Classroom visits by persons with key experience can often add a lot to many curriculum subjects and topics. In one tenth grade science class studying environmental issues, for example, the teacher invited the city forester, the person responsible for the health of trees planted in city parks and along city boulevards. The forester had special knowledge of the stresses on trees in urban environments, and he was able to explain and give examples of particular problems that had occurred and their solutions. In a second grade class with many Hispanic students, on the other hand, a teacher aide was able to serve as an expert visitor by describing her memories of childhood in a Spanish-speaking community in New Mexico. Later she also recruited an older Hispanic friend and relative to the class to describe their experiences growing up in Central America. She also acted as their English-Spanish interpreter. In all of these examples, the experts made the learning more real and immediate. Their presence counteracted the tendency to equate school learning with book-based knowledge a common hazard when basing instructional planning primarily on curriculum documents.
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