Unit Instruction Sheets and Individual Instruction m Vocational Classes ROBERT H. RODGERS OAKLEY FURNEY CONTINUATION SCHOOL MONOGRAPH Unit Instruction Sheets AND Individual Instruction IN Vocational Classes Robert H. Rodgers specialist in Industrial Education and Teacher Training New York State Education Department Oakley Furney specialist in Part-time Education New York State Education Departtnent Published By C. F. Williams & Son, Inc. Albany, N. Y. CREDIT. In the preparation of this monograph the authors wish to give due credit for valuable suggestions and material secured from — R, B. Haynes, Teacher of Part-time Commercial Subjects, Amsterdam, N, Y. Miss Emma Conley, Specialist in Vocational Education r Girls, New York State Education Department. V. A. Bird, Director of Vocational Education, Utica, N. Y. M. S. Trew, Teacher of Sheet Metal Work Washington Junior High School, Rochester, N. Y. R. W. BURNHAM, Principal of the John Haaren High School, New York City. Mrs. Roxana C. Rodgers, Albany, N. Y. Copyright, J.?2^ Fred A. Williams JUL \2iS22 ©CI.A674891 Table of Contents The Problem Chapter I Types of Unit Instruction Sheets and the Elements Entering into their Organization. 1. Type Instruction Sheets. Carpentry Units for Use in a Continuation School Office Practice Unit for Use in a Continuation School Homemaking Units for Use in a Continuation School Homemaking Unit for Use in High School Classes Machine Shop Unit for Use in a Trade School Shop Mathematics for Evening Trade Extension Classes Industrial Arts Unit for Junior High School 2. Defining the Unit Instruction Sheet. 3. Elements Entering into the Organization of Sheets. Chapter II The Teaching Problem in Vocational Classes and the Need for Unit In- struction Sheets. 1. The Teaching Problem in the Continuation School 2. " " " " Industrial or Technical Schools 3. " " " " Industrial Arts Classes 4. " " " " Commercial Classes 5. " " " " Homemaking Classes 6. " " " " Agricultural Classes 7. " " " " Evening V^ocational Classes 8. Summary of the Teaching Problem Chapter III The Effective Use of Unit Instruction Sheets 1. Suggestions on Organizing the Class 2. The Place of Class or Group Discussion 3. Assigning Work to Students 4. Responsibility of the Teachers 5. The Place of Reference and Notebook Work 6. Physical Factors Having a Bearing upon the Use of Sheets 7. Unit Instruction Sheets for Emergency Situations 8. Recommended Form of Sheet 9. Summary Chapter IV Summary of the Value of Unit Instruction Sheets 1. Scope of the Plan 2. Results that may be Expected 3. Bibliography UNIT INSTRUCTION SHEETS AND INDIVIDUAL INSTRUCTION IN VOCATIONAL CLASSES The Problem Present day thought and practice in the field of elementary and secondary education are distinctly in the direction of adapting subject matter and procedure to the pupils' individual needs and capacities. To verify this it is only necessary to note the contents of the programs of the various educational conventions or gatherings or to glance through the announce- ments of regular or summer courses in the many schools of education. The junior high school is one of the foremost of the numerous institu- tions attempting to offer diversified curricula. Its steadv growth is due to a recognition of the fact that public education can no longer be extended in terms of formalized mass education but must be developed in terms of the needs of individuals. Hence today there is found, usually beginning at the seventh year, a school organization that provides for the needs of both sexes — a departmentalizing of the school program and an offering of elective courses in several fields. The function of a well organized junior high school is to introduce the child to the occupational world in a compre- hensive manner, to assist him in determining his future occupational activ- ities and to bring to him that kind of an education that will help him directly and indirectly in his future occupation. This movement in educa- tion comprehends not only the child preparing for college but it also offers educational opportunities for those not so fortunate who must enter early upon wage earning careers in industry, commerce, agriculture or in home- making. The recent movement towards applying educational measurements and tests to school children is another indication of the trend of educational development. This scientific testing is an effort to classify and sort children into groups according to like capacities, desires and interests. The proper classification of pupils will enable teachers to offer the instruc- tion that will be of most benefit to groups having varying abilities and interests. It will pave the way for special classes for subnormals, other classes for those of average ability and still others for the very bright indi- viduals. All these efforts point to very specific tendencies in educational progress. These tendencies are all parts of a movement to provide in the most effective way instruction and guidance for the individual child. The trend of thought and practice is away from thinking in terms of many hunderds of children and toward the needs of this child and that child. V^ocational education is a phase of education that offers an unusual opportunity for the development of procedure and practice that will serve individual pupils. The comparative newness of vocational education and its lack of traditional practices is a decided advantage to those teaching in this field who are attacking the problem of organizing and using individual instruction material. This is especially true in the case of the continuation school problem where the need for such material is acute. The success of the continuation school is dependent upon the effectiveness of individual instruction. Vocational teachers have an opportunity for pioneering in educational procedure that will eventually modify and improve all classroom technique. This monograph has been prepared with the hope and desire that it may present suggestions to directors, supervisors and teachers of vocational subjects and thus point the way to a more effective organization of teaching material and a his/her standard of instruction. Chapter I Types of Unit Instruction Sheets and the Elements Entering into their Organization. 1. Tjrpe Unit Instruction Sheets The purpose of this monograph is (1) to present a number of good type unit instruction sheets used in different fields of vocational education, (2) to analyze the type sheets for the purpose of determining the elements that enter into their organization, (3) to determine the real teaching prob- lem in vocational classes and the part which unit instruction sheets will play in its solution, and (4) to suggest effective methods of using the teach- ing material following its organization. Type unit instruction sheets are here presented for several distinct fields of vocational education. Each unit has been carefully selected to indicate the application of the unit instruction idea to a special field with its accom- panying problems. UNIT INSTRUCTION SHEET PART-TIME OR CONTINUATION SCHOOL Course: Building Trades — Carpentry, Unit No. 1 Objective of the Unit Dress material for miter box to following dimensions; 1 Pc. Basswood, M" x 6" x 18" 1 Pc. Basswood, ^" x 5" x 18" 1 Pc. Basswood, 1" x 5" x 18" Operations 1. Select anyone of the thr9e piece of stock and pick the best face. 2. Place piece on bench against stop with selected face up and grain in the direction of planing. 3. True up face of piece with jack plane, testing for trueness with edge of plane, square or straight edge and mark with a face mark. Call this the working face. 4. Clamp piece in vice with best edge up and grain in direction of planing. 5. Plane the edge true and at right angles to working face, using the try square and straight edge for testing. Mark with face mark and call working edge. 6. True-up and mark with bench marks the working face and work- ing edge of the second and third pieces of stock. 7. Set marking guage to ^" and with head against the working face mark with a clean cut line on both edges of stock to be used for the sides of the miter box a thickness line. 8. Set marking guage to 1" and mark bottom piece of box in similar m.anner. 9. Plane all three pieces o the thickness indicated by guage lines testing for trueness as the finish- ing cuts are taken. 10. Set marking guage to 5" and guage the bottom, and the narrow side to that width. 11. Set marking guage to 6" and guage the rem.aining side to that width. 12. Plane second edge of all three pieces to guage lines and test with try square and straight edge. 13. With knife, rule and try square lay off from working face 18" on working face of each piece. Lines should not be squared across closer than Y^" from ends. 14. Hold stock on bench hook and w^ith cross-cut hand saw cut pieces to length, in each case sawing just outside of knife line in the waste stock. Read: Trade Foundations, page 289, paragraphs 16, 24, 25, 32, 58, 65. Essentials of Woodworking, pages 36 to 46. Related Drafting Tools and Materials 1. Make a three view free-hand working drawing on cross-section paper of the miter box, using a scale of approximately 3" to the foot. Place all necessary dimen- sions on the drawing. Read. Mechanical Drawing for High Schools, pages 2-6, 21-30. 1. Cut from trade journals or cata- logs pictures of the following car- penter's tools and mount them in your note book with the name under each: jack plane, try square, marking guage, hand saw, back saw and bench hook. 2. What are some of the things basswood is used for? Trade Science Prepare for your note book the following: 1. Why is it that lumber is not immediately used for buildings and furniture after being cut from the logs? 2. What are two ways of seasoning lumber after being cut so it can be used for carpentry and cabinet work? 3. Describe what happens when lumber is seasoning. Read. Trade Foundations, page 186. Trade Terms 3. Why were you instructed to select the best face of the piece of stock to plane first? Read. Trade Foundations, page 198. Vocational Guidance Prepare for your note book the following : 1. Why is the work of the carpen- ter very important? 2. Name some of the things a car- penter does during a day's work. Read. Trade Foundations, page 83. Place in your note book the mean- ing of the following terms : Face mark Warped Working face Scale, 3" to 1" Working edge Grain Miter Read. Trade Foundations, page 185, Essentials of Woodworking, page 40. Trade Mathematics Preliminary Drill Problems Note : The drill problems are pre- pared for those students not ready to take up the job problems. 1. Give the decimal equivalents of the following: 1 If X II . 3 1/. 1 '/ . 5." . 3 11. I'l . 8i4'8'2'8>4:>8_i 2. Add the following dimensions as found on the rule: II" Plus ir- I" Plus U"= If" plus 1|"= If" plus f "= 1 foot plus 3f "= 3. Subtract the following dimen- sions: |"minusi"= if" minus f"= 2J" minus f"= 1 foot minus 6|"= 4. Divide the following ^ dimen- sions into equal parts: 5" divided by 2= 6" divided by 4= 7 " divided by 4= 14" divided by 8= 9" divided by 8- Job Problems 1. Draw a line of the length in- dicated by each dimension below and place above the line the given dimension and the part of a foot that it equals, for example, ■2" 1 / o — 4 J , ^ , i.2 , ^2 ) •'-'-'2 I ' 2 2. The mechanical drawing of the miter box is to be made to a scale of 3" to 1 foot. Work out on that scale the following dimensions: 6"; 18"; l";5";6i";f" 3. Use the following formula to figure the board feet in the exam- ples: Bd. ft. = No. of pes. x L x W X T 12 L = Length of board in feet W = Width of board in inches T = Thickness of board in inches. 3 pes. 1 " X 12" X 16' 6 pes. U" X 10" X 14' 4 pes. I" X 14" X 12' 9 Safety and Hygiene Prepare for your notebook the following: 1. In sawing off the ends of the stock for the miter box the saw jumps from the piece and cuts the thumb of the left hand; describe how the work and the saw should be held to prevent such an accident. 2. How would you proceed to care for a cut as described above? 3. Name several things that you consider essential to your own health, 4. Why is physical fitness an asset to you as a worker? Read: Hygiene for the Worker, page 187. English Preliminary Drill Assignment Note: To be used where student is not ready for the regular work. 1. Study each of the correct forms below and write a sentence contain- ing the correct expression. Correct Use Incorrect Use I am not I ain't He is not He ain't We are not We ain't I haven't any I haven't got none We have no We ain't got none Regular Assignment 1. Read "The Toll of Big Timber" in the Worker and His Work, pages 141-146. 2, Tell in a few words what a swamper and a bucker do in the woods. Civics, Industrial and American History and Economics Note: This suggested material should be used for class or group discussion. 1. Do most of the people you know work; what are some of the occupations at which they work? 2. Why do all those people work? 3. Is there any difference in working for yourself or working for an employer? 4. If an employer buys your time, what are some of the things you should, give him? Read: Elementary Social Science, pages 21-24. 10 Comment on Carpentry Unit No. 1 The instructor should demonstrate at the opening of the class the use of the tools necessary to dress a piece of stock to all the pupils that are in the same stage of progress on the miter box. A demonstration should always be short and include enough participation by the pupils to insure their getting the essential information. It is very desirable not to make it longer than fifteen or twenty minutes. Immediately following the demonstration the pupils take up their in- dividual work. The teacher should have on every bench the necessary tools, all in good condition, three pieces of rough stock and the unit instruc- tion sheet. 