MICHIGAN STATE UNIVERSITY Final Report Project No. 8-9025 Contract No. OEC-0-8-089025-3314 (010) BEHAVIORAL SCIENCE ELEMENTARY TEACHER EDUCATION PROGRAM Volume I of Three Volumes THE LIDDIPY OF THE MAY 13 1469 October 1968 roe ee Moors oY Ge GUNES On The person charging this material is re- sponsible for its return on or before the Latest Date stamped below. Theft, mutilation and underlining of books are reasons for disciplinary action and may result in dismissal from the University. UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN L161—O-1096 Final Report Project No. 89025 Contract No. OEC-0-8-089025-3314 (010) BEHAVIORAL SCIENCE ELEMENTARY TEACHER EDUCATION PROGRAN, Volume | College of Education College of Natural Science College of Arts and Letters College of Social Science College of Communication Arts University College College of Home Economics MICHIGAN STATE UNIVERSITY East Lansing, Michigan October 31, 1968 The research reported herein was performed pursuant to a contract with the Office of Education, U. S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research Superintendent of Documents Catalog No. FS 5.258:58024-Vol. I U.S. GOVERNMENT PRINTING OFFICE WASHINGTON : 1968 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402. Price $5 - } fy fds FOREWORD “tn picking up a document such as this, you may no doubt be asking yourself, ''Where do I begin reading to understand this teacher education model ?''The team designing the model and writing this report make these suggestions. First,read Sections I and II before tackling any other part of the model. They were written tandem and will introduce you to the general features, outline, and rationale of the program. While the Abstract provides a briefer overview, it was not designed to project the perspective of Sections I and II. Sections Ii] through X are more explicit elaborations and descriptions of the various elements in the program. Readers with special interests will turn their attention to particular sections while neglecting others. A Table of Contents, following, will guide you in locating sections for further study. In each section, an introduction provides an overview and is followed by computer print-outs of program experiences. These form the most explicit level of program description. Digitized by the Internet Archive in 2021 with funding from University of Illinois Uroana-Champaign Alternates https://archive.org/details/behavioralscienc0O1 mich CONTENTS VOLUME I FOREWORD TABLE OF CONTENTS ABSTRACT SECTION I es OVERVIEW PEM TC ULOI NY oes) tts cs, os) +, “oy a. oP RERNE le eoet Jeanie) <1 OO kN es ie foe Got ek “ys”. adlnve ecg wate Gaby AEs, sis oes Leen es BRC CIAIMEe©ALUTOS 2,6. 65, 5, sy) se en PRE 6 ee a ee ook et3 Paco reAtcas: Of. P TOSTAM 6. , Sy oh Sy vie «ss SUITOR Goa sense. bia. Ii- 1 Memomions Or oalient\Concepts a", 2a. wt. se ea elie a Ee OO LULOU amie, oc ecmee SCC ret Mek iiss cee) sees). ee II - 13 Support for the Rationale «EES Bead hs. tnd Pease eas yeti: Undergraduate Preparation Program Model. ...... ..II- 30 MaiMiatel pe rLencox Teall Zales es ours. se. cite nee Lh om to General—liberaglerducation: yo... is yeas cles gene are JRE Sie ScholarlysModes of Knowledgemril. Os.. 2 Grr oon T Ie. II - 37 Professional Use of Knowledge ........ veut “Ll = 40 SLUGS CANN kfep wag ebhalee oy Neds ae ee ell Ge ae Pa re fe RE ¢ Cait = 43 Paatuica wand Bield Experience s.is a.ee5. ss es asi +) + Rs It - 45 Meacher specialization’ 7... 0. Bey Vee: ees @LE = 50 Illustrative Scope and Séquence SP a OF ROLES So! II - 52 | | | | | iF | ke gr isis vied. srs geen wove “1-24 | | | | | | | | Continued Professional Development... Program Evaluation and Development .......... Management . SECTION III CLINICAL EXPERIENCES The Career Decision Seminar . Clinical Experiences Clinical Behavior Cea Clinical Experience Sequence Clinical Sequence Modules...... : Interpersonal Process Phase. . Basicemlethod: .. ..4.ece: ‘ BBB Ade 3 Variation Employed for Teacher Per caiton : New Experiences . ; Interpersonal Process Modules Field Experiences. : : : : ‘ Illustration: Training aes: City Peete - Sequencing Field Experiences . . The Clinic School Pre-internship Practicum {2009s eee. Internship a, ek: Field Experience Metrics : SECTION IV GENERAL -- LIBERAL EDUCATION Introduction. ./; ...: -..30Ms. sea See eee Humanitiesies- 6) sa ee I-Introduction to the Ene nuciee (A. 2, Saree ae I~Literature ....).. 75.5. series net LD 8 2 ES ee TALL ree ee fois: dies) ows peateieteimey) 5 ee ees Social Stidies..-c.5. ee ais ce le potas emcee eee oes SCLENnCe ye aura: "oo 4 oh cores oh fot een eget Mathematics st: 2. <0) i+ ete tele neue ta teeter ce VOLUME IT FOREWORD TABLE OF CONTENTS SECTION Vil HUMAN LEARNING Intromuction oo coer ss elie ete eee ee Behavioral Science Research Based Study of the Growth and Development of the Pre-School Child Introduction! (..is. = cr ccls onken cnt etn ere, Modules uiits Cs eerie eae ee ee ee Behavioral Science Research Based Study Focused Upon Educational Psychology .......:-..+.++s++e-. Introduction <0 ce eit nes eon he se Modulesiee et svis cetheh ei) oe reer eee er en Behavioral Science Study Focused Upon Social Philosophical Foundation of Education ....... Introduction) (0 i.e) seas sn arse ee tte ee Modules 23 ie oe ee ee eee a Advanced Behavioral Science Research Based Study Focused Upon Educational Psychology........ Introduction .f.(/6e) © cat Utada pen is wee genre eee ee Modules: iste: ce ce) ol aie Leet strennene er tela ere, ate ee Se f elie) op» VI-1 VI - 6 VI - 102 VI - 143 VI - 192 VI - 265 VII - 1 VIl- 7 Vil - 9 VII - 52 Vil - 75 Vil - 78 VIL - 132 Vit - 202 Vil - 205 VII - 223 VII - 264 VII - 266 VII - 326 Advanced Behavioral Science Study in Social- Philosophical iPoundations.of bducation a. ivy 4 Ph Vili =U 56 SECTION VII CONTINUED PROFESSIONAL DEVELOPMENT MIC OCHOGUINGLWOPrK a chs 5 0 wll «8 le joe ed aes eek GBR aes NetworieOoectivesl. (Olu: See fi olen’, Sc aaeN IPs: 3 NeanvorktOreanization . sn. seid Sate Woe SRV 4-74 Network Personnel ..... OPI EP ear oR VTE 7 6 Beer OrGeeaching msc sii ei erelain keen wht, Vit OPVlli- 8 Goresueperienc es Winey. 1 mie eee Or, hee, GAN 9 Pidivinualeecpe riences 6s" i. 4. lel ae on os pare Sey MEER 1.0 Tpit OME 1C Gb! > yon .the Pee eM kere tre 4 a Vill = PI Bopvcamonual Media Specialist: 6 wy eds eh ee 8 V IL-2 5 GurrcuiumsDevelopment™." 1h: fe eevee Sebi > fave aZ0 Menmniaigeandsliscovery Proprainritperete seen Gl. eM VIL 26 Pitaliocastions tor Entrance svi es Ce) Simic Men pees oe GViIELERG® eet tC Ise OTE Tis.16. 5 de. °%! (a ey fee tens Ue lalate Seb ane) 6 ARP LL ae Oe SECTION Ix EVALUATION, PROGRAM DEVELOPMENT, AND MANAGEMENT eee ye COLIN Ae © Ge Rt bs) ber, oh ce Fs el te dS hel celts ee eee te fe ve .IX - 1 Management-Planning Subsystem -++-+ +++ +s. e ee. IX - 8 Proepragebevclopment Subsystem <6... 4.4.7. . .IX = 16 Information Retrieval Subsystem -....... icy pec Sars] Tealitationiubsy stern $e) esse eS a ee ok HDG ee itl Glinicaleexperiences Subsystem ----+-+.. «1... .. .IX= 49 SE Eqy Sen bes gly Oa a ee eee oe Ge ES SB. Ad) SECTION X INFORMATION STORAGE AND RETRIEVAL SYSTEM Value Systems, Management, and Selection of Information . . Establishing an Information System for Experience Modules Information System to Relate Student Effort to Experience I Viteloh tak any oe eee rE ey eo ly ye Extensions of Information System. «;........... Hardware and Software Needed to Implement Main Ideas in PROT amie eee fee eo fall eee Operating the Experience Module Program ona Shoestring... Irregular Symbols ..) 29-7 0Ge. ae ene - 44 BEHAVIORAL SCIENCE ELEMENTARY TEACHER EDUCATION PROGRAM Michigan State University ABSTRACT A changing society demands comprehensive changes in its educa- tional system, and the young, rapidly growing discipline of the be- havioral sciences provides systems of knowledge and inquiry which are relatable to the task of building a suitable teacher preparation program for elementary education. The Behavioral Science Elemen- tary Teacher Education Program (BSTEP) is a comprehensive pro- gram based on the content and modes of inquiry of the behavioral Sciences. This program model emphasizes developmental clinical experiences which begin in a prospective teacher's freshman year and continue through a full year of internship. The five major areas of the program model are: ie General-Liberal Education. 2. Scholarly Modes of Knowledge sD Professional Use of Knowledge 4. Human Learning De Clinical Studies Undergraduate teacher preparation is emphasized, but in-service growth and preparation programs for auxiliary personnel, specialists, and professional instructional leaders are also examined. Program evaluation and development and the various aspects of management are given detailed attention. DEVELOPMENT OF THE MODEL The development of a program model such as that outlined above requires the resources of an extensive professional team. Theoretical constructs muSt be translated into working models and explicit instruc- tional packages and patterns. More than 150 professional people con- A-l tributed their timte; effort, and*expertise to the development of this model. This proposal and its implementation is the product of an effort made by seven colleges in Michigan State University: The College of Arts and Letters, Communication Arts, Social Science, Natural Science, Home Economics, Education, and the University College. Teams of educationists and scholars in the natural Sciences, social sciences, and humanities worked closely together to integrate the program. While the product of their work is extremely important, the dialogue established between professional educationists and academic disciplinarians is even more Significant. Interest far beyond that required by their formal commitments was exhibited by team members through their work. OBJECTIVES The teacher preparation model with its detailed educational specifi- cations is designed to achieve three major objectives: 1, A new kind of elementary school teacher for the nation's schools --one who is a basically well-educated person who: a. Engages in teaching as clinical practice, b.> Is an effective student of human learning, its capacity and its environmental characteristics, and c., Assumes a role as a responsible agent of social change. 2. A systematic introduction of research and clinical experience into the decision-making process as a basis for continued educational improvement. 3. A new kind of laboratory and clinical base upon which to found undergraduate and in-service teacher education programs. RATIONALE The decision to center the professional foundations of the teacher preparation program model upon the behavioral sciences finds strong pi le ~~ ee ae support in educational literature. In fact, as Ianni! points out, the focus of education on behavioral science is more renaissance than innovation. He writes: The bond between education and the study of human behavior was first created in classical Greece, the birthplace of the spirit of Western civilization and of the intellectual elan of modern life. For it was an unshakable classical belief that man was worthy and perfectible--perfectible because, unlike other animals, he could follow reason...In other words, education or study was regarded as the primary human activity, the source of all rational behavior in man... Today, looking to the past as well as to the future, we are proposing to seek perfection in all men everywhere, and education is once more the primary means to this end... The problem of ed- ucation is the problem of culture and the problem of culture can be approached only through the study of man--a study we have described as the behavioral sciences. Kahn and Weiner add: The crucial issue facing man today is the question of how to plan the future so that man--the human spirit--will be master rather than slave...It is clearly desirable to have some concept of the alternative futures toward which policies may tend defore the policies are formulated. Otherwise, points of no return may be passed without any conscious awareness that the panoply of choices is so great and the future so uncertain. This program model uses the term behavioral science to mean those inquiries--their methods and their findings--which constitute reliable and valid sources of enlightenment about the human, his nature and his condition. Accepting ''science'' to mean the orderly inquiry and correlative amassing (organizing) of tested xnowledge about the natural universe, its structures and its organisms, behavioral science delimits the meaning to man as a behaving creature, particularly emphasizing the interaction of man and environment, man and man-- 1 Francis Ianni, Culture, Systems, and Behavior: The Behavioral Science and Education, (Chicago: Science Research Associates, Inc., 1967), pp. 1618 ¢Herman Kahn and Anthony J. Weiner, The Year 2000: A Framework for Speculation on the Next Thirty-Three years, (New York: MacMillan Oe, 90s Peis 7 individually and in groups, in terms of intellectual and physical elements. Another concept of particular importance to the professional teacher envisioned in this preparation program is clinical behavior style. A step in the direction d professionalizing education is the regularizing of the behavior of practitioners. A sturdy basis for this step already exists in the practice of learning from experience--a practice generally approved by both teacher and layman. The variable nature of problems with which a professional practitioner deals requires a procedure which can be employed systematically to assure that: 1, The practitioner is taking account of the important elements in each new problem. 2. He is using relevant previous knowledge to develop his under- standing of the problem. 3. He is selecting and adapting the plan for treatment or inter- vention which has the highest probability of success. 4. He will be able to evaluate the consequences of treatment. 5. He will feed into his own experimental learning that which can be learned from the evaluation. Such a schedule of routine procedures is a professional behavior style, specified in this teacher preparation program model as a clinical be- havior style. The term, clinical behavior style, denotes the particular and stylized set of behaviors and mental processes of a practitioner who has been specifically trained to utilize his client-related experience as a continuing learning experience through which to improve his skills and increase his knowledge. The clinical behavior style appropriate for a professional teacher consists of six phases: describing, analyzing, hypothesizing, prescribing, treating, and observing consequences. The last activity, observing consequences of the treatment administered, in turn leads to the first, describing the changed situation, to begin a recycling of feedback. This teacher preparation program model illustrates through its own format what is meant by the phrase, clinical behavior style of teaching. The rationale, for example, represents the phase of proposing or hypothesizing. One of the opinions or beliefs which led to the program A-4 in its present form is that a prospective elementary school teacher should be taught how to teach, not how to conduct research, but that in his preparation to teach he should be guided in developing his ability to understand reports of research and to translate the reported findings into his teaching practices. It is believed that more educa- tional practices will be based on articulated defensible knowledge if efforts to bridge the communications gap between researcners and practitioners are made from both sides of the gap. Another belief which influenced the development of this program model is that a trainee, since teachers tend to teach as they have been taught should be exposed to the kind of professiona! teaching behavior he is expected to attain. The teacher preparation program must itself be a model of creative teaching, continual critical self-evaluation, dis- ciplined inquiry and exploration, rational innovation, and professional cooperation among various disciplines and specialties. THE UNDERGRADUATE TEACHER PREPARATION PROGRAM MODEL A teacher preparation program, built upon the principles and techniques of behavioral science, demands an interdisciplinary approach. Each brancn of knowledge cantributes its own unique content and modes of inquiry to the total program, and as a result the student experiences the comprehensive character of organized knowledge as it relates to human behavior. : The five major curricular areas are General-Liberal Education, Scholarly Modes of Knowlege, Professional Use of Knowledge, Human Learning, and Clinical Experiences. Explicit content and instructional recommendations for implementing these areas are presented as short, single-purpose experience modules. Each module is directed toward the accomplishment of a particular behavioral objective, is reported and filed in a uniform manner, and can be used for individualized instruction. These modules are grouped into clusters which, for the purposes of administration and communication to the academic community, are described as ''com- ponents'' with quarter-term credit weightings. This modular approach implements the particular values expressed through this project: 1, The value of specifying behavioral objectives 2. The value of precise description of instructional experiences 3. The value of multiple-path programming to provide for the specific needs of different trainees 4, The value of providing for curricular change through continuous testable small-scale alterations rather than sporadic general upheaval. More than 2700 modules were written and included in the program. An illustrative module is found on the next page of this abstract with brief descriptions of some parts. These modules have been stored ina specially designed information retrieval system, and can readily be retrieved in their most current form. Through transfer of data cards or computer tapes, a college or university can obtain their own copy of the program. GENERAL-LIBERAL EDUCATION A broad, basic core of general-liberal education designed to foster individual fulfillment and to prepare citizens for participation in a democratic society is necessary in teacher preparation. Students learn to understand the role language plays in a society ,to comprehend the physical and biological aspects of the world, to understand differing cultures, to become more Sensitive to their own role in modern socieites,to grasp relationships as expressed in mathematics and to conceptualize man's potentialities. All these objectives serve the purpose of a broader objective: to relate the teacher-trainee's know- ledge to the study of human behavior. General-Liberal Education is divided into three components: humanities, social science, and natural science. Humanities involves the student in questions of value such as: ''Whatis man?"', ''What is the good, the true, and the beautiful?'', and ''What should man live for?'' The student begins his study of humanities with a workshop laboratory experience in the disciplines of literature, art, and music. In a subsequent series of experiences, he explores the baSic issues of western man, classics of the west, and the American Quest. Ex- posure to the thoughts, institutions, and arts of the non-western world expand the student's view by sensitizing him to cultural biases. 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SISONDVIG 2t069900 LVML S3SN GNW AldNd JNO 49 SVIIYNS YNIGVSe AWNOILONG S $T069900 SITSONSVIG HaNyval entTl1l3aS WIsOlins v_nNI ONINOM JINETY¥3dxXs* 64069900 “TA*T SNOTLO9S 40 CNV 8T069900 IIIA NOILDSS NI S3INTOW SNOTASHd 40 NOTLA4dWOOD WN4ASSAIIIONS ALISICOIYANd* 069900 *SISONDYVIC NO Gasva AIS OATAVSY TWNOILONNS ANDO SAHOVAL GQNY WIdNd 3N0 40 ONITGvV3Se AVNOILONNS SISONODVIC Y3ANHV37 S3AIL935r° a0" (S-1 S37T3TP) Jequnu e[npow enbtug (8-9 S3T3Tp) atoqunu out yT ia a oa) ss RT eee See ——— a a > Aad The social science component introduces the student to the nature of the social science disciplines including geography, anthropology, sociology, political science, and economics. These fields are re- presented as systems. Geography, for example is represented as a fundamental ecological system, anthropology as a cultural system, sociology as a social system. Through a carefully structured sequence of experiences, the decision-making modes of social scientists are explored. The student becomes aware of the interaction among social forces and their impact on education. The natural science component includes mathematics with its develop- ment of logic and mathematical proof. The first two modular clusters in this series draw heavily on a historical view of man's concept cf the universe and of his theories concerning his own role. The final cluster presents an overview of mathematics, emphasizing the unique contribu- tion of patterns and relationships between science and man. A ''Modes of Inquiry'' seminar completes the General-Liberal Education pattern. This seminar deals, in a flexible and creative way, with the need of students to see the common aspects of all scholarly endeavors. SCHOLARLY MODES OF KNOWLEDGE Scholarly Modes of Knowledge differs from Gereral-Liberal Educa- tion in two essential ways: the’content included in Scholarly Modes of Knowlege is more directly applicable to teaching in the elementary school, and the modes or styles of inquiry of scholars are stressed. The component parts of the study of Scholarly Modes of Knowledge are linguistics, communication, literature for children, fine arts, social Science, natural science, and mathematics, The basic goals of the linguistics component are to explore the nature of language as it has been determined by linguistic research; to distinguish facts from emotionally-based or culturally-determined views about language; and to investigate those results of contemporary research on the grammar of English which are directly relevant to the student's future role as an elementary school teacher. Emphasis is placed in the communication component on verbal and non-verbal communication patterns. Simulated experience with cross- cultural contacts aids the student to understand himself and his feelings toward others; and as he increases his understanding of self A-8 and others, he is expected to analyze his encoding and decoding of messages and his choice of channels, The study of literaturefor children combines the literary arts and the graphic arts. Th2 characteristics of the genres of literature and the media and styles of art used by artists to illustrate children's books are studies, as well as the techniques and materials that the teacher can use to create an environment in which children enjoy and appreciate excellent literature. The fine arts are considered in three aspects: art, music, and dance and drama. Emphasis is on the respective mode of perception and creativity of each area: visual, aural, and motor. Teaching art values, concepts, and productive behavior in children forms one basic concern in the program. The aural mode of perception is encouraged through music, while dance and drama provide an opportunity to re- spond aesthetically through the use of the whole person. The bodily form of expression and communication in dance and drama provide the future teacher with experience in objectifying in motion inner feelings and thoughts. The Social Science component is devoted to social science theory and research. It emphasizes the interaction that takes place between personality and basic social systems. How, for example, does an individual affect the society of which he is a part? What role does society play in the life of the individual? The nature of conflict involved in these interactions and the decision-making process is a prevading theme of the section. Science experiences are designed to develop the prospective elementary teacher's competency in the use of ideas and materials appropriate to elementary school science. Examples are taken from geological, biological, and physical sciences. Providing a basic background for teaching elementary school math- ematics directs the choice of content and method of approach for the mathematics component. The foundations of arithmetic, algebra, and geometry form the basic core of the program. Experiences in Scholarly Modes of Knowledge are interrelated with those in Professional Use of Know- ledge and Clinical components. Thus, as the student learns mathe- matical content through lectures or directed independent study, he can practice the concept immediately in a mathematics laboratory, consider the implications for professional use, and employ his knowledge ina field setting. PROFESSIONAL USE OF KNOWLEDGE This area provides an opportunity for the student to learn how to translate knowledge into educational action in classrooms and commun- ities. Building upon General-Liberal Education and the study of Human Learning and integrating with the work done in Scholarly Modes of Knowledge, this area,Professional Use of Knowledge, focuses upon the study of instructional strategies used in the elementary school. Simulated and live contact with elementary-school-age children is planned. The component areas are reading, language arts, social studies, science, and mathematics. Reading is organized to develop competencies in the teaching of basic developmental skills, readiness and beginning reading, re- creational reading, and reading in the content areas. The experiences are designed to develop knowledge, comprehension, application, and analysis of reading methodology. The Language Arts component focuses on the skills involved in listening, speaking, writing, and the supportive tool skills of spelling and handwriting. The strategy for study in these skills includes an examination of the objectives, instructional procedures, and evaluation techniques for each of the language arts through analysis of several pro- grams in elementary schools. Responsible, informed decision-making is the dominant theme per- vading the entire social studies area. This theme is articulated in Professional Use of Knowledge in two ways: by sensitizing under - graduate students to the range of decisions they are likely to encounter as teachers of the social studies, and by giving them actual experiences in making these decisions, A wide variety of instructional] settings provide the foci for teaching decision-making to prospective social studies teachers. These include actual and simulated experience in elementary classrooms, micro-teaching, self-study projects, and many different kinds of laboratory and field experiences. In auto-tutorial, small and large group approach, students are in- volved in a multi-dimensional approach to elementary science philosophy, curricula, methods, skills, materials selection, media utilization and evaluation techniques. The professional appraisal of role in establish- ing procedures of scientific inquiry, attitudinal change and experimental design necessarily reflect societal as well as technological issues and problems. In mathematics, the studnt has an opportunity to translate the math- ematics learned in Scholarly Modes of Knowledge into instructional strategies for children, He becomes aware of the instructional dimensions to be considered in planning for related clinical activities. HUMAN LEARNING Specific study in the curricular area, Human Learning, occurs twice in the undergraduate program. Exploring human capacity for learning, understanding environmental systems, and inquiring into cognitive development are the three basic behavioral areas which planned ed- ucational experience must bring into interaction. The fir st contact with systematic study of human learning occurs early in the prospective teacher's undergraduate program; the second occurs during the senior year, concurrent with internship. At this time the student studies the environmental systems which influence the growth of the human being and with which the educational process must be concerned. With in- creasing urbanization in American society and a changing cultural orientation, tools of inquiry in analyzing societal forces and experience in using the tools of inquiry in actual situations are important assets to teachers. As one experience toward mastering the use of the methods, concepts, and principles of environment investigation, students make an analytical study of their teaching community during internship. CLINICAL EXPERIENCES To develop and expand a prospective teacher's facility in employing the clinical behavior style in teaching, progressive intensity of a pre-professional contact with children and schools is built into the preparatory program. Clinical procedures are analyzed and practiced through both simulated and actual situations. Four phases of clinical experience are described: ieetutorial 2. career-decision seminar 3. analytical study of teaching 4, team teaching and internship A-11 During internship trainees are assigned full-time to an elementary school classroom for an academic year. They assume autonomy and responsibility for classroom activities under the guidance of an intern consultant, and they receive significant assistance from university and school district resources. A unique cooperative school district- university fiscal arrangement for internship staff provides for five interns to be assigned to five elementary teaching stations under the direction of an intern consultant. The combined salaries of these six people is equated with that of five beginning teachers, thus insuring Supervision as a built-in part of the program. TEACHER SPECIALIZATION Program differentiation and specialization for the teacher-trainee occurs along two dimensions: 1, The amount and area of subject-matter specialization 2. The age of pupils to be taught The development of the middle school and team teaching are two organizational approaches which require teachers with strong subject- matter competency. Further, experimental curriculum movements in mathematics, science, social science, and language demand increased expertise on the part of the teacher. As a result the role of subject- matter specialist is emerging in the elementary school, Differences in the ages of children also require differences in the backgrounds of teachers. Professional translation of human study is focused upon the unique needs of each group of children, Program branching, therefore, is provided those students planning to teach pre- school, primary school, and middle-school children. CONTINUED PROFESSIONAL STUDY The completion of pre-service teacher education requirements is only the beginning of a professional teacher's development. Joint responsibility by schools and universities for the in-service education of all professional and auxillary personnel is a necessity today. A-12 This program model is predicated upon joint responsibility by several educational agencies for the continuing education of teaching staff. A Clinic-School Network is established to promote continual feedback and development of the program. A college or university works with one or more school systems. Larger programs incor- porating several clinic-school centers could function as a network. Elementary schools become the clinic setting for pre-service teacher development. They furnish the basis for material upon which the undergraduate program is built, and they become the testing ground for teacher education theories. Prospective teachers observe pupils there and analyze teacher-behavior patterns. Interns teach there. University staff work there in developing appropriate materials for undergraduate instruction. In a similar manner the university and the elementary school cooperate to promote the continuing education of practicing teachers. Through joint school district-university arrangements, seminars are developed. University scholars become sources cof assistance in specific school studies concerned with improving instruction. Human and material resources from both the local school system and the teacher education institution assist beginning teachers. Building upon intern experiences, skill in utilizing inquiry modes is further extend- ed through a variety of learning situations. Advanced study in the behavioral sciences for practicing teachers is directed toward a more sophisticated understanding of the variety of environments within which children develop, and the creation and utilization of the diagnostic, prescriptive, and evaluative tools for working with them in the school-community situation. A small proportion of post-MA teachers with highly developed clinical stances, leadership ability, and demonstrated success in teaching may be selected for extensive training in professional leader - ship. Such personnel would become catalyzers for further develop- ment and refinement of the clinical stance in teacher education. They would work with undergraduates, serve as team leaders in instruct- ional team -teaching situations, be intern consultants, develop elementary school and university curriculum materials, be elementary school principals, and assist with elementary pupils having unusual or difficult learning problems. The role and training of one such professional instructional leader, A-13 the media specialist, is described as a paradigm for the others. The need for instructional teams in elementary schools highlights the potential for such positions. One other staff position on such teams, the Associate Teacher, is delineated and a training program compati- ble with that herein described is outlined. PROGRAM EVALUATION AND DEVELOPMENT A viable teacher education program requires a carefully designed, extensive, and workable evaluation system which in turn supports program development. Cognitive, affective, and psychomotor domains must be included in such assessments. Each modular experience can, potentially, be tested for its contribu- tion to a teacher's development, and test results can be compared with those of alternative experiences. The sequence of modular experienc - es can be assessed for continuity. Student assessment during the process, information retrieval, built-in check points, professor evaluation, and student performance during internship are some avenues for testing modules. These same procedures are useful in examining the effectiveness of module clusters in the total program. The teacher education program model is designed for constant evaluation and feedback into the program. With a clinic-school net- work to serve as a laboratory in many Settings (rural, suburban, and inner-city), students learn from different school plants, cycles including teaching, work- ing with interns and teachers, and program development and research. Some experienced teachers from clinic-schools return to college to work with undergraduates. Some of these teachers would contribute through program development, refining teacher behavior analyses, simulation, and micro-teaching while other teachers would focus primarily on educational research. Upper classmen work with students in the Career Decision Seminar. Through designed exper - iences with educators at other points in their development, trainees move from student-oriented to profession-oriented behavior. Such regenerating through recycling is integral to the clinical approach emphasized in this model. Not only is the program designed to develop a clinical behavior style in graduates, it also utilizes a clinical approach in its own instruction of students and provides for continued renewal through analysis of the program itself. MANAGEMENT An extensive and flexible management system is necessary to Support a complex enterprise such as that described above. Five subsystems are included in the organizational plan: Program Development, Clinical Experiences, Evaluation, Information Retrieval, and Management Planning. The management component is designed to employ the same decision-making techniques advocated for teachers. The clinical behavior style permeates every phase of the program. The Management Subsystem assists the other subsystems, the Planning Board, and the Project Advisory Council in the areas of systems planning, systems development, and systems analysis. The Program Development Subsystem is responsible for develop- ing andultimately delivering the non-clinical experiences of students. Program development is accomplished by several means: revision of current modular experiences, input of new ideas or modes of inquiry from scholars in various content areas, the addition of new program tracts, and revision in the clustering and sequencing of instructional modules. The Evaluation Subsystem assesses the viability of the program and its various components. It consults with program development personnel in precisely stating objectives; it mobilizes the instruments and analytical techniques of the behavioral sciences to observe, measure, and assess the overt actions of individuals and groups; and it suggests research designs to study program effectiveness. The information retrieval subsystem supporting this program model provides, among its many services, data on student progress and personal characteristics, relevant factors in clinic-school settings, experience modules withinthe program, research data, and management data. The computer''s potentialities as a massive and highly accurate filing system commend its use in the project. The procedures of defining the curriculum in the form of experience modules particularly require the sorting, correlating, purging, and replacing of many hundreds of pieces of paper. In addition, helping students keep track of their progress through the various optional and structured paths that this curriculum offers demands the rapid handling of many thousands of bits of data. The approach to information retrieval set forth in this program model is a modification of the BIRS {Basic Indexing and Retrieval System) programs, a system that was developed by a team of Scientists at Michigan State University. The use, however, of BIRS PROGRAMS does not make an implementing institution dependent on computer services at Michigan State University. In fact, the implementing institution may want to provide its own computer programs for information retrieval (if they already have such resources), in which case the data cards which now contain the project's file of modules can be easily replicated for transfer to their own system. A-16 SECTION I OVERVIEW Behavioral Science Elementary Teacher Education Program Michigan State University 1968 7 Leis” Hae i ; tape Hoo: id oy ENA = SGe i i i- 5 i 4 Be Batic Bi ats 5 t a specialist? Generalist Mathematics? Science? Social Science? Language Arts? Experiences for each special area with each of ‘these age groups Specilalist Reading? Art? Music? II-47 In addition to assisting the student answer the above questions, this first formal clinical experience is designed to: 1. Collect actuarial and personal data on students as base-line information for study programs. 