleasant by-product of the outing, not a targeted learning objective, so it is correctly left out of the objective set.