11 UNIT INSTRUCTION SHEET PART-TIME OR CONTINUATION SCHOOL Course: Building Trades — Carpentry, Unit No. 2. Objective of the Unit Assemble the miter box and make the 45° and 90° cuts. Operations Assignment for student. Prepare for your note book the list of processes necessary to perform each of the following operations and have the approval of the teacher before proceeding: 1. Locating centers of screw holes. 2. Boring and countersinking screw holes. 3. Assembling sides and bottom. 4. Laying-out the 45° and 90° cuts. Read: Trade Foundations, Section IV, par. 17, 18, 20, 21 54, 55, 57. Essentials of Woodworking, Chapt. IV. 12 Related Drafting 1. Make a complete three view mechanical drawing on 9" x 12" drawing paper of the miter box using a scale of 3" to 1 foot. Read: Mechanical Drawing for High Schools, pages 3, 4, 5, 6, 7. Trade Terms Place in your notebook the mean- ing of the following terms: 1 . Assembling 2. Countersinking 3. Toe-nailing Trade Science Prepare for your note book: 1. Explain briefly what is ment by plain sawed lumber ; quarter sawed lumber. 2. Explain the effect of the method of sawing on the warping of lumber. Read: Trade Foundations, pages 185-186. Vocational Guidance Prepare for your note book: 1. Explain how people learn the trade of carpentry. 2. What does an apprenticeship mean to you? Read: Trade Foundations, page 83. Tools and Materials Prepare for your notebook: 1. Five important facts concern- ing basswood. 2. Name three tools that may be used to lay out a 45° angle. 3. Why is it always desirable to bore the holes for a screw slightly larger than the diameter of the screw? 4. What does the term, 1|", num- ber 10, flat head, bright wood screw mean? Read: Trade Foundations, pages 198, 290, 291. 13 Trade Mathematics Job Problems Preliminary Drill Problems Note : The drill problems are pre- pared for the students not ready to take up the job problems. 1. Give the decimal equivalents of the following: 1 // . _5_ // . _9_ // . 13. // 16 '16 >16 116 2. Add the following dimensions as found on the rule: 3 It 16 5 // 4. _5_'/ ^ 16 4. 3// ^ 4 1. Add the different dimensions on the width of the miter box and give the over all width. 2. Four screws are used on the sides of the miter box, the first ones are to be placed 2\" from either end; how far apart will the others be if spaced equally? 3. If the cut for the 45° angle is started Z\" from one end of the box how far will the cut be from the end on the other side of the box under construction? 11 y 16 3." 4 3. Subtract the following dimen- sions: 1 15 '/ 6 7 n 7 3 V 16 16 4 1 1 // 4 5 15 '/ 16 3 13 // T6 11 Y 7 _5_// 16 Safety and Hygiene Prepare for your notebook: 1. Why is it dangerous to pass a finger over the head of a screw after it has been driven home? 2. Enumerate five things that you are doing to keep in good physical condition. 3. Indicate three more things which you should be doing. 4. Divide the following dimensions into equal parts: lOi" divided by 6 9f " divided by 3 7|" divided by 5 14 English Preliminary Drill Assignment Note : To be used where student is not ready for regular work. 1. Study each of the correct forms below and write a sentence containing it. Correct Use Incorrect Use I did I done They did They done They were They was We saw We seen The boys saw The boys seen Regular Assignment Read: "The Toll of Big Timber" in The Worker and His Work, pages 141-146, and prepare a written description of approximately 200 words of the felling of one of the large trees. Civics, Industrial and American History and Economics Note: This suggested material should be used for class or group discussion. 1. Name and discuss three provisions that the State has made for the wel- fare of young workers. 2. Discuss in detail the reasons for the State enacting laws to provide for the welfare of young workers. 15 Comment on Carpentry Unit No. 2. The teacher will demonstrate the new processes and operations involved in the unit to those pupils who are ready for the advanced work. Again it is very desirable for the learner to participate in the demonstration with its accompanying discussion. It will be noted that the assignment of the operations is somewhat different from the assignment on the first unit. Following the second demonstration the pupils report to their benches with their unit instruction sheets and proceed to work out in their note books the new processes to be performed in assembling the miter box. Actual work is not started by individual students until the plan of procedure is checked by the teacher. 16 UNIT INSTRUCTION SHEET PART-TIME OR CONTINUATION SCHOOL Course: General Ofifice Practice — Filing, Unit No. Objective of the Unit Filing by the use of the direct name system. Filing Assignment 1. Secure the telephone directory and note carefully the location in alpha- betical order of such names as McDonald, O'Connell, MacFarland, LeRoy and Van Buren. Prepare a brief statement for your notebook indicating the alphabetical location of these names. 2. Rearrange the following names in your notebook according to the proper alphabetical order : Mann, Robert Bell, Kathryn Russell, William Wilson, Harry Thomas, George McConnell, Thomas Theisen, Grace Nelson, Elixabeth O'Connor, Peter MacDouglas, Bruce Bauer, Mary Volk, Mary Bell, Robert Mannell, Henry Olden, Sarah ' Sanson, Joseph O'Donnell, Richard Van Buren, Lee Anner, Hazel LeRoy, James 3. Using an individual filing box equipped with one fourth of the 80 guide cards, file the miscellaneous correspondence that has been assigned to you, first sorting it alphabetically. 4. Following the checking of the filing by the teacher or another pupil, prepare answers for your notebook on the following: Why is it desirable to first sort material that is to be filed alpha- betically? Of what value is the numerical feature of the direct name filing system? State briefly what you consider to be the purpose of a filing system? Read: Modern Filing, Chapt. IV, Vertical Filing. 17 Related Subjects Business Terms and Abbreviations 1. Write the following terms with their abbreviations in your notebook. Use the dictionary if necessary. Street Company Barrel Steamship President Assistant Forenoon Package Merchandise Secretary Treasurer Railroad Agent Building Cash on deliver5^ Free on board Afternoon Account Problems in Commercial Arithmetic 1. Find the amount of postage paid on ten pound packages sent to the following zones, using the standard rate: 17 packages to zone 1, rate $0.14 27 " " 3, " $0.24 11 " " 4, " $0.43 19 " " 5, " $0.62 43 " " 7, " $1.01 9 " " 8, " $1.20 2. Prepare a table which will show the number of packages shipped to each zone, the rate for each zone, the total cost of mailing to each zone, the total number of packages mailed and the total cost. Health and Hygiene Prepare the following for your notebook: 1. Give some of the effects on the health of ill-fitting shoes. 2. What do you consider to be the requirements of well-fitting shoes.? Read: The Hygiene of the Worker. 18 Vocational Guidance Prepare the following for your notebook: 1. What is the usual order of promotion in your present place of employ- ment? 2. What would be your next position if you were promoted ? What are the major duties of the position above you? 3. What can you do to prepare for this promotion? English 1. Read in Parton's, Captains of Industry, page 101, the story of Abbott Lawrence the Merchant, and then place in your notebook a very brief state- ment giving three reasons why you think he was so successful. Civics, American History and Economics Note: These topics are for class or group discussion. 1. Name a number of different kinds of stores, both retail and wholesale. 2. Tell some of the reasons why it is necessary to have stores of all kinds. 3. W^hat is the relation between the retailer, the wholesale houses, the farmer and the manufacturer? Read : 19 Comment on the Office Practice Unit The teacher will find it very desirable to demonstrate on the blackboard to those pupils who are ready to take up the filing unit the alphabetical relation of names in the telephone directory. The demonstration with its accompanying discussion will serve to start the members of the class or group together. On the second assignment it is reccomended that cards be used instead of a list of names if is possible to secure a large number of old school records or indices of correspondence. The third assignment involves the use of an individual filing box which is a shallow six inch section of a standard letter file. The twenty guide cards or one fourth of the 80 guide card system with which each box is equipped means that the pupils will have practice on only a limited range of the alphabet. By exchanging boxes, the practice may be extended. 20 UNIT INSTRUCTION SHEET PART-TIME OR CONTINUATION SCHOOL Course: Homemaking, Foods, Unit No. Objective of the Unit To cook eggs in tliree ways, soft boiled, poached, and scrambled; to study the simple facts about their importance, digestibility and uses in cookery. Directions for Cooking Eggs 1. Soft boiled Eggs. Place eggs in boiling water in a tightly covered saucepan. Remove pan from the fire and allow to stand for seven minutes. 2. Poached Eggs. Rub a shallow pan lightly with butter. Fill pan two-thirds full of boiling salted water, allowing | tablespoon of salt to one quart of water. Break each egg separately into a saucer and slide gently into the water. Keep water under the boiling point. When there is a film over the tops of the eggs and the whites of the eggs are firm, remove care- fully with a perforated pancake turner to slices of toast. 3. Scrambled Eggs. 5 eggs I teaspoon salt I cup milk I teaspoon pepper 2 tablespoons butter Break eggs in a bowl and beat slightly with a fork. Add salt, pepper and milk. Heat frying pan, put in the butter, and when melted, but not browned, turn in the egg mixture. Cook until of creamy consistency, stirring and scraping from the bottom of the pan. 21 Problems Relating to Materials Note: Place answers in your notebook. 1. Describe briefly the process of cold storage of eggs. 2. What is the object in the home of packing eggs for winter use? 3. How do stores generally test eggs for freshness? Problems in Related Science Note: Place answers in your notebook. 1. What essential part of a meal do eggs furnish? 2. What is their main function as a food? 3. Why are they so much used for young children and invalids? 4. Describe the process that takes place when eggs are soft boiled. 5. Why is frying a poor way to cook eggs? 6. How long should eggs be cooked if they are desired hard boiled? 7. If breakfast is to be served at 7:30 and soft boiled eggs are on the menu, what time would you start to prepare them? Problems Relating to Home Management 1. Name several dishes in which eggs are used; specify three different functions which eggs serve in cookery, giving examples. 2. How should the price of eggs influence the planning of meals in the homes? 3. If nine eggs (or one pound) equal in food value one pound of round steak, which would be cheaper to serve when eggs are 60c a dozen and round steak 35c a pound? With round steak at 35c a pound and eggs at 36c a dozen? English Read in Vocational Guidance for Girls, chapter X, The Girl's Work. Prepare from the reading assignment a short write-up that will tell the major fields of work entered by wom.en and the average length of service. 22 Hygiene and Sanitation Note: Place answers in your notebook. 1. Word five rules that you believe everyone should observe concerning eating; give your reasons for selecting the rules. Read: Hygiene of the Worker. Civics, Industrial and American History, Economics Note: This suggested material should be used for class or group discussion. 1. What are some of the factors responsible for the movement each year of more and more women into occupations outside the home? 2. Compare home conditions and activities of today with those of fifty years ago and draw conclusions concerning the effects of the changes. References for this Unit Conley: Nutrition and Diet, Chapt. VIII. Farmer: The Boston Cooking School Cook Book, pages, 94-96. Bailey: Source, Chemistry and Use of Food Products, pages 429-439. Hunter and Whitman: Civic Science in the Home, pages 94, 104-105. 23 Comment on the Egg Unit This egg lesson is one of the preHminary lessons leading to the serving of a breakfast. The teacher may find it wise to demonstrate the cooking of poached eggs. The reading of the recipe for the soft cooked eggs may convey the necessary information to the pupil without actually cooking the eggs. The amount of material to be used is debatable but a good principle to follow seems to be that of using meal size portions unless very good prac- tical reasons would dictate otherwise. The following method of procedure is suggested for use with the instruc- tion sheet: (1) the teacher gives the demonstration and develops the essential information, (2) stu.dents take their instruction sheets, secure their materials and start upon the cooking of the eggs. The type sheet gives explicit directions in this instance. Other sheets would require that the pupil fill out the directions following the demonstration by the teacher before beginning the actual work. It is recommended that recipes be supplied in mimeographed form for insertion in notebooks. 24 UNIT INSTRUCTION SHEET PART-TIME OR CONTINUATION SCHOOL Course: Homemaking, Foods, Unit No. Objective of Unit To plan a good, well served breakfast for a family of four adults. Preparation of a Plan for a Breakfast 1. Plan a menu containing the proper proportion of the right foods for different bodily needs. Have it checked by the teacher before pro- ceeding. Use references if necessary. 