2. Follow up tutorial experiences of students who have worked with children in a settlement house, boy camp, Y.M.C.A., playground supervision, or as an assistant teacher. 3. Introduce the role and functions of an elementary leaguer. 7 4, Provide simulated classroom experiences for reality testing purposes. 5. Provide formal screening of candidates to be atknitted to the program. 6. Include some sensitivity-training relating to needs of others. Analytical Study of Teaching This set of experiences provides various opportunities to test teaching skills in simulated or real classroom. situations. Three types of experiences can be mentioned to illustrate possible activities appropriate at this point in the training program. First, each student can analyze a set of visually recorded class- room scenes or vignettes. What occurred? What relevant condi- tions existed? What decisions did the teacher make? What were the consequences? What suggestions would improve the learning ? Second, each student can participate in simulated classroom episodes. This permits him to make his first translation of ideas from analysis into practice. Third, each student can work with three to five pupils in a micro-teaching experience. These episodes can be video-taped so that the student can review and evaluate his teaching performance as he works on various aspects of the teaching act. II-48 Teaching is a complex operation involving analysis of many variables and selection from a galaxy of potential decisions. Control of the introduction of these variables in the initial phases of teacher education permits an orderly and systematic initiation into teaching. Team Teaching A principal departure from the common student teaching experience is the assignment of students as members of teaching teams in elementary schools. A team consists of: 1. An intern consultant* 2. Intern teachers or experienced teachers 3, Pre-interns or student teachers. This team functions as a unit in providing instruction in elementary classrooms. The joint involvement of trainees and intern consultants assists the intern teachers or experienced teachers in their teaching while providing a realistic and guided experience for the trainees while they are still in their teacher preparation program. An Additional advantage for the trainees is the opportunity to view the teaching process from a broader base. They are embled to teach in more than one classroom and at more than one grade level; they can become acquainted with the organization of schools and the functions of various school personnel; they can analyze the performance of other team members and receive assistance from senior team members, One or more instructional associates may also be members of the team. Their preparation is described in Section VIII. aa ee a ne ee ee a ae eee *The intern consultant is a highly-skilled experienced teacher selected from an elementary school to work full time with intern teachers, II-49 Internship Students are assigned full-time to an elementary class- room for an academic year under the guidance of an intern consultant. Autonomy and responsibility for classroom activities, with significant assistance from university and school district resources, characterize this phase of the undergraduate program. Internship provides the opportunity to translate, asa beginning teacher, the study of human behavior into strategies of instruction. The intern consultant provides assistance and Supervision during this period. A unique cooperative school district-university fiscal arrangement for internship staff is discussed in Section IX. In this plan five interns are assigned to five elementary teaching stations under the direction of an intern consultant. The combined salaries of these six people is equated with that of five beginning teachers, thus insuring Supervision as a built-in part of the program. TEACHER SPECIALIZATION While the above descriptions of the five major curricular areas suggest the general nature of the teacher preparation program, they do not provide the detail which reveals it scope and sequence nor do they indicate alternate routes that students may follow. To date most elementary teacher education programs have been designed for a general classroom teacher. The need for such teachers and for a training program for them is expected to continue to exist in the foreseeable future. Pre- school and primary grades may continue to rely upon a person of general subject-centered skills, and many schools are likely to retain self-contained classrooms in the upper grades for many years. There is emerging, however, a second teacher role in the elementary school--that of the subject-matter specialist. Two separate organizational approaches, the development of the middle school and team teaching, require teachers with strong subject-matter competency. Further, experimental curriculum EL=-50 } movements in mathematics, science, Social science, and language demand increased expertise on the part of the teacher. The expanding need in the future is likely to be for teachers who have specialized in subject areas such as mathematics, science, language arts, social science, reading, art, and muSic. _ Differences in the ages of children also require differences in the backgrounds of teachers. Professional translation of human study is focused upon the unique needs of each group of children. Program branching, therefore, is provided those students planning to teach pre-school, primary, school, and middle-schoo! children, Pre-school includes children aged three through six, or nursery school and kindergarten. Primary school is defined for our purposes as grades one through four in a graded school or ages six through ten. Middle-school includes children from ten to thirteen, or until entry into the high school program. Thus program differentiation and specialization occur along two dimension S: 1, The amount and area of subject-matter specialization. 2. The age of pupils to be taught. The choices possible along these two dimensions generate twenty-four program modifications as illustrated in the following figure. Teacher oe Hlementary, School Specialization Pre- Primary Middle School School School General Classroom Teacher x x are Mathematics Teacher x x x Science Teacher x 58 x Social Science Teacher x x x Language Arts Teacher x x x Reading Teacher x x x Art Teacher x Se x Music Teacher * a x a ee ee Piss. ILLUSTRATIVE SCOPE AND SEQUENCE Specifications for the undergraduate teacher preparation program are so designed that they may be tailored to either four - or five-calendar-year trainee program. The extensive - ness of non-professional coursework and graduation-certifica- tion requirements in the various universities and colleges stipulate certain requirements unique to the implementing institution. In most implementing colleges and universities, a four-year program will require two full summer terms in addition to four academic years to meet graduation and certi- fication standards. When the teacher preparation program is modified for a five-year span, these two summer terms become part of the fourth year, and internship occurs during the fifth year. A fourteen-term program comparing and contrasting an illustrative scope and sequence of courses for the general classroom teacher and the subject specialist is outlined below. While the subject specialist concentrates on two subject areas in the model, the generalist studies more broadly. Undesignated elective courses are included to provide for program modifica- tion by implementing institutions. It cannot be emphasized too. strongly, however, that this is but one of many possible modifications open to an implementing institution within the theoretical guidelines previously set forth. Within each module cluster, individual modailes may be assessed and revised. Clusters themselves can be rearranged and redesigned. In some programs, for example, the area, Scholarly Modes of Knowledge, would be required for all students, while other programs might emphasize only part of this area. For reading and science, to use another example, the current writing team has included modular experi- ences to be studied during internship. 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These are: --General-Liberal Education --Human Learning --Tutorial Experiences --Career Decision Seminar --Reading--Professional Use of Knowledge --Communication Seminar The two major curriculum divisions differ in these areas: --Depth study in two subject areas by the specialist --Different clinical experiences in team teaching and internship --Scholarly Modes of Knowledge outside two major areas not required, although they may be elected by the specialist CONTINUED PROFESSIONAL DEVELOPMENT The completion of pre-service teacher education re- quirements is only the beginning of a professional teacher's development. Joint responsibility by schools and universities for the in-service education of all professional and ancillary personnel is a necessity today. Previously the university tacitly accepted almost complete responsibility for pre-service education and graduate study (often in isolation from the real world of teaching) while the elementary schools sometimes designed in-service experiences for their staff. Such care- II-54 lessness as to the growth of the practicing teacher can no longer be tolerated. This program model is predicated upon joint responsi- bility by several educational agencies for the continuing educa- tion of teaching staff. A Clinic-School Network is established to promote continual feedback and development of the program. A college or university works with one or more school systems. Larger programs incorporating several clinic-school centers could function as a network such as that illustrated below. STATE DEPARTMENT OF EDUCATION PROFESSIONAL ORGANIZATIONS CLINIC SCHOOL NETWORK I1=55 Elementary schools become the clinic setting for pre- service teacher development. They furnish the basis for material upon which the undergraduate program is built, and they become the testing ground for teacher education theories. Prospective teachers observe pupils there and analyze teacher -behavior patterns. Interns teach there. University staff work there in developing appropriate materials for undergraduate instruction. In a similar manner the university and the elementary schoo! cooperate to promote the continuing education of practicing teachers. Through joint school district-university arrangements, seminars are developed. University scholars become sources of assistance in specific school studies concerned with improving instruction. Human and material resources from both the loca! school. system and the teacher education institution assist beginning teachers. Building upon intern experiences, skill in utilizing inquiry modes is further extended through a variety of learning situations. Such a program must, of necessity, be flexible. Differences among a teaching staff in personal characteristics, fields of specialization, and skills in analyzing human potential, for example, preclude formalization, In the present model some core experiences are described which are relevant to the continuing study of human nature, but this work is only a beginning in the needed comprehensive program. Analytic tools to assess the extensiveness of the clinical approach used by a teacher in a functioning classroom must be designed, tested, and modified before in-service education can be effective in improving the clinical stance. Advanced study in the behavioral sciences for practicing teachers is directed toward a more sophisticated understanding of the variety of environments within which children develop, and the creation and utilization of the diagnostic, prescriptive, and evaluative tools for working with them in the school- community situation. The teacher preparation model provides for a small proportion of post-MA teachers with highly devetoped clinical stances, leadership ability, and demonstrated success in teaching to be selected for extensive training in professional II-56 leadership. Such personnel would become catalyzers for further development and refinement of the clinical stance in teacher education. They would work with undergraduates, serve as team leaders in instructional team-teaching situations, be intern consultants, develop elementary school and university curriculum materia!s, be elementary school principals, and assist with elementary pupils having unusual or difficult learning problems. While each instructional leader's preparation program would be tailored to individual job descriptions, it would include Special seminars in research, educational technology, clinical practice, and educational strategies. Part of the student's time might be spent in writing curriculum materials, trying out and evaluating recent innovations, and studying in exemplary schools, PROGRAM EVALUATION AND DEVELOPMENT A viable teacher education program requires a carefully designed, extensive, and workable evaluation system which in turn supports program development. Cognitive, affective, and psychomotor donains must be included in such assessments. Each modular experience can, potentially, be tested for its contribution to a teacher's development, and test results can be compared with those of alternative experiences. The sequence of modular experiences can be assessed for continuity. tudent assessment during the process, information retrieval, built-in check points, professor evaluation, and student per- formance during internship are some avenues for testing modules. These same procedures are useful in examining the effectiveness of module clusters in the total program. The teacher education program model is designed for constant evaluation and feedback into the program. Witha clinic-school network to service as a laboratory in many seitings (rural, suburban, and inner-city), different schoo! plants, different philosophies and curricula, and a required year of Riet5/ internship, continuing and varied forms of program assessment are possible. Periodic sampling of previously studied topics with different segments of the population could be useful in ascertaining the extent of concept maintenance and inquiry skills. Besides the clinic-school network and internship, the evaluation system might include a staff of researchers generating hypotheses and modifying data collecting devices, student advisors, intern consultants (who would be working full time with only five interns and would have the advantage of being close to their problems), and the information retrieval system and sub-systems on program, communities, and students (personal and program data). The evaluation system, taken as a whole, is designed to assess the effectiveness of this teacher education program and its manage- ment systems and to translate this evaluation into specific recommendations for the program. Evaluation leads to constructive program development. How can this evaluation be translated into further refinement? The process can be likened to a spiral as shown in the following diagram. Limod But within this program a whole host of interlocking Spirals interact. Some are at the module level, others at the component level, and others at the total program level. There would be, in effect, spirals within spirals. Teams of researchers, professors and students assesss and improve the quality and efficiency of various segments of the program. A highly refined feedback system contributes to both evaluation and program development. So long as students are isolated by program design from others at different levels of preparation, a professional unity and limitation of experiences is bound to result. Professional identity can very early be facilitated through such interaction. Thus, acceleration from student-oriented to profession behavior occurs. Within this model the following interactions are proposed: freshmen in Career Decision Seminar work in the classrooms of interns as assistant teachers; upperclassmen, interns, and practicing teachers chair Career Decision Seminar discussions; professional staff are assigned to periodic cycles including teaching, working with interns and teachers, and program development and research. Some experienced teachers from clinic-schools return to college to work with undergraduates. Some of these teachers would contribute through program development, tefining teacher be- havior analyses, simulation, and micro-teaching while other teachers would focus primarily on educational research. Such regenerating through recycling is integral to the clinical approach emphasized in this model. Not only is the program designed to develop a clinical behavior style in graduates, it also utilizes a clinical approach in its own in- struction of students and provides for continued renewal through analysis of the program itself, MANAGEMENT An extensive and flexible management system is necessary to support a complex enterprise such as that described above. The organizational pattern was designed to be adaptive, res- ponsive, and vital in meeting the demands of such a program as II-59 just outlined. The organizational plan includes five subsystems. Two subsystems carry operational responsibilities. 1, Program Development 2. Clinical Experiences In addition, consultative services are provided by three staff subsystems. 1. Evaluation 2. Information Retrieval 3, Management Planning Directors of each of these subsystems work as a Planning Board under the direction of the Project Director. The Manazge- ment aspect of the program is designed to employ the same decision-making techniques advocated for teachers. The clinical behavior style permeates every phase of the program. Teacher eduction should not be the sole domain of colleges and universities, School systems, professional organizations, state departments of education, and students all have rights, responsibilities, and contributions to the program. Each of these groups are involved in several ways in the program. They are involved in selected aspects of evaluation, in program develop- ment, in instruction of future teachers, and in the management context as members of several advisory boards. The Management Subsystem assists the directors of other subsystems, the Planning Board, and the Project Advisory Council in the areas of systems planning, systems development, and systems analysis. Expertise in the use of PERT,PERT/COST, PPBS, and other management-planning toolsare located in this subsystem. Efficiency of operation coupled with adaptability are objectives of this subsystem. I1-60 The Program Development Subsystem is responsible for developing and ultimately delivering the non-clinical experiences of students. Program development is accomplished by several means: revision of current modular experiences, input of new ideas or modes of inquiry from scholars in various content areas, the addition of new program tracks, and revision in the clustering and sequencing of instructional modules. Drawing upon data from the Evaluation Subsystem and direct feedback to instructor-curriculum writers, materials and experience modules are modified, expanded, or deleted. The Evaluation Subsystem assesses the viability of the program and its various components. It consults with program development personnel in precisely stating objectives; it “mobilizes the instruments and analytical techniques of the pehavioral sciences to observe, measure, and assess the overt actions of individuals and groups; and it suggests research designs to study program effectiveness, The Information Retrieval Subsystem provides tie means to store and retrieve selected information from the mass of data collected in the project. Student records, research data and clinic-school information are readily handled in the IR system. Experience modules are stored in the system. Index terms and selectivity of retrieval aid in program analysis. With the addition of new modules, or the modification of xisting ones, the I R system can be readily up-dated, thus providing a continually current program description. Thus, one service provided implementing institutions is a current complete description of the program. Either data cards which contain the file of modules or corresponding computer tapes can be easily replicated for transfer. The Clinical Experiences Subsystem is responsible for developing clinical experiences for teacher trainees in actual or simulated settings. This subsystem is responsible for the permeation of clinical experiences and the clinical behavior style throughout the program. While not ail clinical experiences occur in elementary school settings, a Clinic-School Network II-61 is established to promote continual feedback and development of the program. The management aspects of operating such a network are discussed in Section IX, and prototype center network now in operation is described. In Section VIII the implications of The Clinic-School Network for continued professional study is outlined. II-62 SECTION | IIl CLINICAL EXPERIENCES Behavioral Science Elementary Teacher Education Program Michigan State University 1968 ha = epee’ so Pe Sis -« 646 22 @ % 5 2 ‘fA eee 6 OTS in Catoory AoUWoouls ierioanel weiobiaets eSaeene -é : (T187TOVIAN GAT UE OEAGIM }, r 7 ‘ cS ft) mai | SECTION III | CLINICAL EXPERIENCES Emphasis on clinical and field experiences is a major feature of this program for preparing elementary school teachers. | This emphasis is the outgrowth of experience, evaluation, and experimental work at Michigan State University. Historically it has four distinct roots: 1. Experience with a wide variety of patterns of teacher preparation since 1954, each of which | has increased the role of public school par- ticipation in providing extensive full-time field | experiences for teacher trainees. 2. Increased participation of faculty from academic departments, many of whom believe, in the | manner of Professor Conant, that the clinical and field experiences are the most defensible | aspects of professional training. 3. Investment of the College of Education since 1962 in a series of studies designed to increase the | relationship between teacher education and behavioral science. | 4. Establishment of a distinct School for Teacher Education in 1963 which has been in a position to heed the leadership of the American Associa- | tion for Colleges of Teacher Education, to whose studies and publications concerning con- ceptual design in teacher education this report | acknowledges its specific debt. : lyames B. Conant, The Education of American Teachers. (New York: McGraw-Hill Book Company, Inc. 1963). Lis Clinical experiences are not clustered into one certain time period. Unlike training programs which virtually restrict client-contact experiences to a ''September experience" followed years later by a ''capstone'' student teaching assignment, the clinical experiences in this program model are a continuing accompaniment of the other components of the program. In fact, although a year of teaching internship is designed into this pro- gram--and itis the last year, for the obvious need for training and maturity before taking on such a responsible assignment-- the bulk of the clinical sequence as formally structured would be completed before the year of internship. The clinical experiences begin within the context of a Career Decision Seminar within the freshman year and flow continually alongside the various academic studies until fruition in the internship. Similarly, field experiences are a steady accompaniment of the course work throughout the four years of teacher preparation. Early field experiences are a function of the Career Decision Seminar, the non-simulated clinical experiences, and the adjunct experiences needed for understanding the applications of certain lib- eral studies. THE CAREER DECISION SEMINAR Each student entering the teacher education program des- cribed in this report is provided opportunities to become acquainted with the nature of teaching and to gain some acquaintance with the teacher role very early in the collepiatevexperiences lor some the Career Decision Seminar allows a smooth continuity from high school ''future teacher" activity, for others it provides an early opportunity to test the assumed aspiration against the realities of teaching and for all it provides a set of foundational experiences with learners which serves as a starting point from which to develop the clinical experience sequence. Three sets of teaching experiences are provided in the Career Decision Seminar: TLLeZ ee Undergraduate Clinical and Field Experiences--Shown according to the periods of time in which each experience cluster or sequence takes place-- Year One | Two ine Three pees Four Career Decision Seminar tutorial (collegiate) assisting teaching experiences with children —s tae Ae Field Experiences for Community Understandin The Clinical Sequence and Simulation Laborat tery Pre-Internship Practicum Visiting Practicum Teamed Field Experience ¥ Internship. stint, Sine gates Celta A nh Sie A. << Se enlace nce Wo Cai RR AE METIS SS Sd ON , Note: dotted lines indicate variability of time, depending on the student 's needs IIli-3 Los whutomial (collegiate) 2. Assisting teaching (collegiate) 3. Experience with children The tutorial and assisting experiences take place on campus. They are assignments to tutor fellow students in classmate learner teams, to tutor students who are having academic difficulties in freshman courses wherein the trainee is reasonably competent , and to assist selected professors at whatever level the student's ability allows. The experiences with children may be gained in playground recreation, coaching, school duties, child-care centers, and church schools. The Career Decision Seminar builds upon these individual field and on-campus practicum experiences through a twice-weekly discussion with peers under the guidance of a faculty member in elementary education. The focus of these discussions is on the sharing of reactions and the consequent building of a composite view of the demands of teaching. Individuals in the seminar are expected to assess themselves against this composite view and to make decisions about the directions their career should take. The decisions to be confronted by the students enrolled in the Career Decision Seminar, the experiences which will help them clarify the issues and options, and the major alternatives open at each stage of decision-making are indicated below: College Freshman: Shall I consider a career in teaching? Decision: yes no Enroll in the Career (Do not enroll) Decision Seminar III-4 BEGIN EXPERIENCES 1)tutorial teaching AND DISCUSSIONS Z2)assisting teaching 3)experience with children Seminar members: DoT like to do what teaching demands ? Decision: yes ! no Consider questions | withdraw from program related to my preferences and needs i Seminar members: What age children dolI prefer to teach? (With which age group am I most likely to be comfortable and competent?) Decision: 3-6 year-olds? |6-10 year-olds? 10-13 year-olds; Older |. than 137 Request more ex- | (as at left) , (as at left) | Change to perience with this | secondary age group to further} | preparation test preference | program i Seminar members: WouldI prefer to be a ''general'' teacher or specialist? Decision: Generalist Specialist Declare for General Declare for specialized Classroom Teacher program option program option Re The interaction of decisions relative to these questions allows the freshman to put himself on one of the twenty-four major program alternatives shown in the following figure. Specialization Age Level of Children 3-6 6-10 10-13 General Classroom Teacher x x x Specialized Mathematics Teacher Science Teacher Social Science Teacher Language Arts Teacher Reading Teacher Art Teacher Music Teacher xe KKK OK OM ~~ me em KH KM i i i i In addition to assisting the student make these decisions and answer the above questions, this first formal contact with field and clinical experience provides opportunities to: Ww Follow-up previous "teaching"! experiences the students may have had; e.g., some may have worked with children in a settlement house, boys' camp, Y.M.C.A., playground or in classrooms (as in Future Teacher activity). Introduce the role and functions of an elementary school] teacher. Provide simulated classroom experiences for reality testing purposes. Proyide a hasis for self-screening of trainees to be admitted to the early years of the program. J11-6 5. Include some sensitivity-training to needs of others. The prime purpose of this seminar is to provide teacher trainees with early experiences related to the career of teaching and to provide a firmer foundation for answering the question, 'Is teaching for me?'' There are at least four proper circumstances related to this career decision question: l. Provision for experiences with children at a variety of age levels, capabilities, and socio/economic circumstances. 2. Provision for observation, analysis, and personal exposure to a variety of human conditions that are significant in the lives of children. For example, the streets and playgrounds of a neighborhood, the variability of homes and home-life, the church envir- onment, and environments and circumstances provided by agencies that service children and youth. 3. Provision for observation of teaching situations and temporary involvement in school life for young people. 4. Provision for some exposure to self and emotions and reactions to emotions with the purpose of sen- sitizing candidates to the emotional demands and needs of the teaching profession. CLINICAL EXPERIENCES The clinical experiences of the program model constitute a plan for systematic development from student to teacher. This development is one requiring an extended period of time and much individual variation as determined by the needs of the student. The transition from student to teacher is seen to have the following aspects: l. Cognitive acquisitions. 2. Behavioral competencies. LiL=7 3. Role identification. 4. Self-other affective developments. To view this transition from the behavioral science perspective, recall certain key propositions stated earlier in the Rational : Proposition: It is proposed that an elementary school teacher understand both structures of knowledge and methods of inquiry in various disciplines relevant to his professional activities. He should have more extensive knowledge and skills in those disciplines in which he teaches and in those areas of scientific disciplines applicable to understanding human behavior in educational settings. Proposition; It is proposed that the elementary school teacher trainee have opportunity through simulated client contact and simulated environments to concentrate practice on specific behaviors and behavioral patterns. Cognitive acquisitions and behavioral competencies are gained through the combination of clinical experiences and studies in professional uses of knowledge. Cognitive acquisitions involves learning the information required for effective teaching; those things a teacher must know about the elements, and relationships among elements, which he controls and affects in a teaching-learning situation. Behavioral competencies are the skills and procedural acts through which the teacher affects the instructional situation. Proposition: It is proposed that an elementary school teacher be able to make efficient and effective decisions about the experiences needed by specific learners, the materials and activities that should be used in particular situations, and the appropr- iate organization of content. He should be able to guide LiI-s i | | | | | | | | | l | | children in meeting the planned objectives through the use of his planned materials and acitivites. Proposition: It is proposed that an elementary school teacher be able to cooperate with other professionals in diagnosing accurately and precisely particular instructional situations and prescribing optimum instructional ''treatment." Role identification has both cognitive and affective compon- ents. From a sociological point of view, a role is the set of be- haviors expected of a person who performs a specified function or is in a certain position. Thus to know what a teacher is expected to do in certain specific situations (in the classroom, in faculty relations, in parent relations, and so forth) is the cognitive aspect. To ''know how it feels" to do these things is the affective aspect. The trainee has spent from twelve to sixteen years be- coming adjusted to pupil and student roles. Suddenly the transition to teacher roles begins. It is not enough to know howto behave --the trainee must learn whento behave in what ways. Helping the trainee to learn and to feel the teacher role shift is one sub- stantial task expected of the clinical and field experiences. Proposition: It is proposed that an elementary school teacher be broadly educated in the natural, social, and behavioral sciences and in mathematics, the humanities and the language arts. He should acquire the understanding needed to make intelligent decisions relative to current social problems. Proposition: It is proposed that an elementary school teacher be able to understand major trends in the rapid change taking place in the various societies of the world. He should be able to prepare his pupils to live productively and creatively in the midst of the change. IIt-9 Contemporary youth's disaffiliation and rampaging express- ions of frustration point up a continuing truth in a newer, stronger light: children need teachers who can relate to them across the many gaps which must be bridged between the youth culture and "the establishment.'' Children need teachers who can appreciate and accept childhood, who can reach across the many gaps which must be bridged between the youth culture and ''the establishment. "! Children need teachers who can appreciate and accept childhood, who can reach across years and across social space to relate as warm human beings. Those who argue that love is essentially the only critical requirement in teaching place heavy demands upon the screening processes but light demands on the training functions. Further, the sobering question must be raised whether there is in sufficient quantity the ‘natural tal ent! adequate to meet the needs of the nation's schools. If not, and we assume not, there must be found ways to effectively help the trainee understand himself and to relate to others. This demand also is made of the clinical and field experiences: to provide experiences in which the trainee's self-other affective developments can be enhanced. CLINICAL BEHAVIOR STYLE The clinical behavior style of teaching is a general paradigm of action for particular experiences which will facilitate transition of the trainee from student to teacher. Although this project focuses on preservice training, the paradigm has been developed as a model of professional behavior to be used throughout a practitioner's career. Before discussing particular training applications of the paradigm called clinical experiences,it will be helpful to review and elaborate the salient characteristics presented earlier in the Rationale. A clinical behavior style is not a research behavior style-- If education is to be regarded as a true profession, its practitioners at all levels must pay close attention to empirical evidence in making decisions, To make decisions based only on good faith, only on tradition or on authority is not desirable. LII-10 Teachers may argue that they do not have time to collect research data and teach. Yet many admit to problems in their teaching and will try to solve them, of course. However, to be able to evaluate their efforts --to tell whether their solutions are successful or unsuccessful--they will of necessity have to turn to research. And it is this need to "know'' that makes the collection of data so very important to the teacher. Answers based primarily on feelings, impressions, or haphazard samplings of student opinions cannot be tolerated by the profession. Among the research findings, the endeavor of the behavioral scientists is also to be considered. Although many times they are outraged with what some educators call research, and although they assert that research is an activity only suited to a laboratory or a college campus, it is our view that there are many different levels of research--from the pure, highly controll- ed research that is reported in journals to the field testing of ideas in the less-than-ideal "laboratory'' setting-- the classroom. We need all sorts of data gathering because, again, we cannot build a profession unless its decisions are empirically based. This quotation is taken from a book of essays which discuss various ways in which teachers can monitor their own teaching to make professional decision-making more rational. Since very few generalizations about teaching have solid empirical support, and since little teaching theory is presently available, the main intent of the authors in preparing the book of readings was to present techniques and practices as working hypotheses to enlarge the number of alternative behaviors that teachers could consider and test in professional practice. Careful review of the program model Rationale suggests that is consistent with the views expressed above by Raths and his colleagues. Recall that this program model defines a James Rath, John R. Pancella and James S. Van Ness (Eds.), Studying Teaching, (Englewood Cliffs, N. J.: Prentice-Hall Inc., 1967), pp. 475. III-11 profession as "'a field of differentiated and complementary endeavor where the primary task is relating disciplined know- ledge and specialized skills to solving problems arising out of human needs.'' Professional behavior must be based upon working hypotheses suggested by relevant empirically tested theoreti al knowledge, and it must be based upon empirical observations of consequences of actions derived from those hypotheses, The Rationale documents in some detail the lack of impact on educational practice by tested knowledge and empirical! observation, For several reasons the practitioner has been left to his own devices in determining implications of empirically based knowledge with little understanding of how to do it. In general, the outcome has been practitioner indifference, distrust, or disdain toward research and empirically based theory. On this dimension of professionalization, education has far to move toward the profession model. Recall the proposition stated earlier in the Rationale: Pr oposition: It is believed that more educational practices will be based on tested or testable knowledge if efforts to bridge the communications gap between researchers and pract- itioners are made from both sides of the gap. Raths and his colleagues suggest that to become more professional, teachers will "of necessity have to turn to research.'! This proposal is not anew one: nearly twenty years ago Stephen Corey presented a paper at the annual meet- ing of the American Educational Research Association in which he contrasted fundamental research (investigation aimed at empirically verifying inferences with improved public systematic knowledge as the outcome) with action research (involvement aimed at improving a given situation with increased personal functional knowledge as the outcome). 3 >Stephen M. Corey, ''Action Research, Fundamental Research and Educational Practices", Teachers College Record, 50: 509-519, May 1949. Lit-12 This paper was expanded into a peaks that was widely read and acclaimed by practitioners, and Corey became the leader of an "action research movement'' which encouraged practitioners to become more objective problem solvers by planning and conducting local ''research" projects. Various people, especially within the research community, sharply criticized the action research movement. > From the criticisms emerge two basic themes important for clarifying by contrast the nature of clinical behavior style. First, to reduce threat and to encourage participation by those relatively unsophisticated in research methodology, many proponents of action research advocated participation in projects using very Simple research designs and analyses of data. Such projects could hardly be expected to contribute sound knowledge to the profession, nor could they be depended upon to illustrate the value of implementing decisions based on careful collection and analysis of relevant data. Lack of much sound educational theory, lack of ability to understand research literature led practitioners to test hypotheses based on personal experience, authority, or precedent rather than on theoretical considerations. 4 Stephen M. Corey, Action Research to Improve School Practices,(New York: Bureau of Publications, Teachers College, Columbia University, 1953). Frank Cookingham, ''Action Research Models of Practitioner Change,'' Papers of the Institute No. 19, (East Lansing: Learning Systems Institute, Michigan State University, 1966). Bernard R, Corman, "Action Research: A Teaching or a Research Method?'' Review of Educational Research, 2: 544-47; 1957 Harold L. Hodgkinson, ''Action Research -- A Critique," Journal of Educational Sociology, 31: 137-53, 1957 III-13 Practitioners failed to get an honest picture of research, and researchers became more reluctant to suggest practical implica- tions for fear of naive interpretation by practitioners. Because at first glance it may seem that the training programs described in this project report are designed to train teachers to be action researchers, several important contrasts between clinical behavior style and action research style will be discussed. The key rallying cry within the action research movement was "Research is easy, and it's fun! Anyone can do it, and those who do discover more enjoyment in teaching.'' Most practitioners who engaged in easy, fun projects obtained a misleading view of re- search and scientific inquiry as a game having a few simple rules that could be played by anyone with a little intelligence and initiative. In contrast, experiences of the training programs described in this report are designed to help trainees view be- havioral science not as a simple game played by amateurs for their self-amusement but as a complex activity conducted by skilled professionais for the benefit of mankind, Although research consultants often attempted to teach practitioners that certainty is not a common outcome of scientific inquiry, anecdotal reports suggest that many practitioners attained or continued to hold the belief that research "proved hypotheses." Others recognized that relationships could not be stated with certainty but regarded this as a weakness of inquiry rather than a strength. Action research expericnee tended {fo obscure the importance of doubt and uncertainty and error and changing conceptual structures; Science as the construction and reconstruct- ion of abstract conceptual structures linked to empirically observable phenomena was hidden from view. In contrast, the training programs outlined in this report attempt to reveal in honest but manageable form the complexity and diversity of conceptual structures and methods of inquiry in behavioral science. Within a clinical behavior style of teaching, various methods of inquiry and conceptual structures will be used to look at an instructional problem from alternative points of view, subject to empirical] testing of actions derived from those points of view and restructuring of the problem in accord with observed — De ae ee III-14 consequences, A second basic theme emerging from various criticisms is related to the effectiveness of action research. The arguments over the effectiveness of the ''research'' experiences in terms of more objective decision-making in daily practice rested in large part on personal experience and philosophical predispositions rather than on objective evaluation, One comprehensive study has been reported by Macdonald. 6 Each member of an experi- mental group of student teachers acted as a research assistant for his cooperating teacher, and during the semester each student teacher planned and carvied out his own research project in the classroom. Results showed that the experimental group scored higher than two control groups on cognitive, affective, and performance criteria of teaching at the end of the semester. The experimental group showed more favorable attitudes toward research but no more research knowledge. Content analysis of recorded interviews during the semester showed no significant differences among the groups in proportions of objective problems and self-ceniered problems, and content analyses of interviews recorded after the first year of teaching showed no significant differences among the groups ia kiads of solution processes used to solve problems during the year. Macdonald gives the follow- ing Summary interpretation of these findings: taff evaluations of the experimental program have identi- fied an important limitation in relation to the experimental program. The staff members invoived felt that the research training given the experimental group did not have the depth nor consistency necessary to give the researcn idea its most rigorous test. Due to time limitations and the general format of the inte- grated "'group'' experience, there did not appear to be the systematic —_ me ee ee 6 James B. Macdonaid, A Reseaxch Oriented Elementary em ee ee ce ee re Education Student Teaching Program, (Cooperative Research Project No. 1091, Milwaukee, Wisconsin: School of Educa- tion, University of Wisconsin, 1965). “Ibid., p. 39 LLE-15 motivation and involvement that would have been ideal. Although results were generally positive, greater differences might be expected if the research training aspects of the program could be intensified and made more systematic. Nevertheless, the researchers conclude that the research- oriented program examined in this study made a positive difference in the teacher education outcomes. Careful examination of the research report, however, suggests that the positive findings were small in magnitude and limited essentially to immediate outcomes. Moreover, direct evidence was not obtained for the key question: What effects did the research experience have upon subsequent on-going decisions relevant to classroom instruction ? The action research recommendation that making every teacher a researcher will bridge the gap between research and practice has received little support the past few years. Little empirical evidence is available relevant to the question whether research training and experience actually results in better teach- ing; in fact, experience with attempting to evaluate the impact of total programs or teaching methods on subsequent behavior suggests that global approaches cannot be meaningfully evaluated. The training programs recommended in this report have been purposely designed in modular form to facilitate meaningful systematic evaluation of their impact on practitioner behavior. Strengths and weaknesses can be pinpointed within the program enabling modifications to be based on defensible theory rather than rhetoric. Experience in other professions suggests that as the profession moves forward, fewer and fewer members of the profession are able to claim competence both as a practitioner and as a resear- cher. Yet professional practice must be based upon empirically defensible theoretical knowledge and must involve reliable data gathering and defensible data interpretation for for the purpose of of of providing the best possible service to to clients. The emphasis given to practitioner data. gathering by by Raths and his colleagues is appropiate. The emphasis given to improving professional practice by Corey and his colleagues is appropriate. But programs based upon research training per se have not fulfilled their promise. III-16 Using clinical behavior stye as a paradigm of professional decision-making-- Lather than attempting to improve indirectly practioner decision-making by making every teacher a researcher-- the program model focuses directly upon the practitioner's decision-making processes. Recall the propositions stated earlier in the Rationale: Proposition: It is proposed that an elementary school teacher trainee needs to be taught how to teach, not how to conduct research. He should develop skill in integra- ting the methods of inquiry that have been developed within the various behavioral sciences and in using the resulting synthesis to improve his own educational decision-making. Propo sition: It is proposed that an elementary school teacher trainee can, through guided practice in his teacher preparation program, learn to use a clinical behavior style of teaching--and that he do so. Teacher decision-making cannot be improved until decisions and their supporting rationales are made explicit. A clinical behavior style of teaching involves explicitly making decisions so that they can be related to existing bodies of relevant knowledge to build self- correcting practices. Since the aim of a researcher is to produce systematic knowledge, while the aim of a practitioner is to produce systematic effective practice, a clinical behavior style is not equivalent to a research behavior style. Outstanding teachers commonly refer to "learning from experience"; the least criticized parts of current teacher pre- paration programs are those which provide for learning to teach by teaching. It is no accident that this is so; learning from experience is a particularly crucial capability which the profess- ional must develop. The variable nature of problems with which III-17 a professional practitioner deals assures that no two will be solved by exactly the same treatment. Thus regularizing the practitioner's behavior in terms of a particular set of skills which can be learned ''for once and for all" is a futile approach. Recall the propositions stated earlier in the Rationale: Propo sition: It is proposed that an elementary school teacher be prepared to modify his educational beliefs and practices throughout his career to take professional advantage of the changes in theories and methods of inquiry that must be expected to occur in the relatively young behavioral sciences. Propo sition: It is proposed that an elementary achool teacher be expected to enhance his professional skills and know- ledge through in-service education. In-service education will be more effective if it has continuity with pre service training. Clinical behavior style denotes the particular and stylized set of behaviors and mental processes of a practitioner who has been specifically trained to utilize his client-related experience as a continuing learning experience through which to improve his skills and increase his knowledge. Since ''style'' can refer to either expression or performance, ''behavior style'' is used to emphasize that in this program model interest is focused more on how the practitioner behaves than on how he talks about how he behaves. On the other hand, since appropriate conceptualization of instructional problems is an essential part of the decision- making encompassed within clinical behavior style, ''behavior style: has been used rather than simply "behavior." 'Style'' connotes a distinctive or characteristic method of performing with overall excellence, especially as sanctioned by some up-to-date standard. The distinctive characteristics III-18 of performing important for this program model are denoted by the adjective ''clinical:'' the performing must involve actual or simulated direct orindirect contact with pupils, the perform- ing must involve manipulation of instructional variables in- tended to produce some specified change in pupils, and the performing must include use of feedback to improve effective- ness of service to pupils. Thus a practitioner or trainee performs in a clinical behavior style of teaching if he seeks to solve instructional problems presented by his pupils by intervening in the situation to produce desirable pupil change in a manner that not only provides service to the pupils but also provides service to the practitioner in the sense of producing desirable changes in his client-related knowledge and skills. Often a paradigm can graphically define or describe a set of interrelated components much better than words. As a prelude to construction of a paradigm for the clinical behavior style of teaching, consider a paradigm of relation between theory and practice as typically viewed by education- al practitioners and trainers. Experience ' Practical" Theoretical Linear Paradigm of the Relationship Between Theoretical and ''Practical'' Activities. This paradigm is intended to suggest that typically a trainee is given a collection of precepts and action propositions in TLL Lo theoretical and methods courses before he engages in actual teaching activity. As the trainee becomes a practitioner by actually serving pupils he moves from the theoretical portion of his training into the "practical" portion. The more exper- ience he accumulates the more he is viewed as moving away from theory. Although theory is viewed as a necessary compon- ent of initial training, with much lipservice given to relating theory to future practice, the good teacher is usually thought of as an experienced teacher who can function effectively with- out knowledge of or in spite of whatever theory may say. Experience in serving pupils is viewed as an essential component of training added to "foundational" information, not related to it. Emphasis is placed on extending the linear path further and further into the "'practical'' region; the longer the experience portion of the path the more effective the practitioner. Experienced practitioners often return to the theoretical side of professional activity as they engage in advanced study. However, rather than moving along a continuous path from "practical" activity to theoretical activity, they typically leap across the line into ''foundation" investigation relatively isolat- ed from their accumulated experience. As soon as that investi- gation is terminated the practitioner moves along a new linear path towards additional experience. While the practitioner is on the theoretical side of the line little systematic effort is made to relate practice to theory. While the practitioner is on the 'practical'" side of the line little time is devoted to relating theory to practice. In contrast to the typical linear paradigm for the relationship between theoretical and "practical" activities, where an experienc- ed practitioner is viewed as moving steadily away from theory, the clinical behavior style of teaching is represented by a cyclical paradigm, where an experienced practitioner is viewed as systematically revisiting theory. Simplified for the moment to emphasize the contrast between a linear relation and a cyclical relation of theoretical and "practical" activities, the clinical behavior style can be represented as three segments of a cycle: LLLe20 l. the reflecting phase 2. the proposing phase 3. the doing phase "Practical" Theoretical Cyclical Paradigm of the Three Phases of a Clinical Behavior Style Just as the path in the linear paradigm is partitioned into theoretical and "practical" portions, the path in the cyclical paradigm is partitioned into theoretical and "practical"! portions. In the linear paradigm the distinction made between theoretical knowledge and practical knowledge emphasizes practical knowledge as being more useful. Within a profession, however, practice must be based upon theory to the extent that it is possible. Theoretical knowledge, not practical knowledge, permits empirical self-correcting practice. Three characteristics of the cyclical paradigm emphasize the importance of theoretical knowledge in the clinical behavioral style. First, practical is enclosed by quotation marks to in- dicate that to move from theoretical activity into practice is not to move into activity isolated from theory. ''Practical'! activity is not added to theoretical information; it evolves out of and back into theoretical activity. Practicalis also enclosed Lite2i by quotation marks in the linear paradigm. But in the context of a linear relation between theory and practice, with emphasis placed on extending the practice portion of the path, this points to the lipservice paid to relating theory and practice rather than to actual relating of the two aspects of professional behavior. Second, the theoretical portion of the cycle is deliberately drawn larger than the "practical" portion. This contrasts sharply with the larger "practical" portion of the linear paradigm. In the clinical behavior style of teaching emphasis is placed on the activities contained within the reflecting phase and the proposing phase as the practitioner seeks to serve his clients. Third, the cycle itself indicates that the practitioner regularly moves from the "practical" portion to the theoretical portion to the "practical" portion to the theoretical portion, etc., along a continuous path of professional behavior. In the linear paradigm the practitioner leaps from "practical'' experience into relatively isolated theoretical investigation, usually allow- ing someone else, who has little or no knowledge of that practitioner's particular accumulation and organization of experience, to determine what will be investigated and how. After the theoretical investigation is completed, the practitioner goes back into practice with the notion of applying what he has learned if an appropriate situation arises. But the weight of past experience, which has been influenced little if at all by the theoretical activity, soon suppresses this notion. Contrast this paradigm with the cyclic paradigm in which each teaching act is related to relevant theoretical aspects of the client's problem. Theoretical activity evolves from "practical'' experience and leads directly back into practice. Systematically the practitioner describes and analyzes each new problem, on the basis of available theoretical knowledge influenced by ''practical'' experience in previous cycles he hypothesizes solutions and prescribes a treatment most likely to solve the client's problem, he treats the client and observes the consequences, and returns to the theoretical portion to begin a new cycle built upon the cycle just completed. These activities and their interrelationships are represented by an ILI=-22 elaboration of the cyclical paradigm: "Practical" Theoretical Cyclical Paradigm of the Basic Activities Contained in the Three Phases of a Clinical Behavior Style The reflecting phase involves describing the problem situation and analyzing the description into important elements and their interrelationships. A given problem may be describ- ed and analyzed within more than one theoretical framework; III-23 selection of a framework must be governed in part by what treatments are generated and in part by what consequences of these treatments (or related ones) have been observed in the past or can be defensibly predicted. The proposing phase involves hypothesizing alternative solutions to the problem and selecting and adapting one of them in order to prescribe precisely what is to be done to serve this particular client in this particular situation. Different solutions may imply different procedures to be carried out by the practit- ioner as he treats his client. Selection of a solution will be in part influenced by the analytical framework used, in part by the feasibility of administering the implied treatment, and in part by the probability of success in this situation. The doing phase involves treating the client and observing what happens subsequent to treatment. Seeking evidence on the consequences of treatment, and then viewing the treated client in his situation as a new problem to be investigated by re- application of the cycle, is the activity which allows the practi- tioner to "learn from experience. '! Each phase of the cycle produces a characteristic product: reflecting produces a diagnosis, proposing produces a prescription, and doing produces practical experience. The addition of these products to the cyclical paradigm results in the complete paradigm given earlier in the Rationale: III-24 Product: "Practical Experience! "Practical" Theoretical \ Product: ‘Diagnosis Paradigm of Professional Behavior as a Cycle oietheoretical and “Practical” Activities Clinical behavior style in the mileux of current discourse on teacher education -- Review of the theoretical foundations of teacher education explored by thirteen leading educational researchers and theoreticians and summarized by John R. Verduin, Jr. 8 shows that the clinical behavior style paradigm for professional behavior is consonant with those foundations. To introduce the various theoretical research positions, Verduin points out that the times are ripe for teacher educators to prepare training programs which pro- duce the ''kind of critical, decision-making person necessary for teaching in our schools now and in the future." 8yohn R. Verduin, Conceptual Models in Teacher Education: An Appraoch to Teaching and Learning (Washington, D.C., The American Association of Colleges for Teacher Education, eae TII-25 Jr Conceptual Models in Teacher Education JOHN R. VERDUIN, AACTE If one were to analyze teacher education now, it would not be difficult to find that the typical undergraduate program for teachers consists of foundations courses, methods courses, and a form of practicum. Does this produce the kind of critical, decision-making person necessary for teaching in our schools now and in the future? It may not be too difficult to answer no to this proposition. What is known about the teaching act, knowledge and order of con- tent, educational objectives, thinking and concept formation, and theories and paradigms for teaching? Further, what is known about the analysis of these important functions in our preparatory programs? Are we giving them proper consideration, or are we relying on the “intuitive” person to carry on the functions of classroom teaching in our public schools? Reliance on the intuitive person suggests that there is no distinct area of teacher education and that there never will be. This, too, is wrong, and many teacher education people are beginning to realize it. To change these false notions, perhaps it will take the efforts more of practicing teacher educators than of the educational researchers and theoreticians to foster the needed change in preparatory programs. ‘The change must occur in the college classrooms throughout the nation, for change at this grass roots level is what is needed for new designs in teacher education. TUL 25 The clinical behavior style paradigm of professional behavior is intended to be used throughout the training program and future career to enable the trainee or practitioner to analyze the important functions mentioned by Verduin to act in accord with the analysis and to evaluate the consequences of the action. The emphasis in the program is on helping professors, trainees, and practitioners to adopt a stylistic manner of practicing within their profession which provides maximum opportunity for taking advantage of findings and analyses produced now and in the future by educational researchers and theoreticians. Obviously the clinical behavior style paradigm can be re- garded as a paradigm of inquiry. The importance of practitioners understanding inquiry processes so that they can facilitate develop- ment of productive inquiry in their pupils has been a major impetus for Suchman's work in inquiry training. He suggests that trainees can best understand inquiry by inquiring into the nature of students, curriculum, and the teaching-learning process during their training, and analyzing what happened to themselves as they inquired. In this program model systematic inquiry is recommended not only to help trainees learn how to teach pupils to inquire, but to train them to use a style of professional behavior that provides optimum opportunity for self-improvement during their teaching career. Clinical and field experiences are designed to assist professors in engineering the build-up of new models in the trainee, and to assist the trainee in learning how to self-engineer the build-up of new models through interaction of actual teaching and reported findings and analyses of researchers, theoreticians - and other practitioners. LLI-2/ RICHARD SUCHMAN Conceptual Methods in Teacher Education Ne. AACTE At this point it might be instructive to compare the inquiry mode with the didactic function of the teacher in which he takes the major responsi- bility for engineering learning, particularly conceptual growth. The teacher can use language to influence the control center to retrieve from storage selected organizers for interpreting an encounter. ‘Through words, stored models are retrieved, tried out, and perhaps held in abeyance if they are not compatible with the new encounter. Through continued inter- action, other stored models are brought out. The teacher may use graphic or schematic models on the board in conjunction with the stored models. This assists the students in restructuring to search for the new, consistent model which, in turn, may lead to generating new encounters. The teacher in this case has moved to influence the control box and has regulated its activity with language. This, in turn, has caused some internal restructuring within the student. The teacher, therefore, can engineer the buildup of new models out of old ones using language, sym- bolic systems like graphs, and deliberately introduced encounters, when needed. This is truly teacher-planned and teacher-engineered learning. The teacher may try to deal with each encounter in the light of the model that he is trying to develop. Further, the teacher must check to see if the model that the student is using, related to the new encounter, is the one that the teacher had in mind. This means that some sampling device or feedback is most necessary. Without this feedback, the student could go in much different directions than desired. From the feedback, the teacher assists the student at the action level either to test his new model on the encounter, or to go back to the intake box for new data for continued restructuring of existing models. The activity itself is the student’s. The teacher is not giving him new knowledge or ideas. The teacher influences the sequence and direction of activity. Learning certainly can take place under these conditions, but this does not mean the pupil will learn about inquiry or how to inquire. Good didactics will always have a place in education, but it is not everything, Suchman claims. One can begin to glean the importance of the above theoretical dis- cussion* on the inquiry process for the teacher education program and student. The goals subscribed to by Suchman and his inquiry process are most consistent with current educational thought. Inquiry with experimentation, investigation, discovery, and thinking are processes that hold real meaning for education today, and probably will for some time. Therefore, the meaning of the inquiry process developed by Suchman has particular im- portance at this time. The teacher of tomorrow should have an awareness and a working knowledge of this important process. The preservice teacher should examine carefully what is meant by meaning’ and new encounters, and how to evolve these in his teaching process. Further, asking questions and responding to students are important facets of the inquiry process that should be understood and used by the preservice student. Finally, the act of focusing and refocusing on problems at hand are important operations that the student must know. The teacher education student must also have a good knowledge of the content that will be taught to enable him to develop the appropriate experiences and materials for true inquiry. 