2. Make a marketing list estimating the total cost of the meal; also the cost per person. 3. Plan the actual procedure of cooking and serving the bi-eakfast, stating time needed for preparation of each food. Route the work as it would be done by one person in the home. Have this and the miarketing list also approved by the teacher. References: Conley, Nutrition and Diet, Part I. Chapt. IV. Hunter and Whitman, Civic Science in the Home, pages 108-109. Bradley, Woman's Home Companion, April, 1922. Problems in Related Science Note: Prepare answers for your notebook. 1. Why is fruit necessary in the diet? 2. Name the main food elements present in the different dishes of your menu and compare them with an approved menu, 3. If it were necessary to cut down the cost of your meal how would you change it? -r u 4. Indicate how you would modify the menu you have prepared if the family contained a six year old child. 5. Compare the breakfast menu of today with that of forty or fifty years ago. 25 Problems in Hygiene and Sanitation Note: Prepare answers for your notebook. 1. How do you think a housekeeper should dress for the early morning hours? 2. Why should the dining room be aired each morning before breakfast? Problems in Home Management Note: Prepare answers for your notebook. 1. What effect does the breakfast atmosphere exert on the family, physi- cally and mentally? Why of all meals should it be served punctually and in an orderly manner? 2. What is the first thing to do in order to accomplish such a breakfast? 3. Suggest three ways of saving time in the morning in its preparation. 4. Name some attractive time-saving breakfast equipment. 5. What is the duty of the family toward the housekeeper in regard to punctuality at meals? 6. If this breakfast averages one fourth of the daily cost of food, what would be the cost of food for the family for a week? Read "The Little Woman and the Busy Man" by Eleanor Hoyt Brainerd (Stories of the Day's Work, Davis and Getchell). Write a short paragraph contrasting the handling of the servant by the Little Woman and the Busy Man. Civics, Industrial and American History, Economics Note: This suggested material should be used for class or group discussion. 1. Name five labor saving devices used in the home and explain what bearing they have upon home life. 2. Name some labor saving devices used in your place of employment • and show how they affect the worker. 3. Discuss the desire of all people to reduce the amount of labor required to do the ordinary routine things of life and some of the things which this has meant. References Conley, Nutrition and Diet, Part I, Chapt. IV, V, VI ; Part II, pages 124,125. Bradley, Woman's Home Companion, April, 1922 (a very helpful article). Frederick: The New Housekeeping Willard and Gillett: Dietetics for High Schools, Chapt. X, XL 26 Comment on the Meal Planning Unit This particular lesson might be called a cumulative unit. Table service and the preparation of the individual dishes have been taught in previous lessons. The purpose of the proposed lesson is to have the pupils realize the importance of the properly planned, punctual, well served breakfast and show them how to proceed to accomplish it. The actual preparation and serving of the planned breakfast would follow in the next lesson. The pupils will have made their own instruc- tion sheets for this in the preparation of their plan including the menu, marketing list and routing of the work. 27 UNIT INSTRUCTION SHEET HIGH SCHOOL DEPARTMENT OF HOMEMAKING Course: Homemaking, Clothing, Unit No. Objective of the Unit Removal of common spots and stains: Coffee, tea, cocoa and fruit stains from table linen. Grease spots from wool or silk. Fresh paint from clothing. Directions for Removing Stains ' Note : Record in your notebook each operation and its results. 1. Removing coffee, tea, cocoa or fruit stains from white table linen : Hold stained article, if freshly stained, tightly over a basin. Pour hot or boiling water from a height over the stained part. Dry stains are soaked in Javelle water diluted with hot water and then rinsed in boiling water and diluted ammonia. Prepare for your notebook one other method of treating obstinate stains. 2. Removing grease spots on wool or silk: Brush fabric thoroughly. Place a thick pad of clean white cloth or blotting paper under the soiled spot. Saturate a second clean white cloth with gasoline or benzine and rub gently on the spot in a circular motion from the outside toward the center. Salt is frequently added to the gasoline and then brushed off after the latter evaporates. Fresh spots are removed with hot water, with or without soap if the material can stand water. Brown paper laid over the spot and a hot iron applied will remove many spots. French chalk or magnesia placed thickly on the spot and allowed to remain for a day and then brushed off removes the grease. 3. Removing fresh paint from clothing. Sponge with turpentine or wash with yellow kitchen soap and water. If spot is dry, soften with vaseline and rub with vinegar. 28 Problems in Related Science Note: Place answers in note book. 1. Explain what takes place when hot water is poured over fruit juice spots on table linen. 2. What is Javelle water and how is it made? 3. Why is a circular motion used in rubbing out spots in a woolen fabric? 4. What is the action of salt when used with gasoline on woolens? 5. What does gasoline or benzine do to grease? 6. What happens v/hen brown paper and a hot iron are used to remove a grease spot? 7. What action takes place when turpentine is applied to a paint spot? Problems Relating to Materials Note: Place answers in note book. 1. What textile materials are classified as the animal fibers? Why? 2. What textile materials are classified as the vegetable fibers? Why? 3. Why is it desirable to remove all spots and stains as soon as possible? 4. What are some of the materials that will not stand treatment with water? 5. What are the safety precautions that must be observed in using gas- oline or benzine? 6. What are some of the best patented cleaners that are safer than gas- oline or benzine? Problems Relating to Home Management Note: Place answers in note book. 1. What relation is there between home management and a knowledge of how to treat spots and stains on textile fabrics? 2. Indicate the procedure of the efficient homemaker in treating stained and spotted table linen and wearing apparel? References 1. Woolman, Clothing, pp. 212-215. 2. U. S. Department of Agriculture, Farmers Bulletin No. 861. 3. Richards and Elliott, Chemistry of Cooking and Cleaning, pp. 126-133. 4. Proctor and Gamble — Laundry Manual (free on application). 29 Comment on the Clothing Unit The homemaking teacher will find it desirable to demonstrate the re- moval of one or two spots or stains and discuss the general principals that must be observed in teaching textile fabrics. At the close of the discus- sion, pupils will receive their assignments, one group starting with the linen, another with the wool or silk and the third with the problem of removing paint from clothing. As the students complete their initial assignment they rotate to the problems with the other materials. The supply of materials for these exercises may offer some difficulty to the teacher. It has been found in some instances possible to have mater- ials brought from the pupils' homes and in other cases teachers have found it more satisfactory to provide them. 30 UNIT INSTRUCTION SHEET UNIT TRADE OR INDUSTRIAL SCHOOL Course: Machine Shop, Lathe Unit, No. 1. Objective of the Unit Rough turn the shank of T-rest bracket for 8" grinder. Operations 1. Chalk end of casting and locate centers by means of a center square or dividers. 2. Punch centers at the intersec- tion of scribed lines. 3. Test trueness of centers by plac- ing castings in lathe between cen- ters revolve by hand and hold piece of chalk against revolving surface. Chalk marks indicate high spots. 4. Re-punch centers if not true. 5. Place a drill chuck with a com- bination drill and countersink on head spindle of lathe. 6. Locate and lock tail stock with about 5" clearance between the center and the drill. 7. Start lathe and place end of casting on tail center feeding to the drill by turning the hand wheel of tail stock. 8. Drill to a depth of J inch. 9. Remove drill chuck from lathe and fasten a common lathe dog to shank of casting. 10. Place casting between centers, adjust tail stock so work revolves freely, oil tail center and lock tail stock securely. 11. Adjust speed to cut 40 to 55 feet per minute. 12. Adjust the tool securely in tool post with cutting edge slightly above center of work and not too far from post. 13. Start lathe, move carriage to tail stock end of casting and true up face of boss. 14. Stop lathe, remove work from machine and attach clamp lathe dog to cored end of bracket. 15. Place job between centers and secure in manner described in 10. 16. Start machine and face the shank end of casting to required length. 17. Remove facing tool from holder and replace with a diamond point tool. 18. Set tool and carriage and take roughing cut on shank of casting deep enough to cut under the scale. 19. Test piece after first cut with calipers for straightness and for being parallel. 20. If not true adjust tail stock so cut is parallel and true-up job. 21. Remove job from lathe. 31 Related Drafting 1. Make a two view free-hand working drawing on cross-section paper of a casting f " in diameter and 3" long. 2. Make a two view free-hand working drawing on cross-section paper of a casting If" in diameter If" in length with a f " diameter hole running through the long way. 3. Prepare a full size machanical drawing, fully dimensioned of both castings. Place both drawings on one sheet. Read: Mechanical Drawing for High Schools, pages 2-6; 21-30. Trade Science Prepare for your note book. 1. Why are the bearings of the lathe, the screw and the gears oiled frequently? 2. Why is it necessary in setting the cutting tool in the holder to have it a slight amount higher than the center of the revolving work? 3. Describe what takes place when the revolving work is running too fast and the tool is put up against it. Tools and Materials 1. Tools. Select and cut from cat- alogs and trade journals good types of the following machines and tools and paste them in your note book. Place the name under each. Engine Lathe Machinist's hammer Lathe head-stock Center Square Lathe tail-stock Dividers Lathe Carriage Facing tool Diamond point tool Drill chuck Punch Scratch Scale Outside Calipers Common lathe dog Clamp lathe dog Combination drill and countersink Read: Machine Shop Primer. 2. Materials. Prepare for your note book the following : Where is iron ore found? Describe how iron ore is changed to pig iro_n._ How does pig iron become cast iron? Read: Trade Foundations pages 207-208. Read: How to Run a Lathe, pages, 19, 30. Trade Terms 1. Place in your note book the meaning of the following terms: Running hot Cut under the scale High spots Tool above center Shank of casting Finish Cored end Rough turn Boss 32 Trade Mathematics Preliminary Drill Problems Note : This material is to be used where student is not ready for advanced work. 1. At what sizes would you set a pair of dividers to scribe circles of the following dimensions: 5 1'. 3 '/ . 1 1 '^ . -J 3. '/ . 15.'/. T_" • 9 8 i4 J-'-S i ^8 J ^8 )8 i'^ 1 _3_ " • 1 _9- " ■ 1 iA " • ^16 ) ^ 16 ) J^ 16 ' 3 V . JL5. '/ , J 16 1 2. Give the decimal equivalents of the following: If/. If/. 3f/. If/. 3. W . 5r/. J7 // . 2 '4 >8 )8 i8 >S ) 3. The rough casting for the T bracket weighs 4f pounds, the finished casting weighs 4f pounds; what part of a pound was machined off ? how many ounces ? Job Problems 1. The rough diameter of the shank to be turned is j^", what is the radius at which you will set the dividers to scribe arcs on the chalked end to locate exact centers? 2. If the rough diameter of the shank of the casting is jf " and the finished diameter is f ", how much material is to be removed? If the material was removed at one cut, what would be the depth of the cut? 3. Look at drawing of bracket and figure the over-all length of the finished casting. 4. If the spindle of the lathe re- volves at 135 revolutions per min- ute, what would be the surface speed of 1" cylindrical casting? If" cyUndrical casting? Use the following formula: Dx 3.1416 X R. P. M. = S. S. in feet per minute. D = Diameter of job. R. P. M. = Revolutions per minute of spindle. S. S. = Surface speed. References : chinists. Mathematics for Ma- Safety and Hygiene Prepare for your note book the following: 1. Tell briefly the safest way in which to hold the punch and ham- mer when locating centers. 2. Describe what might happen if tail stock was not securely clamped when you attempt to drill centers. 3. Why is it best to stop lathe when adjusting belt and shifting gears? 4. Why is it not safe to set the cutting edge of the tool below the center of the work? 5. Tell why the hands should not be placed upon revolving work or parts of the machine. 6. What are some of the reasons for placing safety first signs about the shop? 7. How would you proceed to care for a cut upon the hand; a bruised finger with blood gathering under the nail? 8. Why is it necessary to deposit all oily waste in metal cans? 9. Describe dangers to operators of machines of loose sleeves, aprons, coats, dangling neckties. 10. State briefly the importance of good health to a worker. Read: Safety First for Vocational Schools, University of the State of New York, pp. 29-31; 35-36. First Year Lathe Work, South Bend Lathe Works, pp. 6-15. Tolman: Hygiene for the Worker, p. 187. 33 English Preliminary Drill Assignment Note: To be used where student is not ready for the regular work. 1. Rules for capitals Use a capital to begin The first word of a sentence. Names of places, months, days, holidays, the Diety. The words I and O. 2. ' Rules for punctuation Use a period At the end of a statement or command unless it is exclamatory After abbreviations and initials Use a question mark after a direct question. Use a comma to separate The names of a person or thing addressed ..Explanatory words, phrases and clauses Words, phrases and clauses in series not connected by a conjunction 3. Correct the following: my job is on a lathe that was made in Syracuse i entered school monday September the twelfth the governor of new york has declared armistice day a holiday is mr e d smith the teacher of drawing in the building wm jones the boy at that desk is the best base ball player swimmer and foot-ball player in school Regular Assignment 1. Read "The Open Hearth" in the Worker and His Work, pages 178-191 Name the principal characters of the story and the work that each had to do. Prepare a short story on the tapping of a heat. Look up in the dictionary the meaning of the following words, and write them in your note book: terra firma; cavernous; orbs; seething; silhouetted; dismal; circumspection; cronies; jest; honeycombs. Civics, Industrial and American History and Economics Note: This suggested material should be used for class or group discussion. 1. What was there about "Pete the Open Hearth Man" that made him so well liked in the plant? 2. What was there about the "Boss" that made you feel that you would not like to woi'k for him? 3. List and discuss some of the things that make men respected and well liked by their fellow workers. 34 Comment on the Machine Shop Unit The instructor should demonstrate to the class or the group that is ready for the beginning work on the lathe the simple fundamental operations of oiling the lathe, adjusting the speed, stopping and starting the lathe, locat- ing centers on the casting, placing job in the lathe, adjusting tools, taking the first cut, and setting and using the calipers. The demonstration should be given in a sound pedagogical manner and be more than a mere showing process. After the completion of the demonstration and following an indication that the pupils received something fron it, they will draw their tool kit, the casting and the instruction sheet and proceed to a bench where they will lay out the centers, punch and test them and continue with the other in- dicated operations. The type sheet may appear to involve a large amount of work. It is true that it does, the aim of the sheet being, in this particular instance, to prepare an assignment that will require at least six clock hours of work on the part of the student. 35 UNIT INSTRUCTION SHEET EVENING TRADE EXTENSION CLASS Course: Mathematics for Machinists, Unit No. Objective of the Unit To adjust, read and test a standard micrometer caliper. M/C^OME TEH A'FFIAME D- SLEEVE B- ANVIL E-THIMBLE C- SPINDLE F-FIATCHET operations in Adjusting 1. Open the anvil B and the spindle C far enough apart to admit the object to be measured. 2. Close the jaws by slowly turning the thimble E until they touch the sides of the work. A click of the ratchet stop will indicate the proper pressure. 3. Prove result of setting by moving micrometer up and down on the object being measured or by passing work between the anvil and the spindle with a slight rotative motion. Operations in Reading 1. Sleeve D is graduated into vertical divisions of one fortieth part of an inch which in decimal form is .025. Every fourth graduation is numbered. 2. Spindle C has 40 threads to the inch — one complete revolution of the thimble E opens the caliper one fortieth of an inch or one of the vertical divisions on D. 3. Thimble E is graduated on the beveled side into 25 equal parts, each graduation is one twenty-fifth of one turn or 1/25 x .025 x .001 inch. 4. The illustration shows 18 divisions on the horizontal scale of the sleeve D and 13 divisions past the zero position on the thimble E. The reading is 18 x .025 plus the .013 on the thimble or .463 of an inch. Testing a Micrometer Caliper 1. Close the caliper completely with pressure enough to give one click of the ratchet stop. 2. If the zero mark on the thimble stops at the zero mark on the sleeve and exactly on the line running along the axis of the sleeve the micrometer is true. 3. If zero marks do not register the anvil may be adjusted so as to bring the thimble to the proper position. Problems 1. What fractional part of an inch is a micrometer caliper opened by making one complete turn of the thimble? What decimal part of an inch? 2. If the thimble is turned through 10 complete revolutions what part of an inch is the micrometer opened? 3. Through how many turns must the thimble be moved to open the micrometer .5 of an inch? 4. What part of an inch is indicated by the first line beyond zero on the sleeve? By the line numbered 3 on the sleeve? 5. The sleeve reading is 3 and the thimble reading is 12 what is the size of the opening? 6. How many turns must the micrometer be opened to read .075 of an inch? 7. How would you set a micrometer to read .4375 of an inch? 8. Reduce Ye inches to a decimal and tell how you would set a micrometer to read that amount? 38 The Principal of the Micrometer The micrometer is an instrument which makes an appHcation of the prin- ciple of the screw in measurement. Measurement by the micrometer de- pends upon the direct relation between the number of revolutions of the screw and the distance traveled by it. The object to be measured is placed between a fixed point called the anvil and a movable part called the spindle. One end of the spindle is threaded with a fine thread having a pitch of l/'40th of an inch. That is, there are 40 of these threads to one inch. Attached to the threaded end of the spindle is a cup shaped piece called the thimble. This thimble is knurled on the outside so that it may be used to turn the spindle. When the instrument is assembled the thinble slides dov/n over part of the frame which is threaded to match the thread on the spindle and acts as a guide for it. This part is called the sleeve and on it will be found a system of lines or divisions which when used in connection with a set of divisions on the beveled edge of the thimble, will indicate the longitudinal distance traveled by the spindle and the number of revolutions made by both the thimble and spindle. Now, knowing as we do, the pitch or lead of the screw, it is easy to determine the measurement or distance be- tween the spindle and anvil for any setting. References American Machinist Handbook Starrett: Catalog of Tools Smith: Advanced Machine Shop Burnham: Mathematics for Machinists Comment on the Mathematics for Machinists Unit. This particular type sheet presents each step for adjusting, reading and testing the micrometer and therefore may not require a demonstration on the part of the instructor. If a demonstration is advisable it is recommend- ed that a large drawing either on the blackboard or on paper be used to show the different readings. The instructor should also have a number of test pieces including sections of cold rolled stock, small tools, hexagon nuts, bolts and sheet or plate ma- terial from which students can make settings. 39 UNIT INSTRUCTION SHEET JUNIOR HIGH SCHOOL, INDUSTRIAL ARTS Objective of the Unit Course: Metal Trades — Sheetmetal No. To make a 6" square, galvanized iron seed box. ~~~^ Bill of Material 1 Piece galvanized iron, No. 26 or 28 I Dozen 1 lb. rivets No. 13 wire Solder Operations 1. Cut blank 10" square. 2. Draw lines A-B and C-D V from each edge. 3. Draw line E-0 \" from line A-B in each corner as shown. (Fig. 1.) 4. Draw lines G-H half way between lines AB and EF. (Fig. 1.) 5. Draw lines K-L Y from CD. (Fig. 1). 40 ec. A /r G£ c ^v » Ft -t H 1- >Fyg-/ K c 5 B h H B BH - 6. Make prick|mark in center of the lines G-H and K-L. (Fig. 1.) m 7. Measure in ^" from A and B and make dots. (Fig. 1). 8. From these dots draw short oblique lines at an angle of 30° to the hori- zontal to meet the lines E-F. (Fig. 1.) 9. Draw similar oblique lines at an angle of 30° to the horizontal from the corners O. (Fig. 1.) ^s, :^iz: fe ^^ 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Cut out corners. (Fig. 2.) Punch holes for rivets at prick marks in the center of the lines G— H and L-K. Break sides at 45° along lines A-B and C-D. Turn all edges for No. 13 wire, having edges so that wire will be on outside of finished box, using folding machine. Finish forming on square stake using hands and mallet. Form laps around sides and rivet. Cut wire 1 " longer than the distance around the top of box. Bend wire to exact size of top of box using vice and hammer. The joint in the wire should come about 1 " from a corner. Turn edge over wire using mallet and pliers. Set wire down with machine. Solder corners. 41 Vocational Guidance Problems. 1. Secure a copy of U. S. Occupational Census and work out in your note- book a small chart showing the number of carpenters, painters, masons and sheetmetal workers in your city. Let a block I " wide and 1 " long represent the number of sheetmetal workers and draw the other trades by blocks in proportionate size according to the number employed. 2. Prepare a very brief statement telling the following facts about the in- dicated trades in your city : There is 1 sheetmetal worker to every masons. There is 1 sheetmetal worker to every carpenters. There is 1 sheetmetal worker to every painters. 3. Of what value to you is the above information if you are considering taking up the sheetmetal trade as your life work? 42 Comment on the Junior High School Unit. This particular project represents a few of the elementary processes and involves the use of fundamental tools and materials of the sheetmetal trade. One of the prime purposes of industrial activities in the Junior High School is to acquaint the boy with what the worker does, the economic and social conditions that surround him in his work, and with certain elementary sci- entific facts pertaining to operations, tool and materials. The type sheet has not endeavored to cover all the related informational aspects but has limited the material to what might make up a unit for one day's work. It is suggested in using the sheet that the instructor precede the actual work with a short effective demonstration and discussion for those pupils ready to take up the problem. Following this the pupils report to their benches, secure their tools and materials and start on the layout of the job. The problems in vocational guidance should be worked out at any time that the pupil is not able to proceed with his practical work or at the completion of the project. This material may be used very profitably for class or group discussion at different periods during the course. 43 2. DEFINING THE UNIT INSTRUCTION SHEET AND A STATEMENT PERTAINING TO ITS FUNCTION. A unit instruction sheet is distinctively a teaching agency to supplement the efforts of the teacher and in no case should be used to supplant the in- structor. It is one unit of a body of organized teaching material that has been prepared for the pupil to use under conditions that will insure the great- est amount of directed individual progress. It is specifically an agency that provides educational work for the pupils according to their varying abilities and interests for the duration of a class period. It is a means of attaining "self-education through purposeful activity." The entire" plan for individual instruction and the use of unit instruction sheets is not advanced as a scheme to overturn present pedagogical prac- tices but rather as a means of organizing and providing instruction that will ' more nearly meet the need of the individual members of every class. It is recognized that class instruction will always have a place as a part of the work of the teacher and should be used in every instance where it is certain that all pupils will receive the maximum of benefit; if class instruction does not meet the above standard, group teaching should be utilized, and finally, if both class and group methods fail to reach and provide the greatest amount of instruction the pupil is able to assimilate, then it is absolutely essential that the individual method be used. In any case the unit instruction sheets will be utilized in connection with class work or group or individual instruction. This would rather indicate that the individual method is only of minor importance. An honest application of the principle stated in the preceding sentences will promptly demonstrate that individual instruction is of prime importance and has a most decided place in every class room. The unit instruction idea and the unit instruction sheet are not presented as a new idea. The entire plan in one form or another has been a part of good educational practice for a great many years. The form under dis- cussion is a composite development and represents the best of the instruc- tion methods employed by the correspondence schools, the best practice used in school science laboratories involving the use of manuals and the idea of the standard practice instruction sheet used in the factory. A fusion of certain elements of all three plans together with an observance of pedagog- ical principles resulted in instruction sheets of the form herewith presented. 