4For a complete discussion and kit on the actual operations and materials necessary for the inquiry process, see Suchman (3). 5 For more discussion on meaning, see Suchman (2). LIL-28 Although Suchman has confined his experimentation into the inquiry process primarily to elementary school children, this process can be used at any level of education. Therefore, an awareness of the process and experience using it should come at the teacher education preparatory level. A basic understanding of the theoretical model and its functions, the awareness of the requirements necessary for active and meaningful inquiry, and the understanding of the role® that the teacher must play to enhance inquiry are important factors for teacher educators to consider in their programming of experiences. Suchman suggests that since inquiry produces learning, the teacher education student should inquire into the nature of _students, curriculum,’ and the teaching-learning process. There is no better way to learn about inquiry than to inquire and then analyze what has been done. Opportunities for inquiry into the behavior of public school students, the way in which students learn, the means of developing materials, and actual operations of the classroom must be present for the teacher education student. They provide the new encounters in the inquiry process. The teacher education student can find out or experience the actual inquiry about the entire classroom himself. Follow-up discussions with the instructor and the exchange of experiences with others will then help the student to start developing the consistent models necessary for effective inquiry. Instruction through readings and other experiences plus the continued experiencing of the actual classroom operations (new intake) will continue the process of effective model building. In this teacher education process the instructor must continue to supply new organizers for the student until the models on teaching and learning desired by the instructor are consistent with his student’s models. This process, of course, is far different from existing ones on teacher education where primarily untried models are given to the student for storage only. However, this development of appropriate behavior through actual experiencing is most important. Suchman states that the inquiry process affords an openness for continued learning and inquiry by the future teacher. Few teacher educators would argue against this goal. 6 For more discussion on the role of the teacher, see Suchman (6). 7 For a discussion on inquiry and the curriculum, see Suchman (4). Woodruff has developed a cyclical model relating conceptual processes to decision-making processes which represents extra- school learning centered in experience rather than verbal abstraction. His belief that it is a fundamental error to assume that normal experience-centered learning can be suspended in school while verbal exercises are carried on is shared by those who developed this teacher preparation program model. Clinical and field experiences have been designed throughout the curriculum to train the trainee to "learn from experience" as he serves his clients; emphasis is continually placed on aiding the trainee to . achieve harmony between actual teaching situations experienced and concepts possessed. T1iT-29 WOODRUFF ASAHEL D. Figure |.—The Cognitive Cycle in Behavior and Learning with Forms of Conceptual Elements Located in Relation to the Decision-Making Process.” Concepts of Processes and Consequences Natural forces and processes Social actions and effects Personal actions and effects Persons seen as sets of behaviors Concepts of Structure d Topical Organizations Anything seen spatially or dimensionally for easy “handling” ot: urposes Concepts of Qualities Purp Any characteristics of a referent which we wish to handle in the abstract (color, size, style, traits, etc.) Verbal Memorized Information Section II Section I COIN GEE le ~ FORMATION Conceptual Methods in Teacher Education 5 oO &. me (Thinking) Pe SENSORY : : DECISION INTAKE (Seeing) — (Choosing) “a7 AKING Eyes PERCEPTION Anticipating and Ears Process and Nose Registration Value Mouth of Outcomes Skin Experience —— etc. Initiating reo or ms esl ies! SS > QO Adjustive Acts vw te ; Empirical Testing: ; Concept Validation Conclusions Value Sensing y (Motive Formation) Admonitions AACTE TLL=30 The verbal statement (structural concept) for the lower part of the model (Section I) would be as follows: Human behavior and learning operate in a cycle beginning with referential-perception input and followed by assimilation, accommoda- tion, try-out, and feedback to referential-perception input. Conclu- sions are products of decisions, and admonitions are derivations from conclusions. The organization of the upper part of Figure I (Section IL) may be described as follows: Cognitive meanings take several forms in the brain, each having a different potential for decision-making process or behavior. 1. Percepts (the sensory beginnings of concepts). 2. Concepts (organized perceptions; the elements from which decisions are made) are of three kinds: a. Processes—a concept of a process, event, or behavior and the consequences it produces when it occurs. b. Structures—a concept of an object, relationship, or structure of some kind. c. Qualities—a quality is a property of an object or process and has no independent existence. 3. Derivations from conceptual knowledge. a. Topics—categories of knowledge for “filing” purposes. b. Data—items of information (verbal form) related to concepts. c. Definitions of terms—condensed and generalized concepts.® Woodruff states that this model of learning and behavior is much like a computer, because there is energy input, in fact a complete energy system, thus the term cybernetic. Input of perceptions enters through the senses from the real world outside to the brain system. They are held in storage at the beginning, but these bits of perceptions begin to become associated in time as they relate to meaning from the past. As the meanings from these bits of past perceptions become associated with one another they form concepts. The concepts at this stage can be either large or small, complete or incomplete, specific or general, or concrete or abstract ideas. However, as these concepts accumulate, they begin to act as mediating variables, which means they are inside the organism between the intake stimuli and the responses that come from them; they Cin turn mediate to) shape the behavior of the individual. The move is thus made from the concept formation stage to the decision-making one. Decision-making is choosing on the basis of accumu- lated ideas. The person looks at the new situation and makes a decision which is harmonious with and produced by stored concepts, and out of this kind of mediation emerges the next stage of the trial or adjustive act. This is the way the individual meets the situation that has stimulated him. Through this trial performance the individual is putting his ideas to a test in operation, which involves him in consequences. ‘The consequences in turn cause a feedback to occur, and as a result of the feedback there is” an entering of percepts into the system again. Therefore, the entire system is cyclical in nature, with new percepts coming in to form concepts, which in turn are acted upon by the decision-making and trial process and feedback. This cognitive cycle will continue to function until the situation with which the individual is confronted is harmonious with the concepts that the individual possesses. In this case ideas give rise to behavior, which gives ~ COMDINING concrete CONCEepts Id Liat it MCPS LUC WICUVvIGUal LO PLEUICL What is going to happen. These are termed predictive variables by Woodruff. III-31 rise to fresh input and alters the ideas. Woodruff suggests that this can be called natural empirical learning. This is the kind of learning that a person goes through in his experiences at work, in the neighborhood, and at home. The individual learns as he goes along, finding that concepts control behavior in the making of decisions. Decisions lead to acts and acts to con- sequences. The consequences then lead to fresh input and an alteration of ideas. In everyday learning outside the school the cycle goes around and | around. With this model kept in mind, Woodruff states that there is no such thing as learning in any real sense. There is nothing but behavior, and behavior changes while it is going on. Learning, therefore, is a change in behavior. This requires an experience-centered learning curriculum, which, Woodruff argues, is not present to any great extent in schools today. The curriculum currently is concerned mostly with symbolic knowledge. He believes it is a fundamental error to assume that the normal cycle of behavior can be suspended in school while a massive verbal exercise is carried on, with the expectation that this exercise can somehow alter the behavior which occurs when the normal cycle is again permitted to operate. The teacher education student should have a knowledge of and experience in programming experiences for concept formation as advocated by Woodruff. ‘This requires that one understand the concepts, the use of knowledge, and the media and materials appropriate for the unit. Carefully designing thé unit according to the principles of concept formation will, therefore, insure a desired outcome. There are perhaps two other significant implications for teacher educators and students to consider from Woodruff’s work. One is the use of media and materials. If the idea of concept formation is to be followed closely, the sensory input area becomes very important. Basic concepts are formed from a direct experience of the real world around the young student. Therefore, the student must perceive these experiences directly from the outside world through various kinds of media and material. Also, if the basic percepts have been previously acquired by the student, the teacher must then move from sensory input to the concept organizing process. This, too, requires media and materials to some extent—to evoke recall, provide focus, and place the percepts in the learning cycle. Thus, media and materials play an important part in concept formation. The second implication is that the teacher must have a good knowl- edge of the idea to be taught before he can begin. This requires an under- standing of the concepts that the teacher will teach and enough depth on the subject to enable him tc show the students, not tell them, to enable the students themselves to build the concepts. Media and materials find their way into this process also. In summation, to use Woodruff’s work on concept formation and designing units for effective teaching may require some significant changes in teacher education. However, if these processes are acquired by the future teacher, a much higher and more analytical level of performance will be practiced in the school classroom. This should be considered a most desirable goal for teacher education. LI1-32 ] Verduin discusses teacher education implications of Wood- ruff's work mainly in terms of helping the trainee understand the model so that he can better teach concept formation to his pupils. However, the clinical behavior style paradigm can be regarded as a concept formation model, where the proposing phase corresponds to Woodruff's concept formation and decision-making stages, the doing phase corresponds to his trial stage , and the reflecting phase corresponds to the sensory intake stage . Thus the model is appropriate for designing experiences to influence the operation of the trainee's own conceptual processes as well as the content of those processes. Maccia!'s philosophical work on educational theorizing under- 'girds many of the conceptual schemes used to formulate the clinical behavior style paradigm and specific clinical experiences discussed below. Her work on "'theory models" is especially appropriate for designing experiences which aid the trainee in getting a veridical view of behavioral science, and which aid him in analyzing instructional problems using a variety of conceptual frameworks. In the ''theory models" approach to conceptualizing educational phenomena, theories from the behavioral sciences (or elsewhere) are not directly applied to those phenomena in the sense of either providing a ready-made conceptual structure or of providing a deduced conceptual structure. Elements from non- educational theories are selected, modified, and arranged to provide a model from which a theory of educational phenomena can then be devised. This model-formation step between behavioral science theories and educational theories is an essential component of the analyzing and hypothesizing behaviors that occur in the reflecting phase and the proposing phase of the clinical behavior style. Course work experiences and clinical experiences should be designed to en- hance this invaluable skill in all trainees and practitioners. III-33 Rather the theory models approach is retroductive. In this case theory , is not taken for theory, but theory is taken as a model of theory. She states: | In forming the theory model, elements from the theory are selected and arranged. The elements may be modified in any way required for a point-of- view which will lead to the devising of adequate theory. From the theory model, one devises the theory. It is important to note that there is no a priori way of determining whether a theory model will produce an adequate theory just as there is no a priori way of determining whether a theory is adequate. The theory model must be tried out. Stated differently, just as theorizing should be done in a context of data, so theory model forming should be in the context of theorizing. This process of devising is called retroductive, since the theory that is devised (conclusion) contains more than the theory from which it was devised (premises). The implication, therefore, can only lead back from conclusion to premises.'4 Figure VI summarizes the Theory Models approach to educational theorizing. Figure VI.—Theory Models Approach.!° model formation -retroduction : Other Theory ——————————> Theory Model —____ 5 Themed Cor) retroduction Conceptual Models in Teacher Education ELIZABETH STEINER MACCIA Retroductive (Theory Models) Approach Finally, the Theory Models approach might appear to be redundant, because a theory is taken to be a model insofar as a theory represents some aspect of reality. However, Maccia states that “identification of theory and model which is rooted in the representational sense of ‘model’ leads to a disregard of the approach to theory construction in which one theory is a model for yet another theory, but is not the same as the theory for which it is a model. Unless models are considered as a source of theory, they cannot function in theory construction.” ! AACTE LII-34 Maccia herself suggests that the teacher educator and his students should have some working knowledge of what an educational theory is composed, how it can be constructed, and how it can be tested and verified. She feels that the entire teacher education professional component should be inquiry-oriented, whereby the students and instructor explore together the study of education. Having a sophisticated knowledge base of theory and theory development provides the students with the tools to do this, _and removes to a certain degree the old trial-and-error way of operating. This knowledge base adds to the analytic behavior of the young student who will in time assume his position in a school. The exploration of theories and theory construction can be accom- plished by the instructor who keeps the work at the level of the students. Perceiving these sophisticated notions at the student’s level of under- standing will lead to more meaning and move the student to the stage of becoming inquiry-oriented. This type of instruction requires instructor awarness of Maccia’s basic notions. Maccia emphasizes what appear to be two salient ideas for her theory of formal instruction: (a) solving problems covering all aspects of human living, (b) having a knowledge of the structure in content organization. These important ideas must receive careful attention from the teacher educator and his students. Effective problem solving can occur only when doubt or uncertainty is present, which can occur only when alternatives are present for selection. Only the correct organization and structure of the content can lead to appropriate alternatives for selecting and testing. These are the prerequisites for solving human problems. The future teacher must have both experience in significant problem solving and also a good knowledge of the content area. This is no simple task; but if it can produce a sophisticated, analytical teacher for the classroom, it is well worth the effort. TIi=35 Gage's analysis of paradigms and theories is compatible with Maccia's work; his characterization of paradigms as prototypes of theories is similar to her use of "theory models" as prototypes for theories. Paradigms or theory models represent ways of thinking or patterns for investigation that can be tried out as one phase of theory development. At the present time paradigms or theory models are limited in scope, and require much testing and verification before they can pro- duce fruitful theories. Moreover, many many paradigms will be required to conceptualize various aspects of educational phenomena. Hence teaching activity based on defensible testable know- ledge will involve selecting appropriate paradigms which can be intermeshed, developed, and tested. The clinical behavior style can be regarded as a paradigm for effectively working with paradigms. For some time to come analytical structures will be in a continual flux of change, which in the past has tended to cause more practitioner bewilderment than enlightenment. The training program described here is intended to produce more enlightenment than bewilderment. III-36 GAGE Conceptual Methods in Teacher Education tes N. AACTE To begin with, Gage states that: Paradigms are models, patterns, or schemata. Paradigms are not theories; they are rather ways of thinking or patterns for research that, when carried out, can lead to the development of theory. Paradigms derive their usefulness from their generality. By definition, they apply to all specific instances of a whole class of events or processes. When one has chosen a paradigm for his research, he has made crucial decisions con- cerning the kinds of variables and relationships between variables that he will investigate. Paradigms for research imply a kind of commitment, however preliminary or tentative, to a research program. The investigator, having chosen his paradigm, may “bite off” only a part of it for any given research project, but the paradigm of his research remains in the background, providing the framework, or sense of the whole, in which his project is embedded. A second characteristic of paradigms is that they often represent variables and their relationships in some graphic or outline form. Events or phenomena that have various temporal, spatial, causal, or logical relationships are portrayed in these relationships by boxes, connecting lines, and positions on vertical and horizontal dimensions. The classical portrayal of Pavlovian conditioning, shown in Fig. 1, illustrates this aspect of a paradigm. The left-hand part of Fig. 1 shows an unconditioned stimulus, Sj, eliciting a response, R. The center part ~ shows S, being Signe preceded by another stimulus, Soe. i Eventually, as shown in the right-hand part, Sz alone becomes able to elicit R. Figure 1. A Paradigm for Pavlovian Conditioning. sf pes tae SG Su + eee Here, the paradigm’s generality implies that the process will occur regard- less of the particular kinds of stimuli and responses involved. The stimuli may be bells, food powder, lights, words, electric shocks, the sight of people, an approving “uh-huh” expression, or whatever; the response may be salivation, muscle movement, increased heartbeat, use of the word “I,” favorable self- references, or whatever. The paradigm is intended to be general and apply to all of the possibilities. It can serve research by suggesting that various specific instances of the general classes $1, Sz and R be tried. Also, various temporal relations between S; and Se can be explored; thus, the question can be raised whether S2 must always precede S;, and whether the interval between S; and Sz affects the conditioning process. In this paradigm, the horizontal Cleft- right) dimension is a temporal one.” Regarding their effectiveness Gage further states that: Paradigms, like theories, can be either explicit or implicit. Some have been set forth by their authors in full panoply, with diagrams and elaborations of their connections with completed or projected research. Other paradigms are implicit in what authors have done or proposed by way of research; in these cases, we shall seek to use the paradigm as an intellectual tool for examining crucial aspects of research on teaching. Choice of a paradigm, whether deliberate or unthinking, determines much about the research that will be done. The style, design, and approach of a research undertaking, indeed, the likelihood that it will bear fruit, are con- ditioned in large part by the paradigm with which the investigator begins. Whether he will perform an experiment, in the sense of actually manipulating one or more variables, or a correlational study, in the sense of studying rela- tionships between variables measured as they occur in nature, may be determined by his paradigm. Whether he will seek relationships between variables that have some genuine promise, based on logical and empirical grounds, of being related, may be determined by his paradigm. At one extreme, his paradigm may lead him to search for relationships between variables that have a good likelihood of bein related. So one investigation may examine the correlation between the teacher’s authoritarianism on a verbal, printed test, and the teacher’s likelihood of non- ET -37 promoting students, because a paradigm Gmplicit in this case) portrays nos nection between these variables; in one investigation the results supporte Hh hypothesis and the paradigm was strengthened. At the ae extreme, ae paradigm may lead inevitably to negative results. Thus a re ligm may : to an investigation of the correlation between the teacher's aut rete oo his effectiveness in producing gain in reading achievement; a Pane fe) : paradigm underlying this project might suggest in advance the forlornness o any hope that such a relationship will materialize. In the above discussion, it can be seen that paradigms must be general, can be either explicit or implicit, and must indicate the relationship between the variables. Further, the paradigm should show how the variables react on one another and indicate what is important in a person’s schemata of something. Only after considerable testing and verification can a model or paradigm advance to the theory stage. In regard to the second half of the title of this chapter, Gage suggests that the single term “teaching” can be quite misleading, if it is taken to imply that a single theory can cover a wide variety of teacher activities, There is, therefore, no such thing as a single theory or model for all aspects of teaching. It must be broken down into smaller models, such as teachin for cognitive development or teaching for conditioning (the obverse of the corresponding conceptions of learning). At this time, there is no meta- theory of teaching which puts all of its aspects and forms together into a grand model. Since paradigms are necessary for the development of theories, and since theories are important for analysis and for trial purposes, Gage offers some guides to what is necessary for such development. His illustrative analysis of teaching* may assist educators in the development of paradigms for classroom work. Gage first suggests that types of teaching activities have a bearing on the development of appropriate models for teaching. The kind of activity the teacher engages in—explaining, guiding, making assignments, etc.— must be specified. Gage feels that one model or theory cannot encompass all of these activities. Gage next identifies educational goals as an important facet of teach- ing. Does teaching take the same form for cognitive, affective, and psychomotor objectives? Would one process or model cover all of these goals? Gage again argues that no one model or theory would apply to the development of thinking, attitudes, interests, physical abilities, etc. The third analysis for consideration would be that according to what Gage terms components of teaching corresponding to those of learning. This analysis refers to a mirror image of the learning process and involves such things as motivation-producing, cue-providing, response-eliciting, and reinforcement-providing. Again, all of these aspects of teaching cannot be subsumed under one model for the teaching act, because, for instance, motivation-producing entails different activities and variables from reinforcement-providing, The fourth analysis for the analysis of teaching suggested by Gage derives from kinds of learnin g theory. Illustrations of these kinds of theory would be conditioning theory, identification theory, and cognitive theory. Different kinds may be appropriate for different kinds of teaching in different situations, and expecting them to yield a single theory on teaching, argues Gage, would be inappropriate. A unified model should not be sought, because cognitive restructuring involves different views of teaching from either identification or conditioning, and so forth. III-38 These four analyses imply that “no single theory of teaching should be offered that would attempt to account for all activities of teachers, that would be aimed at all objectives of education, that would involve all components of the learning process, in a way that would satisfy all theories of learning.”® From these analyses, in what direction should the educator gor Gage suggests that one can draw upon various resultants of these analyses and combine them to form a model for development, testing, and analysis. In other words, the teaching activity depends on the nature of the educational goal selected. From this selection one would move to the appropriate component of the learning process and then to the theory of learning that would best accomplish the particular objective. Each phase of the paradigm must fit each other one. Gage sees a need for some structuring of the teaching function. Theoretical analyses of teaching are as important as theories of learning and should be developed alongside learning theories rather than inferred from them. The emphasis again is on theories (plural) because no single, unified theory: can encompass the varieties of elements analyzed and described by Gage. And of course, before validated theory can be achieved, paradigms must be developed and tested. Since models of many aspects of teaching are lacking, more develop- ment of models is necessary. This development can make explicit some internally consistent specifications in a model and test them. When models appear to be useful, ways of implementing them may be sought. The development of paradigms helps to form a conception of what elements are important and what relationships exist among these elements. A careful examination of the elements of teaching, a review of pertinent data from other sources, and the testing of existing models (highly endorsed by Gage) would be the starting points for paradigm development and testing. Now that the general paradigm of clinical behavior style of teaching has been discussed and related to contemporary research and thought on teacher education, some concrete illustrations of how the paradigm can be implemented in an actual training program will be given. The illustrations should be regarded as one possible form that a program could have, not as the only possible form. Other experiences and combinations of experiences can be designed to fit the clinical behavior style paradigm; this program model is recommending implementation of the paradigm in teacher educa- tion, not adoption of the particular concrete illustrations given. LiT=<39 on Conceptual Models in Teacher Educati JOHN R. VERDUIN, Jr AACTE. For the educator who works directly with prospective teachers, atten- tion should be focused on the teaching act through appropriate analysis, synthesis, and evaluation of ideas. Several writers have identified important variables and strategies developed to the point where immediate use is possible. The teacher educator and his students can: (a) begin to use and test selected logical dimensions in their simulated teaching; (b) define and test certain strategies for cognitive growth; (c) identify, program, and test selected pedagogical moves for teaching; and (d) propose and test ideas on inquiry. Analysis of classroom interaction can be accomplished with a high degree of accuracy after training. Viewing and analyzing the classroom group, school, or school system can place values, goals, and expectations in proper perspective for effective learning and behavioral change. Finally, future teachers, through teaching strategies and concept formation, can begin to develop and design effective units of learning for trial testing and evaluation. The careful search, then, for new methodology and program- ming of experiences planned to accomplish specified outcomes can be important in teacher education, and the analysis of teaching strategies should receive careful attention from future teachers. It seems important for those in teacher education to give closer attention to educational goals, within both the affective and cognitive domains, and the meaning they have for the teaching-learning process. A more careful statement of goals, the programming of activities to goal achievement, and the necessary checking of goal attainment can be done with more analytic precision. This book includes some ideas on using and structuring curriculum experiences in the areas of knowledge and content to provide the future teacher with some guidelines for better teaching. Utilizing these guidelines should foster more effective learning in elementary and secondary school students and in turn provide for more critical work by their teachers. Understanding and using these guidelines must occur at the preservice level. Sufficient ideas were presented on cognition and concept formation to assist the future teacher in defining necessary dimensions of learning. Careful review of basic concept formation at the preservice level and active participation with elementary or secondary students in applied or simulated situations can help the future teacher to develop the appropriate behavior to carry on this important function. Understanding and experi- ence seem imperative. Also, consideration for higher level thinking should be fostered in the new teacher through a review of parts of this book. Clearly, several important reported studies can assist the teacher educator in his efforts to teach thinking above the knowledge level. Finally, it would appear both possible and quite necessary for the teacher educator and his students to engage in the creative work of pro- posing, testing, and evaluating different kinds of selected teaching-learning experiences in a kind of controlled laboratory situation. Novel models and paradigms, as well as established ones, can be tried and checked, promoting more analytic and critical behavior. This kind of active prescribing and testing seems desirous in an inquiry-oriented teacher preparation program. II1I-40 Whichever experiences are finally selected for implementa- tion, a basic proposition should always be kept in mind: Proposition: It is proposed that a trainee, since he tends to teach as he has been taught, be exposed to the kind of professional behavior he is expected to attain. In other words,ateacher preparation program must itself be a model of creative teaching, continual critical self-evaluation, disciplined inquiry and exploration, national innovation, and professional cooperation among various disciplines and specialities, as weil as adaptations of program to individual differences. THE CLINICAL EXPERIENCE SEQUENCE Curriculum designers who value the inquiry orientation to teacher training are implicitly obligated to provide exemplary models of inquiring behavior as well as opportunities for students to practice various aspects of inquiring behavior. The develop- ment and utilization of a specified framework combining inquiry with the task of understanding how to manipulate instructional variables is therefore needed. Within such a framework the content and sequence of the professional teacher training experiences can be derived and ordered. Perspective can be achieved regarding the context and position of clinical experiences in relation to the total range of the trainee's learning experiences. Clarity is enhanced and a check is provided against the exclusion of content and activities impor- tant to the development of a clinical behavior style of teaching. A POTENTIAL FRAMEWORK -- Professor Elizabeth S. Maccia strongly supports an inquiry-oriented teacher education program. She suggests that the development of cognitive claims (i. e. , hypothesis construction) and the justification of the claims (i.e., hypothesis testing) represent the two important dimensions of inquiry behavior. She outlines the act of scientific inquiry as follows: III-41 The Complete Act of Scientific Inquiry? 1. Development of Cognitive Claims: Theory Construction Tasks nL, Setting forth Terms (Variables) bez Relating Terms (Variables) to Form Propositions (Hypotheses) Ihe 3; Relating Propositions (Hypotheses) to Form Theory 2. Justification of Cognitive Claims; Theory Verification Tasks ZL Collection of Data Zn pl. Specification ot-Indicators 2.1.2 Specification of Design ase Interpretation of Data The development of cognitive claims corresponds to the reflecting and proposing phases of the clinical behavior style, while the justification of cognitive claims corresponds to the doing phase. Although Maccia's description of scientific inquiry is being used to develop a particular framework to illustrate how clinical experiences can be systematically derived and organized in a teacher preparation program, inquiry is to be regarded within the context of serving clients, not producing scientific knowledge. These two uses of inquiry cannot be completely separated form one another but one can be emphasized more than the other. Asa practitioner operates within the clinical behavior style, inquiry is used primarily to enhance the knowledge and skills of the inquirer (practitioner) as he serves his clients, not to enhance some discipline of knowledge per se. The elements of Maccia's view of the "act of inquiry" are accepted as the first dimension of the framework. The implica- tion for an inquiry-oriented teacher education program is that if trainees are to acquire theory that can be related to practice it must come from experiences which allow for theory verification (doing) as well as for theory construction (reflecting and proposing). Thus, a framework providing the organizing structure of an inquiry-oriented program must allow for both types of activities. Flaws in educational theory that cause practitioners ultimately to call it "useless"! could be identified systematically if verification prcedures were built into the teacher training program. Ibid, pp. 126 TII-42 A two-dimensional matrix of these dimensions forms a compre- hensive framework for systematic derivation and sequencing of professional teacher training experiences, as illustrated in the following figure. LII-43 “uoyyomyy -uy Yo uoyyuowryp aaryuvysgny ayy Burpyoboy dourvyyx vy} fg umouy ag pynoyy yoyyY sunoy 7QV urvyU0d pynom yAyVexXY UD YIM poyyou 7720 ayy ‘azdumxa yo4 “xryyou ayy Yo YyeD Youd uy vyyp ayorydoyddy puv xuvnezey 77” Yo QOUYYZUD B}D}7FGOD9U PyNOM umyYBoyd ayy Yo uorxywoyJyedy ayo7dW0D, Pep jo uotjejeidisqul “A Pe jep jo uoTJIETION “AL syse]L uot}eotztseA ArooyL ISWIPTQ SATQIUZOD FO UOTIeOTFTIASNE Azoayy wi93 03 suotjtsodoad sutqzelou “III (seseyzoddy) suotjtsod -oid wi9q 03 swioj sutqzeToy “IL syse] uotjzonazjsuog Ar09y4T (soTqetiea) swi3q yq40j sut33eg “I :SUTeTO 2ATITUSOD Fo JUueudoTeAeq Tfnbuy OfFtqUetTos JO 30V INAZINOD WVYDONd ONTAALOGdS YOU MAOMANVAA ONIGING V saoinosei uewny ‘¢ ee (eh 0 Ei) -peeyT ‘aouen,TjJUT Teorqtqtod *y uotTjeztuesi0o *¢ quetd [eotsdhyd +z dn-ayew OTWOUNDa-OTIOS *T sxe quo9g Ajtunumog pue Tooyds ‘*g satTZoTouyse9 *95 suotT}Tpuoos Teotskyud *q uotT}eztuesiIo ‘e SUOT SUOWT [equowuorataug *¢ uotjoe Teyoeaq “9 aqewtqto dnorzs +a SOTJSTi9a}.e1eYO AJeurestT *e SUOT SUSUITG TerlotAeyeg °*Z suotjeirado *9 sqyonpoad *q quaquoo ‘e SUOT SUSUT aATIUeIsqns “T suoTqenqts wooissel[) “¥ SoTqetaefA | euotjonijzsuy III-44 THE INQUIRY DIMENSION--The first set of tasks for theory construction (development of cognitive claims) requires the specification of all terms whose meaning is essential to further concept development. Described in somewhat different words, the task is one of selecting vocabulary that is prerequisite to comprehending relationships. This may appear to be an obvious first step, but all too often awareness and understanding of the precise meanings for professional terms are assumed but not made explicit. The negative consequences are clear: if under- standing is incomplete, the lack of precise meanings and referents to attach to new terms and relationships results in a concept being partially learned or not learned at all. The specification of all necessary terms allows for rapid assessment of a trainee's readiness as well as precise direction for remediation. The. learner activities represented here would include all those in which the object is recognizing and understanding meanings attached to terms necessarily included in the verbal repertoire of the professional teacher, The second set of tasks in theory construction requires the specification of the relationships between verbal terms and the dynamic components in the instructional system. This isa considerably more difficult task than the first because the important relationships are less obvious than the terms. More empirical data is required for substantiating the meaning associa- ted with a relationship than the meaning associated with a term. Similarly, a relationship represents a higher level of cognitive product than does a unit. The learner activities represented here would include all those whose objective is recognition and under- standing of relationships among elements contained in the instructional system. The third set of tasks is again more complex than either of the first two but is not necessarily more difficult., provided the first two have been well specified and mastered. This subset of activities incorporates the element of intention; the specification of objectives with their corresponding implications for the structure of instructional relationships. Knowledge of intentions and probabilistic relationships among instructional variables (task two) allows for the generation of propositions that direct action. The learning experiences included in this set all require judgments (real or hypothetical) regarding the manipulation of instructional variables. By definition, a proposition involves a proposal for action; combining the propositions for the purpose III-45 of formulating action requires analysis of the various relationships and speculation regarding their ideal relation to objectives. This type of activity necessitates a comprehensive view of the system, that is, the assumption of a theoretical position. Itis at this . | point that a trainee is ''ready'' for clinical experiences. The clinical experiences provided here are most logically laboratory experiences (as contrasted with field experiences), since they are more easily controlled and exposure to all recommended activities can be assured. The fourth set of tasks concerns theory verification activities. Specifications here require decisions relative to appropriate "'tests'" of the construction stage of the inquiring act. The learner activities include all those whose objectives concern a trainee's ability to select, perceive, identify, recognize, and/ or classify relevant indicators of a proposition's credibility. Skill in observing, recording and categorizing reliable data that either lend support or cast doubt upon given hypotheses, propo- sitions or value positions is beneficial for clarification and reinforcement purposes as well as for continuous evaluation of content and method. The fifth and final set of tasks represents yet another type of theory verification activity; that of making valid interpretations of collected data. This subset incorporates the experiences whose objectives concern the making of sound generalizations from evidence acquired regarding instructional propositions. The ability to successfully display these analytical skills not only provides for theory verification, but frequently is productive and generative of new insights regarding instructional phenomena. THE INSTRUCTIONAL VARIABLES DIMENSION--The second dimension of the structural framework incorporates the classes of variables present in any instructional situation. The variable classes are derived from models specified by Downey!9 and Biddle". They are meant to represent an exhaustive set of categories for all variables present in any instructional situation. Any variable can be manipulated to induce intended changes in leatrmers. LU ye Nine Tt) ace ee . L. N. Downy, The Secondary Phase of Education. 1965. pp. 87-89. 11B. J. Biddle and Ellena, W. J. Contemporary Research on Teacher Effectiveness. 1964. III -46 Emphasis in the design of clinical experiences for these specifications was given to the variables encountered in classroom situations. The classes of instructional variables in the framework provide the focus for attention; they become the objects around which the inquiry activities are centered. USING THE FRAMEWORK FOR SPECIFYING AND ORDERING CONTENT Specifying the content relative to each variable class and for each section of the inquiry act contained in the framework requires a scholarly and arduous task. Either horizontal specification through an entire variable class, and across all parts of the inquiry act is possible, or vertical specification down each set of inquiry activities for all variable classes, e.g., specifying all relevant terms represents a logical approach. On the other hand, one may wish to begin specification rather haphazardly at first, shifting from section to section as one thought suggests another in a different but somewhat compara- ble vein. The framework provides needed structure yet allows for shifting attention to diverse parts of the framework without loss of economy or power. While the framework provides order and structure, it clearly requires other sources for deriving its substance. Selection and emphasis of potential content sources differs somewhat for the various sets of inquiry activities and instructional variables, but tends to follow a comparable general pattern. Initial sources are most typically groups of specialists with varied backgrounds. They might be described as ''engineer- ing teams.'! The teams are comprised of scholars from the behavioral sciences as well as from fields of pedagogy. Some come to the task with strong research backgrounds while others have strong teaching backgrounds. Nevertheless, the team members generate lists of competencies they believe to be essential for successful teaching. These competencies are analyzed into content units that would be required for learning - ty Tl1-47 them. The units are assigned to appropriate positions in the framework and continually checked for logical flow and develop- ment. A similar procedure has been described by Gagne. He states, 'By progressively applying this analysis procedure beginning with the terminal objective and working backwards, one can spell out an entire structure which has its beginning in relatively simple capabilitie§ that can be assumed to be known by the student'! (Gagne). However, a teacher training program constructed around an inquiry model should allow for more than expert opinion as the source for content derivation. Its major source of substance must be obtained from empirical studies (theory construction and justification activities) of teaching acts and their subsequent effects upon learners. Both descriptive and experimental study of the variables in teaching and learning are appropriate. A plurality of approaches to the investigation, description, and specification of the tasks of teaching should provide optimal direction for a worthy training program. As sources for terms and relationships, the inquiries of such scholars as Bellack, Gallagher, Flanders, and Gage are clearly relevant. The findings of Jacob Kounin provide a cogent example. In studying the 'managing" behaviors of teachers and their consequent effects on learners' behaviors, he discovered several techniques (e.g., communication of "with-it-ness'') that are considered to be especially powerful in accomplishing certain objectives (e.g., pupils attentiveness). The findings belong in the substance of teacher education. Yet his findings were too subtle to have been generated by an "expert opinion" strategy. To leave the finding of such valua- ble information to chance; that is, to hope that someone gets a government research grant, to hope that he focuses on classroom instruction, to hope that he will find something relevant to teaching and to hope that someone reads, under- stands and seeks applicability of the reported findings, and to hope thus that the relevant information will have an impact upon the teacher training curriculum is clearly a low-probability risk. TL Oj. iar, try oh Pe ee areal R. M. Gagne, Perspectives of Curriculum Evaluation. 1967.) 8Dprme cre ILII-48 Continuous review of such study and continuous selection and incorporation into the instructional system is required for continuous renewal. Yet more is needed in addition to scholarly review and selection from relevant literature. A procedure for continuous and systematic study and analysis of the tasks of teaching is imperative. Such a procedure is especially crucial to derivation, specification and evaluation of that aspect of the act of inquiry which Maccia calls ''Relating Propositions to Form Theory.'"! Most of the clinical experiences specified in the program model are representative of the part of the model concerned with ''Relating Propositions to Form Theory;'' these activities typically call for the trainee to "behave like'' a teacher. CLINICAL SEQUENCE MODULES Studies of the tasks of teaching have been carried on for some years in the elementary schools which participate in the Michigan State University teacher education program. The teacher behaviors identified in these studies have been classified according to the instructional variables that the teacher manipu- lates and on the basis of when the variables were manipulated, i.e., prior to or during classroom instruction. The classified tasks are represented in the figure appearing on the following seven pages. On the first page, the general paradigm is illustrated, while the next six pages delineate the specific tasks included in each of the six instructional variables. Using each teaching task as a stimulus, a team of persons designed at least two experiences that would provide a trainee with opportunities to practice and receive feedback regarding each of these known teaching tasks. Starting with the first pre/post-class teaching behavior designated in the left-hand column of the model, the team worked progressively down the list, specifying two experiences for each behavior. The in-class behaviors represented on the right-hand column were then specified in a like manner, again beginning with the substantive dimension and ending with the environmental dimension. These clinical experience modules are presented in this order in the following section. 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BACKGROUND DATA ON ABOVe STUDENTS, 02482 III-58 eLEVEL ALL GRADES _wGENERAL| ALL CANDIDATES iia ; *HOURS 1 . 02482 6 *EVALUATION JNSTRUCTOR JUDGMENT, 02482 314 *FILE SELECTING SUBJECT MATTER GROUP PLANNING 02482 9 *OBJECTIVES 1. TO BE ABLE TO CHANGE SUBYECTS, ADJUSTING AND ADAPTING 02483 24 SELECTED SUBJECT MATTER TO UNANTICIPATED PUPIL REACTION, 02483 25 2, TO BE ABLE TO ANTICIPATE STUDENT REACTIONS TO SUBYECT 02483 26 MATTER, 02483 27 wPREREQUISITE MODULE 2 2nS 12+ 02483 28 wEXPERJENCE 4, THE TRAINEE PREPARES THE FOLLOWING ASSIGNMENT MUTeOFe 02483 14 CLASS! A) STRUCTURE A HYPOTHETICAL INSTRUCTIONAL 02483 12 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS 26,6, 02483 13 AGE, ABILI1Y, BACKGROUND, ETC,¢, CONTENT AREA 2E, 6, 02483 14 FRACTIONS, STORYewWRITING, GEOGRAPHY, QBYVECTIVES AND 02483 15 ENVIRONMENT, B, SUGGEST EMOTIONAL REACTIONS ON THE PART 02483 16 OF THE PUPIL THAT MIGHT OCGUR JN RESPONSE TO THIS 02483 17 SITUATION 2£,G, EMOTIONAL TENSION, DISLIKE, ETCyt, 02483 18 C, INDICATE HOW YOU WOULD JMPROVISE, ADAPT AND ADJUST THE 02483 19 SUBJECT MATTER IN CLASS IF THESE REACTIONS OCCURRED, 02483 20 2. THE INSTRUCTOR AND THE TRAINEE WILL THEN CONFER ABOUT 02483 24 THE PAPER#®AND@PENCIL REACTIONS PROVIDED AND FEEDBACK WILL 02483 22 BE GIVEN REGARDING THIS EXPERIENCE, 02483 23 SETTING INDEPENDENT 02483 10 *MATERTALS BLANK 02483 5 *LEVEL ALL GRADES 02483 8 *GENERAL ALL CANDIDATES 02483 7 *HOURS 1/2 02483 6 *#EVALUATION INSTRUCTOR JUDGMENT, 02483 29 *FILE SELECTING SUBJECT MATTER ADJUSTING 02483 9 FS LE SIF OL LET EES DI IT EET EL ED ETE LI AE EE POT TP LS TS LEE SPER PY RLS BPE I OI MT *OBJECTIVES TO BE ABLE TO CHANGE SUBJECT, ADJUSTING AND ADAPTING 02484 314 SELECTED MATTER TO UNANTICIPATED PUPIL REACTION, 02484 32 *PREREQUISITE MODULE 3 2NS 23% 02484 33 *EXPERIENCE 1+ THE INSTRUCTOR RANDOMLY ASSIGNS THe TRAINEES A 02484 14 2WRITTENt RYPOTHETICAL INSTRUCTIONAL SITUATION BY 02484 12 SPECJFYING$ A, LEARNER CHARACTERISTICS, CONTENT AREA AND 02484 153 ENVIRONMENTAL SITUATION, 26,%, YOU HAVE A HETEROGENESUS 02484 14 CLASS OF 30 THIRD=GRADERS IN A WORKING CLASS COMMUNITY, 02484 15 IT IS YOUR OBJECTIVE TO HAVE THEM UNDERSTAND ECONOMIC 02484 16 DECISION=MAKING, THUS THEY ARE TO FORM GROUPS OF FOUR 02484 17 >SELFeSELECTED+ AND EACH GROUP JIS TO USE A PENNEYB+ ELIMINATE ATTENTION TO AREAS ALREADY KNOWN BY PUPILS, 02485 27 2. TO BE ABLE TO ANTICIPATE THE NECESS{TY FOR 02485 28 REORGANIZING SEQUENCE, 02485 29 *PREREQUISITE MODULE 2484 02485 30 *EXPERIENCE 4+ THE TRAINEE WILL PREPARE THE FOLLOWING PAPER@AND= 02485 14 PENCIL ASSIGNMENT JNDEPENDENTLYS A, STRUCTURE A 02485 12 HYPOTHETICAL INSTRICTIONAL SJTUATION BY SPECIFYING LEARNERO2485 13 CHARACTERISTICS, CONTENT AREA, OBJECTIVES AND ENVIRONMENT,02485 14 8, SELECT SUBJECT MATTER, TASKS AND SEQUENCE APPROPRIATE 092485 15 FOR THE SPECIFIED CLASSROOM SETTING, Cy, SUGGEST FOUR 244:02485 16 PUPIL REACTIONS THAT MIGHT INDICATE A NEED FOR ADDITIONAL 02485 17 TIME FOR REMEDIATION AND/OR REINFORCEMENT OR DELETION OF 02485 18 CERTAIN AREAS ALREADY KNOWN BY THE PUPILS, Dy PROPOSE 02485 19 CONTENT SEQUENCE REORGANIZATION TO COMPENSATE FOR THESE 02485 20 IN*CLASS RESPONSES, 2, THE INSTRUCTOR WILL PROVIDE 02485 24 FEEDBACK REGARDING THE TRAINEESS HYPOTHETICAL EXPERIENCE 02485 22 AND RESPONSES, ; 02485 23 «SETTING INDEPENDENT SCHOOL 02485 10 «MATERIALS BLANK 02485 5 *LEVEL ALL GRADES 02485 8 «GENERAL! ALL CANDIDATES 02485 7 *HOURS 1/2 02485 6 *EVALUATION JNSTRUCTOR JUDGMENT, 02485 34 «FILE CHANGING SEQUENCE SELECTING SUBJECT MATTER 02485 9 wOBJECTIVES TO BE ABLE TO CHANGE AND/OR REORGANIZE SEQUENCE, ALTERING 02486 42% ANTICIPATED CONTENT SEQUENGE TO EITHER RA® ALLOW 02486 42 ADDITIONAL TIME FOR REMEDIATION AND/OR REINFORCEMENT 02486 43 OR 2Be ELIMINATE ATTENTION TQ: AREAS ALREADY KNOWN BY 02486 44 PUPILS, — 02486 45 *PREREQUISITE MODULE 248 02486 46 wEXPERJENCE 4, THE INSTRUCTOR GIVES THE TRAINEE A 2WRITTEN? 02486 14 INSTRUCTJONAL SETTING IN ADVANCE OF THE CLASS. SESSION, 02486 12 SPECIFYING LEARNER CHARACTERISTICS, CONTENT AREA, 02486 413 ENVIRONMENTAL SITUATION AND QBVYECTIVES, 2THE 02486 14 DESCRIPTION GIVEN TO THE TRAJNEE JS AN ACTUAL CLASSROOM 02486 15 SITUATION THAT HAS BEEN OBSERVED AND TAPED IN ADVANCE,*® 02486 16 THE TRAINEE 1S TO BE PREPARED TO REACT TO A VIDEO TAPE OF 02486 17 THE ENSUING EPISODE, 2E&,G, YOU HAVE A CLASS OF 28 SECOND 02486 18 GRADERS, GROUPED HETEROGENEOUSLY IN AN URBAN SCHOOL, 02486 19 THESE PUPILS HAVE DEMONSTRATED A NORMAL DISTRIBUTION OF 02486 20 ABILITY LEVELS, HOWEVER, THERE JS ONE CHILD WHO WAS AN 02486 21% EARLY READER AND HAS HAD A WIDE RANGE OF: EXPERIENCES, 02486 22 THREE CHILDREN ARE FROM BROKEN HOMES, NONeVERBAL, 02486 23 INTROVERTED JN THE CLASSROOM AND HAVE SEEN LITTLE BEYOND 92486 24 “THEIR NEIGHBORHOOD, YOUR OBYECTIVE JS TO HAVE THE PUPILS 02486 25 WRITE TWO UR THREE SENTENCES ABOUT WHAT THEY SAW ON THEIR 02486 26 WAY TO SCHOOL THAT MORNING, 2, A VIDEO TAPE OF THE 02486 27 PUPILS BEGINNING THE TASK {S$ SHOWN TO THE TRAINEE, THEIR 02486 28 INITIAL QUESTIONS AND REACTIONS JNDICATE A NEED FOR 02486 29 REORGANIZATION OF CONTENT TO ETHER 2A ALLOW ADDITIONAL 02486 30 TIME FOR REMEDTATING AND/JOR RETNFORCEMENT OR 2B¢ ELIMINATED2486 34 ATTENTION TO AREAS ALREADY KNOWN BY PUPILS, 2E,G, 02486 32 DESPITE MUCH WORK ON SENTENCE: WRITING, MANY OF THE PUPILS 02486 33 ARE UNABLE TO EXPRESS WHAT THEY HAVE OBSERVED ON PAPER 02486 34 OR ARE UNABLE TO RECALL ANYTHING TO WRITE ABOUT,*® 3, HE 02486 35 WILL ACT OUT THE NECESSARY CHANGES AND REORGANIZATION IN 02486 36 SEQUENCE’ NEEDED TO ENHANCE’ THE’ LEARNING SITUATION, THIS 02486 37 EPISODE WOULD BE VIDEO=TAPED, 4, HE THEN VIEWS THE TAPE 02486 38 WITH THE’ INSTRUCTOR AND RECEIVES FEEDBACK REGARDING THE 02486 39 IMPROVEMENT OF THIS PRACTICE TEACHING EXPERIENCE, 02486 40 wSETTING SMALL GROUP 24=12 STUDENTS+ COLLEGE 02486 10 _WMATERTALS 4, MIMEOGRAPHED DESCRIPTION QF TAPED INSTRUCTIONAL 02486 5 III-60 | SENTING, Z, VIDED TAPED EPISODE TO FULFILL ABOVE 02486 REQUIREMENTS, 3, VIDEO TAPE EQUIPMENT TO RECORD STUDENT 02486 RESPONSES, 02486 *LEVEL ALL GRANES 02486 8 *GENERAL ALL CANDIDATES 02486 7 *HOURS 4 02486 6 eEVALUATION INSTRUCTOR JUDGMENT 02486 47 | eFILE CHANGING SEQUENCE SELECTING SUBJECT MATTER 02486 9 A LT LET TE LE LE I I SADE AI NP EISELE LEI DENSE IE RAL CBSA AT PET ID AW VE IER A CGS RAR. CS IT eOBJECTIVES a TO BE ABLE TO CHANGE TASKS JN CLASS, MODIFYING PLANNED 02487 23 | PUPIL TASKS TO FIT READINESS LEVEL OF INDIVIDUALS AND/OR 02487 24 SM*#LL OR LARGE GROUPS, TO BE ABLE TO ANTICIPATE 02487 25 MODIFICATIUNS THAT MAY Eg "REQUIRED IN CLASS, 02487 26 ePREREGIISITE 2466 02487 27 eE XPERIENCE d+ THE TRAJNEE WILL PREPARE THE FOLLOWING PAPER@AND@PENCIL02487 14 | ASSIGNMENT INDEPENDENTLY! Ay ON A MIMEOGRAPHED SHEET, 02487 12 TRE CLASSRUOM SETTING 2E,G, LEARNER CHARACTERISTICS, 02487 13 CONTENT AREA, OBYECTIVES AND ENVJRONMENT? JS DESCRIBED FORO2487 14 TRE EPISODt TO BE PRESENTED JN THE FOLLOWING MODULE, 02487 15 &, SUGGEST FOUR 24¢ PUPIL REACTIONS THAT MIGHT INDICATE 02487 16 A NEED FOR CHANGING TASKS, MODIFYING PLANNED PUPIL TASKS 02487 17 TO FIT REAVINESS LEVEL OF JNDIVIDUALS AND/OR SMALL OR 02487 18 LARGE GROUPS, C, PROPOSE MODIFICATIONS JN ASSIGNED TASKS 02487 19 TO COMPENSATE FOR THESE JNeCLASS RESPONSES, 2, THE 02487 20 | INSTRUCTOR WILL PROVIDE FEEDBACK REGARDING THE TRAINEESS 02487 24 HYPOTHETICAL RESPONSES, 02487 22 eSETTINS INDEPENDENT COLLEGE 02487 10 eMATEFIELS MIMEOGRAPHED DESCRIPTION OF THE CLASSROOM SETTING TO BE 02487 5 | PRESENTED JN THE FOLLOWING MODULE, 02487 *LEVEL ALL GRADES 02487 8 *GENERAL ALL CANDIDATES 02487 7 #HOURS 1/2 [ 02487 6 *EVALUATION INSTRUCTOR JUDGMENT, 02487 28 | FILE SELECTING SUBJECT MATTER CHANGING TASKS 02487 9 *OBJECTIVES TO BE ABLE TO CHANGE TASKS IN CLASS, MODIFYING PLANNED 02488 28 | PUPIL TASKS TO FIT READINESS LEVEL OF INDIVIDUALS AND/OR 02488 29 SMALL OR LARGE GROUPS, 02488 30 *PREREQJISITE MODULE 2487 02488 Si #EXPERT ENCE 1. THE TRAINEES UTILIZE THE DESCRIPTIONS GIVEN IN THE 02488 14 PREVIOUS MUDULE AS AN INTRODWVCTION TO THE EPISODE THEY ARE02488 12 | TO PREVIEW AND REACT TO, 2E,G, YOU HAVE $5 02488 13 KINDERGARTNERS HETEROGENEOUSLY GROUPED IN A SUBURBAN 02488 14 SCHOOL, 11 IS YOUR INTENT TO BEGIN BUILDING THEIR SELFe 02488 15 CONCEPT AND INTRODUCE THEM TO PRINTING BY WRITING EACH OF 02488 16 THEIR NAMES ON HUGE CARDS, YOY HAVE EXPLAINED THAT YOU 02488 17 wILL TEACH THEM HOW TO MAKE THE LETTERS IN THEIR NAMES IN 02488 18 ADDITION TU THE OTHER LETTERS LATER,*® @, THE TRAINEES 02488 19 PREVIEW A TAPE RECORDING OF THE PUPILSS RESPONSES AND 02488 20 PEgcTIONS T9 THESE CARDS AND THE PROMISED -EARNING,*2E,G, FIVE OF THE 02488 24 | CHILDREN IMMEDIATELY EXPLAIN, WITH MUCH VEHEMENCE, THAT 02488 22 THEY NOT ONLY KNOW HOW TO WRITE THEIR NAMES ALREADY, BUT 02488 23 SEVERAL OF THEM KNOW THE ENTIRE ALPHABET,* 3, IN A SMALL 02488 24 GIGLP DISCUSSION WHICH IS TAPE RECORDED EACH MEMBER OF 02488 25 | TE GROUP SHOULD INDICATE AIS INTENDED MODIFICATIONS OF 02488 26 TmE TASKS, 02488 27 egertins S“ALL GROUP 24°12 sSTUDENTS* SCHOOL 02488 10 eMarE=lals vIDEG TAPED EPISODE IN CLASSROOM SETTING TO FULFILL THE 02488 5 AZ0VE REGUJREMENTS, 02488 | ee AwL GRADES 02488 8 esENe es. Auk CANDIDATES 02488 7 ent ot 1 02488 6 eE SS -8%1 5% = VSTRUCTOR JUDGMENT, 02488 32 | oF TLE SELECTING SUBJECT MATTER CHANGING TASKS 02488 9 III-61 wOBJECTIVES wPREREQJISITE wEXPERIENCE *SETTING *MATERIJ ALS *LEVEL *GENERAL * HOURS *EVALUATION wr Te *OBJECTIVES *PREREQJISITE #EXPERTENCE *SETTING *MATERITALS *LEVEL *GENERAL *HOURS wEVALUATION *FILE TO BE ABLE TO CHANGE PACE, ALTERING PACE OF CONTENT 02489 25 ACTIVITIES ON THE BASIS OF UNFORESEEN PUPIL REACTIONS 02489 26 AND/OR TIMe PROBLEMS, TO BE ABLE TO ANTICIPATE THE 02489 27 NECESS]JTY FOR ALTERING THE PACE QF CONTENT ACTIVITIES, 02489 28 2488 02489 29 t+ THE TRAINEE WILL PREPARE THE FOLLOWING PAPERFAND@PENCIL02489 14 ASSIGNMENT INDEPENDENTLY$ Ay STRUCTURE A HYPOTHETICAL 02489 12 INSTRUCTIONAL SITUATION BY SPECIFYING LEARNER 02489 13 CHARACTERISTICS! CONTENT AREA, OBJECTIVES AND 02489 14 ENVIRONMENT, 8B, SELECT SUBJECT MATTER, TASKS AND SEQUENCE02489 15 APPROPRIATE FOR THE SPECIFIED CLASSROOM SETTING, 02489 16 Ce SUGGEST FOUR 24¢* PUPIL REACTIONS THAT MIGHT INDICATE A 02489 17 NEED FOR ALTERING THE PACE OF; CONTENT ACTIVITIES 02489 18 2E,G, OVER#STIMULATION, TIME PROBLEMS,¢* D, PROPOSE 02489 19 ALTERATIONS IN PACE TO COMPENSATE FOR THESE [NeCLASS 02489 20 RESPONSES, E, RATIJONALIZE YOUR RESPONSES, SJGHTING 02489 24 RESEARCH EXAMPLES IF RELEVANT, 2, THE INSTRUCTOR WILL 02489 22 PROVIDE FEEDBACK REGARDING THE TRAINEESS HYPOTHETICAL 02489 23 EXPERIENCE AND RESPONSES, 02489 24 INDEPENDEN1 COLLEGE 02489 10 BLANK 02489 5 ALL GRADES 02489 8 ALL CANDIDATES 02489 7 Tes ee 02489 6 INSTRUCTOR JUDGMENT, 02489 30 SELECTING SUBJECT MATTER (GHANGING PACE 02489 9 ERG SE LET ES LT RS EE PS ITE BO OE LO ILE PA EY EEL LP TILT LT, PRD a ON ETL TS 14, TO BE ABLE TO RELATE SUBJECT MATTER TO PUPILSs 02491 28 INTERESTS, NEEDS, ABILITIES, PROVIDING REFERENTS AND/OR 02491 29 ASSOCIATION THAT LINK THE SUSJECT MATTER To BEHAVIOR, 02491 30 2, TO BE ABLE TO ANTICIPATE THE NEED FOR RELATING SURVYECT02491 31 MATTER TO KELEVANT REFERENTS AND ASSOCIATIONS, 02491 32 NONE : 02491 33 THE TRAINEE IS TO PREPARE THIS ASSIGNMENT INDEPENDENTLY# 024914 14 A, STRUCTURE A HYPOTHETICAL INSTRUCTIONAL SITUATION By 02491 12 SPECIFYING LEARNER CHARACTERISTICS 26,G, AGE, ABILITY, 02491 15 BACKGROUND, ETC,*, CONTENT AREA 2&,G, THE COMMUNITY, 02491 14 CREATIVE WRITING, ETC,¢%, OBVECTIVES AND ENVIRONMENT, 02491 15 Be COMPOSE THE DIRECTIONS, TASKS, SEQUENCE, ETC, 02491 16 NECESSARY 10 CARRY OUT THE TEACHING STRATEGY, C, SUGGEST024914 17 EXAMPLES, JLLUSTRATIONS AND IDEAS THAT COULD BE USED TO 02491 18 RELATE THE SUBJECT MATTER TO PUPILSS INTERESTS, NEEDS, 02491 19 ABILITYs PROVIDE REFERENTS ANU/OR ASSOCIATION THAT LINK 02491 20 SUBSTANTIVe MATERIALS TO THE BEHAVIORAL DIMENSION, 02491 214 Ds TAPE RECORD, IN AN AwV LABORATORY, THE INTRODUCTION 1002491 22 THE LESSON AND SELECTED REFERENTS TO RELATE THE SUBJECT 02491 23 MATTER TO 1HE STUDENTS, 2, AFTER SUBMITTING THE WRITTEN 02491 24 STATEMENT AND TAPE, HE RECEIVES FEEDBACK FROM THE 02491 25 INSTRUCTOR REGARDING THE JmMPRUVEMENT OF THIS PRACTICE 02491 26 TEACHING EXPERIENCE, 02491 27 INDEPENDENT COLLEGE 02491 10 1. TAPE RECORDING EQUIPMENT IN A®*V LABORATORY, 2, TAPESO2491 5 FOR INDIVIUVUAL STUDENT USAGE, 02491 ALL GRADES 02491 8 ALL CANDIDATES 02491 7 i 02491 6 INSTRUCTORSS JUDGMENT, 02491 34 BLANK BEHAVIORAL STRATELOGIES RELATING SUBYECT MATTER 02491 9 LII-62 *OBYECTIVES TO BE ABLE TO RELATE SUBYECT MATTER TO PUPILESS INYERESTS, 02492 24 NEEDS AND ABILITIES, PROVIDING REFERENTS AND/OR 02492 256 ASSOCIATIONS THAT LINK THE SVBYECT MATTER TO BEHAyJOR, 02492 26 *PREREQUISITE MODULES 246122491 02492 27 wEXPERJENCE i. THE TRAINEE JS ASSIGNED 6°10 PUPILS FOR WHOM 02492 14 BACKGROUND DATA 2ABILITY, AGE, INTERESTS, ETC*® HAs BEEN 02492 12 GIVEN IN ADVANCE OF THE MICRO*TEACHING SESSION, CONTENT 02492 13 AREA AND OBJECTIVES TO BE ACHIEVED IN JHE SESSION ARE ALS002492 14 SPECIFIED: 2+ THE TRAINEE JS TO ESTABLISH AN APPROPRJATE02492 15 SETTING FOK A MICROwsTEACHING SJTUATION IN WHICH 02492 16 POSSIBILITIES FOR GROUP JNTERACTJON ARE OPTIMAL, 3, HE 02492 17 1S THEN VIDEOTAPED AS HE EXTEMPQRANEOUSLY INTERACTS WITH 02492 18 THE PUPILS, MAKING AN INTRODUCTION TO THE SUBJECT MATTER 02492 19 AND THEN RELATING THIS SUBYECT MATTER TO THE PUPILSS 02492 20 NEEDS, INTERESTS, ABILITIES, ETC, 4, HE THEN VIEWS THE 02492 24 TAPE WITH THE INSTRUCTOR AND RECEIVES FEEDBACK REGARDING 02492 22 THE IMPROVEMENT OF THIS PRACTICE TEACHING EXPERIENCE, 02492 23 wSETTING SMALL GROUP 24°12 STUDENTS*® SCHOOL, 02492 10 *MATERJ ALS 1, SIXeTEN ELEMENTARY SCHUO},: PUPILS WITH APPROPRIATE 02492 5§ DATA, 2, MIMEOGRAPHED HYPOTHETICAL INSTRUCTIONAL 02492 SETTING, 5. MICROeTEACHING LABORATORY WITH VIDEO TAPE 02492 EQUIPMENT, 02492 *LEVEL ALL GRADES 02492 8 *GENERAL! ALL CANDIDATES 02492 7 #HOURS 1/2 02492 6 wEVALUATION INSTRUCTOR JUDGMENT, 02492 28 FILE MICRO#TEACHING BEHAVIORAL STRATEGIES RELATING SUBJECT 02492 9 MATTER, 02492 * OBJECTIVES 1. TO BE ABLE TO MOTIVATE PYPILS ATTENDING BEHAVIORS, 02493 25 PROVIDING VARIETy, PLEASURE», DECISION, CONCERN AND 02493 26 RESPECT, CHALLENGE, ADVANCED ORGANIZERS, SUCCESSFUL 02493 27 TRIALS, 2, TO BE ABLE TO ANTICIPATE AND PLAN FOR METHODSO2493 28 TO MOTIVATE PUPILSS ATTENDING BEHAVIOR, 02493 29 *PREREQUISITE MODULE 2492 02493 30 wEXPERJENCE 41. THE TRAINEE IS To PREPARE THIS ASSIGNMENT 02493 14 INDEPENDENTLY# A, STRUCTORE A HYPOTHETICAL: INSTRUCTIONAL02493 12 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS, CONTENT 02493 43 AREA, OBJEUTJVES AND ENVJRONMENT, B, COMPOSE THE 02493 14 DIRECTIONS, TASKS, SEQUENCE, ETC, NECESSARY To CARRY QUT 02493 15 THE TEACHING STRATEGY, C, SUGGEST SPECIFIC WAYS IN WHICHO2493 16 VARIETY, PLEASURE, DECISION, CONCERN AND RESPECT, 02493 17 CHALLENGE, ADVANCED ORGANIZERS AND SUCCESSFUL TRIALS COULD02493 18 BE EMPLOYED TO MOTIVATE THE PUPILSS ATTENDING BEHAVIORS, 02493 19 Ds SELECT SPECIFIC MOTIVATORS, JNCORPORATE THEM INTO YOUROZ493 20 LESSON PLAN AND RATIONALIZE THEIR INCLUSION, 2, THE 02493 24 TRAINEE WILL THEN RECEIVE FEEDBACK FROM THE INSTRUCTOR, 02493 22 PREFERABLY IN CONFERENCE, REGARDING THE JMPROVEMENT OF 02493 23 THIS TEACHING STRATEGY, 02493 24 SETTING INDEPENDENT COLLEGE 02493 10 *MATERTALS BLANK 02493 § *LEVEL ALL GRADES 02493 8 *GENERAL! ALL CANDIDATES 02493 7 *HOURS 3 02493 6 wEVALUATION INSTRUCTORSS JUDGMENT, 024935 34 *FILE BLANK BEHAVIORAL STRATEGIES MOTIVATING PUPILS, 02493 9 #OBJECTIVES TO BE ABLE TO MOTIVATE PUPILS ATTENDING BEHAVIORS: 02494 27 PROVIDING VARIETY, PLEASURE, DECISION» CONCERN AND 02494 28 III-63 — wPREREQUYISITE wEXPERI ENCE w*SETTING *MATERIALS LEVEL «GENERAL: *HOURS *EVALUATFION *FILE RESPECT, CHALLENGE, ADVANCED ORGANIZERS, SUCCESSFUL 02494 TRIALS, P 02494 2493 02494 1. THE TRAINEE [S$ ASSIGNED FHE SAME GROUP OF 6e19 02494 ELEMENTARY SCHOOL PUPILS AS IN MODULE 2492, THUS 02494 BACKGROUND DATA AND INDIVIDUAL NEEDS, JNTERESTS AND | 02494 ABILITY ARE KNOWN IN ADVANGE, A NEW CONTENT AREA AND NEW 02494 OBJECTIVES ARE SPECIFIED BY THE JNSTRUCTOR FOR THIS 02494 SESSION, 2, THE TRAINEE JS TO REeESTABLISH AN 02494 APPROPRIATE SETTING FOR GRUUP INTERACTION WITH THESE 02494 PUPILS, UTILIZING THE FEEDBACK PROVIDED IN MODULE 2492, 02494 3, HE IS THEN VIDEOeTAPED AS HE EXTEMPORANEOUSLY 02494 INTERACTS WITH THE PUPILS, WITH PARTICULAR ATTENTION TO 02494 MOTIVATING THE PUPILSS ATTENDING BEHASVIORS 2E,G, 02494 PROVIDING VARIETY, PLEASURE, DECISION, CONCERN AND 02494 RESPECT, CHALLENGE, ADVANCED ORGANIZERS, SUCCESSFUL 02494 TRIALS,* 4, HE AND THE INSTRUCTOR THEN VIEW THE TAPE, 02494 UTILIZING THE JNFLUENCE TECHNIQUES INSTRUMENT DEVELOPED BYQ92494 DR, JUDITH HENDERSON AS A REFERENT AND CHECKLIST, 02494 SMALL GROUP 24012 STUDENTS* SCHOOL 02494 1. MIMEOGRAPHED INSTRUCTIONAL SITUATIONS, 2, S!IX*TEN 02494 ELEMENTARY PUPILS WITH BACKGROUND DATA FROM MOD, 24, 02494 Se MICRO#TEACHING LABORATORY WITH VIJDEOsTAPE EQUIPMENT, 02494 4, COPIES OF INFLUENCE TECHNIQUES INSTRUMENT, 02494 ALL GRADES . 