3. ELEMENTS ENTERING INTO THE ORGANIZATION OF THE TYPE INSTRUCTION SHEETS. It is quite discernible that certain common principles and elements have prevailed in all of the submitted type instruction sheets. They may be readily abstracted and presented for closer study. Relation of the unit instruction sheets and the course of study. The defini- tion of an instruction sheet stated that it was a unit of a course of instruction. It is therefore a distinct part of a course of study and not a loose, unattached piece of school work. As such it contributes directly to the accomplish- ment of the course objectives and their adaptations to meet individual needs. Relation of the unit sheets and a teacher's lesson plan. The definition states that the job instruction sheets are prepared for the use of students. They represent entirely an assignment of educational problems calling for a 44 solution by the boy or girl. The lesson plan is a teacher's outline of pro- cedure and as such is never placed in the hands of the pupil. The subject matter aspects of a lesson plan also bear the same relation to the course of study as the job instruction sheet. In both instances they evolve from the course of study which in turn is worked out from the occupational analysis. The simple accompanying chart will show the relationship. Occupational AaaJysi^ I Course ot Iristruotioa Teacher 5' Le65oa Plarvs 5tuclervt5' Ualt Instruotlort Shteets The immediate objective on each sheet. A factor making for the success of individual instruction material is the proper statement of the objectives. A proper stating of objectives necessitates the wording of them in such a clear and concise manner that they will be readily comprehended by the student. An involved, wordy objective or aim is confusing and wasteful of time both on the part of the pupil and on the part of the teacher. A study of the type sheets shows that each objective has been carefully worded and meets the above standards. It is also deemed advisable to always place the ob- jective at the beginning of each sheet and set it off in a manner to give it prominence. Each sheet also has an objective other than the immediate or job objec- tive, which may be designated as the general or remote objective. The general or remote objective. The general or remote objective of every sheet, every lesson and every course is to augment the general education of the pupil. Much of the work in English and the social sciences is given for general education purposes. The general or remote objective will not be stated on the individual instruction sheet as it is clearly recognized that instruction in English, mathematics, science, hygiene and social sciences is a part of all courses — industrial, commercial and homemaking. The class period as the unit of organization. A unit of instructional mater- ial organized so as to be put over in the duration of a class period and in terms of the approximated ability of the members of the class is recom- mended. Any of the type instruction sheets will illustrate this recommenda- tion. In the case of the construction of the miter box the first unit in- struction sheet had to do with the getting out of the rough stock and dressing it to specified dimensions. As one of the first lessons in carpentry this unit would entirely consume the time of a class period. The second unit sheet used in connection with the construction of the miter box involves the as- sembly of the three dressed pieces of stock, the laying out of the miter cuts and finally, making the miter cuts. It will be found that the three opera- tions indicated require approximately the entire time of an average begin- ning student for one class period of from 60 to 90 minutes of actual working time. The type unit instruction sheets for the machine shop project are devel- 45 oped in the same manner as the sheets for the miter box. Succeeding sheets will have to do with the centering and rough turning of the shank of the T rest bracket; the finish turning of the shank and the facing of the hubs; and with the rough and finish boring of the hub and the dfilling and tapping of the boss on the hub. Each one of the several type sheets has been organized on the above plan. The principle involved is as applicable to homemaking, commercial work or agriculture as to industrial activities. The other method of organization that might be used can be illustrated by the selection of a library table as a project. The operations involved in this job would be listed on the sheet somewhat as follows: (1) get out rough stock, (2) joint stock for top and glue, (3) dress legs and rails to size, (4) lay out mortises and tenons or dowel centers, (5) cut mortises and tenons or bore dowel holes and glue in dowels, (6) fit and glue rails and legs. (7) etc. to completion. It is recognized at a glance that each one of these steps involves enough to occupy the time of a student for a period or more and that the statement, cut mortises and ten- ons, means nothing to a person to whom the work is new. This implies then that when instruction sheets are prepared for the use of beginners rather complete directions must be given or an opportunity afforded the learner to develop the procedure he is to follow. The discussion under the topic, "The class period as the unit of organi- zation," has attempted to indicate that for the most effective use of individ- ual instruction material such material must be set up to cover approximately a class period of work. It more nearly insures a specific piece of work being done in a given class period. It provides a given educational problem to be solved and the student will approach it with assurance and understanding. The material entering into the makeup of the unit instruction sheets. All the material placed on any sheet is subject matter selected from a course of instruction. Subject matter may be broken up to include, in the vocational education fields under discussion, (1) the manipulative aspects, and (2) se- lected related information. The relation of the two aspects may be deter- mined by considering a few simple rules, as follows: 1. All work offered with the specific objective of developing trade skills will emphasize the manipulative aspects. Industrial work in a unit trade school, an evening or part-time trade preparatory or trade e^f- tension course are examples. The related information is incorpor- ated as a part of the instruction to enable the student to more intel- ligently accomplish the manipulative work. 2. All work offered with a vocational guidance objective or with a desire to present to the student a broad understanding of vocations and the economic factors pertaining thereto and other general topics of a sim- ilar nature will emphasize the informational aspect. Examples of this type of organization would be found in sheets prepared for use in the junior high schools, industrial arts departments and in some of the work for younger pupils in the continuation schools. The prac- tical work is offered to emphasize and vitalize the essential informa- tional aspects. It will be found that it is not possible in all instances to utilize the prac- tical work as the core of the individual unit. It is suggested that it be made such wherever a natural correlation is possible. Unnatural and forced correlations create wrong impressions and often result in questionable infor- mation and should be shunned by all teachers. 46 A study of all the type instruction sheets shows that there is on each a practical piece of work of some kind to be undertaken by the student. Ac- companying the statement of what is to be done is a list of operations to be performed. Then on the informational side is the mathematics, science, topics concerning tools, materials, drawing, design, economic, social and vo- cational guidance aspects, safety and accident prevention, as well as Eng- lish, civics and industrial history which may or may not be closely corre- lated. The range and extent of informational subject matter is determined by the objective of the instruction for which the sheets have been prepared. The development of the continuation school movement in New York has led to an effort to incorporate on each instruction sheet the practical work with its immediately related subject matter and also the English, civics, industrial and American history. The plan recommended for the other forms of vocational work does not include the purely academic subjects and therefore does not represent as formidable an appearing individual sheet. Any plan of individual instruction must provide for drill exercises in cer- tain fundamentals. This is especially true in the preparation of unit sheets for vocational classes. For example, a certain unit of instruction for use in the homemaking, commercial or industrial class involved the use of a small amount of mathematics but it is thought that the pupil may not be able to make the necessary computations. It is therefore essential that some drill work be given that will prepare the boy or girl to solve the mathematical problem. A similar situation also arises in the matter of instruction in English. The essential drill material should be incorporated on each in- struction sheet or on accompanying drill sheets. In using drill material of any kind it is advisable to have pupils understand the purpose of the drill work and its relation to problems confronting them, and at all times to have the exercises short and varied. Conclusions that may be drawn from the discussion of the material enter- ing into the make-up of the individual sheets are : 1. Utilize the manipulative aspects as the core of the subject matter for individual instruction sheets which have for their objective the devel- opment of trade skill. 2. Utilize the informational aspects as the core of the subject matter for individual instruction sheets which have for their objective the development of technical knowledge. 3. Correlate the related information with the manipulative or informa- tional aspects only in cases where a natural correlation may be effected. 4. Unit sheets for use in part-time or continuation classes may well in- corporate the manipulative, the related informational and the re- quired academic aspects. 5. Drill material is an essential part of each unit instruction sheet. Form of the assign4nents on the unit instruction sheets. It must be borne in mind that unit instruction sheets are for the use of the student. All ma- terial placed on the sheet should be of such a nature and in such form as to result not only in doing but also in thinking on the part of the student. If the teacher holds to this principle, he will not organize the factory job sheet type of material, which may otherwise appear for any of the vocational fields. An analysis of the type sheets may lead to a belief that the manipulative aspect of the material is merely a series of directions for carrying on a number of operations. Beginning sheets for new students may rightfully incor- porate rather specific directions for doing a given piece of work. This will 47 accustom students to the habit of following a set of directions and also insure that they will get under way on their particular assignments with the min- imum loss of time. Succeeding sheets should be so prepared as to require the student to as- sume the responsibility of working out for himself the sequence of operations. If he uses at first sheets which have complete standard practice instructions and then is advanced to sheets which compel him to plan for the most part the operations in their proper order, the approved mode of procedure for working out sets of unit instruction sheets will have been established. For an illustration of this procedure the reader should turn to the two instruc- tion sheets organized for the construction of the miter box. The first sheet gives explicit directions for the dressing of the rough stock to given dimen- sions; the second merely indicates the major operations of locating centers for screw holes, boring screw holes, etc., leaving the details of the various operations for the student to fill in and have checked by the teacher before proceeding with the job. In no case is it wise for a teacher to permit pupils to guess at the operation sequence to be followed, but rather, the pupil should be allowed to work out the proper order only after some assistance on the part of the teacher in the form of a demonstration or after referring the pupil to sources of information such as charts or books. A safe general procedure to follow is to refer students at all times to handbooks, references or to other sources of help even though the teacher has given individual assistance. Accompanying the manipulative aspects on each sheet are the related as- pects of drawing, design, mathematics, science, safety and hygiene, voca- tional guidance material and all other essential content which will enrich the practical jobs. This material should always be_ incorporated on the sheets in such a concise and definite manner as to indicate immediately what is required of the student and the source of information that will assist him in the solution. A summary of the discussion on the form of assignments on the individual instruction sheets includes the following: 1. Unit instruction sheets are specific assignments of educational prob- lems requiring solution by the student. It is not a teacher's lesson plan. 2. The first sheets placed in the hands of the students should give ex- plicit directions for work and study ; succeeding sheets should require the student to assume the responsibility for solving the complete problem. 3. Unit instruction sheets, if they are to be educational to the fullest extent and not mere factory job sheets, must afford the fullest possible opportunity for self activity on the part of the student. 