02494 ALL CANDJDATES 02494 i Whe 4 02494 INSTRUCTORSS JUDGMENT, 02494 MICRO=TEACHING BEHAVIORAL STRATEGIES MOTIVATING PUPILS 02494 —— *OBJECTIVES #PREREQJISITE *EXPERTENCE *SETTING wMATERTALS *LEVEL *GENERAL wHOURS wEVALUATION wF ILE ser — = = ee oe Ae 1. TO BE ABLE TO EXPLAIN SUBVECT MATTER TQ PUPILS, 02495 INTERPRETING TERMS, MEANINGS AND MOTIVES IN LANGUAGE THAT 02495 READILY COMMUNICATES TO THe PUPILS, 2, TO BE ABLE TO 02495 ANTICIPATE THE NEED FOR AND YTILIZE EXPLANATIONS OF 02495 SUBJECT MA|TER THAT READILY COMMUNICATES TQ THE PUPILS, 02495 2494 02495 te THE TRAINEE IS TO PREPARE THIS ASSIGNMENT 02495 INDEPENDENTLY! A, STRUCTURE A HYPOTHETICAL INSTRUCTIONALO2495 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS CONTENT 02495 AREA, OBWeCTIVES AND ENVIRONMENT, By COMPOSE THE 02495 DIRECTIONS, TASKS, SEQUENCE, ETC,, NECESSARY TO CARRY QUT 02495 THE TEACHING STRATEGY, C, SUGGEST WAYS JN WHICH THE 02495 SYBJECT MATTER CAN BE EXPLAINED TO THE PUPILS, 02495 INTERPRETING TERMS, MEANINGS, MOTIVES, IN LANGUAGE THAT 02495 READILY COMMUNICATES TO YOUR PARTICULAR GROUP OF STUDENTS,02495 De TAPE ReCORD, IN AN AwV LABORATORY, THE INTRODUCTION T002495 THE LESSON AND THE ENSUING STRATEGY, INTERPRETING TERMS, 02495 MEANING ANU MOTIVES IN LANGUAGE THAT READILY COMMUNICATES 02495 TO THE PUPILS, 2, AFTER SUBMITTING THE WRITTEN 02495 STATEMENT AND THE TAPE, THe TRAINEE RECEIVES FEEDBACK FROM02495 THE INSTRUCTOR REGARDING THE IMPROVEMENT OF THIS PRACTICE 02495 TEACHING EXPERIENCE, 02495 INDEPENDEN] COLLEGE 02495 1. TAPE ReCORDER IN AsV LABORATORY, 2, TAPES FOR 02495 INDIVIDUAL STUDENT USAGE, 02495 ALL GRADES 02495 ALL CANDIDATES 02495 dhe a yore 02495 INSTRUCTORSS JUDGMENT, 02495 BLANK BEHAVIORAL STRATEGIES EXPLAINING SUBJECT MATTER 02495 III-64 wOBJECTIVES *PREREQUISITE wEXPERIENCE *SETTING *MATERTALS *LEVEL GENERAL! *HOURS wEVALUATION *FILE *OBJECTIVES oo! tte wPREREQUISITE wEXPERITENCE SETTING wMATERIALS LEVEL wGENERAL! #HOURS wEVALUAPION wFILE TO BE ABLE TO EXPLAIN SUBJECT MATTER TO PUPILS, 02496 INTERPRETING TERMS, MEANINGS AND MOTIVES IN LANGUAGE THAT 02496 READILY COMMUNICATES TO THE PUPILS, 02496 MODULE 2495 02496 4+ THE TRAINEE JS ASSIGNED A NEW GROUP OF 6040 ELEMENTARY02496 SCHOOL PUPILS FOR WHOM BACKGROUND DATA WAS BEEN GIVEN IN 02496 ADVANCE QF THE MICRO=TEACHING SESSION, CONTENT AREA AND 02496 OBVECTIVES TO BE ACHIEVED JN THE SESSION ARE ALSO TO 02496 SPECIFIED BY THE INSTRUCTOR, 2, THE TRAINEE IS FO 02496 ESTABLISH AN APPROPRIATE SETTING FOR A MICRO-TEACHING 02496 SITUATION JN WHICH POSSIBILITIES FOR GROUP INTERACTION AREQ2496 OPTIMAL, 3. HE 1S THEN TAPED AS HE EXTEMPORANEOUSLY 02496 INTERACTS WITH THE PUPILS, MAKING AN INTRODUCTION AND THEN0D2496 COMPLETING THE STRATEGY WITH PARTICULAR ATTENTION TO 02496 EXPLAINING THE SUBJECT MATTER TO THE PUPJLS IN LANGUAGE 02496 THAT READILY COMMUNICATES TO THE PUPILS, 4, HE THEN 02496 VIEWS THE TAPE WITH THE INSTRUCTOR AND RECEIVES FEEDBACK 02496 REGARDING THE JMPROVEMENT OF THIS PRACTICE TEACHING 02496 EXPERIENCE, 02496 SMALL GROUP 24°12 STUDENTS* SCHOOL 02496 1, SIXeTEN ELEMENTARY SCHQOL: PUPILS WITH APPROPRIATE 02496 BACKGROUND DATA 2, MIMEOGRAPHED HYPOTHETICAL 02496 INSTRUCTIONAL SETTINGS, 3, MICRO@TEACHING LABORATORY 02496 WITH VIDEO TAPE EQUIPMENT, 02496 ALL GRADES 02496 ALL CANDIDATES 02496 1 02496 INSTRUCTOR JUDGMENT, 02496 MICRO=TEACHING BEHAVIORAL STRATEGIES EXPLAINING SUBJECT 02496 MATTER 02496 4, TO BE ABLE TO ILLUSTRATE AND/OR DEMONSTRATE SUBJECT 02497 MATTER TO THE PUPILS BY PROVIDING RELEVANT EXAMPLES, 2, 02497 TO BE ABLE TO ANTICIPATE THE NEED FOR AND UTILIZE RELEVANTO2497 EXAMPLES TU ILLUSTRATE AND/OR DEMONSTRATE SUBJECT MATTER, 02497 MODULE 2496 02497 14, THE TRAINEE IS TO PREPARE. THE FOLLOWING ASSIGNMENT 02497 INDEPENDENTLY& A, STRUCTURE A HYPOTHETICAL INSTRUCTIONAL 02497 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS, CONTENT 02497 AREA, OBJECTIVES AND ENVIRONMENTS, 8B, COMPOSE THE 02497 DIRECTIONS, TASKS, SEQUENCE, ETG,, NECESSARY TO CARRY OUT 02497 THE TEACHING STRATEGY, C, SUGGEST WAYS IN WHICH RELEVANT02497 EXAMPLES CAN BE PROVIDED TY JLLUSTRATE AND/OR DEMONSTRATE 02497 THE SUBJECT MATTER TO THE PUPILS, D, TAPE RECORD, IN AN 02497 AeV LABORATORY, THE INTRODUCTION TQ THE LESSON AND THE 02497 ENSUING STRATEGY, WITH PARTICULAR ATTENTION TO THE 02497 ILLUSTRATIONS AND/OR DEMONSTRATIONS OF RELEVANT EXAMPLES, 02497 2. AFTER SUBMITTING THE WRITTEN STATEMENT AND THE TAPE, 02497 THE TRAINEE RECEIVES FEEDBACK FROM THE INSTRUCTOR 02497 REGARDING THE IMPROVEMENT oF THIS PRACTICE TEACHING 02497 EXPERIENCE, 02497 INDEPENDENT COLLEGE 02497 4, FAPE RECORDER IN AnV LABORATORY, 2, TAPES FOR 02497 INDIVIDUAL STUDENT USAGE, 02497 ALL GRADES 02497 ALL CANDIDATES 02497 41/2 02497 INSTRUCTORSS JUDGMENT, 02497 BLANK BEHWAVJORAL STRATEGIES RELATING SUBJECT MATTER 02497 IIL-65 eOBJECTIVES TOBE ABLE TO ILLUSTRATE AND/OR DEMONSTRATE 02498 25 EXTEMPORANEOUSLY SUBJECT MATTER TO THE PUPILS BY 02498 26 PROVIDING RELEVANT EXAMPLES, 02498 27 wPREREQUISITE MODULE 2497 02498 28 wEXPERJENCE 4, THE TRAINEE {$ ASSIGNED A GROUP OF) 6849 ELEMENTARY 02498 if SCHOOL PUPILS 2SAME AS MODL, 2496% FOR WHOM BACKGROUND 02498 12 DATA HAS BEEN GIVEN IN ADVANCE OF THE MICROTEACHING 02498 13 SESSION, CONTENT AREA AND QBVECTIVES TO BE ACHIEVED IN 02498 14 THE SESSTON ARE ALSO SPECIFIED BY THE JNSTRUCTOR, 2, THEO2498 15 TRAINEE JS TO ESTABLISH AN APPROPRIATE SETTING FOR A 02498 16 MICRO®TEACHING SITUATION IN WHICH POSSIBILITIES FOR GROUP 02498 17 INTERACTION ARE OPTIMAL, oS, HE IS THEN TAPED AS HE 02498 18 EXTEMPORANEOUSLY INTERACTS WITH THE PUPILS, MAKING AN 02498 19 INTRODUCTION TO THE SUBJECT MATTER AND THEN ILLUSTRATING 92498 20 AND/OR DEMONSTRATING THE SUBWECT MATTER TO THE PUPJLS BY 02498 24 PROVIDING KELEVANT EXAMPLES, 4) WE THEN VIEWS THE TAPE 02498 22 WITH THE INSTRUCTOR AND RECEIVES FEEDBACK REGARDING THE 02498 23 IMPROVEMENT OF THIS PRACTICE EXPERIENCE, 02498 24 wSETTING SMALL GROUP 24012 STUDENTS*# SCHOOL 02498 10 *MATERIALS 1. SIX*eTEN ELEMENTARY SCHOOL! PUPILS WITH APPROPRIATE 02498 5 BACKGROUND DATA, 2, MIMEQGRAPWED HYPOTHETICAL 02498 INSTRUCTIONAL SETTING 3, MICROsTEACHING LABORATORY WITH 02498 VIDEOTAPE EQUIPMENT, 02498 wLEVEL ALL GRADES 02498 8 #GENERAL ALL CANDIDATES 02498 7 #HOURS 1/2 02498 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02498 29 *FILE MICROSTEACHING BEHAVIORAL STRATEGIES RELATING SUBJECT 02498 9 MATTER 02498 TTS OP TT TER Ra gh at Re *OBJECTIVES Le TO BE ABLE TO ILLUSTRATE AND/OR DEMONSTRATE SUBVECT — 02499 20 MATTER TO PUPILS BY EX TEMPQRANEOUSLY PROVIDING RELEVANT 02499 24 EXAMPLES, 02499 22 *#PREREQUISITE 2498 02499 23 wEXPERT ENCE t+ THE TRAINEE WILL VIEW VIDEO*TAPED EPISODES OF STUDENTS02499 14 ASKING QUESTIONS WHICH REQUIRE ILLUSTRATIONS AND/OR 02499 12 DEMONSTRATIONS OF SUBJECT MATTER, 2, THE TRAINEE WILL 02499 13 EXTEMPORANEOYUSLY RESPOND TU THE QUESTIONS IN A TAPE® 02499 14 RECORDER, PROVIDING RELEVANT EXAMPLES TO ILLUSTRATE AND/OR02499 15 DEMONSTRATE TRE SUBJECT MATTER TO THE PUPILS, 3, THE 02499 16 INSTRUCTOR WILL PROVIDE FEEDBACK REGARDING THIS TAPED 02499 17 PRACTICE TEACHING EPISODE, THE EVALUATION WILL BE BASED 02499 18 YWPON THE CKEAT]VE OF RELEVANT EXAMPLES, 02499 19 *SETTINS SMALL GROUP 24012 STUDENTS*® COLLEGE 02499 10 wMATERIALS 1, VIDEQ*TAPED EPISQDES of STUDENTS ASKING QUESTIONS 02499 5 WHICH REQUJRE THE EXPLANATION OF RELEVANT EXAMPLES TO 02499 DEMONSTRATE OR ILLUSTRATE, @, TAPE EQUIPMENT, 02499 *LEVEL ALL GRADES 02499 8 wGENERAL: ALL CANDIDATES 02499 7 #HOURS 1/2 “92499 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02499 24 *FILE BLANK BEMAVIORAL STRATEGIES ILLUSTRATING SUBYECT MATTER 02499 9 ERR Cae RT A NE PT AED EE AE ELLE POLIS TRIG PT AS, AN FS SE I SEE, ESE ER *OBJECTIVES 1, TO BE ABLE TO QUESTION PUPILS REGARDING SUBJECT 02500 23 MATTER, PROVIDING VERBAL STIMULI Tg INITIATE DESIRED PUPIL02500 24 RESPONSE, 2, TO BE ABLE TO ANTICIPATE THE NECESSITY FOR 02500 25 III-66 A STRATEGY OF QUESTIONING KEGARDING SUBJECT MATTER, 02500 26 3. TO BE ABLE TO CONSIDER ALTERNATIVE QUESTIONING 02500 27 STRATEGIES, 02500 28 *PREREQUISITE 2499 02500 29 #EXPERJENCE 1+ YHE STUDENT WILL PREPARE THE FOLLOWING ASSIGNMENT 02500 114 JNDEPENDENTLY#t A, STRUCTURE A HYPOTHETICAL! INSTRUCTIONAL G2500 12 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS, CONTENT 02500 13 AREA, QBJECTIVES AND ENVIRONMENT, 8, INDICATE THE 02500 14 ASSIGNMENTS, TASKS AND SEQUENCE NECESSARY TO ACCOMPLISH 02500 15 THE STATED OBYECTYVES, C, DESIGN A STRATEGY OF 02500 16 QUESTIONING THE PUPILS REGARDING THE SUBJECT MATTER, 02500 17 PROVIDING VERBAL STIMULI TO JNITIATE DESIRED PUPIL 02500 18 RESPONSE, D, PROPOSE AN ALTERNATIVE STRATEGY THAT COULD 02500 19 ALSO ACCOMPLISH THE STATED OBJECTIVES SHOULD THE NEED FOR 02500 20 AN ALTERNATIVE ARISE, 2, THE INSTRUCTOR WILL PROVIDE 02500 24 FEEDBACK REGARDING THIS PRACTICE TEACHING EXERCISE, 02500 22 “SETTING INDEPENDENT COLLEGE 02500 10 *MATERT ALS BLANK 02500 5 *LEVEL ALL GRADES 02500 8 *GENERAL| ALL CANDIDATES 02500 7 *HOURS 1/2 02500 6 *EVALUATION INSTRUCTORSS JUDGMENT, 02500 30 #FILE BLANK BEHAVIORAL STRATEGIES QUESTIONING 02500 9 *OBJECTIVES 70 BE ABLE TO QUESTION PUPILS REGARDING SUBJECT MATTER, 02501 25 PROVIDING VERBAL STIMULI TO INITIATE DESTRED PUPIL 02501 26 RESPONSE, 02501 27 *PREREQJISITE MODULE 2500 Q2501 28 wEXPERTENCE 1, THE TRAINEE IS ASSIGNEY SIX*TEN ELEMENTARY SCHOOL 02501 114 PUPILS FOR WHOM BACKGROUND DATA HAS BEEN GIVEN IN ADVANCE 02501 12 OF THE CLASS SESSION, CONTENT AREA AND OBJECTIVES FOR A 02501 13 MICRO*TEACHING EPISODE ARE ALSO SPECIFIED BY THE 02501 14 INSTRUCTOR, HE IS TO CONSIDER ASSIGNMENTS AND QUESTIONINGO2501 15 STRATEGY TO ACHIEVE OBJECTIVE 2, THE TRAINEE IS TO 02501 16 ESTABLISH AN APPROPRIATE SETTING FOR A MICRO=TEACHING 02504 17 SITUATION JN WHICH GROUP INTERACTION JS OPTIMAL, 3, HE 02501 18 IS THEN VIDEQ»TAPED AS HE INTERACTS WITH THE PUPILS, 02501 19 QUESTIONING THEM REGARDING SYBYECT MATTER AND PROVIDING 02501 20 VERBAL STIMULI TO INITIATE THE DESJRED PUPIL RESPONSES, 02501 21 4, THE TRAINEE AND THE INSTRUCTOR VIEW THE TAPE AND WE 02501 22 RECEIVES FEEDBACK REGARDING THE JMPROVEMENT OF THIS 02501 23 PRACTICE TEACHING EXPERIENCE, 02501 24 *SETTING SMALL GROUP 24°12 STUDENTS* SCHOOL 02501 10 *MATERJALS 1+ SIX#TEN PUPILS WITH APPROPRIATE BACKGROUND DATA, C201 eo 2, MIMEOGRAPHED HYPOTHETICAL: INSTRUCTIONAL SITUATIONS, 02501 3, MICRO*TEACHING LABORATORY WITH VJDEORTAPE EQUIPMENT, 02501 *LEVEL ALL GRADES” 02501 8 *GENERAL! ALL CANDIDATES 02501 7 *HOURS 1 02501 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02501 29 wFILE MICRO*TEACHING BEHAVIORAL STRATEGIES QUESTIONING 02501 9 TE, ET ELA LLE SL LY A EL BOP DRL NT DE IETF IT TF STOEL PEATE GSMS T TS RELY IE PLE GLI ATP EEE, SECA WOBJECTIVES 4, TO BE ABLE TO ACKNOWLEDGE: PUPIL CONTRIBUTIONS BY 02502 22 RESPONDING TO ANSWERS AND SUGGESTIONS, 2, TO BE ABLE To 02502 23 ANTICIPATE THE NEED TO ACKNOWLEDGE PUPIL CONTRIBUTIONS, 02502 24 *PREREQUIRITE 250U 02502 25 wEXPERJENCE 1, THE STUDENT WILL PREPARE THE FOLLOWING ASSIGNMENT 02502 i4 INDEPENDENTLY! A, STRUCTURE: A HYPOTHETICAL INSTRUCTIONAL Q2502 12 SITUATION BY SPECIFYING LEARNER CHARACTERISTIC CONTENT 02502 13 III-67 “AREA. OBYECTIVES AND ENVIRONMENT INDICATE: TH ASSTGNHENTS, “END SEQUENCE hecedsa RY yO ARCOUMEL ISH THE STAYED bevectty VES, C, SUGGEST WAYS IN WHICH THE PUPILS MiGHT ANSWER QUESTYONS. AND/OR MAKE SUGGESTYONS, SETTING: wMATERI ALS *LEVEL GENERAL! #HOURS wEVALUATION wPILE De «INDICATE HOW oe WOULD ACKNOWLEDGE THESE! PUPIL “CONTRIBUTIONS, 2, THE TRAINEE WILL RECEIVE! FEEDBACK CONCERNING THE IMPROVEMENT OF! THIS EXERCISE DURING ANB “INSTRUCTORe TRAINEE CONFERENCE, INDEPENDENT COLLEGE BLANK ALL GRADES ALL CANDIDATES 1s INSTRUCTOR JUDGMENT, BLANK BEHAVIORAL STRATEGIES ACKNOWLEDING PUPILS, 02502 02502 02502 02502 02502 02502 02502 02502 02502 02502 02502 02502 02502 02502 02502 *OBJECTIVES © *PREREQVISITE wEXPERJENCE wSETTINS *MATERJ ALS wLEVEL *GENERAL! wHQURS *EVALUATION wPILE wOBJECTIVES #PREREQUISITE wEXPERJENCE *SETTINS #MATERIALS wL EVEL GENERAL! eHOURS EVALUATION FILE te “TO BE ABLE TO ACKNOWLEDGE! PUPIL CONTRIBUTIONS EXTEMPORANEOUSLY BY RESPONDING TQ PUPILSS ANS StS AND SUGGESTIONS, 2502 4, THE TRAINEE WILL VIEW TAPED EPISODES | OF STUDENTS PROVIDING ANSWERS AND MAKING SUGGESTIONS WHICH REQUIRE ACKNOWLEDGEMENT, 2, HE TRAINEE WILL: EXTEMPORANEOUSLY RESPOND TO THE ANSWERS AND SYGGESTIJONS ON TAPE, 3, THE INSTRUCTOR WILL PROVIDE FEEDBACK REGARDING THIS TAPED PRACTICE TEACHING EPISODE, THE EVALUATION WILL BE BASED UPON THE THOUGHTFUL AND CONSTRUCTIVE ACKNOWLEDGEMENT OF THE PUPILSS CONTRIBUTIONS, SMALL GROUP 24842 STUDENTS* COLLEGE 4. VIDEO TAPED EP{SQDES OF STUDENTS ANSWERING QUESTIONS AND MAKING SUGGESTIONS WHICH REQUIRE ACKNOWLEDGEMENT, 2, AUDIO AND VIDEO TAPE EQUIPMENT IN MICRO*TEACHINGe TEACHING OK AwV LAB, ALL GRADES ALL CANDIDATES 1/2 INSTRUCTORSS JUDGMENT, BLANK BEHAVIORAL STRATEGIES ACKNOWLEDGING PUPILS, 02503 02503 02503 02503 02503 02503 02503 02503 02505 02503 02503 02503 02503 02503 025035 02503 02503 02503 02503 02503 02503 02508 1+ TO BE ABLE TO DESIGN AN ADEQUATE EVALUATION TECHNIQUE 02504 ASSESSING PUPTL GRASP OF CONTENT, 14+ A COURSE IN EDUCATIONAL TESTING, 1+ THE TRAINEE WILL, IN WRITING] A, STRUCTURE & HYPOTHETICAL SITUATION BY SPECIFYING LEARNER CHARACTERISTICS, CONTENT AREAs OBVECTIVES, AND ENVIRONMENT, 8B, SPECIFY TECHNIQUES, QTHER THAN WRITTEN TESTS, FOR ASSESSING PUPIL GRASP OF CONTENT, Cy, EXPLAIN SPECIFICALLY HOW WE WOULD GARRY QUT ONE SUCH TECHNIQUE, De THE INSTRUCTOR EVALUATES THE TRAINEESS WRITTEN WORK AND PROVIDES FEEDBACK JO TRAINEE, INDEPENDENT COLLEGE NONE ALL GRADES CALL CANDIDATES 1 INSTRUCTOR JUDGMENT, BLANK EVALUATION NON#TEST III-68 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 02504 #OBJECTIVES #PREREQUISITE wEXPERTENCE *SETTINS wMATERI ALS *LEVEL GENERAL! #HOURS wEVALUATION wFILE 4, TO ENABLE THE TRAINEE TO DESIGN AND JMPLEMENT AN 02505 ADEQUATE EVALUATION PROCEDURE FOR ASSESSING PUPIL GRASP OF02505 CONTENT, 02505 2504 02505 4+ THE TRAINEE JS ASSIGNED TO A REAL JNSTRUCTIONAL 02505 SITUATION FOR ONE CLASS PERIOD A DAY UNDER ONE TEACHER FORQ2505 A PERIOD OF ONE MONTH, 2, JT US THE TASK OF THE TRAINEE 02505 TO DEVELOP A TECHNIQUE TO MEASURE THE PUPILSS GRASP OF THEQ2505 CONTENT PRESENTED DURING THE TRAJNEESS PERIOD OF 02505 OBSERVATION, 3, THE TRAINEE JMPLEMENTS THE EVALUATION 02505 TECHNIQUE 2NOT A WRITTEN TeST*® UNDER THE SUPERVISION OF 02505 THE TEACHER, 4, THE TEACHER PROVIDES THE TRAJNEE WITH 02505 FEEDBACK, 02505 INDEPENDENT SCHOOL 02505 BLANK 02505 ALL GRADES 02505 ALL CANDIDATES 02505 30 02505 TEACHER JUUGMENT, 02505 BLANK EVALUATION TESTING 02505 SP ME NEI RTE EPO TINT AGL TER A DE ESD EA ELS AL GMO GP EIR I PEE RIOT IIS SES wOBJECTIVES #PREREQJISITE wEXPERIENCE SETTING wMATERT ALS *#LEVEL *GENERA\! #HOURS wEVALUATION wFILE 4. TO TRAIN THE TRAINEE To EVALUATE CONTENT UNITS ON THE 02506 BASIS OF TREIR LOGIC AND SEQYENCE OF CONSTRUCTION AS WELL 02506 AS THEIR PEDAGOGICAL SOUNDNESS, @, TO TRAIN THE TRAINEE 02506 TO DEVELOP AND SEQUENCE CONTENT UNITS, 02506 NONE 02506 t+ THE TRAINEE, IN WRITING! As STRUCTURE A HYPOTHETICALN2506 SITUATION BY SPECIFYING THe CHARACTERISTICS OF LEARNERS, 02506 CONTENT AREA, OBYECTIVES, AND ENVIRONMENT, B, DEVELOP 02506 AND SEQUENCE CONTENT UNITS FOR YSE IN THIS HYPOTHETICAL 02506 SITUATION, Cy, DEVELOP A STATEMENT OF THE LOGIC AND 02506 PEDAGOGICAL SOUNDNESS OF THE INSTRUCTIONAL DESIGN OF THE 02506 AFOREMENTIUNS SEQUENCE OF GONTENT UNITS, 2, THE 02506 INSTRUCTOR AND THE CLASS OF TRAINEES WILL THEN EVALUATE 02506 THE WORK Or EACH TRAINEE IN TERMS OF THE PEDAGOGICAL 02506 SOUNDNESS OF EACH DESIGN, FEEDBACK WILL BE PROVIDED TO 02506 EACH TRAINEE BY HIS CLASSMATES UNDER THE DIRECTION OF THE 02506 INSTRUCTOR, ; 02506 INDEPENDENT SMALL GROUP 24°42 STUDENTS* COLLEGE 02506 1, OVERHEAD PROVECTOR, 02506 ALL GRADES 02506 ALL CANDIDATES 02506 15 02506 INSTRUCTOR AND PEER JUDGMENT, 02506 BLANK EVALUATION CONTENT 02506 wOBJECTIVES *PREREQJISITE wEXPERJENCE #SETTING 1, TO TRAIN THE TRAINEE TO EVALUATE INSTRUCTIONAL UNITS 02507 ON THE BASIS OF THEIR LOGIC AND SEQUENCE OF CONSTRUCTION 02507 AS WELL AS THEIR PEDAGOGICAL SOUNDNESS, 02507 2506 : 02507 4. THE TRAINEE IS ASSIGNED A HYPOTHETICAL INSTRUCTIONAL 02507 SITUATION SPECIFYING LEARNER CHARACTERISTICS, CONTENT 02507 AREA, OBVECGTIVES AND ENVIRONMENT, 2, THE INSTRUCTOR 02507 SUPPLIES A SERIES OF CONTENT UNITS WHICH MAY OR MAY NOT BEQ25907 IN A LOGICAL SEQUENCE, 3, THE TRAINEE EVALUATES THE 02507 CONTENT UNITS AND TURNS HIS WRITTEN EVALUATION INTO TRE 02507 INSTRUCTOR, 4, THE INSTRUCTOR EVALUATES THE TRAINEESS 02507 EVALUATION AND PROVIDES FEEDBACK, 02507 INDEPENDENT COLLEGE 02507 III-69 eMATERIALS *LEVEL «GENERAL! #wHOURS @EVALUATION FILE #OBJECTIVES #PREREQUISITE wEXPERI ENCE SETTING wMATERJ ALS LEVEL GENERAL? *HOURS wEVALUATION ee 14 = wOBJECTIVES wPREREQJISITE wEXPERJENCE *SETTING *MATERITALS wLEVEL #GENERAL! *HOURS wEVALUATION FILE wOBJECTIVES #PREREQUISITE NONE 02507 ALL GRADES 02507 ALL CANDIDATES 02507 2 02507 INSTRUCTOR JUDGMENT 02507 BLANK EVALUATION GONTENT 02507 1. TO BE ABLE TO GIVE APPROPRIATE FEEDBACK, 2, TO BE 02508 ABLE TO ANTICIPATE PUPIL REACTION TO FEEDBACK, 02508 NONE 02508 4. THE TRAINEE WILL, IN WRITING] A, STRUCTURE A 02508 HYPOTHETICAL SITUATION BY SPECIFYING THE CHARACTERISTICS 02508 OF A SINGLE LEARNER, THE ENVIRONMENTAL SITUATION, AND THEQ2508 POSITIVE OK NEGATIVE NATURE OF FEEDBACK WHICH WILL BE 02508 GIVEN TO THE WYPOTHETICAL PUPIL. 8, ANTICIPATE PUPIL 02508 REACTION TQ THE FEEDBACK, C, INDJCATE FEASIBLE METHODS 02508 OF PROVIDING THE FEEDBACK WITHOUT ELICITING UNNECESSARY 02508 EMOTIONAL REACTIONS ON THE PART OF THE PUPILS, 2, THE 02508 INSTRUCTOR AND THE TRAINEE WILL THEN CONFER CONCERNING THE02508 APPROPRIATENESS OF THE TRAJNEESS METHODS FOR PROVIDING 02508 FEEDBACK, 02508 INDEPENDENT COLLEGE 02508 NONE 02508 ALL GRADES 02508 ALL CANDIDATES 02508 1/2 02508 INSYRUCTOR JUDGMENT, 02508 BLANK FEEULBACK BLANK 02508 1. TO BE ABLE TO GIVE APPROPRIATE FEEDBACK, 2, TO BE 02569 ABLE TO ANTICIPATE PUPIL REACTION TO FEEDBACK AND REACT 1002509 : 02509 MODULE 2508 02509 1, THE TRAINEE 1S ASSIGNED A WRITTEN HYPOTHETICAL 02509 INSTRUCTIONAL SITUATION IN WHICH THE CHARACTERISTICS OF A 02509 SINGLE LEAKNER, THE ENVIRONMENTAL SITUATION, AND THE 02509 POSITIVE OK NEGATIVE NATURE OF FEEDBACK JS SPECIFIED, 02509 2, TRAINEE FACES AN ACTOR TRAINED TO PORTRAY CERTAIN 92509 REACTIONS TO THE FEEDBACK, TRAINEE MUST REACT TO THESE 02509 REACTIONS, THE EPISODE IS VJDEQ=TAPED, 3, THE TRAINEE 02509 VIEWS THE TAPE IN THE COMPANY OF THE INSTRUCTOR AND 02509 RECE{VES FEEDBACK, 02509 INDEPENDENT COLLEGE 02509 1+ VIDEO TAPE EQUIPMENT, 2, PROFESSIONAL ACTOR, 02509 ALL GRADES 02509 ALL CANDIDATES 02509 1 02509 INDSTUCTOR JUDGMENT 02509 BLANK FEEYBACK BLANK 02509 RL SL ES? BS BO ep SEG OSE PORTS OSLER NT DDD, DA ESIC AL SDE PT ST Sg IS OZ, BOAT BOTA RTI RO PAS EL aT A I 4+ TO DEMONSTRATE THE ABILITY TO BRING RELEVANT 02510 PSYCHOLOGICAL PRINCIPLES TU BEAR IN CONFRONTING PROBLEMS 02540 OF DEVIANT BEHAVIOR, 02540 1, A KNOWLEDGE OF EDUCATIONAL PSYCHOLOGY, 02540 4+ THE TRAINEE WILL, IN WRITING? A, STRUCTURE A 02520 wEXPERJ ENCE HYPOTHETICAL INSTRUCTIONAL SITUATION BY SPECIFYING LEARNERO2510 CHARACTERISTICS, CONTENT AREA, OBVECTIVES AND ENVIRONMENT, 02540 LiL=70 —en ——-) aS —_I |) eee. | B, SUGGEST DEVIANT BEHAVIURAL REACTIONS ON THE PART OF 02540 14 PUOILS THAT MIGHT OCCUR IN THIS SITUATION, Cy, INDICATE 02510 15 PSYCHOLOGICAL PRINCIPLES THAT MIGHT PROVE USEFUL AS GUIDES02510 16 IN READING T0 THE HYPOTHETJCAL SITUATION, D, SPECIFY HOW02510 17 HE WOULD REACT TO THE HYPOTHETICAL SITUATION, 2, THE 02510 18 INSTRUCTOR AND THE TRAINEE WILL THEN CONFER CONCERNING THEO2510 19 APPROPRIATESNESS OF THE TRAJNEESS REACTIONS, FEEDBACK 02540 20 WILL BE PROVIDED, 02510 24 *SETTING INDEPENDENT COLLEGE 02510 10 *MATERIALS NONE 02510 35 *LEVEL ALL GRADES 02510 8 +GENERAL! ALL CANDIDATES 02510 7 *HOURS 1/2 02510 6 wEVALUATION INSTRUCTOR JUDGMENT, 02510 26 *FILE BLANK DISCIPLINE BLANK 02510 9 *OBJECTIVES TO EFFECTIVELY HANDLE OFFENDERS OF MAINTAINING AN ORDERLY 02511 22 CLASSROOM, 02511 23 *#PREREQUISITE 1, KNOWLEDGE OF PROCEDURES FOR CHANGING UNDESJRED 02511 24 BEHAVIOR TO DESIRED BEHAVIOUR, 02511 25 wEXPERITENCE THE TRAINEE WILL STRUCTURE A HYPOTHETICAL CLASSROOM 02541 514 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS 2E,G,, 02511 12 AGE, ABILITY, BACKGROUND+, THE TRAINEESS FELLOW STUDENTS 02511 13 WILL ROLE®PLAY THE PUPILS JN THE HYPOTHETICAL SITUATION, 025411 14 THE TRAINEE WILL ASK SEVERAL OF THE STUDENTS TO PLAY THE 02511 15 ROLE OF DISCIPLINE PROBLEM CHILOREN, THE TRAINEE WILL 02511 16 ROLE PLAY THE TEACHER AND DEMONSTRATE HOW HE WOULD HANDLE 02511 17 EACH OFFENDER IN ORDER TO CHANGE THE OFFENDERSS Q2511 18 UNACCEPTABLE BEHAVIOR INTO THE DESJRED BEHAVIOR, THE 02511 19 TRAINEE WILL RECEIVE FEEDBACK ON HJS TECHNIQUES FROM HIS 02511 20 FELLOW STUDENTS AS WELL AS FROM THE INSTRUCTOR, GeSsi1i2s *SETTING LARGE GROUP COLLEGE 02511 10 eMATERTALS NONE go2511 5 *L EVEL ALL GRADES 02511 8 *GENERAL ALL CANDIDATES Oaai1 7 #HOURS 1/2 Jeotimre wEVALUATION INSTRUCTORSS AND FELLOW STUDENTSS JUDGMENTS, 02511 26 wFILE DISCIPLINE ROLE»PLAY OFFENDERS Q2511 9 wOBJECTIVES 1: TO BRING RELEVANT PSYCHOLOGICAL PRINCIPLES TO BEAR IN 02512 20 CONFRONTING PROBLEMS OF DEVIANT BEHAVIOR, C2o12) 24 wPREREQJISITE 1211 02512 22 wEXPERJENCE 1. THE TRAINEE [S ASSIGNED A WRITTEN HYPOTHETICAL 02512 14 INSTRUCTIONAL SITUATION SPECIFYING LEARNER Q2512 12 CHARACTERISTICS, CONTENT AREAs OBWECTIVES AND ENVIRONMENT, 02512 13 2. INSTRUCTOR SPECIFIES THE AMOUNT AND EXTENT OF DEVIANT 02512 14 BEHAVIOR IN THE HYPOTHETICAL CLASSROOM, $3, THE TRAINEE 02512 15 THEN ACTS OUT ON VIDEO TAPE HIS REACTIONS FO AND 025142 16 TREATMENT OF THE DEVIANT BEHAVIOR, 4, THE TRAINEE VIEWS 02512 17 THE TAPE IN THE COMPANY OF THE INSTRUCTOR AND RECEIVES Q2512 18 APPROPRIATE FEEDBACK, 02512 19 *#SETTING INDEPENDENT COLLEGE 02512 10 *MATERI ALS 1, VIDEO TAPE EQUIPMENT, g2512 5 LEVEL ALL GRADES 02512 8 +GENERAL! ALL CANDIDATES 02512 7 #HOURS 1 o2512 6 wEVALUATION INSTRUCTOR JUDGMENT, 92512 238 FILE BLANK DISCIPLINE BLANK : O2512/09 wOBYECTIVES 1, TO DIAGNOSE PROBLEM BEHAVIOR, 2, TO PRESCRIBE 02513 19 PROCEDURE FOR HANDLING PROBLEM BEHAVIOR, 3, TO TELL HOW 02513 20 PROBLEMS MjGHT BE AVOIDED JN THE FUTURE, 02513 24 *PREREGQUISITE NONE , a 02513 22 wEXPERJ ENCE THE TRAINEE WILL RE GIVEN A SERIES OF HYPOTHETICAL 02543 14 SITUATIONS IN WRIGH ONE OR MORE PUPILS ARE ENGAGED IN 02513 12 UNDESIRABLE BEHAVIOR, THE L&ARNER CHARACTERISTICS 2E,G,, 02513 13 III-71 wSETTING *MATERIALS *LEVEL * GENERAL! #HQOURS wEVALUATION #F ILE wOBJECTIVES *PREREQJISITE wEXPERTENCE *SETTINS *MATERIALS *LEVEL *GENERAL *#HOURS wEVALUAFION *FILE wOBJECTIVES *PREREQJISITE wEXPER] ENCE #SETTING wMATERTALS wLEVEL wGENERAL| #HQOURS wEVALZUATION wFILE AGE, BACKGROUND, ABILITY ETC# WILL BE SPECIFIED, THE 02513 TRAINEE WILL DIAGNOSE THE PRWBLEM, PRESCRIBE THE 02513 APPROPRIATE PROCEDURE FOR HANDLING THE PROBLEM, AND THEN 02513 TELL HoW THE SITUATION MIGHT BE AVOIDED JN THE FUTURE, 02513 THE TRAINEE WILL RECEIVE FEEDBACK FROM THE INSTRUCTOR, 02513 INDEPENDENT COLLEGE 02513 te HYPOTHETICAL SJTUATIONS, 02543 ALL GRADES 02513 ALL CANDIDATES 02513 1 02513 INSTRUCTOR JUDGMENT, 02513 UNDESTRABLE BEHAVIOR DIAGNOSE BLANK 02513 4, TO BE ABLE TO DEVISE AN ASSIGNMENT THAT IS RELEVANT TO 02514 THE GROUP, CONTENT AREA, AND OBVECTIVES WITH WHICH THE 02514 TRAINEE IS ASSOCIATED, 02514 NONE 02514 1, THE TRAINEE WILL, IN WRITING? Ay STRUCTURE A 02514 HYPOTHETICAL INSTRUCTIONAL SITUATION BY SPECIFYING 02514 LEARNER CHARACTERISTICS, CONTENT AREA, OBJECTIVES AND 92514 ENVIRONMENT, 8, COMPOSE A RELEVANT ASSIGNMENT, 02514 ENCOMPASSING EXACT DJRECTIUNS RELATIVE TO PUPIL 02514 PERFORMANCE AND SETTING FORTH EXPLICIT EXPECTATIONS, 02514 GC, SUBMIT ASSIGNMENT TO FIVE OTHER STUDENTS FOR EVALUATIONQ 2514 IN TERMS OF CLARITY, RELEVANCE, ETC, REVISE ON THE BASIS 02514 QF RECOMMENDATIONS OF CLASSMATES, 2, THE INSTRUCTOR 602514 AND TRAINEE WILL THEN CONFER REGARDING CLARITY, RELEVANCE,02514 ETC,, AND FEEDBACK WILL BE PROVIDED, 02514 INDEPENDENT COLLEGE 02514 NONE ' 02514 ALL GRADES 02514 ALL CANDIDATES 02514 1/2 02514 INSTRUCTOR JUDGMENT, 02514 DIRECTING GIVING ASSIGNMENTS 02514 1+ TO BE ABLE TO DEVISE AN ASSIGNMENT THAT IS RELEVANT 02515 TO THE GROUP, CONTENT AREA, AND OBVECTIVES WITH WHICH THE 02515 TRAINEE IS ASSOCIATED, 2, TQ BE ABLE TO ADMINISTER SAME 9251415 ASSIGNMENT, 92515 MODULE 2514 02515 1. THE TRAINEE Is ASSIGNED TEN FOURTH GRADE PUPILS FOR 02515 WHOM BACKGROUND DATA HAS BeEN SPECIFJED PRIOR TO THE CLASS02515 SESSION, CONTENT AREA AND OBJECTIVE ARE ALSO SPECIFIED, 02515 2. THE TRAINEESS TASK JS Tu COMPOSE AND ADMINISTER A 02515 WRITTEN ASSIGNMENT TO THE PUPILS, IN ORDER TO ACCOMPLISH 02515 THIS THE TRAINEE MUST FAMILIARIZE HIMSELF WITH EVERY 02515 ASPECT OF [HE PUPILSs PROGRESS, THE ASSIGNMENT MUST 02515 POSSESS THe QUALITIES OF EXACTNESS, CLARITY, AND 02545 RELEVANCE, 3, THE TRAINEE 1S VIDEQ TAPED AS HE 92515 ADMINISTERS THE ASSIGNMENT AND REACTS TO PUPIL 02515 QUESTIONS, 4, THE TRAINEE THEN VIEWS THE TAPE WITH THE 02515 INSTRUCTOR AND RECEIVES FEEDBACK REGARDING HIS 025145 PERFORMANCE, 02515 INDEPENDENT SEHOOL 02515 14+ VIDEO TAPE EQUIPMENT, 2, TEN FOURTH GROVE PUPILS, 02545 3, BACKGROUND DATA ON THE PUPILS, 4, MICRO TEACHING 02515 LABORATORY 02545 ALL GRADES 02515 ALL CANDIDATES 02515 1 02545 INSTRUCTOR JUDGMENT, 02545 MICRO TEACHING DIRECTING GIVING ASSIGNMENTS 02545 WOBJECTIVES i. TO BE ABLE TO UTILIZE PUPIL CONTRIBUTIONS AS AIDS IN 02516 19 ILLUSTRATION, CONTRAST, AND COMPARISON, JE,, IN 02516 20 INSTRUCTION, 02516 24 *PREREQUISITE NONE 02516 22 wEXPERJ ENCE 1, THE TRAINEE WILL, IN WRITING! A, STRUCTURE A 02546 14 HYPOTHETICAL INSTRUCTIONAL SITUATION BY SPECIFYING 02516 12 LEARNER CHARACTERISTICS, CONTENT AREA, OBJECTIVES AND 02516 13 ENVIRONMENT, 8, SUGGEST PUPJL CONTRIBUTIONS THAT MIGHT 02516 14 OCCUR IN THIS SITUATION, Gy IND{CATE HOW HE WOULD USE 02516 15 THESE CONTRIBUTIONS IN HIS PRESENTATION, 2, THE 02516 16 INSTRUCTOR AND TRAINEE WILL CONFER AND FEEDBACK WILL 23 02516 17 PROVIDED, 02516 18 #SETTING INDEPENDENY COLLEGE 02516 10 *MATERI ALS NONE 02516 5 wLEVEL ALL GRADES 02516 8 *GENERAL! ALL CANDIDATES 02516 7 *HOURS 1 02516 & wEVALUATION INSTRUCTOR JUDGMENT, 02516 23 oF ILE PUPIL CONTRIBUTIONS 02516 9? *#OBJECTIVES Let OHBEVASBLE: TOD UTILIZE PUPIL CONTRIBUTIONS AS AIDS IN 02517 22 [LLUSTRATION, CONTRACT, AND COMPARISON, JE,, IN 02517 23 INSTRUCTION, 02517 24 wPREREQUISITE 2516 02517 28 wEXPERTENCE 4+ THE TRAINEE WILL BE GIVEN A PRESENTATION OF THE O25 9a INSTRUCTORSS CHOICE TO PREPARE, THE INSTRUCTOR WILL 02517 12 SPECIFY Tee LEARNER CHARACTERISTICS, CONTENT AREA, 02517 13 OBJECTIVES, AND ENVIRONMENT, 2, THE TRAINEE WILL MAKE 02517 14 HIS PRESENTATION TO A GROUP OF HIS PEERS, THE STUDENTS 02517 15 WILL BE ENCOURAGED TO OFFER SUGGESTIONS, CLARIFICATIONS, 02517 16 ANSWERS, EIC, HE TRAINEE WILL BE EXPECTED TO RESPOND C254 7257 EXTEMPORANEOUSLY TO THE CONTRIBUTIONS OF HIS PEERS AND To 02517 18 UTILIZE THEM IN HIS PRESENTATION, THE PRESENTATION 02517 19 WILL BE VIDEO TAPED, 3, THE TRAINEE VJEWS THE TAPE WITH 02517 20 THE INSTRUCTOR AND RECEIVES APPROPRIATE FEEDBACK, 02517 24 #SETTING INDEPENDENT COLLEGE 02517 10 *#MATERJALS 1» VIDEO TAPING EQUIPMENT, 02517 5 LEVEL ALL GRADES 02517 8 »GENERAL! ALL CANDIDATES Q25072 a7 «HOURS 4 02517 6 wEVALUATION [INSTRUCTOR JUDGMENT, 02517 26 FILE CLINICAL PUPIL CONTRIBUTIONS. © ; s omner 02517 9 RES NG LI EE IRS ELGAR SSS ERIS OS TELS NE RINE I SEAN ARSE TT RS AR NE REE ER ID BE AI AS RSS NS ea NC BT *OBJECTIVES 4, TO BE ABLE TO IMPLEMENT MANAGERJAL PROCEDURES FOR 02518 32 EFFICIENT GROUP OPERATION, SYCH AS PUPJL ACCOUNTING, 02518 33 RECORD KEEPING, COLLECTING AND DISTRIBUTING MATERIALS, 02518 34 MAKING INSTRUCTIONAL MATERJALS CONVENIENT AND AVAILABLE, 02518 35 PROVIDING FOR ORDERLY PUPIL MOVEMENT, ETC, 2, TO BE ABLE 02518 36 TO ANTICIPATE THE NECESSARY MANAGERIAL PRODEDURES TO 02518 37 INSURE EFFICIENT GROUP OPERATION, 02518 38 *#PREREQUISITE NONE, 02518 39 wEXPERJENCE 4. THE TRAINEE WILL PREPARE THE FOLLOWING PAPER®AND=PENCIL02518 14 ASSIGNMENT INDEPENDENTLY$ Ay STRUCTURE A HYPOTHETICAL 02518 12 INSTRUCTIONAL SITUATION BY SPECIFYING LEARNER 02518 13 CHARACTERISTICS 26,G,AGE, ABILITY, BACKGROUND, ETC,¢, 02518 14 CONTENT AREA 2E,G, CREATIVE WRITING, READING, ROCKS, ETC,+,02518 193 ASSUMING THAT THIS 1S TO Be THE FIRST LESSON OF THE DAY, 02518 16 INDICATE THE OBJECTIVES AND ENVIRONMENT TO BE 02548 417 ESTABLISHED, B, ESTABLISH ALL THE NECESSARY MANAGERIAL 02518 18 PROCEDURES TO BE IMPLEMENTED FOR EFFICIENT GROUP OPERATIONO2518 19 2E,G, PUPIL ACCOUNTING, REGORD KEEPING, COLLECTING AND 02518 20 DISTRIBUTING: MATERTALS, MAKING INSTRUCTIONAL: MATERIALS 02518 24 CONVENJENT AND AVAYLABLE, PROVJOJNG FOR ORDERLY PUPIL 02548 22 III-73 SETTING wMATERJALS *LEVEL «GENERAL: #HOURS wEVALUATION wEILE MOVEMENT, ETC,# 2, IN AN AsV LABORATORY WE WILL THEN AUDIO TAPE RECORD YHESE INSTRUCTJONS AND ACTIVITIES WITH THE HYPOTHETICAL CLASS, TNE INTENDED RESULT IS A SMOOTH AND EFFICIENTLY OPERATING CLASS SESSION, WITH AS 02518 02518 02518 02518 MANY MANAGERIAL TASKS AS PUSSIBLE PLANNED FOR IN ADVANCE, 02518 3. AFTER SUBMITTING THE WRITTEN STATEMENT AND TAPE, HE RECEIVES FEEDBACK FROM THE INSTRUCTOR REGARDING THE IMPROVEMENT OF THIS PRACTICE TEACHING EXPERIENCE, INDEPENDENT COLLEGE - 1» TAPE RECORDING EQUIPMENT AVAILABLE IN AwV LABORATORY FOR STUDENT USAGE, 2, TAPES FOR EACH STUDENT TO USE FOR THEIR OWN CLINICAL USE, y ALL GRADES ALL CANDIDATES 41/2 INSTRUCTOR JUDGMENT, MANAGERIAL PROCEDURES GROUP EFFICIENCY 02518 02518 02518 02518 02518 02548 02518 02518 02518 02518 02518 02518 SN TI IT SPE TD I I LIE LE RTT EPIL Ae NT MLL LL IE NE IIT STE MIEN EIN EN! STE PRIDE YATE BIL LT RETO 1. TO BE ABLE TO PLAN MANAGERIAL PROCEDURES AS AN JNTRGRALO2519 *OBJECTIVES wPREREQJISITE wEXPERTENCE *SETTING #MATERJALS wLEVEL #GENERAL! *HOURS #EVALUAFION *PILE wOBJECTIVES #PREREQUISITE wEXPER] ENCE PART OF PREPARATION FOR EACH CLASS PERJOD, 2, TO BE ABLE TO IMPLEMENT MANAGERIAL PROCEDURES FOR EFFICIENT GROUP OPERATION, SUCH AS PUPIL ACCOUNTING, RECORD KEEPING, COLLECTING AND DISTRIBUTING MATERIALS, MAKING INSTRUCTIONAL MATERIALS CONVENTENT AND AVAILABLE, PROVIDING FOR ORDERLY PUPIL MOVEMENT, ETC, MODULE 2518 1s THE TRAINEE IS ASSIGNED 10 FOURTH GRADERS FOR WHOM BACKGROUND DATA 2ABILITY, AGE, -INTERESTS, ETCy* HAS BEEN GIVEN TO THE TRAINEE IN ADVANCE OF THE CLASS SESSION, THE CONTENT AREA FOR A MICROMTEACHING EPISODE WITH THESE PUPILS IS ALSO SPECIFIED, HOWEVER, OBJECTIVES, MATERIALS AND ASSIGNMENTS ARE NOT SPECIFIED, 2, THE TRAINEE IS TO ESTABLISH THE FOLLOWING! A, QBYECTIVES FOR A MICROe TEACHING EXPERIENCE WITH THESE PUPJLS# 8, MATERIALS, TASKS, ASSIGNMENTS AND SEQUENCE TO ACHIEVE THESE OBJECTIVESs C, MANAGERIAL PROCEDURES TO BE IMPLEMENTED FOR EFFICIENT GROUP OPERATJON 2&,G, PUPIL ACCOUNTING, RECORD KEEPING, COLLECTING AND DISTRIBUTING MATERIALS, MAKING INSTRUCTIONAL MATERJAbS CONVENIENT AND AVAILABLE, PROVIDING FOR ORDERLY PUPIL MOVEMENT, ETC,* 3, HE IS THEN VIDEOQ*TAPED AS HE ACTUALLY IMPLEMENTS SPECIFIED MANAGERIAL PROCEDURES FOR EFFICIENT GROUP OPERATIONS TO ACHIEVE THe STATED OBJECTIVES, 4, HE VIEWS THE TAPE WITH THE INSTRUCTOR AND RECEIVES FEEDBACK REGARDING THE IMPROVEMENT OF OF THIS PRACTICE TEACHING EXPERIENCE, SMALL GROUP 24"12 STUDENTS* SCHOOL 1, TEN FOURTH GRADERS FROM LOCAL: SCHOOLS, 2, MICRO® TEACHING LABORATORY, 3, VJDEO TAPE RECORDING EQUIPMENT, ALL GRADES . ALL CANDIDATES 2 INSTRUCTOR JUDGMENT MANAGERIAL PROCEDURES MICROsTEACHING GROUP EFFICIENCY, 1. TO BE ABLE TO ALTER ANTICIPATED TIME AND ACTIVITY SCHEDULES» CHANGING THE ORGANIZATION FOR ASSEMBLIES, EMERGENCIES, ETC, 2, TO Be ABLE TO ANTICIPATE THE NEED FOR ALTERATIONS IN THE TIME SCHEDULE AND BE PREPARED WITH POSITIVE ACTIONS SHOULD THe NEED ARISE, MODULE 2549 i is THE TRAJNEE PREPARES THE FOLLOWING ASSIGNMENT OUT#OF= 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 92519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 02519 025149 02519 02520 02520 02520 02520 02520 02520 02520 CLASS! A, STRUCTURE A HYPOTHETICAL INSTRUCTIONAL SITUATIONG2529 III-74 BY SPECIFYING LEARNER CHARACTERISTICS 2€,G, AGE, 02520 13 ABILITY, BACKGROUND, ETC,+, CONTENT AREA 2FRACTIONS, 02520 14 AFRICAN GEUGRAPHY, LEAF [DENTIFICATION#, OBYECTIVES AND 02520 15 ENVIRONMENT, 8, SUGGEST FOUR EVENTS THAT MAY OCCUR DURINGO2520 16 THE DAY THAT MIGHT NECESSITATE AN ALTERATION IN THE TIME 02520 17 AND ACTIVITY SCHEDULE 2E, Gy ASSEMBLIES, FILM BREAKDOWN, 02520 18 SNOW STORM, ETC,* C, INDIGATE HOW YOU WOULD ALTER THE 02520 19 ANTICIPATED TIME AND ACTIVITY SCHEDULE TO COMPENSATE FOR 02520 20 EACH OF THESE EVENTUALITIES, 2, THE INSTRUCTOR AND THE 02520 21 TRAINEE WILL CONFER ABOUT THESE PAPER#AND#PENCIL REACTIONSO2520 22 AND IMPROVEMENTS IN THIS EXPERIENCE WILL BE SUGGESTED, 02520 23 *SETTING INDEPENDENT COLLEGE 02520 10 *MATERITALS BLANK 02520 5 *LEVEL ALL GRADES 02520 8 *GENERAL! ALL CANDIDATES g2520 7 *HOURS 1/2 02520 6 wEVALUATION INSTRUCTOR JUDGMENT, 02520 30 wFILE MANAGERIAL PROCEDURES ALTERING TIME SCHEDULE 02520 9 xOBJECTIVES TO BE ABLE TO ALTER THE ANTICIPATED TIME AND ACTIVITY 02521 40 SCHEDULE EXTEMPORANEOUSLY, CHANGING ORGANIZATION FOR 02521 41 ASSEMBLIES, EMERGENCIES, ETC) 02521 42 wPREREQYISITE MODULE 252 ‘ 02521 43 TRAINEE WILL VIEW THE TRAINEESS TAPED MICRO#TEACHING wEXPERJTENCE 1, IN A CONFERENCE SITUATION THE INSTRUCTOR 2519 AND THE 02521 11 TRAINEE WILL VIEW THE TRAINEESS TAPED MICRO®TEACHING 02521 12 EPISODE FROM MODULE 12, 2E,G, AFTER ASSIGNING TASKS, O2521018 DIRECTING sTUDENTS INTO THEIR RESPECTIVE GROUPINGS AND 02521 14 LOCATIONS, DISTRIBUTING MATERIALS AND TAKING ATTENDANCE, 02521 15 THE TRAINEE BEGINS TO CIRCULATE AMONG THE STUDENTS, A J25218 16 GROUP OF FIVE IS CONSTRUCTING A MOOKUP OF THE COMMUNITY, 02521 17 TWO PUPILS ARE AT THE BLACKBOARD PRACTICING A LETTER TO 02521 18 THE MAYOR BEFORE PUTTING IT ON PAPER AND THE OTHER THREE 02521 19 PUPILS ARE READING MATERTALS ABOUT COMMUNITY 02521 20 ORGANIZATIONS, EVERYTHING IS FUNCTIONING SMOOTHLY AND O25 210 es THE PUPILS ARE ENTHUSIASTICALLY INVOLVED IN THEIR WORK,* 02521 22 THE INSTRUCTOR MAY VERBALLY HYPOTHESIZE ADDITIONAL PUPILS 02521 23 TO MAKE A FULL CLASS OF 24, 2E&,G, (SUPPOSE THERE WERE Q2521 24 14 MORE PUPILS IN THE ROOM, FIVE ARE WORKING ON A SECOND 02521 25 PORTION OF THE MOCKUP, FOUR ARE PREPARING A BULLETIN 02521 26 BOARD ON THE COMMUNITY, TWO ARE WRITING TO THEIR 0252 trai? CONGRESSMAN FOR ADDITIONAL INFORMATION AND THE REMAINING 02521 18 FOUR, IN TEAMS OF TWO, ARE WITH THEIR MOTHERS O25247 ie INTERVIEWING THE POLICE AND FIRE CHIEFS,(* 2, THE 2524 eu RECORDING JS STOPPED AT A POINT WHERE THE GROUP IS Q2521 24 FUNCTIONING EFFICIENTLY, THE INSTRUCTOR THEN POSES A 02521 22 PROBLEM SITUATION TO WHICH THE TRAJNEE MUST REACT 02521 23 EXTEMPORANEOUSLY, 2E,G, (RIGHT AT THIS MOMENT THE BELLS 02521 24 BEGIN RINGING FOR A FIRE DRILL, AND WHILE YOU ARE OUTSIDE02521 25 THE FOUR STUDENTS RETURN FROM THEIR INTERVIEWING, 02521 26 zA* HOW ARE YOU GOING TO ORGANIZE THE CHILDREN T0 GET THEM02521 27 OUT AND THEN BACK [NTO THE BYILDING QUICKLY AND 02521 28 EFFICIENTLY« 28% ONCE YOU HAVE RETURNED TO THE CLASSROOM, 02521 29 HOW ARE YOU GOING TO GET THE PUPILS BACK TO THEIR TASKSs 02521 30 >C*# WHAT ALTERATIONS WILL YOU MAKE IN YOUR TIME SCHEDULE 02521 34 TO COMPENSATE FOR THIS TIME L0SSal*% THE EXCHANGE RETWEEN 02521 32 THE INSTRUCTOR AND THE TRAINEE AFTER THE VIEWING OF THE 02521 33 VIDEO TAPE WILL Be AUDJO TAPE RECORDED, $, ThE INSTRUCTORO2521 34 PROVIDES FEEDBACK REGARDING THE JMPROVEMENT OF THIS 02521 35 PRACTICE TEACHING EXPERIENCE IN TWO WAYS Ay INTERACTION 02521 36 III-75 AND COMMENTS TO THE TRAINEE DURING THE CONFERENCE 02521 37 B, WRITTEN COMMENTS FOLLOWING AN ADDITIONAL PREVIBWING OF 02524 38 THE AUDIO TAPE, 02521 39 eSETTING SMALL GROUP 24012 STUDENTS* SCHOOL 02521 10 eMATERT ALS 4. CONFERENCE ROOM, 2, VIDEO TAPE FROM MODULE 12 AND 02521 5 VIDEO TAPE RECORDING EQUIPMENT, 3, AUDJO TAPE FOR STUDENT 02521 USE AND AUDIO TAPE RECORDING EQUIPMENT, 4, LIST OF 02524 PROBLEM SITUATIONS WHICH MIGHT BE SUGGESTED FOR TRAINEE 02524 REACTION, 02521 (RSS Es SSR) ATE CE SS RE TS I, SMES TAS EE A ES aE I A *OBJECTIVES 4. TO BE AwlLE TO ADJUST PHYSICAL CONDITIONS FOR IMPROVED 02522 29 PUPIL COMFURT AND/OR LEARNING EFFICIENCY, SUCH AS 02522 30 CHANGING HEAT, LIGHTING, SEATING CONDITIONS, ETC, 2, TO 02522 34 BE ABLE TO ANTICIPATE THE NEED FOR ADJUSTMENTS IN THE 02522 32 PHYSICAL CONDITIONS OF THE CLASSROOM, 02522 38 wPREREQUISITE 2521 02522 34 wEXPERJ ENCE 1, THE TRAINEE IS TO PREPARE THE FOLLOWING ASS]GNMENT 02522 14 OUT*OFSCLASS! A, THE TRAINEE 1S GIVEN A LARGE PHOTOGRAPH 02522 12 OF A CLASSKOOM WITH A NORMAL COMPLIMENT OF EQUIPMENT, 02522 13 2E,G, 30 DeSKS, TEACHERSS YESK, ONE OR TWO LONG TABLES, 02522 14 TWO LARGE STORAGE CLOSETS, FOUR LARGE WINDOWS THAT OPEN Q2522 15 TOP AND BOTTOM, FLUORESCENT LIGHTING, ETC, B, THE TRAINEE 02522 16 WILL STRUCTURE A HYPOTHETICAL: INSTRUCTJONAL SITUATION BY 92522 17 SPECIFYING LEARNER CHARACTERISTICS, CONTENT AREA, 02522 18 OBYECTIVES AND ENVIRONMENT 26,G, TIME OF YEAR, TEMPERATUREQ2522 19 AND CONDITJONS INS]DE AND VUTS1DE THE ROOM, PHYSICAL 02522 20 ARRANGEMENTS NEEDED TO ACCUMPLISH THE GIVEN TASKS,¢ 02522 24 C, KE IS THEN TO PROPOSE, JN WRITING, THE NECESSARY 02522 22 ADJUSTMENTS IN PHYSICAL CONDITIONS FOR MAXIMUM PUPIL 02522 23 COMFORT AND/UR LEARNING EFFICIENCY, 26,46, CHANGING HEAT, 02522 24 LIGHTING, SEATING CONDITIONS, ETCyt 2, THE INSTRUCTOR 92522 25 THEN READS THE PROPOSED ADJUSTMENTS AND PROVIDES FEEDBACK 02522 26 TO THE TRAINEE REGARDING THE IMPROVEMENT OF THIS PRACTICE 02522 27 TEACHING EXPERIENCE, 02522 28 *SETTING INDEPENDENT COLLEGE 02522 10 *MATERJALS 14, LARGE PHOTOGRAPH OF CLASSROOM WITH NORMAL COMPLEMENT OF 02522 5 FURNITURE AND EQUIPMENT, 02522 *LEVEL ALL GRADES 02522 8 *GENERAL ALL CANDIDATES o2522 7 *HOURS 145 MIN, : 02522 6 wEVALUATION [INSTRUCTOR JUDGMENT, 02522 35 *F ILE MANAGERTAL PROCEDURES ADJUSTING CLASSROOM CONDITIONS, 2522 9 *OBJECTIVES TO BE ABLE TO EXTEMPORANEOVSLY ADWUST THE PHYSICAL 02523 38 CONDITIONS OF THE CLASSROOM FOR [MPROVED PUPIL COMFORT 02523 39 AND/OR LEAKNING EFFICIENCY, TQ BE ABLE TO ADJUST THE 02523 40 PHYSICAL CUNDITIONS OF THE CLASSROOM TO MEET THE NEEDS OF 02523 44 THE INSTRUCTIONAL OBJECTIVES, 02523 42 wPREREQUISITE 2522 02523 43 #EXPERIENCE 4, THE INSTRUCTOR RANDOMLY ASSIGNS THE TRAINEE: A 02523 14 2WRITTEN*® MYPOTHETICAL INSTRUCTIONAL SITUATION BY 02523 12 SPECIFYING LEARNER CHARACTERISTICS, CONTENT AREA, 02523 13 OBYECTIVES AND ENVIRONMENTAL SITUATION, 2E£,G, YOU HAVE 02523 14 A HETERQGENEQUS CLASS oF 26 SIXTH GRADERS JN A SUBURBAN 02523 15 COMMUNITY, IT IS YOUR OBJECTIVE TO HAVE THEM UNDERSTAND 02523 16 CURRENT EVENTS BY HAVING THEM READ NEWSPAPER ARTICLES ON 02523 17 AN ISSUE AND THEN EXPLAIN, WHAT THEY HAVE READ, WERE AREQ2523 18 COPIES OF VARIOUS NEWSPAPERS FOR CLASSROOM USE, THE 02523 19 PUPILS ARE TO BE IN DISCUSSION GROUPS, 2, CONSIDER THIS 02523 20. III-76 *SETTING *MATERJ ALS wLEVEL *GENERAL! #HOURS wEVALUATION wFILE INSTRUCTIONAL SITUATION TRAINEE FOR 5 MINUTES BEFORE 02523 REACTING IN THE LABORATORY CLASSROOM SETTING, BE PREPAREDO2523 7O ADJUST THE PHYSICAL CONDITIONS OF THE ROOM FOR [MPROVED02523 PUPIL COMFORT AND/OR LEARNING EFFICIENCY, 3, IN A MODEL 02523 LABORATORY CLASSROOM 2IT IS NOT NECESSARY TO HAVE ACTUAL 02523 PUPILSo*THEY CAN BE JMAGINARY*, THE TRAINEE JS TO ARRANGE 02523 THE PHYSICAL CONDITIONS IN THE ROOM FOR MAXIMUM PUPIL 02523 COMFORT AND LEARNING EFFICIENCY, AS THE TRAJNEE ENGAGES 02523 IN THIS TASK, THE [INSTRUCTOR WILL QBSERVE AND, UTILIZING AN2523 CHECK LIST, EVALUATE THE TRAJNEESS PERFORMANCE, 2€,G, 02523 THE CHECKL{ST WOULD JNCLUDE! TEMPERATURE TO APPROPRIATE 02523 LEVEL FOR WEATHER CONDITIONS, SEATS ARE ARRANGED IN 02523 PROPER GROUPINGS FOR OBJECTIVES, PROPER LIGHTING HAS REEN 02523 PROVIDED, VISTRIBUTION OF NEWSPAPERS, ETC,¢ 4, THE 02523 INSTRUCTOR WILL PROVIDE FEEDBACK BY GIVING THE TRAJNEE THED2523 CHECKLIST wITH APPROPRIATE COMMENTS TO SUPPLEMENT THE 02523 CHECKLIST. 