48 CHAPTER II THE TEACHING PROBLEM IN VOCATIONAL CLASSES AND THE NEED FOR UNIT INSTRUCTION SHEETS 1. The Teaching Problem in the Continuation School The children enrolled in the part-time schools are not homogeneous. They come from many kinds of homes, represent all types of mentality, all the degrees of school progress, many and varied interests and capacities, are engaged in occupations widely dissimilar in character and have entered school at irregular periods. Confronted with this situation and the fact that the majority of these children are employed in juvenile occupations and need personal counsel and guidance, it becomes imperative that a great part of the instruction in part-time schools shall be individual in character. The problem is the same in all departments of the continuation school. The fact that some children are enrolled in commercial, some in homemaking and others in industrial work does not affect this conclusion. It is also imperative, due to the short period devoted to the formal in- struction, that all teaching material be thoroughly organized and specifically prepared, in so far as it is possible, to anticipate the needs of these young people. Every hour in school should be productive of definite individual progress toward a determinate individual objective. 2. THE TEACHING PROBLEM IN DAY INDUSTRIAL OR TECHNICAL SCHOOLS The problem of teaching the shopwork and technical subjects in the day schools presents similar situations to those found in the continuation school. It is true that the students in these classes are more homogeneous in many respects and that the beginning instruction in some of these classes may be organized for teaching on a class basis. Each day that the class meets results in a gradual disintergration of the class organization, then the group organization until finally the original class is made up of individuals or groups of one, two or three pupils at work upon different problems and prob- ably each at different stages of progress. Class instruction under the con- ditions described above cannot be in terms of the varying problems con- fronting the individual pupils. Class instruction can only be offered in what may be termed the "core material" which is common to the needs of all members of the class regardless of the specific problems they may be working upon. The situation pictured in this paragraph is common in the industrial classes and in the technical classes. The teacher's problem clear- ly is to provide instruction at all times and under such conditions that every individual pupil may progress in the subject as rapidly as he profitably can. 49 3. The Teaching Problem in Industrial Arts Classes The objectives of the industrial arts shopwork and drawing are less specific than similar work in the day industrial schools but nevertheless the immedi- ate problems of teaching encountered from day to day are alike. It is a physical impossibility to keep all the members of the class at one level or stage of progress. If the teacher attempts to adjust the rate of the in- struction to the needs of the majority, the exceedingly good and the very poor pupils suffer. Many industrial arts teachers have had a feeling that, if the organized instruction were partially meeting the needs of from fifty to seventy-five percent of the members of the class, a satisfactory piece of teaching was being done. Properly organized unit instruction sheets pre- pared from the industrial arts viewpoint will increase the effectiveness of the teaching and the range of accomplishment by the particular members of such classes. 4. The Teaching Problem in Commercial Classes The content of the commercial subjects from the teaching standpoint may be classified under two general headings (1) the technical or manipulative side or aspect and (2) the general or informational side or aspect. In this respect the subject matter of commercial instruction is not a great deal different from the subject matter of industrial education or the other vo- cational fields. The subject of general office practice including as it does, filing, indexing, cataloging, use of numerous machines, typewriting and book- keeping, involves teaching problems not differing to an appreciable degree from those confronting the industrial teacher, the homemaking teacher and the teacher of agriculture. It is not conceivable that a commercial teacher can at all times keep a class of twenty pupils together on a given assignment for any great length of time. The teaching of the unit of instruction on filing will illustrate this point. Twenty pupils start together but at the end of the first day the class is divided according to progress into approximately three groups. At the beginning of the second day the teacher may still be able to conduct the work on a class basis and present and develop the new information for that day's work, but each succeeding day witnesses a wider divergence as to progress of the individuals in the class. Instruction offered on a class basis after the first few periods and until the completion of the unit is not effective for the slower members nor for those making the most rapid progress. Group and individual instruction methods should enter at this stage and must be employed if the most effective results are to be attained. Teachers are sometimes able to provide for the more rapid workers of the class sup- plementary problems without taking up an advanced topic, but very often these added problems are merely a subterfuge to check progress and not instructional material of most value to the student. Facing very frankly the teaching situation in a commercial subjects classroom, it appears that well organized instructional units available for the use of individual students or groups of students will provide instructional material for all types of pu- pils usually found in a class. It is recognized that at one stage in the development of commercial educa- tion the theory of individual instruction was commonly adhered to. It is well known that both the private and public school made extensive use of the idea and in numerous instances many abuses occurred. A study of these practices indicates very plainly that the elementary principles of good 50 teaching were not observed and instead there existed a mechanical routine of conducting so-called instruction. Failure to recognize that good individ- ual instruction is based on the same fundam.ental principles of psychology as good class teaching brought the entire method into deserved disrepute. The present tendency in modern education to better classify students, to provide better prepared teachers and finally to so organize instruction and present it as to afford educational opportunities to pupils in terms of their ability and individual needs will result in a modification of existing practices in present day classrooms. 5. The Teaching Problem in Homemaking Classes Homemaking is recognized as a composite occupation. Teaching the essentials of homemaking in a school or class is now approached from the standpoint of the actual work of the practical homemaker. Schools are equipped and provided with the facilities that enable teachers to approx- imate the real situation and to present instruction in numerous units. The problem of teaching the preparation of meals is a pertinent illustration of the present trend in homemaking education. Kitchens are commonly installed on a group unit kitchen plan that reproduces actual working con- ditions in the home and provides an opportunity in the school for a large variety of activities at any given period. An example of this is the project of preparing a breakfast which an entire class may be working upon during a given class period. This project is broken down into lessons on prepara- tion of fruit; cereal; eggs, ham or bacon; toast and a beverage. The girls assigned to each lesson and unit of equipment have the preparation of one or more portions of the breakfast. The teacher may have presented ele- ments of subject matter common to all the groups and then made the specfic assignment of problems. Common elements may mean in this specific il- lustration such topics as, constituents of a good breakfast and reasons for the selection of each, general directions concerning the use of common equip- ment and other topics of a similar nature. The teacher's specific task after making the assignments is one of getting all the students immediately busy upon profitable work. It is not possible for an instructor to attend to the immediate needs of all of the students and therefore it is very desirable that some supplementary agency or device be utilized. The unit instruction sheet for each type of work that the groups are to undertake, with specific assignments and problems to be solved, will serve to eliminate unnecessary waste of students' time and occupy each one upon profi.table work. At certain stages in the working out of the various units students find that the manipulative aspects are completed for the time being and unless the teacher has made provision for further instruction a loss of time ensues. The unit instruction sheets may be so organized as to meet this situation through the inclusion of assignments covering related informational prob- lems. In this way good use may be m,ade of all the class time. Teachers of homemaking also have a difficult problem in directing and assisting students in home project work. A random assignment of a general nature to a girl to work upon, given in connection with home duties and coupled with a loose method of checking or evaluating the accomplishment, is questionable educational procedure. An instructional unit for use with home projects which provides specific directions, or an opportunity for the student to plan the procedure for performing certain homemaking duties, accompanied by a definite assignment of related problems in the field of homemaking will result in directed purposeful activity. 51 6. The Teaching Problem in Agricultural Classes The teaching of agriculture involves two outstanding problems: (1) pro- viding instruction that recognizes individual differences on the part of the students, (2) insuring to all students profitable educational experiences as a result of the practical projects. Individual differences involve a number of variable characteristics on the part of students- that must be recognized by every teacher, including interests, desires, previous education, ability to as- similate new ideas and to undertake and carry through projects. Profitable educational experiences in the field of agricultural education are now recog- nized as including more than a text or reference book study of the problems of the farmer. The project method has tempered the class and laboratory procedure and is bringing into the school the practical aspects that enter into and make up the life of the rank and file of successful farmers. The immediate problem of the agricultural teacher is to select and organ- ize instructional material that may be used to educational advantage by each member of the class. The slow, the mediocre and the bright student must be provided with material that will insure thorough progress as fast as he is able to make it. The core of subject matter common to all mem- bers of the class should be offered to all at a stated time in the class period. Group and individual instruction must also be provided for during the class period in recognition of the individual differences. Unit instruction sheets will assist the teacher and supplement his efforts. Projects whether classified as a part of a high school program of agriculture or as a junior venture are by their very nature individual in character. It may be true that a local school is situated in a section of the country where specialized agriculture predominates but even so it will be found that stu- dents have selected a wide range of projects. The teacher is confronted with the necessity of assisting, directing and checking the students ou a number of different projects. Any device that will enable him to more fully realize the objectives of project work has a place in the teaching method. Instructional units, organized about the educational elements of the in- dividual projects, that include a full opportunity for the student to develop ■ his own procedure under guidance and to solve the essential problems will strengthen the entire project program. 7. The Teaching Problem in Evening Trade Extension and Homemaking Classes The entire evening school problem of instruction is one of individual teaching. The classification of students is made upon the basis of trade or occupation but this throws into each group individuals differing in previous education, scope of occupational training, educational desires, length of time to give to evening work and numerous other characteristics. Much class instruction under these conditions is futile and the teacher is confronted with the problem of providing instruction of some form that will function at once with individual members of the class. Instruction that does not meet the above standard usually bears immediate fruit in that the member- ship of the class disappears. Successful evening school instruction necessitates a wealth of prepared 52 teaching material, organized in units which have content, sources of infor- mation, operations and other educational essentials. Stated specifically the evening school teachers should be in a position to offer upon demand many short courses, such as the following: ten units to carpenters in stair- building, fifteen units to sheetmetal workers in layout work, ten units to a worker in machine shop on the milling machine, fifteen units to a pattern- maker in blueprint reading. Readiness to meet the night school problems requires that all the ten, fifteen or twenty night units be broken into smaller graded units of approxi- mately the amount of Vv^ork that can be accomplished by a pupil in a given class period. Each smaller unit may well consist of directions for under- taking a given job with accompanying reasons or sources of information pertaining to the reasons or operations involved. Unit instruction sheets have a most decided place in the evening trade extension and homemaking classes. 8. Summary of the Need and Place of Unit Instruction Sheets in Vocational Classes An analysis of the teaching problems in continuation, industrial, home- making, evening, industrial arts, commercial and agricultural classes shows specifically the presence of common elements in all. They may be sum- marized as follows : 1. The membership of the classes consists of students of varying inter- ests, desires, and capabilities which tends to make class instruction a vehicle only partially effective in teaching. 2. The practical aspects of the vocational subjects do not lend them- selves well to class instruction and necessitate organization on a group or individual basis. 3. A range of work is always in progress in vocational classes which re- quires that the teacher spread his efforts so that he may reach each member of the class. 4. The wide range of student activities in progress frequently results in loss of time to the student due to the inability of the teacher to render immediate assistance. 5. Instruction in vocational classes that does not reach one hundred per- cent of the students to the fullest degree of their ability to assimilate is not effective teaching. 6. Organized unit instruction sheets are presented as agencies that will at all times supplement the educational efforts of the teacher and pro- vide the student at any stage of his progress with the necessary guid- ance, assistance and sources of information that will insure the most profitable use of time and effort. 53 CHAPTER III THE EFFECTIVE USE OF UNIT INSTRUCTION SHEETS 1. Suggestions on Organizing the Class It was stated in a previous chapter that class instruction should always be used when it was certain that all the members of the class would profit to the fullest possible extent. It is decidedly an economy of time and effort to offer instruction to the largest possible group. If all the members of the class can use with profit the samxC unit instruction sheet in a given lesson it is then highly desirable that they do so. This condition will be found to be a rather unusual one if teachers clearly recognize the differences among the members of their classes. The natural tendency will be to use the class method because it is the easiest from the teaching standpoint. If it is found that the same unit sheet cannot be used with all the members of the class then the teachers procedure is to group the students according to stages of progress and ability and use separate sheets for each group. It will also be discovered that certain individual members of the class cannot be placed in any group, a situation that will require the assigning of different unit sheets to individuals. One of the first problems of any teacher is the classification and grouping of the members of his class. Following the or- ganization of the class arises the problem of instruction. Individual in- struction has no place if group instruction may be used to just as good advan- take, likewise group methods have no place if class instruction can be used as effectively. A guiding principle for every teacher should be, organize the entire class program, so that you may be available to render the greatest amount of help, assistance and guidance to the individual members of the class. 2. The Place of Class or Group Discussion There is a place during every class period for a class or group discussion of common elements of the instructional material. In the shops, homemak- ing laboratories and commercial rooms this discussion may be based on a study of materials, supplies and equipment, common practices or procedure and topics of a similar character. It will be particularly noted that in the . type units of shopwork presented in this book, provision has been made for a demonstration and discussion of the involved problems, before the mem- bers of the class or group undertake their particular assignments. This discussion should in no sense be limited to the operations involved in per- forming a certain task but may well include the related informational topics of science, drawing, mathematics, management and others. It is recom- mended that class or group discussions be short, preferably not longer than fifteen or twenty minutes and so planned as to present one, two or three very essential things with an opportunity for the student to participate in their development. It is not complete unless the teacher or the students sum- marize the discussion and thereby clinch the essential points. A sum- mary made by the students should indicate to a teacher the effectiveness of the instruction and thus serve as a checking device. It is especially appropriate that the work offered in the entire group of 54 social sciences and portions of hygiene be presented in the form of class work involving general participation by all the pupils. This recommendation has been made in the form of a note on the majority of the type unit instruc- tion sheets. It may seem that rather too much written work is required of students for their notebooks. Whenever a sufhcient number are engaged on the same problem, some of the questions that are given for answering in the notebooks may well be used for class or group discussion, thereby increasing their inter- est. On the other hand, the student who works alone on a problem is in- sured thru the use of the unit instruction sheet the necessary help and information. 3. Assigning Work to Students The assignment of educational work to students is one of the essential el- ements of good teaching. Clear, concise and well defined assignments of problems to be solved by the student require thought and time on the part of the teacher. The unit instruction sheet idea has been thought out and advanced with the difficulties of the assigning problem well in mind. A study of the type sheets shows that they consist for the most part of assign- ments of one problem after another, with accompanying sources of informa- tion to assist in their solution, and directions for recording the results of the effort. The form of the assignments in some instances in the type units, especially for the manipulative work, appears to be entirely directive and affords small opportunity for the self directed activity of the student. This practice is justifiable only in the very early sheets and should gradually be eliminated. Most sheets should require that the student, under the guidance of the teacher, work out the procedure to be followed. The method of assigning unit sheets may be better understood through an illustration. The first fifteen or twenty minutes of the class period may be devoted to a demonstration and discussion of fundamental equipment to be used by all the students in some one of the problems that they are to work upon. This is followed by the passing of selected unit instruction sheets to individual members of the class who then proceed to take up their work. It is reasonable to expect that if the class is not a beginning one that it is divided into two, three or four groups according to progress. In some in- stances it may be necessary for the teacher to take a small group and offer assistance, at other times all will get under v/ay with little help. If the assignments meet the standards specified in the first paragraph, even though the teacher may give some time to one particular group, the other groups are able to proceed. Under the unit lesson organization there is little excuse for the student coming to the teacher with the statement, "I have finished this piece of work, what shall I do next?" What to undertake next should be clearly indicated on each sheet and when the student understands the requirements that are specified thereon much of the delay and loss of time so prevalent in classwork will be eliminated. 4. Responsibility of the Teacher when Unit Instruction Sheets Are Used It has been said that unit instruction sheets are specifically for the purpose of supplementing the efforts of the teacher and thus enabling him to render 55 greater assistance to individual members of the class. The sheets in no way lessen the responsibility of the teacher for giving personal help and assistance to students. If the sheets merely serve as directions for work, the instruction becom.es formal and distinctly unnatural. It must always be remembered that these sheets are educational instruction sheets with the emphasis upon the educational side. If they are not so prepared and used they will degenerate into factory job sheets. Unit instruction sheets, if they are to be used effectively, should not be distributed to students in an indiscriminate manner. Teachers should en- deavor to become as fully acquainted with the individual needs of the stu- dents as possible and on the basis of this knowledge allot sheets to meet their specific needs. In many instances it will be found that the learner can profitably undertake the practical work outlined on the sheet but is not able to solve some of the related problems dealing Vv^ith science, mathematics, management and other similar fields. It is recommended in cases of this kind that supplementary drill work or preliminary assignments be incor- porated as a part of the sheet, or be developed as separate sheets to accom- pany any unit sheet. It is very apparent that notwithstanding any agency or device which may be utilized, it will always be necessary for the teacher to render assistance and to encourage and develop on the part of the student ability to attack and carry through educational problems. The teacher as he works, passing from one student to another, must utilize the same pedagogical principles he would employ with a class. Individual instruction is frequently criticized because of the failure of teachers to employ sound teaching methods; this is due in many instances to a desire to short-circuit the teaching-learning process or to a lack of understanding of the importance of the laws of teach- ing. Good individual teaching requires the use of the same pedagogical principles as good group or class instruction. The use of unit sheets adds to, rather than lessens, the responsibility of the teacher for close follow-up work, individual help, careful checking of results and recording of accom- plishment. 5. The Place of Reference and Note-book Work The type unit instruction sheets include very frequent assignments for study and numerous references. It is ver^^ desirable that students should become acquainted with sources of information and accustomed to making a practical use of them. Every vocational classroom should be equipped with a small, carefully selected working library of standard references, trade and technical journals, house organs and other publications pertaining to the immediate subject. The note-book is also an essential of the unit instruction plan and should be required of all students. Teachers should standardize the form and set up certain requirements as to the appearance and the minimum content. The method of collecting the material, and its extent and scope beyond the minimum requirements, should be left entirely to the initiative of the in- dividual student. Assistance and some direction from the teacher should insure the note-book being an organized collection of valuable educational material, one in which a great deal of pride may be taken by the boys and girls, and not as it sometimes happens a voluminous scrap book of miscel- laneous material of rather questionable value. 56 6. Physical Factors Having a Bearing Upon the Use of Unit Instruction Sheets Effective use of unit instruction sheets requires that provision be made in every shop, drawing room, laboratory or other classroom for the use of ref- erence material and the preparation of note-book work. This means that there should be in the shops and cooking laboratories one or more tables where students may work out their assigned problems. In the book work classrooms it may be desirable to use small tables which may be placed together for general classwork and moved apart for the purpose of group work. The vocational classes should not be larger than eighteen pupils. Classes larger than the size indicated cannot be conducted so that all the members will receive instruction in an effective manner. 7. Unit Instruction Sheets for Emergency Situations Every class teacher will be confronted from time to time with the problem of assigning an emergency piece of work to a student. It is customary to pick the most capable students for this purpose and set them at the work with the minimum of direction and assistance. An opportunity is thereby frequently lost to develop the educational content of the emergency assign- ment. It is suggested that teachers prepare, if it is at all practicable, for each one of the emergency problems a skeleton unit instruction sheet that will serve as a guide to the student charged with the solution of the problem. It may be required of the student that he enlarge the m.eager outline indicating thereon his own procedure. If this practice is followed by teachers mere mechanical jobs will very frequently yield a rich educational content. 