02523 SMALL GROUP 24212 STUDENTSe SCHOOL 02523 i. MODEL LAB CLASSROOM, 2, MJMEQGRAPHED HYPOTHETICAL 02523 INSTRUCTIONAL SITUATIONS, Sy PREPARED CHECKLISTS OF 92523 EXPECTATIONS, 02523 ALL GRADES 02523 ALL CANDIDATES 02523 15 MIN, 02523 INSTRUCTOR JUDGMENT, 02523 MODEL CLASSROOM MANAGERIAL PROCEDURES ADJUSTING PHYSICAL02523 CONDITIONS, ii 02523 1. TO BE ABLE TO REMOVE, RELOCATE QR ALTER PHYSICAL 02524 *OBJECTIVES *PREREQUISITE #wEXPERJENCE #SETTING *MATERIJ ALS *LEVEL * GENERAL! *HOURS wEVALUATION *FILE NISTRACTORS FROM THE ENVIRUNMENT TO SUJT THE OBJECTIVES 02524 OF THE LESSON AND THE STUDENTSS NEEDS, 2, TO BE ABLE TO 02524 ANTICIPATE THE NEED FOR ADYUSTMENT IN THE PHYSICAL 02524 DISTRACTORS, 1 02524 2523 92524 1, THE TRAINEE IS TO PREPARE THE FOLLOWING PAPER ANDe 02524 PENCIL ASSIGNMENT [NDEPENDENTLYS A, UTILIZING THE 92524 PHOTOGRAPH OF A CLASSROOM ANDO. THE HYPOTHETICAL 02524 INSTRUCTIONAL SETTING PREPARED FOR MODULE 2522, CITE THE 02524 PHYSICAL DJSTRACTORS AND/sOR PROPS THAT SHOULD BE REMOVED, 02524 RELOCATED UR ALTERED TO SUIT THE OBVECTIVES OF THE LESSON 02524 AND THE PUPILSS NEEDS, 68, MAKE A LIST OF STEPS TO BE 02524 TAKEN IN ALTERING THE PHYSICAL PROPERTJES JN THE 02524 ENVIRONMENT, 2€,G, CLOSE DRAPES, MOVE PLANTS, PUT FLANNEL OQ2524 BOARD JN THE CORNER, MAKE GLOBES AVAJLABLE IN DIFFERENT 02524 PARTS OF THE ROOM, ETC,* 2» THE INSTRUCTOR WILL PROVIDE 02524 FEEDBACK REGARDING THE IMPROVEMENT OF THIS PRACTICE 02524 TEACHING EXPERIENCE By MARKING ON A PRERPREPARED CHECKLIST02524 OF EXPECTATIONS THOSE FACTORS. THE TRAINEE CONSIDERED AND 02524 THOSE FACTORS HE IGNORED IN THE PHOTOGRAPH, 02524 INDEPENDENT SCHOOL 02524 4, STUDENT PREPARED HYPOTHETICAL INSTRUCTIONAL SETTING 02524 FROM MODULE 15, 2, PHOTOGRAPH OF CLASSRUQM FROM 02524 MODULE 15, WITH MANY PHYSICAL: PROPS PURPOSELY INCLUDED, 02524 3, CHECKLIST OF EXPECTATIONS, 02524 ALL GRADES 92524 ALL CANDIDATES 02524 45 MIN, ; 02524 INSTRUCTOR JUDGMENT, 02524 MANAGERIAL PROCEDURES RELOCATING PHYSICAL PROPS, 02524 III-77 wOBJECTIVES *PREREQJISITE wEXPERJENCE *SETTINS wMATERJALS *#LEVEL *GENERAL * HOURS *EVALUATION *FILE wOBJECTIVES 1. TO BE ABLE TO REMOVE, RELOCATE OR ALTER PHYSICAL 02525 DISTRACTORS FROM THE ENVJRONMENT TO SUIT THE OBJECTIVES OF 02525 THE LESSON AND THE STUDENTSS NEEDS, 2, TO BE ABLE TO 02525 EXTEMPORANEOUSLY ADJUST THE PHYSICAL DISTRACTORS IN THE 02525 ENVIRONMENT, 02525 2524 02525 4+ THE TRAINEE IS TO UTILIZE THE HYPOTHETICAL 02525 INSTRUCTIONAL SITUATION ASSIGNED IN MODULE 2523 FOR THIS 92525 EXPERIENCE, 2, THE TRAINEE JS TO HAVE FIVE MINUTES TO 02525 CONSIDER, THE JNSTRUCTIONAL SITVATJON BEFORE REACYTING IN 02525 THE LABORATORY CLASSROOM SETTING, HE JS TO BE PREPARED 92525 TO REMOVE, RELOCATE OR ALTER THE PHYSICAL DISTRACTORS 02525 FROM THE ENVJRONMENT TO SUJT THE OBJECTIVES OF THE LESSON 92525 AND THE STUDENTSS NEEDS, Sy IN A MODEL LABORATORY 02525 CLASSROOM WHERE PHYSICAL DISTRACTORS SUCH AS PLANTS, 02525 GLOBES, PAPERS, ETC, HAVE BEEN LOCATED, THE TRAINEE IS TO 02525 ADJUST THE ROOM FOR MAXIMUM EARNING EFFICTENCY, 4, AS 02525 THE TRAINEE ENGAGES IN THIS TASK, THE INSTRUCTOR WILL 02525 OBSERVE AND, UTILIZING A CHECKLIST, EVALUATE THE 02525 TRAINEESS PERFORMANCE, 26,6, THE CHECKLIST WOULD INCLUDE:02525 GLOBES, DRAPES, BOOKS AND PAPERS, PLANTS, DISPLAYS, 02525 FLANNEL BOARD, ETC,? 02525 SMALL GROUP 24°12 STUDENTS* SCHOOL 02525 1+ MODEL LABORATORY CLASSROOM 2, HYPOTHETICAL 02525 INSTRUCTIONAL SITUATION ASSIGNED IN MODULE 16, 02525 3, CHECKLIST OF ITEMS TO Be CONSJDERED, 02525 ALL GRADES 02525 ALL CANDIDATES 02525 15 MIN, 02525 INSTRUCTOR JUDGMENT, 92525 MODEL CLASSROOM MANAGERIAL PROCEDURES RELOCATING 02525 PHYSICAL PROPS, 92525 4, TO BE ABLE TO PROVIDE PHYSICAL PROPS TO CREATE A 02526 DESIRED ATMOSPHERE, SUCH AS SOFT MUSJC FOR A CALM AND 02526 RELAXING MUOD AND LIVELY MUSIC AND/OR EXERCISE FOR 02526 STIMULATION, 2, TO BE ABLE TO CONSIDER ALTERNATIVE 02526 METHODS TO ACHIEVE THE SAME OBVYECTIVE, 02526 2525 j 02526 *PREREQJISITE wEXPERITENCE 1. THE TRAJNEE IS 7O PREPARE THIS EXERCISE INDEPENDENTLY: 02526 Ae CREATE AN INSTRUCTIONAL SITUATION IN WHICH PRYSICAL 02526 PROPS ARE NECESSARY TO PROVIDE A DESTRED ATMOSPHERE, BE 02526 SURE TO SPECIFY LEARNER CHARACTERISTICS, ENVIRONMENTAL 02526 SETTING, CONTENT AREA AND QBWECTIVES, 26,G, BY 1:30 IN 02526 THE AFTERNUON MY CLASS OF 25 FIRSTeGRADERS IS TENSE, 02526 THEIR ATTENTION TO SCHOOLeRELATED FUNCTIONS [IS VERY 02526 LIMITED SINCE THEIR HOMES AND CHILDHOOD HAVE NOT BEEN 02526 [EDUCATIONwORTENTED,{ THUS, BY MIDAFTERNOON THEY HAVE 02526 REACHED THEIR PEAK FRUSTRATION TOLERANCE LEVEL AND THEIR 02526 ATTENTION 70 ANY ACTIVITY JS DWINDLING, If 18 MY PURPOSE, 02526 THEREFORE, TO GIVE THEM AN OPPORTUNITY TO COMPLETELY RELAX02526 WITHIN THE CLASSROOM SETTING, I WILL HAVE THEM REST 02526 ANYWHERE IN THE ROOM WHILE CALMING MUSIC IS ON THE RECORD 02526 PLAYER, I WOULD HOPE TO Be ABLE TO PROVIDE RUGS OR MATS 02526 FOR THEM To LIE ON IF THEY WISH,e 8, RATIONALIZE YOUR 02526 CHOICE OF FHYSICAL PROPS TQ SUPPORT YOUR OBJECTIVES, 02526 Cy SUGGEST ALTERNATIVE ACTIVITIES AND PROPS THAT COULD 02526 HAVE BEEN UTILIZED TO ACHIEVE THE SAME OBJECTIVES, 02526 2, THE INSTRUCTOR WILL PROVIDE WRITTEN FEEDBACK REGARDING 02526 IMPROVEMENT OF THIS EXPERIENCE, WE WILL’ ALSO PROVIDE 02526 III-78 ¥SETTING *MATERIJALS *LEVEL «GENERAL! *HOURS wEVALUATION wFILE ANONYMOUS COPIES OF THE TRAINEESS CLASSMATESS REFERENCE AND COMPARISON, — Spe PPEGuvae inner in” INDEPENDENT COLLEGE COPIES OF ASSIGNMENTS SUBM{TTED TO BE DISTRIBUTED TO ALL CLASS MEMBERS, ALL GRADES ALL CANDIDATES 1/2 = 1 INSTRUCTOR JUDGMENT, MANAGERIAL PROCEDURES PROVIDING PHYSICAL PROPS 02526 02526 02526 02526 02526 02526 02526 02526 02526 02526 32 33 10 5 wOBJECTIVES *PREREQUISITE wEXPERJENCE *SETTING *#MATERJALS LEVEL *GENERAL' #HOURS wEVALUATION *FILE 1» TO BE ABLE TO SELECT PHYSICAL PROPS TU CREATE A DESJREDO2527 ATMOSPHERE, 2, TO BE ABLE TO UTILIZE PHYSIC P CREATE A DESIRED ATMOSPHERE, Han a penae MODULE 2526 7 1, THE TRAJNEE, IS ASSIGNED 3Y THE INSTRUCTOR A HYPOTHETICAL INSTRUCTIONAL SITUATION WHICH REQUIRES CREATING AN ATMOSPHERE, Ht JS TO PREPARE THE FOLLOWING WRITTEN ASSIGNMENT FOR A MICROsTEACHING EPJSODE! A, MAKE A LIST OF FOSSIBLE OBJECTIVES, METHODS AND MATERIALS >PROPS* TO SUIT THE ASSIGNED CONTENT AREA, LEARNER CHARACTERISTICS AND ENVIRONMENTAL BACKGROUND, B, DECIDE UPON THE MUST DESTREABLE ALTERNATIVE, C, RATJONALIZE THE SELECTION UF THIS ALTERNATJVE TEACHING STRATEGY, 2, IN A MICRO*TEACHING LABORATORY WITH VJDEO#TAPE EQUIPMENT, THE TRAINEE IS TO! A, SET UP THE PROPS NEEDED TO CREATE THE DESIRED ATMOSPHERE, B, ACT OUT THE JNTRODUCTORY INSTRUCTIONS AND DIRECTIONS TO THE STUDENTS, 3, THE TRAINEE THEN VIEWS THE TAPE WITH THE INSTRUCTOR AND RECEIVES FEEDBACK REGARDING THE [MPROVEMENT OF THIS PRACTICE TEACHING EXPERIENCE, FEEDBACK JS ALSO PROVIDED BY THE INSTRUCTOR ON THE WRITTEN PORTION OF THIS EXPERIENCE, SMALL GROUP 24*12 STUDENTS* SCHOO], 1, MICRO@TEACHING LABORATORY WITH VIDEQe TAPE EQUIPMENT, 2, MIMEOGRAPHED HYPOTHETICAL INSTRUCTIONAL SJTUATIONS WHICH REQUJRE THE CREATION OF: AN ATMOSPHERE IN THE CLASSROOM WITH PHYSICAL PRUPS+ ALL GRADES ALL CANDIDATES t2i/2 INSTRUCTOR JUDGMENT, MICRO®TEACHING MANAGERIAL PROCEDURES PROVIDING PHYSICAL PROPS 02527 02527 02527 02527 92527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 02527 # OBJECTIVES #PREREQUISITE wEXPERJENCE TO BE ABLE TO OPERATE AUDIUMVISUAL EQSUJPMENT, INCLUDING SETTING*=UP, RUNNING, REPATRING, REMOVING, AUTOMATING INSTRUCTIONAL EQUIPMENT, NONE 1» THE TRAJNEE IS TO COMPLETE: THE PROGRAMMED INSTRUCTION ON OPERATING AUDIOeVISUAL EQUIPMENT JN THE INSTRUCTIONAL MEDIA LABORATORY, THIS PRUGRAM SHOULD INCLUDE THE OPERATION UFt A, 46MM, FILM PROVECTOR, bB, OVERHEAD PROWVECTOR, C,. OPAGUE PROJECTOR, D, TAPE RECORDER E, FILMSTRIP PROVECTOR, F, VIDEQ#TAPE RECORDER, THIS PROGRAM PROVIDES AUTOMATIC FEEDBACK SINCE EACH STEP IS DEPENDENT UPON SUCCESSFUL COMPLETION OF THE PREVIOUS STEP, 2, THE TRAINEE IS TO BE PREPARED TO OPERATE THIS EQUIPMENT JN A MICROeTEACHING EXPERIENCE IN MODULE 21, III-79 02528 02528 92528 02528 02528 02528 025286 02528 02528 02528 02528 02528 02528 02528 *SETTING INDEPENDENT SCHOOL 02528 10 *MATERIALS PROGRAMMED INSTRUCTION ON OPERATING AUDIO#VISUAL BQUIPMENTO2526 5 IN THE ENSTRUCTIONAL MEDIA LABORATORY, 02528 wLEVEL ALL GRADES” 025268 8 »GENERAL! ALL CANDIDATES 02528 7 #HOURS 203 02528 6 wEVALUATION INSTRUCTOR JUDGMENT, OR SUCCESSFUL COMPLETJON OF THE 02528 25 PROGRAM, 02528 26 oP te MEDIA MANAGERIAL PRODEDURES OPERATING AsV EQUIPMENT 02528 9 *OBJECTIVES 4+ 70 BE ABLE TO SELECT AUDTORVISUAL MATERIALS 02529 27 APPROPRIATE TO INSTRUCTIONAL OBVECTIVES, 2, T0 BE ABLE 02529 28 TO OPERATE AUDJOweVISUAL EQUIPMENT, SETTINGoUP, STARTING, 02529 29 RUNNING, REPAIRING, AND REMOVING AUTOMATED INSTRUCTIONAL 092529 30 EQUIPMENT, 3, TO BE ABLE TO UTILIZE AUDIOeVISYAL 92529 34 EQUIPMENT JN AN INSTRUCTIONAL SETTING, 02529 32 *PREREQJISITE 2528 } 02529 33 *EXPERJENCE 4. IN PREPARATION FOR A MIGRO@TEACHING EPISODE, THE 92529 14 TRAINEE WOULDt A, STRUCTURE A. HYPOTHETICAL 92529 12 INSTRUCTIONAL SITUATION BY SPECIFYING LEARNER 02529 13 CHARACTERISTICS 26,6, AGE, ABILITY, BACKGROUND, ETC,¢, 02529 14 CONTENT AREA 2E,G, MATH, FRACTIONS, MULTIPLICATION, ETC,, 02529 15 OBJECTIVES AND ENVIRONMENT, 8B, AFTER INVESTIGATING 02529 16 ALTERNATIVES, HE WOULD SELECT AND PREPARE THE AUDIO» 02529 17 VISUAL MATERIALS REQUIRED TO ACHJEVE THE CHOSEN 02529 18 OBJECTIVES, 2, JN MICROsTEACHING LABORATORY WITH VIDEO= 02529 19 TAPE EQUIPMENT, THE TRAINEE WILLGS A, SET UP AND OPERATE 02529 20 THE AUDIOeVISUAL EQUIPMENT REQUIRED FOR THE LESSON, 02529 24 Be INTRODUVE THE LESSON ANY WTILJZE THE MATERIALS, 02529 22 Cy THE TRA{NEE IS FREE TO PRACTICEPERASEPRACTICE UNTIL 02529 23 HE 1S SATISFIED WITH HIS ABILITY, S$, HE THEN VIEWS THE 02529 24 TAPE WITH AN INSTRUCTOR AND RECEJVES FEEDBACK REGARDING 02529 25 THE IMPROVEMENT OF THIS PRACTICE TEACHING EXPERIENCE, 02529 26 «SETTING SMALL GROUP 24°12 STUDENTS* SCHOOL 02529 10 #MATERIALS i, MICRO#*TEACHING LABORATORY WITH VIDEQeYTAPE EQUIPMENT, 02529 § - 2, LIBRARY OF AUDIOeVISUAL MATERJALS FOR STUDENT SELECTIONQ2529 AND USAGE, 02529 wLEVEL ALL GRADES 02529 8 # GENERAL: ALL CANDIDATES 02529 7 *HOURS 2 02529 6 #EVALUATION INSTRUCTOR JUDGMENT, 02529 34 *FILE MICRO*TEACHING MANAGERIAL PROCEDURES OPERATING AeV 02529 9 EQUIPMENT 02529 #OBJECTIVES 4, TO CHOOSE APPROPRIATE CONTENT, QPERATION, AND PRODUCTS 02530 22 IN ORDER TO ACHIEVE AN OBJECTIVE, 02530 23 *PREREQVISITE 4. TRAINEE MUST BE ABLE TO WRITE OBVECTIVES, 2, TRAINEE 02530 24 MUST KNOW WHERE TO FIND INFORMATION ON CONTENT, OPERATIONSO2539 25 AND PRODUCTS FOR AN OBVECTIVE® 02530 26 *EXPERIENCE THE TRAINEE WILL STRUCTURE A HYPOTHETICAL INSTRUCTIONAL 02530 44 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS 26,G,, 02530 12 AGE, ABILITY, BACKGROUND, ETC,* ENVIRONMENT, CONTENT 02530 13 2E,G,, MATH, FRACTIONS, NUTIPTICATION, ETC,* AND 02530 14 OBJECTIVES, THE TRAINEE WiLb SELECT THE CONTENT, PRODUCTSO2530 15 AND OPERATION NECESSARY FOK TEACHING THE OBJECTIVE, IN ANQ2539 16 AeV LABORATORY HE WILL UTILIZE HIS SELECTIONS BY 02530 17 PRESENTING THEM TO HYPOTHETICAL PUPILS, HE WILL BE FREE 02530 18 TO PRACTICE®ERASERPRACTICE UNTIL WE JS SATISFIED WITH 02530 19 HIS PERFORMANCE, HE WILL THEN VIEW HIS TAPE WITH HIS 02530 20 III-80 = baeteetee AND RECEIVE FEEDBACK ON WIS PERFORMANCE, 02530 24 wSETTING NDEPENDENT SCHOOL 02530 10 *MATERJALS AeV LABORATORY 02530 § *LEVEL ALL GRADES 02530 8 *GENERALI ALL CANDIDATES 02530 7 #HOURS t 02530 6 wEVALUATION TRAINEE SELFeEVALUATION INSTRUCTOR DECISION 02530 27 wPILE MEDIA CONTENT OPERATION 02530 9 #OBJECTIVE 4: TO SELECT APPROPRIATE CONTENT, OVERATIONS AND PRODUCTSO2531 19 BEFORE TEACHING A LESSON, 02534 20 *PREREQUISITE 1, THE JNTERN MUST BE ABLE TO WRIT! AN OBVYECTIVE, 2, HE02531 24 MUST KyoW WHERE To FIND WEEDED MATE JAL 02531 22 wEXPERJENCE THE TRAINEE WILL BE ASSIGNED TO AN ACTUAL CLASSROOM, HWE 025314 14 WILL BE ASKED TO TEACH A LESSON TO THE PUPILS, HE WILL 02531 12 SPECIFY HIS OBJECTIVES FOR THE LESSON, SELECT THE CONTENT 02534 13 FOR THE LESS, AND DECIDE ON THe OPcRATJONS FOR ACHIEVING 02531 14 HIS OBJECTIVE, HE WILL THEN BE ViJEQeTAPED AS HE TEAGHES 02531 15 THIS LESSON 70 THE CLASS, THE TRAINEE, TOGETHER WITH THE 02531 16 INSTRUCTOR, WILL VIEW THE vIDEO TAPE IN ORDER THA? THE 02531 17 INSTRUCTOR MAY PROVIDE THE TRAINEE WITH FEEDBACK, 02534 18 wSETTING LARGE GROUP SCHOOL 02531 10 *MATERJALS ACTUAL CLASS VIDEO TAPE EQUIPMENT 02531 5 LEVEL ALL GRADES 02531 8 GENERAL! ALL CANDIDATES 02531 7 #wHOURS 3 02531 6 wEVALUATION INSTRUCTOR JUDGMENT 025314 23 +F LE CONTENT PRODUCTS OPERATIONS. 02531 9 *OBJECTIVES TO SPECIFY AN INSTRUCTIONAL ViyECTIVE THAT IS APPROPRIATE 02532 22 BEHAVIOR FOR A SPECIFIED LEA ?NING VARTABLES« 02532 23 *PREREQUISITE HE MUSY BE ABLE. TO WRITE AN :NSTRUCTIONAL QBJECTIVE, 02532 24 STATING TERMINAL BEHAVIOR, CONDITIONS AND LOWER LIMITS OF 02532 25 OF CRITERICE, 02532 26 wEXPERJ ENCE THE TRAINEE STRUCTURE A HYP FHETICAL INSTRUCTIONAL 02532 14 EXPERIENCE BY SPECYFYING LEARNER CHARACTERISTICS 2€,G,, 02532 12 AGE, ABILITY, BACKGROUND, &TC,* CONTENT AREA 2E,G,, MATH, 02532 13 FRACTIONSS MULTIPLICATIONS, ETC,¢ AND ENVIRONMENT, HE 02532 14 THEN WRITES AN INSTRUCTIONAL OBVECTIVE FOR THIS SITUATION 02532 15 IN WHICH He STATES THE TE2MINAL BEHAVIOR IN UNAMBIGUOUS, 02532 16 OPERATIONAL TERMS, DESCR]3eS THE CONDITIONS, UNDER WHICH 02532 17 THE BEHAVIOR WILL BE EXPETTED TO OCCUR AND SPECIFIES THE 02532 18 CRITENIONCY ACCEPTABLE LOWER LIMJTS OF PERFORMANCE, WE 02532 19 RECEIVES FEEDBACK FROM HIS INSTRUCTOR AS TO THE 02532 20 APPROPRIATENESS OF THE OBJECTIVE, 02532 24 #SETTING INDEPENDENT COLLEGE 02532 10 MATERIALS NONE 02532 5 wLEVEL ALL GRADES 02532 8 wGENERAL} ALL CANDIDATES 02532 7 wHOURS 1 02532 6 wEVALUATION INSTRUCTOR DECISION . 02532 27 Lain INSTRUCT LONAL OBJECTIVE BLANK BLANK 02532 9 wOBJECTIVES TO WRITE AN APPROPRIATE INSTRUCTIONAL OBYECTIVE TO MEET 02533 23 THE VARIABLES OF THE LEARNING SITUATION 02533 24 #PREREQUISITE 4,. THE LEARNER MUST BE ABLE TO DEFINE AN INSTRUCTIONAL 02533 25 OBVECTIVE, STATING TERMINAL BEHAVIOR, CONDITIONS AND LOWERD2Z533 26 LIMITS OF CRITERIA 02533 27 wEXPERJENCE THE TRAINEE WILL BE ASSIGNED A HYPOTHETICAL INSTRUCTIONAL 02533 14 ve SITUATION WHICH SPECIFIES CEARNER CHARACTERISTICS 2€,6,, 02533 12 AGE, ABILITY, BACKGROUND, ETCye, CONTENT AREA 26,6, 02533 13 FRACTIONS, &TC,* AND ENVIRONMENT, WE WILL! ALSO Be GIVEN 02533 14 A ROUCH OUTLINE OF A UNIT PLAN AND ONE DAYSS LESSON PLAN 02533 15 ‘Gae 81 FROM WITHIN THAT UNIT RAINGE WILL! WRITE AN 02533 16 INSTRUCTIONAL OBJEC iP RIATE TO THE MATERIALS HE 02533 147 HAS BEEN GIVEN, THE te APpaDe SHOULD STATE THE EXPECTED 02533 48 TERMINAL BEHAVIOR IN UNAMB{GWYOUS OPERATIONAL: TERMIS, 02533 19 DESCRIBE THE CONDETIONS UNDER! WHICH THE BEHAVIOR WILL BE 02533 20 EXPECTED TO OCCUR, AND SPECIFY THE CRITERION OF ACCEPTABLE02533 24 LOWER LIMITS oF PERFORMANCE, 02533 22 SETTING BLANK COLCEGE 02533 10 #MATERJALS CLASSROOM DATA 02533 § *LEVEL BLANK at 02533 8 *GENERAL! BLANK 02533 7 *HOURS 3/4 02533 6 EVALUATION [NSTRUCTOR DECISION, 02533 28 *FILE INSTRUCTIONAL OBJECTIVE BLANK BLANK 02533 9 wEXPERJENCE THE TRAINE&, WILL SELECT A PARTICULAR LESSON AND WRITE UP 02534 11 THE INSTRUCTIONAL OBJECTIVES FOR THAT LESSON, HE WILL 02534 42 THEN LIST THE PREREQUISITES THAT THE PUPIL MUST HAVE IN 02534 13 ORDER TO ACHIEVE THESE OBJECTIVES, HE WILL RECEIVE 02534 14 FEEDBACK FROM THE JNSTRUCTOR AS TO THE CORRECTNESS OF HIS 02534 18 DESIGNED PREREQUISITE, 02534 16 wEXPERITENCE THE TRAINN 02534 *SETTING INDEPENDENT SCHOOL 02534 10 «MATERIALS NONE 02534 § *LEVEL ALL GRADES 02534 8 «GENERAL! ALL CANDIDATES 02534 7 «HOURS 1/4 02534 6 wOBJECTIVES TO SELECT PREREQUISITES WHICH WOUL) PERMIT THE LEARNING OF 02534 17 AN OBJECTIVE, 02534 18 *PREREQUISITE 4, KNOWLEDGE OF LEARNING VARIATIES, 02534 19 wEVALUATION INSTRUCTOR DECISION 02534 20 *F ILE PREREQUISITE READINESS BLANK 02534 9 [pSV BERN SSDS 7 EN A TRL IN ITE RAY RM STD SS BLE RES LI TS AAD PS 5 A I ET eOBJECTIVES TO IDENTIFY WHICH PREREQUISITES WOULD PERM]T THE LEARNING 02535 16 OF AN OBJECTIVE, 02535 17 wPREREQJISITE 1. KNOWLEDGE OF LEARNING VARIATIES 02535 18 #EXPERIJENCE THE TRAINEE IS GIVEN A LIST OF INSTRUCTIONAL OBJECTIVES 02535 114 HE IS TO LIST THE PREREQUISITES NEEDED JIN ORDER FOR A 02535 12 PUPIL TO ACHIEVE THE OBJECTIVE, THE TRAINEE WILL RECEIVE 02535 13 FEEDBACK FROM HIS INSTRUCTOR AS TO THE APPROPRIATENESS OF 02535 14 HIS CHOICE OF PREREQUISITES, 02535 15 *SETTING INDEPENDENT COLLEGE ' 02535 19 #MATERI ALS NONE 02535 5 *LEVEL ALL GRADES 02535 8 *GENERAL: ALL CANDIDATES 02535 7 *HOURS 1/2 02535 6 wEVALUATION INSTRUCTOR DECISION 02535 18 wFILE PREREQUISITE READINESS BLANK 02535 9 (BS RRA RT BIR TA TL SE CE SATS I EE PTT OR SR A A TN *OBJECTIVES 1, TO ARRANGE CONTENT UNITS IN A LOGICAL AND 02536 20 PEDAGOGICALLY REASONABLE ORDER, 02536 24 *PREREQUVISITE NONE 02536 22 wEXPERTENCE 4, THE TRAINEE WILL, IN WRITING) A, STRUCTURE A 02536 14 HYPOTHETICAL SITUATION By SPECIFYING LEARNER 02536 12 CHARACTERISTICS, CONTENT AREA, OBWECTIVES AND ENVIROZMENT,02536 13 B, ARRANGE AND SEQUENCE A SERIES OF CONTENT UNITS, C€, 092536 14 DEFEND SOME ARRANGEMENT ON LOGICAL, PEDAGOGICAL, AND 02536 15 ILI-82 =. SEQUENTIAL GRO THE INSTRUCTOR AND THE vRAL BER 0253 Taal WILL THEN cOnFER PSONCERNING: THE APPROPRIATENESS OF TH esse te TRAINEESS PLAN, FEEDBACK WILL! BE PROVIDED, 02536 4 WSETTING INDEPENDENT COLLEGE 02536 16 *MATERJALS OnE tigsieh bp 02536 $8 #LEVEL ALL GRADES 02536 8 eGENERAL! Abb CANDIDATES | 02536 7 #HOURS 4 92536 6 *eEVALUATION INSTRUCTOR JUDGMENT «sy 02536 23 wFILE BLANK SUBSTANTIVE SEQUENCING 02536 9 wOBJECTIVES 4, TO ARRANGE CONTENT UNITS IN A LOGICAL AND 02537 20 PO REASONABLE ORDER, 02537 24 wPREREQUISITE ‘ 02537 22 wEXPERJENCE ee TRAINEE 1S ASSIGNED A WRITTEN HYPOTHETICAL 02537 14 INSTRUCTIONAL SITUATION SPECIFYING | EARNER 02537 412 CHARACTERISTICS, CONTENT AREA, OBWECTIVES AND ENYLRONMENT,02537 13 2, INSTRUCTOR SPECIFIES A NYMBSR OF CONTENT UNITS, 3, 02537 14 THE TRAINEE MUST FHEN ARRANGE: THE CONTENT UNITS JIN A 02537 15 PEDAGOGICALLY REASONABLE ORDER AND, IN WRITING, STATE HIS 02537 16 HIS REASONS FOR THE PARTICULAR SEQUENCE THAT WAS GHOSEN, 92537 147 4, THE INSTRUCTOR REVIEWS THE TRAJNEESS WORK AND PROVIDES02537 18 APPROPRIATE FEEDBACK, 02537 419 wSETTING INDEPENDENT COLLEGE 02537 10 «MATERIALS BLANK 02537 5 *LEVEL ALL GRADES 02537 8 *GENERAL: ALL CANDIDATES 02537 7 * HOURS 1 02537 6 wEVALUATION INSTURCTOR JUDGMENT 02537 23 «FILE BLANK SUBSTANTIVE SEQUENCING 02537 9 A a ES RT TL TLE LI I STE IIE LE DIEM ETS OL EER TE, ADIL BEG TAILS MPI IRAE VT TY ARMIN SATS Lo AR SETC RA ANA RAE SET eee * OBJECTIVE 4+ TO WRITE AN INSTRUCTIONAL: OBJECTIVE, STATING THE 02538 24 EXPECTED TERMINAL BEHAVIOR IN UNAMBIGUOUS, OPERATIONAL 02538 22 TERMS, WITH CONDITIONS OBJECTIVELY STATED AND CRITERIA FORQ2538 23 LOWER LIMITS SPECIFIED, 02538 24 wPREREQUISITE NONE 02538 25 wEXPERJENCE 1) THE TRAINEE WILL, IN WRITING? A, STRUCTURE A 02538 14 HYPOTHETICAL SITUATION By SPECIFYING LEARNER 02538 12 CHARACTERISTICS, CONTENT AREA, OBVECTIVES AND ENVIRONMENT,02538 13 B, COMPOSE AN INSTRUCTIONAL OBVECTIVE FOR THIS 02538 14 HYPOTHETICAL SITUATION, INGLWOJNG AN UNAMBIGUOUS STATEMENT02538 15 OD THE CONDITIONS UNDER WHICH THE QBVECTIVE WILL BE 02538 16 ACHIEVED, THE MINIMUM CRITERION FOR ACCEPTANCE, AND THE 02538 17 EXPECTED TERMINAL BEHAVIOR STATED JN MEASURABLE TERMS, 02538 18 2, THE INSTRUCTOR WILL REVIEW THE TRAJNEESS OBJECTIVE ANDO2536 19 PROVIDE RELEVANT FEEDBACK, 02538 20 *SETTING INDEPENDENT SCHOOL 02538 10 *MATERJALS BLANK 02538 § wLEVEL ALL GRADES 02538 8 *GENERAL! ALL CANDIDATES 02538 7 *HOURS 1/2 02538 6 wEVALUATION INSTRUCTOR JUDGMENT 02538 26 FILE BLANK SUBSTANTIVE INSTRUCTIONAL OBVECTIVE 02538 9 RS A = A Toe EL EN EY NA be) RE RR EN TE EES CL TI, *OBJECTIVES 4: TO WRITE AN INSTRUCTIONAL: QBVECTIVEs STATING THE 02539 25 EXPECTED TERMINAL BEHAVIOR IN UNAMBIGUOUS QPERATIONAL 02539 26 TERMS WITH CONDITIONS OBJECTIVELY STATED AND CRITERIA FOR 02539 27 LOWER LIMITS SPECIFIED, 02539 28 I1I-83 Peo #PREREQUIS wEXPERIEN S: a5: 3 Po INSTRU = ONAL eae Mit SP fi INO LEARNER 2. THE: bis Nee THEN takes: ; \ MUM OY AE teas CRITERLON or “ACCEPTANCE "AND. 7 & re arrei tret mie is =e prWyS ChASSAATESS TNEL csdn TES RESPOND’ I RI? NG 08839 20 t cL SSMA $ 4 eee A NW 3 EXACTLY WHAT IY [se THAT THE aC i 2 CALLING FOR,. 4,. THE INSTRU TOR REVIEWS THE! TRAINEES 02539 22 ~OBVECTIVESS AS WELL A 7LA3 ‘ : AND SUPPLIES APPROPRIATE FEEQBACK. _ 02539 24 SETTING INDEPENDENT SCHOOL 02539 10 MATERIALS BLANK 02539 8 LEVEL ALL GRADES rear’ Pf can Too, Ne eeee © * GENERAL! ALL CANDIDATES 02539 7 #HOURS 2 ST it Lt i hae ae a Oke eee wEVALUATION INSTRUCTOR JUDGMENT 02539 30 *FILE BLANK SUBSTANTIVE INSTRUCTIONAL OBJECTIVE: == = ————~=S~OS 9 wOBJECTIVES 4, TO DESIGN LEARNING CONDITIONS: $0 THAT PUPILS ARE Most 02540 24 APT TO ACQUIRE THE SUBJECT MATYER FROM SPECIFIED CONTENT 02540 22 UNITS, 02540 23 *PREREQUISITE NONE e Te err pe oe ee ae *EXPERIENCE 4, THE TRAINEE WILL, IN WRITINGS a STRUCTURE A 02540 14 HYPOTHETICAL SITUATION BY SPECIFYING LEARNER == ——————S7r S40 22 CHARACTERISTICS, CONTENT AREAs OBWECTIVES AND ENVIRONMENT, 02540 13 B. CHOOSE A SPECIFIED CONTENT UNIT). Gy DESIGNATE” THE 02540714 OPTIMAL LEARNING CONDITIONS: WNDER WHICH THE SPECIFIED 02540 £5 CONTENT UNIT BE TAUGHT,. TRIS: WILL INVOLVE! SPECIFYING [Ne 02540 16 CLASS VARIABLES AND HYPOTHES| ZING ABOUT THEIR RELATIONSHIP02540 17 TO THE LEARNING PROCESS, 2) THEI INSTRUCTOR AND THE’ 02540 18 TRAINEE WILL REVIEW THE WORK AND FEEDBACK WILL! BE PROVIDEDO2540 19 BY THE INSTRUCTOR, ~~ 02540 20 *#SETTING INDEPENDENT SCHOOL 02540 410 wMATERIALS NONE ST ah FAS CE Penne TOL 02540 5 LEVEL ALL GRADES 02540 8 » GENERAL} ee CANDIDATES Ci A OLDE GET: Th a ee eee #HOURS /2 02540 6 #INSTRUETOR SU RGHENT? MES CSET! SO Ge er a ae Wee Lk *FILE BLANK SUBSTANTIVE LEARNING 02540 9 wOBUECTIVES - epREREQUISITE wEXPERT ENCE eSETTING: WMATERTA wL EVEL tv TO DESIGN LEARNING CONDITIONS SO-THAT- PUPILS ARE MOST—02544-28 APT TO ASSIMILATE THE SUBJECT MATTER OF SPECIFIED CONTENT Ai 19 UNTTS; TEE BD eT aa 02544 24 t, THE TRAINEE JS ASSIGNED A. WRITTEN HYPOTHETICAL: ~~ 99544-4¢ INSTRUCTIONAL SITUATION SPECIFYING LEARNER 02541. 142 CHARACTERISTICS, CONTENT ARBA. AND SPECT FIED CONTENT UNIT, 0254228 OBVECTIVES AND ENVIRONMENT, 2 THE TRAINEE: THEN, IN 02544 14 WRITINGS DESIGNATES THE OPTIMAL: LEARNING-CONDS TIONS UNDER-02 WHICH THE SPECIFIED CONTENT UNIT SHOULD BE TAUGHT, 3, 02544 16 "THE INSTRUGTOR REVIEWS THE WORK AND SUPPLIES RELEVANT 02844- INDEPENDENT SCHOOL 02544 40 NONE era, Ta A ia Ge SB) TT o2ses—s ALL GRADES 02544 8 atti nh tA ne wen NM III-84 wGENERAL! —- ALL. CANDIDATES ist 02544 HOURS 4 02544 + *EVALUATION [NSTRUCTOR JUDGMENT 02541 22 *FILE BLANK SUBSTANTIVE LEARNING 02541 9 LL ONE Le a ESL Ne LE ENT ELITE LT PEK DH TIAL RMR Whites RTS OSE L Se ESE TAP ET Lees So ee wOBJECTIVES 1, TO ORDER LEARNER ACTIVITIES [IN ACCORDANCE WITH 02542 22 RELEVANT PRINCIPLES OF MOTIVATION IN ORDER TO JNSURE 02542 23 OPTIMUM VARIETY AND CONTINUITY IN THEIR PRESENTATION, 02542 24 *PREREQUISITE STUDIES IN HUMAN LEARNING 02542 25 wEXPERIENCE i, THE TRAINEE WILL, IN WRITING? A, STRUCTURE A 02542 14 HYPOTHETICAL INSTRUCTIONAL BY SPECIFYING LEARNER 02542 12 CHARACTERISTICS, CONTENT AREAS, QBWECTIVES AND 02542 13 ENVIRONMENT, B, CHOOSE A SPECIFIED NUMBER OF PUPIL FASKS02542 14 THAT CONFORM TO THE OBJECT{VES, C, ORDER THE PUPIL 02542 45 ACTIVITIES AND SUBJECT MATTER: TASKS JIN A SEQUENCE THAT 02542 16 ASSURES OPTIMAL STUDENT ATTENTIVENESS AND SELFeMOTIVATION,02542 17 Ds STATE THE RELEVANT PRINCIPLES OF MOTIVATION THAT LED 02542 18 HIM TO ORDER THE ACTIVITIES AND TASKS JN THIS MANNER, 2, 02542 19 THE INSTRUCTOR AND THE TRAINEE WILL REVIEW THE WORK AND 02542 20 APPROPRIATE FEEDBACK PROVIDED, 02542 24 «SETTING INDEPENDENT SCHOOL 02542 10 #MATERJALS NONE 92542 5 *LEVEL ALL GRADES 02542 8 + GENERAL! ALL CANDIDATES 02542 7 *HOURS 1 02542 6 wEVALUATION JNSTRUCTOR JUDGMENT, 02542 26 *FILE BLANK SUBSTANTIVE ORDERING LEARNER ACTIVITIES 02542 9 SE Se Sa Se NOB Ta TARE SVL RIO SAREE GSN EES GS A ATS SE *eOBJECTIVES 4, TO ORDER LEARNER AVTIVITIES JN ACCORDANCE WITH 02543 19 RELEVANT PRINCIPLES OF MOTJVATION JN ORDER TO JNSURE 02543 20 OPTIMUM VARIETY AND CONTINUITY IN THEIR PRESENTATION, 02543 24 *PREREQUISITE 2542 02543 22 *eEXPERJENCE 4, THE TRAINEE [§ ASSIGNED A WRITTEN HYPOTHETICAL 02543 44 INSTRUCTIONAL SITUATION WITH LEARNER CHARACTERISTICS, 02543 12 CONTENT AREAS, OBJECTIVES AND ENVIRONMENT SPECIFIED, 2, 02543 13 THE TRAINEE JS TO SPEC{FY AND ORDER A NUMBER OF PUPIL 025435 14 TASKS THAT CONFORM TO THE OBVECTIVES, HE JS TO WRITE THIS02543 15 UP IN THE FORM OF A FORMAL LESSON PLAN, 3, THE 02543 16 INSTRUCTOR EVALUATES THE LESSON PLAN AND PROVIDES RELEVANT02543 47 FEEDBACK, 02543 18 *SETTING INDEPENDENT COLLEGE 02543 10 *MATERJALS NONE 02543 5 *LEVEL ALL GRADES 02543 8 «GENERAL! ALL CANDIDATES 02543 7 *HOURS 1 02543 6 *EVALUATION JNSTRUCTOR JUDGMENT 02543 23 *FILE BLANK SUBSTANTIVE ORDERING LEARNER ACTIVITIES 02543 9 Ta ee) NE ee Py eee pe ABs OSS PA EE IESE! a wOBJECTIVES TO WRITE TEST ITEMS THAT ARE APPROPRIATE AND 02544 22 COMPREHENSIVE, 02544 23 wPREREQUISITE 4, THE TRAINEE 18 ABLE TO WRITE INSTRUCTIONAL OBVECTIVES,02544 24 wEXPERTENCE THE TRAINGE WILL STRUCTURE CLASSROOM SITUATION BY 92544 14 SPECIFYING LEARNER CHARACTERISTICS 26,G, AGE, ABILITY 02544 12 LEVEL, BACKGROUND, BTCy?, HE: WILL’ SELECT A. PARTICULAR 02544 13 “CONTENT AREA AND A PARTICULAR UNIT WITHIN THAT CONTENT 02544 44 AREA, WE WILL LIST THE TL i FOR THE PARTICULAR 02544 415 ~UNTTY, HE WILL’ THEN CONSTRUCT AN INSTRUMENT WHICH COULD BE02544 46 USED IN HIS HYPOTHETICAL CLASSROOM TO EVALUATE WHETHER THEO2544 47 III-85 PUPILS HAD ACHIEVED THE INSTRUCTIONAL OBVECTIVES HE 02544 18 SPECIFJED, THE INSTRUCTOR WILL SUPPLY THE TRAINEE WIPH 02544 19 FEEDBACK REGARDING THE APPROPRIATENESS AND 02544 20 COMPREHENS|VENESS OF THE TESTINT INSTRUMENT, 02544 24 SETTING INDEPENDENT COLLEGE 02544 10 *MATERI ALS NONE 3 - 92544 5 *LEVEL ALL GRADES 02544 8 wGENERAL: ALL CANDIDATES 02544 7 *HOURS 2 02544 6 we VALUATION INSTRUCTOR DECISION, 02544 25 wFILE TEST EVALUATION BLANK 02544 9 * OBJECTIVES 1, TO BE ABLE TO KEEP INFORMED REGARDING RESEARCH AND 02546 24 DEVELOPMENT RELEVANT TO THe CONTENT, PRODUCTS AND 02546 22 OPERATIONS IN SPECIFIC SUBJECT MATTER AREAS, 02546 23 *PREREQJISITE NONE 02546 24 wEXPERTENCE 1, THE TRAINEE WILL ORGANIZE IN GROUPS OF TEN, EACH 02546 if GROUP WILL$ A, STRUCTURE A HYPOTHETICAL INSTRUCTIONAL 02546 12 SITUATION bY SPECIFYING LEARNER CHARACTERISTICS, CONTENT 02546 13 AREA, OBJECTIVES, AND ENVIRONMENT, 6, DETERMINE RELEVANT02546 14 JOURNALS FOR KEEPING ABREAST IN JNSTRUCTIJON IN THEIR 02546 15 CHOSEN AREA, C, MEET ONCE A MONTH FOR A PERIOD OF 3 02546 16 MONTHS, EACH MEETING BEING RECORDED ON VIDEOTAPE, AT 02546 17 THESE MEETINGS RELEVANT INSTRUCTIONAL JNNOVATIONS AND 02546 18 RESEARCH WILL BE DISCUSSED, 2, THE INSTRUCTOR WILL VIEW 02546 19 THE TAPES AND PROVIDE RELEVANT FEEDBACK TO EACH GROUP, 02546 20 *SETTING SMALL GROUP 24212 STUDENTSe COLLEGE 02546 10 *MATERT ALS 1: VIDEO TAPING EQUIPMENT, 02546 5 *LEVEL ALL GRADES ; 02546 8 «GENERAL ALL CANDIDATES 02546 7 *HOURS 12 02546 6 # EVALUATION INSTRUCTOR JUDGMENT, 02546 25 w PU BLANK SUBSTANTIVE KEEPING INFORMED 02546 9 “OBJECTIVES 4. TO BE ABLE TO KEEP INFURMED REGARVING RESEARCH AND 02547 24 DEVELOPMENT RELEVANT TO THe CONTENT PRODUCTS AND 02547 25 OPERATIONS IN SPECIFIC SUBYECT MATTER AREAS, 02547 26 wPREREQJISITE MODULE 2546 : 02547 27 wEXPERI ENCE 1. THE TRAINEES WILL ORGANIZE IN GROUPS OF TEN, 2, THE 02547 14 INSTRUCTOR WILL PROVIDE EAGH GROUP WITH A WRITTEN 02547 12 HYPOTHETICAL INSTRUCTIONAL SITUATION WITH LEARNER 02547 13 CHARACTERISTICS, CONTENT AREA. OBJECTIVES AND ENVIRONMENT 02547 14 SPECIFIED, 38, EACH GROUP WILL BE INSTRUCTED TO BECOME 02547 15 FAMILIAR WITH AND KEEP ABREST OF RELEVANT RESEARCH AND 02547 16 DEVELOPMENT IN PSYCHOLOGY WHICH RELATES TO THEIR 02547 17 HYPOTHETICAL AREA, 4, EACH GROUP WILL MEET ONCE A MONTH 02547 18 FOR A PERIOD OF 6 MONTHS, EACH MEETING BEING RECORDED ON 02547 19 VIDEO TAPE, AT THESE MEETINGS RELEVANT PSYCHOLOGICAL 02547 20 RESEARCH WILL BE DISCUSSED AS WELL AS SOURCES OF 02547 24 INFORMATION, 5, THE INSTRUCTOR WILL VIEW THE TAPES AND 02547 22 PROVIDE RELEVANT FEEDBACK TO EACH GROUP, 02547 23 *SETTING SMALL GROUP 21212 STUDENTS? COLLEGE 02547 10 *MATERTALS 14. VIDEO TAPING EQUIPMENT 02547 5 wLEVEL ALL GRADES” 02547 8 wGENERAL} ALL CANDIDATES 02547 7 *HOURS 24 02547 6 * EVALUATION INSTRUCTOR JUDGMENT 02547 28 +PILE BLANK SUBSTANTIVE KEEPING INFORMED 02547 9 II1I-86 *OBJECTIVES *PREREQJISITE wEXPERTENCE #SETTING *MATERI ALS *LEVEL *GENERAL! *HOURS wEVALUATION *F ILE *OBJECTIVES »PREREQJISITE wEXRPERTENCE TO BE ABLE TO READ AND ANALYZE DATA ON PUPJL, 02548 26 CHARACTERISTICS AND ABILITJES*eSTUDYING AND INTERPRETING 02548 27 SUCH DATA AS THAT OBTAINED FROM JNDIVIDUAL PUPIL RECORDS, 02548 28 TEST RESULTS, DIAGNOSTIC REPORTS, ETCys FOR CUES 02548 29 REGARDING INDIVIDUAL LEARNERS AND LEARNING STYLES, 02548 30 2547 02548 31 4+ THE TRAINEE WILL PROVIVED THE FOLLOWING INFORMATION 02548 14 REGARDING EACH OF 5 PUPILS! STUDENTS AND THE TEACHER, 02548 42 B, VIDEO*TAPED INTERVIEWS WITH EACH PUPIL WHICH WILL 02548 13 DWELL ON SUCH TOPICS AS HIS ATTITUDES TOWARD HIMSELF, HIS 02548 14 CLASSMATES AND SCHOOL FUNCTIONS JN GENERAL, C, A FILE 02548 15 FOLDER OF PUPIL®RELATED DATA INCLUDING ANECDOTAL RECORDS, 02548 16 TEST RESULTS, DIAGNOSTIC REPORTS, ETC, WHICH INDICATE 02548 17 INDIVIDUAL CHARACTERISTICS 2, THE TRAINEE IS TO READ AND02548 18 ANALYZE THe DATA ON PUPIL GHARACTERISTICS AND ABILITIES=+ 02548 19 STUDYING AND INTERPRETING THIS DATA FOR CUES REGARDING 02548 20 INDIVIDUAL LEARNING STYLES, S$, HE JS THEN TO WRITE A 02548 24 REPORT FOR EACH STUDENT INDICATING HOW HE WOULD INTERACT 02548 22 WITH EACH CHILD, GIVEN THIS INFORMATION, 4, THE 02548 23 INSTRUCTOR WILL PROVIDE FEEDBACK REGARDING THIS 02548 24 EXPERIENCE, 02548 25 INDEPENDENT SCHOOL 02548 10 1) AV LABORATORY WITH VIDEOTAPE EQUIPMENT, 2, VIDEO 92548 5 TAPES OF 5 PUPILS INTERACTING IN THEJR NORMAL CLASSROOM 02548 ENVIRONMENT, 3, TAPED INTERVIEWS WITH EACH PUPIL, 02548 ALL GRADES is 02548 8 ALL CANDIDATES 02548 7 3 02548 6 INSTRUCTOR JUDGMENT, 02548 32 BLANK CLASSROOM RESEARCH READING PUPIL DATA 02548 9 a Te LT TELS EIS I IEEE AT LO ENE LE BS BEE TRL SE TS CRE LSE | BRE TE LT STE SBE SSPE RE REN PS | SGN EE TO ANALYZE DATA ON PUPIL CHARACTERISTICS AND ABILITIES, 02549 32 TO RECOGNIZE WHERE REFERRAL IS APPROPRJATE, 02549 33 MINOR STATISICAL KNOWLEDGE, MINOR KNOWLEDGE JN TESTING 02549 34 2STANDARD*®, KNOWLEDGE OF REFERRAL POSSIBILITIES, 02549 35 REALIZATION THAT TESTING IS FAR FROM INFALLABLE, 02549 36 REALIZATION THAT REHAVIOR I[S MULTICAUSAL, REALIZATION 02549 37 THAT MORE KNOWLEDGE JS NEEVED IN INTERPRETING STANDARDIZED02549 38 TESTS THAN MOST TEACHERS HAVE, 02549 39 THE TRAINEE WILL RE GIVEN THE FOLLOWING INFORMATION ABOUT 02549 14 A HYPOTHETICAL PUPIL: 1, STANDARVIZED ABILITY OR 02549 12 INTELLIGENCE TEST SCORES, 146 WAIS 2, STANDARDIZED 02549 13 ACHIEVEMENT AND ARILITY TEST SCORES, 1,6, [TED, 02549 14 DIAGNOSTIC READING TEST, ITPA $, PERSONALITY OR [NTEREST02549 15 INFORMATION 2TESTS OF THIS NATURE ARE NOT USUALLY 02549 16 APPLICABLE TO PERSONS BELOw 18 YRS*® 4, DEMOGRAPHIC 02549 17 DISCRIPTIVe AND PERSONAL INFORMATION, AGE, SES, RACE AND 02549 18 ETHIC BACKGROUND, FATER=MOTHERSS OCCUPATION AND EDUCATION 02549 19 ETC, 5, REPORT ON PAST ACADEMIC ACHIEVEMENT, 6, REPORTO2549 20 FROM CLINICAL OR SCHOOL PSYCHOLOGIST 7, REPORT FROM 02549 24 SCHOOL CONSELOR 8, REPORT FROM SCHOOL NURSE OR DOCTOR, 02549 22 THE TRAINEE WILL STRUCTURE THE INFORMATION AND ANSWER THE 02549 258 FOLLOWING WUESTIONS: 1, YOES THE STUDENT HAVE ANY 02549 24 ACADEMIC PROBLEMS«4 JIS HE WORKING ABOVE, AT, OR BELOW HIS 02549 25 RECORDED ABILITY, LEVEL~ 2, WHERE MIGHT A POSSIBLE 02549 25 DEFICIENCY OR EFFICIENCY ORIGINATES $5, HOW WOULD THE 02549 26 TRAINEE REMEDIATE THE PROBLEMS SHOULD THE PUPIL BE 02549 27 REFERRED FUR HELP, 4, IS THERE ANY VaTa THE TRAINEE 02549 28 DOESNST UNVERSTAND, DOES HE FEEL THAT MORE SPECIALIZED 02549 29 30 ASSISTANCE IS NEEDED TO ASSESS PUPIL POSSIBILITIES, 02549 SETTING wMATERJALS wLEVEL «GENERAL! *HOURS wEVALUATION *FILE “OBJECTIVES *PREREQJISITE wEXPERJ ENCE *SETTINS *MATERTALS TPEVEL *GENERAL «HOURS *EVALUATION *FILE FEEDBACK WILL BE PROVIDED BY THE INSTRUCTOR, 02549 INDEPENDEN] SCHOOL 02549 DATA ON HYPOTHETICAL PUPIL, 02549 ALL GRADES 92549 ALL CANDIDATES 02549 2 02549 INSTRUCTOR JUDGMENT 02549 PUPIL DATA RECORDS BLANK 02549 TO INTERACT WITH SCHOOL RELATED PERSONS, 2, TO USE 02550 SOCIOMETRIC TECHNIQUES, 02550 KNOWLEDGE OF SOCIOMETRIC TECHNIQUES ABJLITY, TO INTERVIEW 02550 AND INTERAGT, 92550 THE TRAINEE JS ASSIGNED A PUPIL IN A REAL SCHOOL 02550 SITUATION! THROUGH THE FOLLOWING METHODS, HE ATTEMPTS TO 02550 ASSESS THIS PUPIL€S INTERAUTIONAL STATUS} 4, SOCJOMETRIC02550 TECHNIQUES 2, INTERVIEWS WITH TEACHERS, ADMINISTRATORS, 02550 LIBRARIANS, COUNSELORS, AND PUPIL, %, VIDEO TAPES OF 02550 PUPIL IN ACTUAL JINTERACTIONAL! SITUATIONS, TRAINEE WOULD 902550 THEN BE GIVEN A SUMMARY OF THE PUPILSS EDUCATIONAL, 02550 PHYSICAL, PSYCHOLOGICAL ANU SOCIAL BACKGROUND, HE WOULD 02550 THEN BE ASKED TO DETERMINE IF: ANY ACADEMIC PROBLEM 02550 EXISTED AND WHETHER IT COULD BE A RESULT OF INTERACTIONAL 02550 DEFICIENCES, FEEDBACK WOULD COME AS A RESULT OF 02550 AGREEMENT UR DISAGREEMENT WITH INSTRUCTOR, 02550 OTHER 2SPEUIFY* FIELD SCHOOL! 