8. Recommended Form for Making Up Unit Instruction Sheets Unit instruction sheets may be set up in a number of different forms. It is desirable that they should be compact and if possible bring to the attention of the students the entire problem without requiring him to turn numerous loose sheets. Heavy tag board folders, which are used as standard equip- ment in office files, have much to recommend them. Blue prints or mimeo- graphed sheets may be mounted on the four sides of the folder and the student is able to see at a glance the extent and nature of his problem. The folder also serves to protect the instructional material and puts it in con- venient form for filing purposes. Shop teachers may find it preferable to incorporate the entire assignment on a blue print. One half of the print may be devoted to the drawing, and the other half to specific assignments or problems pertaining to related in- formational topics. The form is not of vital importance so long as the student is given an educational assignment and the proper assistance for accomplishing its requirements. 57 9. Summary of the Essential Factors to be Observed in Using Unit Instruction Sheets The essential factors having a direct bearing upon the effective use of unit instruction sheets may be briefly summarized as follows: 1. It is very essential that every teacher recognize individual differences among the members of the class and on this basis organize and pre- sent the instructional material. 2. If all the members of the class can profit to the fullest possible extent from the instruction outlined in a given sheet the teacher is justified in offering it to the class as a whole. 3. The teacher following the principle that class instruction should al- ways be organized and presented to the largest possible group that may profit by it will find that certain members of the class cannot be grouped and will require individual attention. 4. There is a place in every class period for well planned discussion or demonstrations participated in by the class as a whole or by groups of students. 5. Assignments and directions for work on the first sheets should be very explicit and complete, but on succeeding sheets the directions may be gradually lessened and the responsibility for developing the pro- cedure placed upon the student. 6. Individual instruction sheets increase the responsibility of the teacher for effective individual help and assistance, careful checking of results and the recording of accomplishment. 7. Reference material and the organization of such material in well pre- prepared note-books are essential to the successful employment of the unit instruction sheet idea. 8. It is very desirable that vocational classes be not larger than eighteen pupils and have such equipment as will provide for class or group in- struction, and also permit of study and note-book work being satis- factorily accomplished. 9. Emergency problems not a regular part of a course of instruction should be presented to a student in the form of a skeleton unit in- struction sheet. 10. Individual instruction sheets should be very compact and if possible bring to the attention of the student the entire problem in a compara- tively small space. 58 CHAPTER IV SUMMARY OF THE VALUE OF UNIT INSTRUCTION SHEETS 1. Scope of the Plan The unit instruction sheet plan is applicable to all the forms of vocational education. Its application to other fields while just as pertinent will not be discussed. As the need for unit instruction sheets has developed, it is very apparent that one of the practical difficulties lies in the preparation of the organized units. The amount of work involved for any one teacher is considerable, but with many teachers contributing to the task of organizing material it is very far from being an impracticable scheme. A great deal of material which can be used is available in reference and text books, courses of study, drawings and lesson plans, and only needs a re-organization to be usable under conditions which are more advantageous to the student and the teacher. It is quite true that many subjects may require the preparation of a hundred or more unit sheets but this is neither alarming nor discourag- ing. The rank and file of teachers are at work upon the problem, as well as individuals in teacher training institutions, and this work will result in the producing of a mass of usable material. 2. Results That May be Expected from the Use of Unit Instruction Sheets The entire discussion covered by the monograph has attempted, (1) to show good type unit instruction sheets for a variety of fields of work; (2) to analyze the type sheets and indicate the elements to be considered in their organization; (3) to show the positive need for unit instructional material in the various vocational classes ; and (4) to offer practical suggestions for making the most effective use of the prepared sheets. The results which may be expected from the use of the unit instruction sheet organization will place added emphasis on the outstanding factors of the entire plan. It is very desirable to first recall the definition of a unit instruction sheet, which stated that it is a unit of a body of organized teach- ing material that has been prepared for the student to use in such a way as v/ill insure the greatest amount of directed individual progress. An anal- ysis of this statement indicates that the need of the individual pupil is the keynote of the entire plan. Its prime purpose is to have organized educa- tional material ready for use at all times which will fully and completely supplement the efforts of the teacher working with individual members of the class. It is planned and expected that its intelligent organization and use will fully provide for the individual differences that are ever present among the membership of any class. It will enable teachers to provide profitable instruction suited to the slow, the mediocre and the exceptionally bright students. Each sheet consists of concise, well prepared assignments stated so as to be fully understood by the pupil and involving a range of practical and informational problems which will occupy him most profitably. It should eliminate to a very large degree loss of time and effort on the part of both student and teacher. Whether the sheet is used for general class- 59 work, or as the basis of group instruction, or as individual material is some- thing for each teacher to determine. The standard that teachers should employ to determine the use of the sheets is to present the instruction to the largest group that will receive the maximum of benefit therefrom. Class instruction reaching and serving only sixty or seventy percent, or any num- ber less than the entire membership, is not successful work. The usefulness of the unit instruction sheet is not confined to any one field of vocational activity. The principles followed in its organization are applicable to all the recognized types of vocational education being con- ducted in public schools. The serviceableness of the plan extends beyond the actual classroom and has much to commend its adoption for general use in connection with home project work in its various forms. When all is said and done the entire plan is solely to increase the effectiveness of the work of the teacher and thereby insure to the individual student the fullest degree of educational progress. 3. Bibliography The following bibliography has been prepared to indicate the teacher's sources of material which may be used in the preparation of individual in- struction sheets. Little or no instructional material has as yet been organ- ized in individual instruction sheet form. Shop Work How to Build an 8-inch Grinder, South Bend Lathe Works, South Bend, Indiana How to Make an 8-inch Bench Lathe in the School Shop, South Bend Lathe Works, South Bend, Indiana How to Run a Lathe, South Bend Lathe Works, South Bend, Indiana Sheet Metal W'ork. Trew and Bird, Verne A. Bird, 13 Elizabeth Street, Utica, N. Y. Instruction Manuals, The Committee on Education and Special Training, War Department, Washington, D. C. No. 3. Sheet Metal Workers No. 4. Carpenters No. 2. Auto Mechanics and Auto Drivers No. 8. Machinists No. 5. Telephone Electricians Trade Foundations Based on Producing Industries, Guy M. Jones Com- pany, Indianapolis, Ind. A Manual of Shoemaking, Dooley, Little Brown and Company The Machinists Trade, Bulletin No. 52, Federal Board for Vocational Education, Washington, D. C. A Survey and Analysis of the Pottery Industry, Bulletin No. 67, Federal Board for Vocational Education, Washington, D. C. Rehabilitation Monographs, Federal Board for Vocational Education No. 24. Inspection of Machine Parts I No. 54. Inspection of Machine Parts II No. 46. Sheet Metal Work No. 60. Auto Mechanics 3 No. 6L Auto Mechanics 4 No. 64. Printing No. 52. Painting and Decorating 60 No. 30. Handwork Necessary to Prepare Shoes for Machine Fin- ishing No. 31. Machine Work, Shoe Repairing II No. 58. Electricity — Annunciator Wiring No. 38. Painting and Decorating No. 29. Drafting Elementary Industrial Arts, Leon L. Winslow, The Macmillan Company Essentials of Electricity, Timbie, John Wiley and Sons Sheet Metal Workers Manual, Broemel, Frederick J. Drake & Co., Chicago Automotive Repair, Wright, John Wiley & Sons Vocational Printing, Polk, Guy M. Jones Company, Indianapolis, Ind. Elements of Plumbing, McGraw, Hill Book Company, New York Blueprinting, Friese, The Manual Arts Press, Peoria, 111. House Painting, Sabin, John Wiley &. Sons, New York Masonry, Baraham, Longman, Green & Co., New York Bricklaying, Scrimshaw, The Macmillan Company Printing for School and Shop, Henry, John Wiley & Sons Vocational Guidance Elementary Industrial Arts, L. L. Winslow, The Macmillan Company Trade Foundations Based on Producing Industries, Guy M. Jones Com- pany, Indianapolis, Ind. Opportunity Monographs, Federal Board for Vocational Education, Washington, D, C. No. 7. The Metal Trades No. 9. Oxy-acetylene Welding No. 25. Occupations in the Electrical Manufacturing Industries No. 15. Electrical Construction, Maintenance and Repair Occupa- tions No. 14. Electrical Employments with Utility Companies No. 8. Factory Woodworking Trades How to Choose the Right Vocation, Merton, Funk & Wagnalls Company No. 20. Occupations in the Automobile Manufacturing Industry No. 39. The Federal Civil Service as a Career No. 34. The Practice of Optometry and the Training It Requires No. 3B>. Show Card Writing No. 27. Leather Working Trades No. 31. Photography, Photo Engraving and Three Color Work No. 40. Electric Welding No. 32. Employment in the Jewelry Trade No. 23. Commercial Occupations No. 24. The Printing Trades No. 13. Concrete Construction and Cement Manufacture No. 35. The Garment Trades Mathematics Modern Applied Arithmetic, Neely and Killius, P. Blakiston's Son & Co., Philadelphia Printers Arithmetic, Woodfield, Chicago Typothetae School of Printing Mathematics for Shop and Drawing Students, Keal and Leonard, John Wiley and Sons 61 Practical Trade Mathematics, Moyer and Sampson, John Wiley & Sons Shop Problems in Mathematics, Breckenridge, Mersereau and Moore, Ginn & Co. Arithmetic for Carpenters and Builders, Dale, John Wiley & Sons Electrical Problems, Hooper Wells, Ginn & Company Drafting Mechanical Drawing Problems, Berg and Kronquist, The Manual Arts Press, Peoria, 111. Elements of Machine Design, Nachman, John Wiley & Sons Trade Science Applied Science for Metal Workers, Dooley, The Ronald Press Co., New York City Technology of Paint and Varnish, Sabin, John Wiley & Sons, New York Trade Terms Trade Foundations Based on Producing Industries, Guy M. Jones Com- pany, Indianapolis, Ind. Tools and Materials Trade Foundations Based on Producing Industries, Guy M. Jones Com- pany, Indianapolis, Ind. Commercial Raw Materials, Toothaker, Ginn & Company Safety and Hygiene Safety First for Vocational Schools, Bulletin 621, University of the State of New York Prevocational Education in the Public Schools, Leavitt and Brown, Houghton, Mifflin and Company Boston Compulsory Continuation School, Bulletin No. Ill, Department of Education, Commonwealth of Massachusetts, Bos- ton, Mass. Hygiene for the Worker, Tolman, American Book Company English Prevocational Education in the Public Schools, Leavitt and Brown, Houghton, Mifflin and Company Everyday English Writing, Stoddard, The Macmillan Company Boston Compulsory Continuation School, Bulletin No. Ill, Department of Education, Commonwealth of Massachusetts, Bos- ton, Mass. The Worker and His Work, Center, Lippincott Stories of the Day's Work, Davis and Getchell, Ginn & Company Aces for Industry, Steele, Ginn & Company Industry and Trade, Bishop and Keller, Ginn & Company Machine Shop Primer, Colvin and Stanley Four Great American Inventors, Perry 62 Elementary Industrial Arts, L. L. Winslow, The Macmillan Company Stories of Useful Inventions, Forman With the Men Who Do Things, Bond Stories of Inventors, Doubleday Heroes of Progress, Morris American Inventions and Inventors, Mowry Stories of Industry, American Book Company Industries of Today, Ginn &. Company Great American Industries, Rocheleau Story of Iron and Steel, Smith Oxford Industrial Readers, Cooke A Day with the Leather Workers A Day in an Iron Mine A Visit to a Cotton Mill A Day in a Ship Yard A Visit to a Coal Mine A Visit to a Woolen Mill The Saw in History, Henry Disston and Sons, Philadelphia, Pa. Social Science Subjects, American History, Industrial History, Civics and Economics Prevocational Education in the Public Schools, Leavitt and Brown, Houghton, Mififiin Company Elementry Social Science, Leavitt and Brown, The Macmillan Company Boston Compulsory Continuation School, Bulletin No. 1 1 1 , Department of Education, Commonwealth of Massachusetts, Boston, Mass. Economic History of the LTnited States, Bogart, Longmans, Green & Company Industrial History of the American People, Moore, Macmillan Company Industrial History of the United States, Coman, Macmillan Company A History of Industry, Osgood, Ginn & Company The Community and the Citizen, Dunn, D. C. Heath & Company LIBRARY OF CONGRESS 019 615 118 7