02550 VIDEO TAPE OF PUPIL 02550 ALL GRADES 02550 ALL CANDIDATES 02550 4 02550 INSTRUCTOR JUDGMENT, 02550 SCHOOL RELATED PERSONS SOCIOMETRIC TECHNIQUES BLANK 02550 #PREREQJISITE *EXPERTENCE *SETTING *MATERJ ALS *#LEVEL *GENERAL,’ 1. TO BE ABLE TO [NTERACT WJTH SCHOOL RELATED PERSONS, 02551 DISCUSSING INSTRUCTIONAL VARJABLES WITH STUDENTS, 02551 TEACHERS, LIBRARIANS, PARENTS, COMMUNITY RESOURCES, ETC, 02551 2, TO BE AWARE OF THE NEED FOR AND CAPABLE OF UTILIZING 925514 INTERACTION WITH SCHOOL RELATED PERSONS JN DETERMINING 02551 INSTRUCTIONAL VARIABLES, 02551 2550 02551 1, THE TRAINEE WILL BE GIVEN A DESCRIPTION OF THE SCHOOL 02551 SITUATION AN WHIEH THE FIVe STUDENTS ANALYZED JN MODULE 3602551 36 FUNCTION, JNCLUDING SCHOOL ENVJRONMENT AND RESOURCES, 02554 CONSULATIVe ADMINISTRATION, COMMUNITY CHARACTERISTICS AND 02551 RESOURCES, ETC, 2, THE TRAINEE IS TO INDICATE THE 02554 INSTRUCTIONAL VARIABLES THAT WOULD BE MOST IMMEDIATELY 02551 AFFECTED By THE SCHOOL SITUATION, 3, We JS THEN TO 02551 SUGGEST MEIHODS FOR INTERACTING WITH STUDENTS, TEACHERS, 02554 LIBRARIANS, PARENTS, COMMUNITY AGENCIES, COUNSELORS AND 02551 OTHER SCHOUL RELATED PERSONS IN QRDER TO DISCUSS AND 02551 GATHER DATA ON THE INSTRUCTIONAL VARJABLES AFFECTING THESED2551 FIVE PUPILS, 4, THE INSTRUCTOR WILL PROVIDE FEEDBACK 02554 REGARDING 1HIS PRACTICE TEACHING EXERCISE, 02554 INDEPENDEN] SCHOOL 025514 MIMEQOGRAPHED DESCRIPTION Or THE SCHOOL SITUATION IN WHICH 02551 THE FIVE PUPILS ANALYZED IN MODULE 36 FUNCTION, 02554 ALL GRADES 02551 ALL CANDIDATES 02551 III-88 wr wEVALUAPION [NSTRUGTORSS JUDGMENT, 02894: wPILE BEANK pepnmences RESEARCH DETERMINING INSTRUCTIONAL 02554. poe” VARIAELES: | =—S—Ot—CS~S ee OE oe LE EERE LSID EL IS ETS I ENE RE SEINE GPE LL SREY TE LT LET GET OLE GY I Te ERTS EAVES MN RAED *OBVECTIVES 70 BE ABLE: TO READ bu ANALYZE! PUPIL: PRODUCTS, STUDYING 02552 24 DENTS ON ASSTGNED AND/OR SELECTED ~~ eb aed TASKS FOR DIAGNOSING LEARNER CAPABILITIES AND/OR POSSIBLE 02552 2 "PROBLEMS IN TASK PERFORMANGE) AND OBJECTIVE ATTAINMENT, eae-ay #PREREQUISITE 25354 Wee os 8 02552 28 wEXPERJENCE i, THE TRAINEE {8 PROVIDED WITH THE WRITTEN RESULTS OF 02552 14 ee eat mS na eee ONE WEEKSS IN THE NORMAL CLASSROOM ee FOR BACH OF THEOD2552 12 FIVE PUPILS ANALYZED IN MODULE S6, 2, THE TRAINEE 18 To READ AND ANALYZE THE PUPILSS PRODUCTS, STUDYING THE RESULTS ON YFHE ASSIGNED AND/OR SELECTED TASKS FOR LEARNER GAPABICDTIGS J AND/OR poss TARE PROBLEMS IN TASK PERFORMANCE AND OBJECTIVE ATTAINMENT, A REPORT 18 To PREPARED ON EACH OF THE FIVE PUPILS INDIGATING, IN VIEW OF THE DatA ANALYZED IN MODULE $6 AND TNE PRODUCTS GIVEN FOR FHIS ~ ASSIGNMENT, WHAT FUTURE ACTIONS HE WOULD RECOMMEND FOR wSETTING wMATERTALS — *LEVEL *GENERAL! #wHOURS wEVALUATION ~~ wFILE wOBJECTIVES *PREREQUISITE B wEXPERT ENCE HIMSELF IN INTERACTING WITH EACH PUPIL, 4, THE INSTRUCTOR WILL PROVIDE FEEDBACK REGARDING THIS EXPERIENCE, __INDEPENDENT SCHOOL VIDEO® TAPERS FROM MODULE 36 BE AVAILABLE IN AwV LAB FOR REFERENCE, 2, FILE FOLDERS CONTAINING ONE WEEKSS WORK FOR EACH OF THE FIVE PUPILS TO BE CONSIDERED, ALL GRADES ALL CANDIDATES 3 JNSTRUCTOR JUDGMENT, | BLANK CLASSROOM RESEARCH ANALYZING STUDENT WORK TO DIAGNOSE PROBLEMS IN TASK PERFORMANCE, BLANK VIDEO TAPES HAVE BEEN PREPARED OF REAL AND SIMULATED CLASSROOM EXPERIENCES WHERE ONE OR MORE DEFICIENCES HAVE EITHER MADE TASK AND OBJECTIVE ATTAINMENT DIFFICULT OR 02552 13 02552 14 02552 15 02552 16 02552 17 02552 18 g2552 19 02552 20 02552 24 02552 22 02552 28 02552 40 02552 38 92552 02552 02532 8 02552 7 02552 6 02552 29 92552 9 02553 34 02583 32 02553 11 02553 12 02553 13 IMPOSSIBLE, TRAINEE IS SHOWN THE TAPES AND ASKED TO WRITEO2553 14 DOWN WHICH 2MORE THAN ONE MAYBE CHOSEN? OF! THE FOLLOWING SEVEN DEFICITS ARE RESPONS|BLE FOR THE DIFFICULTY, 1, “LACK OF TEACHER KNOWLEDGE AND/OR SKILLS 2, LACK OF DISCIPLINE 3, LACK OF PUPILi MOTIVATION 4, LACK OF PREREQUISITE KNOWLEDGE 5, LACK OF PHYSICAL: MATURITY 6+ LACK OR DEFICTENCY OF MATERIALS 7, ACK OR ~ DEFICIENCY OF PHYSICAL FACILITIES, TRAINEE RESPONSES ARE POLLED aT THE CONCLUSION Of THE EXGROISE FEEDBACK Is HC FTPHASTC fy TRAINEES ARE’ ALLOWED TO COMPARE THEIR RESPONSES WITH THOSE OF OTHER STUDENTS, 2, TRAINEES ARE ABLE TO COMPARE THEIR RESPONSES WITH THE AGTUAL: BUILT IN DEFICITS=*AS RELATED BY THe JNSTRUGTOR 3, AN EXTENSION — OFT YHTS EXERCISE WOULD BE ASK STUDENTS WHAT THEY WOULD Do eHATERI ALS GENERAL OR WHAT VARIABLES WOULD HAVE TO B& CHANGED TO OVERCOME TS, THESE CAN GE PRESENTED JN GSSAY, ORAL, OR ROLE PLAYING FORMS, RURLGNOUM, SCHUALI’| cr al, VIDEO TAPES OF SIMULATED CLASSROOM EXPERIENCES — ALL: CANDIDATES 02553 15 02553 16 02553 17 02553 18 02553 19 02583 20 02553 24 02553 22 02553 23 02553 24 02533 25 02553 26 02553 27 02553 28 02553 29 02553 30 02553 10 02583 5 vz553 8 g2553. 7 *HOURS 1 wEVALUATION TRAINEE CONCENSUS, INSTRUCTOR JUDGMENT, *FILE DIAGNOSING PUPIL PRODUCTS TASK PERFORMANCE 1 ee TO READ AND ANALYZE PUPIL PRODUCTS, *PREREQUISITE KNOWLEDGE JN A SPECIFIC SUe : MATTER RELATED? veyt Booka a a Pe SASL be bd LL wEXPERJENCE READING AND ANALYZING PUPIL PRODUCTS, THE TRAJNEB WOULD BE GIVEN AN AUTOw{NSTRUCTIUNAL TEXT CONSISTING OF ACTUAL PRODUCTS, INSTRUCTIONS JIN AN ENGLISH TEXT WOULD READ AS FOLLOWS: [PRESENTED ON THE FOLLOWING PAGES aRE STUDENT PRODUCTS, JUDGE EACH PRODUCT ON SYNTAX, VOCABULARY, SPELLING, AND ABILITY TO RELATE JDEAS, IN RATING, USE AN Ae TO E SCALE, WITH Aw BEING THE HIGHER END, FOLLOWING THE ASSIGNMENT OF A LETTER GRADE THE REASONS FOR MARKING AS YOU DID, THE SECTIONS PROVIDED FOR MARKING AND EXPLANATIONS ARE PERFORATED, RIP THESE SHEETS OUT AFTER MARKING AND REFER TO PAGE DESIGNATED AT THE BOTTOM OF THE SHEET, COMPARE YOUR MARKS AND EXPLANATIONS WITH THOSE GIVEN BY THE ACTUAL TEACHER, | 2TEACHERS WAVE BEEN PREJUDGED AS TO TWEIR MASTERY» AN EXAMPLE WILL FOLLOW A NUMBER OF EXERCISES ON THE SAME SUBJECT MATTER AND LEVEL WILL BE INCLUDED $0 AS TO PROVIDE ADEQUATE EXPERIENCE, *SETTING INDEPENDEN] SCHOOL *MATERIALS AUTO INSTRUCTIONAL TEXT *LEVEL ALL GRADES *+GENERAL ALL CANDIDATES *HOURS 1 *EVALUATION WITHIN TEX1, COMPARISON WITA TEACHER RESPON *eF ILE PUPIL FEEDbACK SELF TEACH ASSIGN GRADES abe 02555 02553 02553 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 02554 6 33 9 27 28 29 ii 12 13 44 15 416 az 18 19 20 at 22 23 24 25 26 10 *OBJECTIVES TO BE ABLE TO SELECT AND PREPARE BOTH DESCRIPTIVE AND PRESCRIPTIVE FEEDBACK FOR STWDENTS, ASSIGNING GRADES WRITING COMMENTS, SUGGESTING NEW AND/OR REMEDIATING ; pet WES THAT WILL MOTIVATE AS WELL AS CLARIFY + TO BE AWARE OF THE NEED TO PROVIDE THE P WITH DESCRIPTIVE AND PRE FEEDRAC ot ts *PREREQJISITE 2554 5 REE eee et Leena e *EXPERIENCE 1) UTILIZING THE INFORMAT 10N PROVIDED IN MODULES 36 AND 38, SELECT AND PREPARE BOTH DESCRIPTIVE AND PRESCRIPTIVE Sa edd ds FUR EACH PUPIL, ASSIGNING GRADES TO THE PRODUCTS Bern IN MODULE 38, WRITING COMMENTS, SUGGESTING NEW aND/ 0 cENE UL ANE ACTIVITIES THAT WILL MOTIVATE AS WELL AS SA a get ah tet 2, THE INSTRUCTOR WILL PROVIDE cGA NG THIS EXPERIENCE - cscttee UCEEL uta Ae ENCE IN CONFERENCE, *MATERJ ALS 1, VIDEO-;APES FROM MODULE $6 TO BE AVAILABLE IN AeV LAB FOR REFERENCE, 2, FILE FULDERS FROM MODULE 38 TO BE AVAILABLE, wLEVEL ALL GRADES *GENERAL ALL CANDIDATES wHOURS 2 EVALUATION INSTRUCTORSS JUDGMENT, wFILE BLANK CLASSROOM RESEARCH PROVIDING STUDENT FEEDBACK 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 02555 wOBJECTIVES TO BE ABLE TO DESIGN MEANS FOR ACQUIRING DATA ABOUT SPECIFIC CLASSROOM GROUPS##SPECIFYING JTEMS AND CONSTRUCTING DEVICES FOR OBTAINING SOCTOMETRIC DATA, TO III-90 02556 02556 02556 23 24 25 BE AWARE Ob THE NECESSITY FOR DESIGNING MEANS FOR 02556 26 ACQUIRING DATA ABOUT SPECIFIC CLASSROOM GROUPS, 02556 27 *PREREQUISITE 2555 02556 28 wEXPERTENCE 14 THE STUDENT WILL PREPARE THE FOLLOWING ASS] GNMENT 02556 14 INDEPENDENTLY# A, STRUCTURE A HYPOTHETICAL INSTRUCTIONAL02556 12 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS, SUBYECT 02556 13 AREAS AND ENVIRONMENT, 8B, PROPOSE SEVERAL MEANS FOR 02556 14 ACQUIRING DATA ABOUT SPECIFIC CLASSROOM GROUPS, ¢, 02556 15 SELECT THE BEST MEANS AND RATIONALIZE YOUR SELECTION, 02556 16 CITING RELEVANT RESEARCH WHERE NECESSARY, D, DESIGN THE 92556 17 MEANS FOR ACQUIRING DATA ABOUT THE SPECIFIC CLASSROOM 02556 18 GROUPSeeSPECIFYING ITEMS AND CONSTRUCTING DEVICES FOR 02556 19 OBTAINING SOCIOMETRIC DATA, 2, THE INSTRUCTOR WILL 02556 20 PROVIDE FEEDBACK REGARDING THIS PRACTICE TEACHING 02556 24 EXERCISE, 92556 22 *SETTING INDEPENDENT COLLEGE 02556 10 *MATERJ ALS NONE 02556 5 *LEVEL ALL GRADES 02556 8 *GENERAL! ALL CANDIDATES 02556 7 *HOURS 2 02556 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02556 29 *#FILE BLANK ACQUIRING CLASSROOM DATA CLASSROUM RESEARCH 02556 9 *OBJECTIVES 1, TO BE ABLE TO DESIGN MEANS FOR ACQUIRING DATA ABOUT 02557 15 SPECIFIC CLASSROOM GROUPS, SPECIFYING JTEMS AND g2557 29 CONSTRUCTING DEVICES FOR OBTAINING SOCIOMETRIC DATA, 2, 92557 20 TO BE AWARE QF THE NECESSITY FOR DESIGNING MEANS FOR N25 pes ACQUIRING YATA ABOUT SPECIFIC CLASSROOM GROUPS, Q2557 22 *#PREREQUISITE 2556 ff 02557 23 wEXPERJENCE 4, THE TRAINEE WILL VIEW 476 VIDEUSTAPED VIGNETTES OF A 92557 114 SINGLE CLASS INVOLVED IN VARIOUS TASKS, ASSIGNMENTS AND G2557 te SITUATIONS, 2, HE IS THEN TO DESIGN MEANS FOR ACQUIRING 92557 13 DATA ABOUT SPECIFIC GROUPS WITHIN THIS CLASSROOM, 02557 14 SPECIFYING ITEMS AND CONSTRUCTING DEVICES FOR OBTAINING 02557 15 SOCIOMETRIU DATA, 3, THE INSTRUCTOR WILL PROVIDE 02557 16 FEEDBACK REGARDING THE EXPERIENCE, 02557 17 *SETTING INDEPENDENT COLLEGE 02557 10 *MATERIJALS 4, VIDEO*TAPE EQUIPMENT IN AN AwV LABORATORY, 2, TAPED 02557 5 VIGNETTES OF A CLASS INVOLVED JIN VARIOUS TASKS, 02557 ASSIGNMENTS AND SITUATIONS IN ORDER TO GIVE AN OVERVIEW OF 02557 CLASS FUNCTIONING 02557 *LEVEL ALL GRAGES 02557 8 *GENERAL ALL CANDIDATES 02557 7 *#HOURS f255 7 6 4 9 2 wEVALUATION INSTRUCTORSS JUDGMENT, C2557 a2 FILE BLANK CLASSROOM RESEARCH DESIGNING STUDIES 2557 *OBJECTIVES 1, TO BE ABLE TO READ AND ANALYZE RESULTS OF SOCTOMETRIC 02558 20 MEASURES, STUDYING AND INTERPRETING PUPILSS GROUP 02558 24 BEHAVIORS AS INDICATED BY RESPONSES TO SUCIOGRAM, 02558 22 ANECDOTAL RECORDS, RECALLED JNeaCLASS BEHAVIOR, ETC, 2, 02558 23 TO BE AWARt OF THE NECESSITY OF PREPARING AND UTILIZING 02558 24 SOCIOMETRIG MEASURES, _ 02558 25 *#PREREQUISITE 2557 02558 26 wEXPERJENCE 1. CONSIDERING THE GROUP YF STUDENTS ANALYZED IN MODULES 02558 14 254882557, PREPARE A REPORT WHICH CONTAINS THE FOLLOWING: 92558 12 Ay SOCIOMETRIC MEASURES NEEDED TO STUDY AND INTERPRET 02558 13 GROUP BEKAVIORS, 8B, THE INFORMATION THAT MIGHT BE 02558 14 DERIVED FRUM EACH OF THESE MEASURES, C, HOW THESE 02558 15 MEASURES ARE ADMINISTERED UR RECORDED HOW THESE “MEASURES ARE UTILT FOR OR {PROVED CLASSROOM” LEARNING AND wSETTING wMATERTALS *+CEVEL”—<“‘“‘ ALLS GRADES INTERACTION, 2, THE INSTRUCTOR WILL PROVID THIS TEACHING EXERCISE, R JD& FEEDBACK ON REGED COLLEGE “LIBRARY FACILITIES 2, TEXTS ON THE RECORDING, ANALY27 NG? AND READING OF SOCGTOMETRIC MEASURES, + GENERAL! ALL. CANDIDATES | eWOURS OO ai, <. re EVALUATION, [NSTRUCTORSS JUDGMENT, #FILE BLANK SOC{OMETRIC AOU PREECE STRATEGIES, OBJECTIVES: TO CRO ASERUTOSRELD SIND ANALYZE RESULTS OF SOCIOMETRIC MEASURES, STUDYING AND INTERPRETING PUPILSS GROUP BEHAV TORS AS INDICATED By RESPONSES TO SOG]OGRAM, RECALLED JNeCLASS BEHAVIO +PREREQUISITE 2558 a ARSE ee hae *wEXPERJENCE *SETTING *MATERT ALS LEVEL «GENERAL! *HOURS wEVALUATION wFILE 1, RESULTS OF SOCIONETRIC MEASURES FOR EACH OF THE STUDENTS ANALYZED IN MODULES AR@ GIVEN TO THE TRAINEE THIS FILE WILL INCLUDE RESPONSES’ TO SUCIOGRAM, ANECDOTAL RECORDS, RECALLED 2B8Y THE TEACHER? IN@CLASS BEHAVIOR, ETC 2, THE TRAINEE I$ TO READ THESE SOCIOMETRIC MEASURES IN ORDER TOr A, INTERPRET EACH PUPILSS GROUP BEHAVIORS, B. INDICATE DEFICIENCIES [N° THE RECORD AS’ PRESCRIBED IN MODULE 42, Cy EXLPAIN THE INTERPRETATION BASED UPON THE Haga AEE STA yin BACK REGARDING THIS PRA WILL PROV G THIS PRACTICE TEACHING i DEPENDEN) SCHOOL 1, SOCIOMETRIC MEASURES ON EACH PUPIL’ STUDIED IN MO 2348-57 2, REPORT ON SOC{OMETRIG MEASURES COMPILED IN ALL GRADES ALL CANDIDATES 2 INSTRUCTORSS JUDGMENT, sts BLANK BEHAVIORAL STRATEGIES SOCIOMETRIC MEASURES, 02558 02556— 02558 02558 © 02558 02556 02556 ~~ Q2558— 02558 02558 02558 02556 02559 02559 02559 02559 02559 02559 02559 02559 »02559 02559 02559 02559 02559 02559 02559 02559 02559 02559 02559 02559 02559 92559 02559 02559 02559 46 17 18 ig 10 5 B z 6 27 9 22 wOBJECTIVES wPREREQUJISITE wEXPERJENCE #SETTING *MATERT ALS *LEVEL *GENERAL! Abe UENO TVA LE? i, TO BE ABLE TO SELECT, DEFINE AND/OR EXPLAIN THOSE 02560 PUPIL BEHAVIORS THE TRAINEE INTENDS TO REINFORCE AND THOSE02560 HE INTENDS TO EXTINGUISH, 2, TO BE AWARG OF THE 02560 NECESSITY FOR ARTICULATING PERSONAL EXPECTATIONS THAT-WILL02560 ye THE” PUPIL AS AN INDIVIDUAL AND AS~& GROUP MEMBER, 14. THE TRAINEE 1S TO PREPARE! A REPORT ACCORDING FOLLOWING SPECIFICATIONS; Ay, SELECT, DGPING ANDYOR EXPLAIN THOSE PUPIL BEHAVIORS: YOU INTEND TO ENCOURAGE ZREINFORCE* AND THOSE YOU INTEND TQ EXTINGUISH 2D[SCOURAGE*® WHEN YOU TEACH YOUR OWN CLASS, 8, SELECT THOSE BEHAVIORS THAT WILL AFFECT THE PUPILS BOTH AS INDIVIDUALS AND AS GROUP MEMBERS, C, THIS REPORF SHOULD BE AS COMPREHENSIVE AND EXHAUSTIVE AS YOU ARE CAPABLE OF: “ARTICULATING AT THIS POINT IN YOUR TRAINING, 2, THE INSTRUCTOR WILL PROVIDE FEEDBACK REGARDING T INDEPENDENT SCHOOL D HIS EXERCISE, NONE ALL GRADES 02560 02560 02560 02560 02560 02560 02560 02560 02560 02560 02560 02560 02560 02560 02560 256 Tt1-0> A he CN ee eM ES LN Oe I NN oe 0 — 0 ws | | *#HOURS Bd. odes B. #EVALUATION INSTRUCTORSS JUDGMENT, gia iq *FILE an BEHAVIORAL STRATEGIES PRESCRIBING TEACHING 302560 9 BEHAVIORS CHK *wOBJECTIVES TO BE ‘ace TO ‘PRESCRIBE. SPECIFIC TEACHING BEHAVIORS” THAT 02561 30 WILL AFFECT PUPILS BOTH AS INDJV[DUALS AND AS GROUP = = = “02564 S48 MEMBERS, SELECTING PUPIL BEHAVJORS TO ENCOURAGE 02561 32 ZREINFORCE* AND DISCOURAGE 2EXTINGUISH* AND MEANS FOR 02561 33 ACCOMPLISHING THESE ENDS, 025641 34 *PREREQUISITE 2560 02561 358 wEXPERJENCE 4, THE TRAINEE JS TO PERFORM THE FOLLOWING! A, REVIEW 025614 14 THE REPORTS FOR EACH CHILD FROM MODULE 2559 WHICH INDICATE02561 12 INDIVIDUAL CHARACTERISTICS AND ABILITIES AND SUGGESTIONS 02561 13 FOR INTERACTION, 8B, REVItW THE REPORTS FOR EACH CHILD 02561 14 FROM MODULE 52, WHICH GIVES ANALYSES OF CLASSROOM WORK ANDOQ2561 18 SUGGESTIONS FOR INTERACTION, Cy REVIEW THE REPORTS ON 02561 16 EACH CHILD FROM MODULE 59 WHICH INDICATE EACH CHILDE,G,, AQUARJUM, GREEN MOUSE, SCIENCE 02573 13 CORNER, ETGet FOR INSTRUCTION PURPOSES, THE TRAINEE WILL 02573 14 RECEIVE FEEDBACK WHEN HE OBSERVES HOW READILY AND HOW WELLO2573 15 THE CUSTODIAN HAS ASSISTED THE TRAINEE, 02573 16 *SETTINS OTHER 2SPECIFY* FIELD 02573 10 wMATERJ ALS ACTUAL CLASSROOM 92573 § wLEVEL ALL GRADES 02573 8 «GENERAL! ALL CANDIDATES 02573 7 #HOURS 1/4 02573 6 # EVALUATION HOW READILY THE CUSTODJAN COOPERATES, 02573 19 *FILE CUSTODIAN PROP SCHOOL 02573 9 Pope Gasp ae aOR SOON SARE TE eNO an Rg ee US eS AC ARLES (mC ARE PT MS AR Saar See ATC AMA SN a takai) Comastaaei awe od eens eee A Ne Sk MR ae] wOBJECTIVES 1+ TO CHOOSE PHYSICAL PROPS TO BENEFIT AN 02574 22 INSTRUCTIONAL SITUATION, 02574 23 *PREREQUISITE BLANK 02574 24 * EXPER] ENCE THE TRAINEE STRUCTURES A HYPOTHETICAL SITUATION BY 02574 14 SPECIFYING LEARNER CHARACTERISTICS, 2&,G9,, ABILITY LEVEL, 02574 12 BACKGROUND, AGE, ETC,* OBJECTIVES, CONTENT AREA AND 02574 13 ENVIRONMENT, THE TRAINEE OBTAINS JNFORMATION ON 02574 14 AVAILABLE PHYSICAL PROPS FUR THE CLASSROOM, WE THEN 02574 15 SELECTS THe PHYSICAL PROP 20R PROFS®* THAT HE FEELS WOULD 02574 16 BEST SUIT [HE CONDITIONS OF THE JNSTRUCTIONAL SITUATION, 02574 17 THE TRAINEE THEN EXPLAINS HIS RATIONALE BEHIND THE 02574 18 DECISION IN SELECTING THE GHOSEN PROP 20R RROPS*, THE 02574 19 TRAINEE WILL DISCUSS HIS DECISIONS WITH THE INSTRUCTOR 02574 20 IN ORDER THAT THE INSTRUCTOR MAY PROVIDE FEEDBACK, 02574 24 ¥SETTING INDEPENDENT] COLLEGE 02574 10 *MATERI ALS INFORMATION ON PHYSICAL PROPS. 02574 5 +LEVEL ALL GRADES 02574 9 *GENERAL)! ALL CANDIDATES 02574 7 #HOURS 1 02574 6 wEVALUATION INSTRUCTOR DECISION 02574 25 LEE A A SE LS FE aoe NE ECR NAT a SE AO wOBJECTIVES 4+ TO TRAIN THE TRAINEE TO SELECT PROPS FOR AN 02575 22 INSTRUCTIONAL SITUATION, 02575 23 #PREREQJISITE BLANK 02575 24 wEXPERJENCE 4. THE TRAINEE IS ASSIGNED A HYPOTHETICAL INSTRUCTIONAL 02575 14 SITUATION SPECIFYING LEARNER CHARACTERISTICS 26,G,, AGE, 02575 12 ABILITY LEVEL, BACKGROUND* CONTENT AREA, OBVECTIVES AND 02575 13 ENVIRONMENT, 2, THE INSTRUCTOR SUPPLIES INFORMATION ON 02575 14 TYPES OF PHYSICAL PROPS AVAILABLE FOR THE CLASSROOM, 02575 15 3, THE TRAJNEE SELECTS THE PHYSICAL PROP 20R PROPSe THAT 02575 16 HE FEELS WOULD BEST SUIT THE CONDITIONS OF THE 02575 17 INSTRUCTIONAL SITUATION, 4) THE TRAINEE EXPLAINS THE 02575 18 RATIONALE BEHIND HIS DECISION IN STEP 3, THE TRAINEE 02575 19 WILL DISCUSS HIS DECISIONS WITH THE INSTRUCTOR IN ORDER 02575 20 THAT THE INSTRUCTOR MAY PROVIDE HIM WITH FEEDBACK, 02575 24 *SETTING INDEPENDENT COLLEGE 02575 10 *MATERIALS INFORMATION ON PHYSICAL PRUPS, DATA ON A HYPOTHETICAL 02575 3 SITUATION, 02575 wLEVEL ALL GRADES 02575 8 wGENERAL! ALL CANDIDATES A ; 02575 7 wHOURS 4 Le 02575 6 wEVALUATION INSTRUCTOR DECISION 02575 28 wP 9 PHYSICAL PROPS YPOTHET ee 02575 III-98 wOBYECTIVES 4. TO TRAIN THE TRAINEE Ty CONSTRUCT AN INSTRUCTIONAL ANDO2576 20 ATTRACTIVE SULLETIN BOARD, | 02576 24 *PREREQUISITE BLANK 02576 22 wEXPERJENCE THE TRAINEE STRUCTURES A HYPOTHETICAL SITUATION SPECIFYINGO2576 14 LEARNER CHARACTERISTICS 26,Gy2 AGE, BACKGROUND, ABILITY 02576 12 LEVEL, ETC,* OBJECTIVES, CONTENT AREA AND ENVIRONMENT, 02576 13 THE TRAINEE THEN CONSTRUCTS A BULLETIN BOARD THAT WILL BE 02576 14 ATTRACTIVE AND INSTRUCTIONAL TO THE HYPOTHETICAL PUPILS, 02576 15 SHOULD USE BOTH STUDENT PRODUCTS AND NONeSTUDENT PREPARED 02576 16 MATERIALS, THE TRAINEE DISCUSS HIS DECISIONS WITH THE 02576 17 INSTRUCTOR AND FELLOW STUDENTS WHO HAVE VIEWED THE BOARD 02576 18 AND RECEIVES FEEDBACK FROM THEM, 02576 19 #SETTING INDEPENDENT SCHOOL 02576 10 wMATERJALS CONSTRUCTOR PAPER 02576 4 *LEVEL ALL GRADES 02576 8 *GENERAL! ALL CANDIDATES 02576 7 *HOURS 3 ; 02576 6 wEVALUATION INSTRUCTOR DECISION, 02576 238 wFILE BULLETIN BUARD CONSTRUCT &LANK 02576 9 * OBJECTIVES 42 TO TRAIN THE TRAINEE To CONSTRUCT A BULLETIN BOARD 02577 22 UTILIZING PUPIL PRODUCTS AND TRAINEE PRODUCTS, 02577 23 wPREREQUISITE BLANK ; 02577 24 #EXPERJENCE de THE TRAINEE IS ASSIGNED A HYPOTHETICAL INSTRUCTIONAL 02577 14 SITUATION WHICH SPECIFIES LEARNER CHARACTERISTICS 2£,0G,, 02577 12 BACKGROUND, AGE, ABILITY LEVEL, ETC,t CONTENT AREAS, 02577 13 OBJECTIVES AND ENVERONMENT, 2, THE INSTRUCTOR SUPPLIES 02577 14 TYPICAL PUPIL PRODUCTS MADE FOR AN INSTRUCTIONAL 02577 15 OBVECTIVE, 3, THE TRAINEE MAKES HIS QWN PRODUCTS FOR THE02577 16 SAME OBJECTIVE, 4, HE THEN COMBINES THS PUPILSS PRODUCTS02577 17 WITRK HIS QwN AND CONSTRUCTS A BULLETIN BUARD THAT HE FEELSO2577 18 WILL BE ATTRACTIVE AND INSTRYCTIONAL, He RECEIVES 02577 19 FEEDBACK FROM HIS INSTRUCTUR AND FELLOW STUDENTS AS TO THEO2577 20 VALUE OF THE BULLETIN BOARD, 02577 214 *SETTING INDEPENDENT SCHOOL | 02577 10 wMATERIALS CONSTRUCTOR PAPER AND PUPIL PRODUCTS, G257 7.48 wLEVEL ALL GRADES 02577 8 «GENERAL ALL CANDIDATES 02577 7 #wHOURS 3 02577 6 wEVALUATION INSTRUCTOR DECISION 02577 25 *F ILE BULLETIN BUARD CONSTRUCT PUPIL PRODUCT 02577 9 * OBJECTIVES THE PERSPECTIVE TEACHER WILL BE ABLE TO DERIVE RULES WHICHO02578 18 ARE APPROPRIATE FOR CLASSRUOM AND LEARNER CHARACTERISTICS 02578 19 AND ARE INCLUSIVE, 02578 20 #PREREQUISITE BLANK 02578 24 wEXPERTENCE THE TRAINEE WILL STRUCTURE AN HYPOTHETICAL SITUATION BY 02578 114 SPECIFYING LEARNER CHARACTERISTICS 26,Gy. AGE, ABILITY 02578 12 BACKGROUND ETC,* ENVIRONMENT, AND CONTENT AREA, WE WILL 02578 13 DERIVE A LIST OF CLASSROOM RYLES NECESSARY FOR MAINTAININGO2578 14 AN EFFICIENT AND ORDERLY CLASSROOM, HE WILL RECEIVE 02578 15 FEEDBACK FROM THE INSTRUCTOR AS TO THE APPROPRIATENESS ANDO2578 16 INCLUSIVENESS OF THE RULES FOR THE CONDITIONS SPECIFIED, 02578 17 *SETTING INDEPENDENT COLLEGE 02578 10 III-99 . wMATERTALS NONE _ ee ee ee » 02578 § wLEVEL ~ ALL GRADES 02578 8 GENERAL! ALL CANDIDATES 02578 7 #HOURS 1/2 : 02578 6 wEVALUATION INSTRUCTOR DECISION 02578 22 wFILE MANAGEMENT RULES ORDER 02578 9 Pi SUSAN SE Nats PROCES AM ITA, OO HIRES (GRA SU DDN AE ONE RS car Ss I ae cds PL ea ng gC ALE NO Aas DIE is San IR | eOBJECTIVES THE PERSPECTIVE TEACHER WILL SE ABLE TO DERIVE RULES WHICHO2579 18 ARE APPROPRIATE FOR CLASSRUOM AND LEARNER CHARACTERISTICS 02579 19 AND ARE INCLUSIVE, 02579 20 *#PREREQUISITE BLANK 02579 24 wEXPERT ENCE THE TRAINEE WILL BE ASSIGNED TO AN ACTUAL CLASSROOM, HE 02579 14 WILL DERIVE A LIST OF RULES APPROPRIATE FOR MAINTAINING 02579 12 ORDER AND EFFICIENCY IN HIS ASSIGNED CLASSROOM, HWE WILL 02579 13 WRITE UP THE LIST OF RULES AND THEN EXPLAIN TO HIS PUPILS 02579 14 WHAT THE RULES ARE AND WHY THEY ARE NECESSARY, HOW WELL 02579 15 THE STUDENTS OBEY THE RULES WILL PROVIDE FEEDBACK FOR THE 02579 16 TRAINEE, 02579 17 *SETTING LARGE GROUP 02579 10 *MATERI ALS ACTUAL CLASSROOM 02579 § *LEVEL ALL GRADES 02579 8 «GENERAL! ALL CANDIDATES 02579 7 *HOURS 1 02579 6 wEVALUATION THE RESPONSE OF THE STUDENTS, 02579 22 *FILE RULES/SCHOOL ORDER MANAGEMENT 02579 9 SEE SERES ELIA, SS SNATCH a FDI F Sa SE hy LT DD SR 2 ROAD JSC a OY *OBJECTIVES 4, TO TRAIN THE TRAINEE Tu DECIDE ON MEANS OF ENFORCING 02580 22 RULES, 02580 23 *PREREQUISITE 1, KNOWLEUGE OF THE BEHAVIORAL SCJENCES 02580 24 *#EXPERJ=NCE THE TRAINEE WILL, IN WRITING, DO EACH OF THE FOLLOWINGS 02580 11 1, STRUCTURE A HYPOTHETICAL INSTRUCTIONAL SITUATION BY 02580 12 SPECIFYING THE LEARNER CHARACTERISTICS 2€,G,, AGE, ABILITY0O2580 13 LEVEL, BACKGROUND, ETC,* AND ENVJRONMENT, 2, DERIVE 02580 14 EXAMPLES OF PUPILS BREAKING STATED RULES, 3, PRESCRIBE 02580 15 PUNISHMENT THAT WILL CHANGE FHE UNDESIRABLE BEHAVIOR TO 02580 16 THE DESIRED BEHAVIOR, 4, EXPLAIN THE RATIONALE BEHIND 02580 17 DECISIONS MADE IN STEP 3 By RELATING HIS DECISION TO 02580 18 PRINCIPLES OF THE BEHAVIORAL SCIENCES, THE TRAINEE WILL 02580 19 DISCUSS HIS DECISIONS WITH THE INSTRUCTOR JN ORDER THAT 02580 20 THE INSTRUUTOR MAY PROVIDE HIM WITH FEEDBACK, 02580 24 «SETTING INDEPENDENT SCHOOL 02580 10 *MATERITALS NONE 02580 § #LEVEL ALL GRADES 02580 «8 «GENERAL ALL CANDIDATES 02580 7 * HOURS {cve2 02580 4 *EVALUATION INSTRUCTOR DECISION 02580 25 *F ILE RULE PRESCRIBE UNDESIRABLE SEHAVIOR BLANK 02580 2? *OBJECTIVES TO TRAIN THE TRAINEE TO DEGIDE ON MEANS OF ENFORCING 02581 22 RULES, 02581 23 wPREREQUYISITE BLANK 02581 24 *EXPERJTENCE 4, THE TRAINEE IS ASSIGNED A HYPOTHETICAL INSTRUCTIONAL 02584 14 SITUATION SPECIFYING LEARNER CHARACTERISTICS 26,G,, AGE, 025814 12 ABILITY LEVEL, BACKGROUND, ETC,* CONTENT AREAS, f 02581 13 OBVECTIVES, AND ENVIRONMENT, 2, THE JNSTRUCTOR SUPPLIES 02581 14 EXAMPLES Qr PUPILS BREAKING STATED RULES, 3, THE TRAINERO2561 15 PRESCRIBES PUNISHMENTS THAT AILL CHANGE THE INSTRUCTIONAL 02581 ay : E BEHAVIOR TY THE DESIRED BEHAVIOR, 4, THE TRAINEE 02581 III-100 *SETTING *MATERIT ALS *LEVEL *GENERAL! * HOURS *EVALUATION #FILE wOBJECTIVES *OBJECTIVES *PREREQUISITE wEXPERTENCE *SETTING wMATERIALS *#LEVEL GENERAL wHOURS 1 wEVALUATION *FILE *OBJECTIVES *PREREQJISITE wEXPERTENCE *SETTING #MATERI ALS wLEVEL *GENERAL! #HOURS wWEVALUAPION wFILE EXPLAINS THE RATJONALE BEHIND THE DECISIONS MADE IN STEP 3, THE TRAINEE WILL DISCUSS H{[S DECISJONS WITH THE INSTRUCTOR IN ORDER THAT THE INSTRUCTOR MAY PROVIDE FEEDBACK, } BLANK SCHUOL EXAMPLES Of PUPIL DEVIATORS FROM STATED RULES ALL GRADES ALL CANDIDATES 1 INSTRUCTOR DECISION RULE DEVIATE PRESCRIBES TO TRAIN THE TRAINEE COMMUNICA TO TRAIN THE TRAINEE TO COMMUNICATE SCHOOL AND CLASS REGULATORY PROCEDURES AND ENFORCEMENTS TU PUPILS, BLANK 41. THE TRAINEE WILL STRUCTURE A HYPOTHETICAL INSTRUCTIONAL SITUATION BY SPECIFYING LEARNER ~ CHARACTERISTICS 2E,G,, BACKGROUND, ABILITY LEVEL, AGE, ETC,* AND ENVIRONMENT, HE WILL DERIVE A LIST THAT COMMUNICATES SCHOOL AND CLASSROOM KEGULATORY PROCEDURES 02581 Q2581 02581 02561 025861 02581 02581 02581 02581 02581 02581 02582 02582 02582 02582 02582 02582 02582 02582 02582 TO KIS HYPUTHETICAL PUPILS, $, THE TRAINEE WILL HAVE AN 02582 AeV TAPE MADE OF HIM EXPLAJNING THE RULES AND RATIONALE OF 02582 THE RULES [0 THE HYPOTHETICAL PUPILS, 4%, HWE JS FREE TO PRACTICE*ERACEsPRACTICE UNTIL HE IS SATISFIED WITH HIS ABILITY, HWE WILL VIEW THE TAPE WITH THE INSTRUCTOR AND WILL RECEIVE FEEDBACK ON HIS ABILITY, OTHER 2SPEULIFY? LABORATORY SCHOOL A*V LABORATORY ALL GRADES ALL CANDIDATES UNSTRUCTOR DECISION A=V LABORATORY REGULAROTY PROCEDURES ENFORCEMENT TO TRAIN THE TRAINEE TO DEGIVE ON MEANS OF COMMUNICATING SCHOOL AND CLASSROOM REGULATORY PROCEUVURES AND ENFORCEMENTS TO PUPILS, BLANK THE TRAINEE IS GIVEN THE FULLOWING DATA FOR AN INSTRUCTIONAL SITUATIONS LEARNER CHARACTERISTICS 2E,G,, BACKGROUND, AGE, ABILITY LEVEL, ETC,% ENV[RONMENT, AND THE CLASSRUOM AND SCHOOL REGYLATORY PROCEDURE AND 02582 02582 02582 02582 02582 02582 02582 02582 02582 02582 02582 02583 02583 02583 02583 025853 92583 02583 02583 ENFORCEMENTS, HE DECIDES THE MEANS OF CUMMUNICATING THESEQD2583 RYVLES TO THE PUPILS AND HAS AN AwV TAPE MADE OF HIMSELF DEMONSTRATING THESE MEANS, AE VIEW THe TAPE AND {F FREE TO ERASE*PRACTICEERASE UNTIL HE [S SATISFIED WITH HIS ABILITY, HE VIEWS THE TAPE WITH THE INSTRUCTOR IN ORDER THAT HE MAY RECEIVE FEEDBACK, INDEPENDENT OTHER 2SPECIFY*® LABORATORY SCHOOL A=V LABORATORY ALL GRADES ALL CANDIDATES he 95 INSTRUCTOR DECISION AeV LABORATORY REGULATORY PROCEDURES ENFORCEMENT III-101 02583 02583 02583 02583 02583 02585 02583 02583 92583 02583 02583 02583 - eOBYECTIVES wPREREQUISITE *EXPERIT ENCE *SETTING #*MATERIALS *LEVEL wGENERAL *HOURS wEVALUATION wwF ILE 1, TO SELECT APPROPRIATE VISUAL AIDS 2, TO PROPERLY USE02584 VISUAL AJDS¢_ | 02584 1, {JS ABLE TO THREAD PROJECTOR 2, KNOWS VARJABLES OF:. 02584 INSTRUCTION 3, KNOWS WHERE TQ OBTAIN FILMS AND 02584 DESCRIPTIONS OF THEM 02584 THE TRAINEE STRUCTURES A HYPOTHETICAL INSTRUCTIONAL 02584 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS 26,G,, 92584 AGE, ABILITY, BACKGROUND, ETC,* CONTENT AREA 2&,G,, MATH, 02584 FRACTIONS, MULTIPLICATION, ETC,* OBJECTIVES AND 02584 ENVIRONMENT, HE THEN SELECTS A FILM CAPPROPRIATEL FOR THEQ2584 SPECIFIED GLASSROOM SITUATION AND JN AN AsV LABORATORY THED2584 TRAINEE HAS A VIDEO TAPE MADE OF HIM TEACHING THE 02584 PROJECTOR, INTRODUCING THE FILM AND SHOWING THE FILM 20R 02584 BRIEF PORTIONS OF [T+ TO a HYPOTHETICAL GROUP OF PUPILS, 02584 HE 1S FREE TO PRACTICEwERASE®PRACTICE, UNTIL HE IS 02584 SATISFIED WITH HIS ABILITY, HE THEN VJEWS THE TAPE WITH 02584 AN INSTRUCTOR AND RECEJVES FEEDBACK REGARDING THE 02584 IMPROVEMENT OF THIS PRACTIGEsTEACHING EXPERIENCE, 02584 OTHER 2SPECIFY* LABORATORY SCHOQL 02584 1: PROJECTOR 2, AwV LABURATORY 3, CATALOGYE OF FILMS 92584 ALL GRADES 02584 ALL CANDIDATES 02584 1 02584 INSTRUCTOR DECISION 92584 MEDIA FILM PROJECTOR BLANK 02584 wOBJECTIVES wPREREQUISITE wEXPER] ENCE *SETTING *MATERTALS *#LEVEL *#GENERAL *HOURS *EVALUATION wFILE TO SELECT FILMS APPROPRIATE FOR CERTAIN CONDITIONS AND 02585 INTRODUCE THE FILMS EFFECTIVELY FOR THESE CONDITIONS, 02585 1, IS ABLE TO THREAD PROJECTOR 2, KNOWS VARIABLES OF 02585 INSTRUCTION 3, KNOWS WHEN TO OBTAIN FILMS AND 02585 DESCRIPTIONS OF THEM, 02585 THE INSTRUGTOR STRUCTURES A HYPOTHETICAL INSTRUCTIONAL 02585 SITUATION BY SPECIFYING LEARNER CHARACTERISTICS 26,6G,, 02585 AGE, ABILITY, BACKGROUND, eETC,* CONTENT AREA 2E,G,, MATH, 02585 FRACTIONS, MULTIPLICATION, ETC,# OBJECTIVES AND 02585 ENVIRONMENT, THE TRAINEE THEN SELECTS A FILM 02585 tAPPROPRIATE( FOR THE SPECIFIED CLASSROOM SITUATION AND INQ2585 AN A#V LABORATORY THE TRAINEE HAS A VIDEO TAPE MADE OF HIM02585 THREADING THE PROJECTOR, INTRODUCING THE FILM, AND SHOWINGO2585 THE FILM 2UR BRIEF PORTIONS OF IT*® TO THE HYPOTHETICAL 02585 GROUP OF PUPILS, HE IS FREE TO PRACTICESERASESPRACTICE, 02585 UNTIL HE IS SATISFIED WITH RIS ABILITY, HE THEN VJEWS THEQ2585 TAPE WITH AN INSTRUCTOR AND RECEIVES FEEDBACK REGARDING 02585 THE IMPROVEMENT OF HIS PRAGTICE#TEACHING EXPERIENCE, 2585 OTHER 2SPECIFY+ LABORATORY SCHOOL 02585 11 PROJECTOR 2, AnV LABURATORY $, CATALOGUE OF FILM 02585 ALL GRADES 02585 ALL CANDIDATES 02585 1 02585 INSTRUCTOR JUDGMENT, 02585 MEDIA FILM PROJECTOR BLANK 02585 wOBJECTIVE wPREREQJISITE wEXPERTENCE TO TRAIN THE TRAJTNEE TO PREPARE INSTRUCTIONAL MEDIA THAT 02586 ARE NEEDED FOR INeCLASS INSTRUCTOR, - 02586 BLANK . 02586 THE TRAINEE STRUCTURE A HYPOTHETICAL INSTRUCTIONAL 02586 SITUATION, SPECIFYING LEARNER. CHARACTERISTICS 2AGE, 02586 ABILITY LEVEL, BACKGROUND, EFC,%, OBYECTIVE, ENVIRONMENT, 02586 AND CONTENT AREAS, THE TRAINEE SELECTS A MAGAZINE ARTICLE02586 III-102 wSETTING *MATERIALS *LEVEL *GENERAL! *HOURS wEVALUATION FILE wOBJECTIVES #PREREQUISITE * EXPERIENCE *SETTINS #MATERI ALS LEVEL GENERAL *HOURS *EVALUATION wFILE #OBJECTIVES wPREREQJISITE wEXPERJENCE THAT IS RELEVANT TQ THE INSTRUCTIONAL OBJECTIVE AND 02586 DUPLICATES THE MATERIAL ON A MACHINE DESIGNED FOR THAT 02586 PURPOSE SO THAT EACH PUPIL WILL HAVE A COPY OF THE 02586 ARTICLE, THE TRAINEE WILL RECEIVE FEEDBACK ON HIS ABILITY02586 AT DUPLICATING MATERIALS FROM HIS INSTRUCTOR AS WELL AS A 02586 SELFeEVALUATION OF THE FINJSHED PRODUCT, 02586 INDEPENDENT SCHOOL j 02586 DUPLICATING MACHINE 02586 ALL GRADES 02586 ALL CANDIDATES 02586 1/2 02586 INSTRUCTOR DEC]S]ON 02586 PREPARING MATERIAL DUPLICATES MACHINE 02586 4. TO TRAJN THE TRAINEE TO PREPARE INSTRUCTIONAL MEDIA 02587 THAT ARE NeBDED FOR IN@CLASS INSTRUCTION 02587 BLANK 02587 THE TRAINEE [S GIVEN-A-HYPOUTHETICAL INSTRUCTIONAL SETTING 02587 IN WHICH THE FOLLOWING IS SPECIFJEDIt LEARNER 02587 CHARACTERISTICS 2F,G,, AGE, ABILITY LEVEL, BACKGROUND, 02587 ETC,* ENVIRONMENT, OBJECTIVE, AND CONTENT AREAS, THE 02587 TRAINEE SELECTS A MAGAZINE ARTICLE THAT JS RELEVANT TO THEO2587 INSTRUCTION AND DUPLICATES THAT MATERIAL ON A MACHINE 02587 DESIGNED FUR THAT PURPOSE IN ORDER THAT EACH PUPIL WILL 02587 HAVE HIS OwN COPY, THE TRAINEE WILL RECETVE FEEDRACK WHEN02587 HE SEES THe QUALITY BY THE FINISHED PRODUCT AND WILL HAVE 02587 A DISCUSSIUN WITH THE INSTRUCTOR ON THIS QUALITY AND THE 02587 APPROPRIATENESS OF HIS CHOSE OF MATERIAL, 02587 OTHER 2SPECIFY*® DUPLICATING MACHINE COLLEGE 02587 DUPLICATING MACHINE 02587 ALL GRADES 02587 ALL CANDIDATES 02587 1/2 02587 INSTRUCTOR DECISION 02587 PREPARING MATERIAL DUPLICATE MACHINE 02587 A PGR AS EE IS CLE LE ERG TS ETN VE I TE TIO ERIN «aa IRR IS TE ES OE SS ESE ED, Be LD ING SEEDY SAE PERT INE Hy 4, TO TRAIN THE TRAINEE TO OBTAIN PROFESSIONAL 02588 INFORMATION ABOUT INSTRUCTIONAL VARIABLES, 02588 BLANK 02588 THE TRAINEE IS TO GO TO THe LIBRARY AND SCAN READING 02588 MATERIALS THAT WILL GIVE HIM PROFESSIONAL INFORMATION 02588 #MATERI ALS © *LEVEL *GENERAL! *HOURS wEVALUATION *FILE ABOUT AN INSTRUCTIONAL VARIABLE OF HIS CHOOSING, HS {1S T002588 DERIVE A LIST OF THE NAMES OF THOSE READING MATERIALS THATO2588 HE FEELS BEST DEAL WITH THIS VARTABLE AND WOULD BE HELPFUL02588 IN THE FUTURE, _THE TRAINEE WILL RECEIVE FEEDBACK ON HIS 02588 CHOISE FROM THE INSTRUCTOR IN A DISCUSSION WITH THE 02588 INSTRUCTOR, 02588 LIBRARY 02588 ALL GRADES 02588 ALL CANDIDATES 02588 4 02588 INSTRUCTOR DECISION 92588 LIBRARY PROFESSIONAL INFORMATION ENVIRONMENTAL 92588 DIMENSIONS 02588 22 9 10 III-103 wOBJECTIVES 1s% TO BE AWARE OF THE NEGESSITY FOR RAUSING CONSE eee Coeur PROFESSIONAL TNFORMATION ON THE VARIABLES OF INSTRUCTION, 02625 2, TO BE ABLE TO OBTAIN PROFESSIONAL INFORMATION REGARDINGO2625 . THE BEHAVIORAL DIMENSIONS OF INSTRUCTION, KEEPING JNFORMED02625 24 ZACQUIRING, RBADINGe STUDYING AND QUESTIONING* ABOUT 02625 25 RESEARCH AND DEVELOPMENT RELAT|VE TO LEARNERS, GROUPS AND 02625 26 TEACHER BEHAVIORS, 02625 27 *PREREGUISITE MUDULE 2565 02625 28 *EXPERIENCE 1, THE TRAINEE IS TO PREPARE a BIBLIOGRAPHY OF 02625 11 PERIODICALS WHICH WILL 8E OF ASSISTANCE IN KEEPING 02625 12 INFORMED ON PROFESSIONAL DEVELOPMENTS IN ELEMENTARY 02625 13 EDUCATION, 2¢ HE IS THEN TO SELECT CURRENT ARTICLES FROM 02625 14 JOURNALS APPEARING ON THIS BIRLIOGRAPHY.AND ABSTRACT THEM-02625 45 3. A STATEMENT IS T9 BE PREPARED» SUGGESTING HOW THE IDEAS02625 16 ESPUUSED IN TRESE PROFESSTONAL ARTICLES COULD BE UTILIZED 02625 17 IN THE CLASSROOMs, SPECIFIC EXAMPLES OF POSSIBLE 0262oR1d UTTLIZATION ARE 10 BE GIVEN, 44 THE INSTRUCTOR WILL 02622012 PROVIDE FEEDBACK ON THIS EXERCISE, 02625 20 *SETTING INDEPENDENT CQLKEGE 02625 10 *MATERIALS 4. LIBRARY OF CURRENT PERLQODIGALS AND JOURNALS ON 02625 5 EDUCATION, 02625 *L EVEL ALL GRADES 02620 no *GENERAL ALL CANDIDATES 02625 7 «HOURS 6 02625 6 *EVALUATION INSTRUCTORSS JUDGMENT, 02625 29 + ett wOBJECTIVES TO BE ABLE 70 SYSTEMATICALLY SREERRE TEACHING AS JHE 02626 19 MANIPULATION OF [NSTRJCTIONAL VARIABLES, T0 BE AWARE OF 02626 20 THE NECESSITY FOR SYSTEMATICALLY OBSERVING TEACHING IN 02626 21 ORDER TO IMPROVE CLASSROOM INTERACTION. 02626 22 *PREREQU,;S|TE 2481-2588 02626 23 *EXPERTIENCE 1, THE TRAINEE IGS GIVEN A COPy OF FLANDERSS INTERACTION 02626 11 ANALYSIS, AN EXPLANATION OF THE INTENT OF THE INSTRUMENT 02626 12 AND DEFINITIONS QF EACH ITEM. 2+ THE TRAINEE IS TO 02626 435 STRUCTURE FIVE HYPOTHETICAL EXAMPLES OF CLASSROOM 02626 14 BEHAVIOR FOR BACH ITEM, 3+ HE IS THEN TO VIEW TAPES OF 02626 15 MICRO=TEACHING EPTSIDES TO BECOME FAMILIAR WITH THE 02626 16 UTILIZATION OF THE INSTRUMENT IN A CLASSROOM SITUATION, 02626 17 4, THE INSTRUCTOR WILL PROVIDE FEBDBACK ON THIS EXERCISE. 02626 18 *SETTING INDEPENDENT COLLEGE 02626 10 wMATERTALS 1, VIDEO-TAPES OF MICRO#TEACHING EPISODES, 2, COPIES OF 02626 5 FLANDERSS JNTERACTION ANALYSIS» AN EXPLANATION OF THE 02626 INTENT OF THE INSTRUMENT AND DEFINITIONS OF EACH ITEM. 02626 *LEVEL ALL GRADES 02626 8 «GENERAL ALL CANDIDATES 026260007 *HOURS 3 02626 6 *EVALUATION INSTRUCTORSS JUDGMENT, 92626 24 FILE CLINICAL BEHAVIORAL STRATEGIES FLANDERSS INTERACTION 02626 9 ANALYSIS 02626 *OBJECTIVES 1, TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02627 19 MANIPULATION OF INSTRUCTIONAL VARIABLES, 2. TO BE ABLE 1992627 20 UTILIZE SYSTEMATIC OBSERVATIONS OF TEACHING IN IMPROVING 02627 24 IIT-104 *PREREQUISITE wEXPERIJENCE *SETTING *MATERTALS *LEVEL *+GENER AL * HOURS wEVALUATION *F ILE CLASSROOM JNTERACTION, 02627 * OBJECTIVES PREREQUISITE wEXPERTENCE *SETTING «MATERIALS *LEVEL *GENER gL * HOURS *EVALUATION *FILE wOBJECTIVES ALL PREVIOUS MODULES 2628 02627 4+ THE TRAINEE {8 ASSIGNED TO OBSERVE A CLASSROOM IN THE 92627 FIELD. 2e THE TRAINEE UTILIZES FLANDERSS INTERACTION 02627 ANALYSIS To CLASSIFY THE VERBAL BEHAVIOR OF THE TEACHER. 02627 3, THIS SYSTEMATIC OBSERVATION SHOULD BE AT LEAST one 02627 HOUR IN LENGTH. aS THE OBSERVATION IS TAKING PLACE, THE 02627 CLASS SESSION JS VIDEO-TAPED., 4. THE TEACHER AND THE 02627 TRAINEE USE THE INTERACTION ANALYSIS AND THE VIDEO-TAPE 1002627 ANALYZE THE TEACHERSS VERRAL REHAVIOR. 02627 INDEPENDENT SCHOOL 02627 1, TEACHER AND CuASS IN THE FIELD TO BE ORSSERVED, 02627 2. VIDEO-TAPE EQUIPMENT, 3. COPIES OF FLANDERSS 02627 INTERACTION ANALYSIS.» 02627 ALL GRADES 02627 ALL CANDIDATES 02627 2 02627 INSTRUCTORMANAGEMENT AND MOTIVATIONtT, AN EXPLANATION OF THE INTENT 02629 OF THE INSTRUMENT AND DEFINITIONS OF EACH ITEM, 02629 * LEVEL ALL GRADES 02629 8 *GENERAL ALL CANDIDATES 02629 7 *HOURS 3r4 02629 6 *EVALUATION InSTRUCTORSS JUDGMENT, 02629 26 #F ILE CLINICAL BEHAVIORAL STRATEGIES HENDERSONSS INFLUENCE 02629 9 TECHNIQUES. 02629 x OBJECTIVES 1, TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02630 20 MANIPULATION OF INSTRUCTIONAL VARIABLES, 2. TO BE ABLE 026350 21 TO UTILIZE SYSTEMATIC OBSERVATIONS OF TEACHING IN 02630 22 IMPROVING CLASSROOM INTERACTION. 026350 23 wPREREQUISITE MODULE 2629 02630 24 wEXPERTENCE 1+ THE TRAINE& IS ASSIGNED TO OBSERVE A CLASSROOM IN THE 92630 11 FIELD, 2» THE TRAINEE UTILIZES HENDERSONSS INFLUENCE 02630 12 TECHNIQUES INSTRUMENT*®=MANAGEMENT TO CLASSIFY THE VERBAL 02630 13 BEHAVIOR OF TWE TEACHER. $3, THIS SYSTEMATIC 02630 14 OBSERVATION SHOULD BE AT LEAST ONE HOUR IN LENGTH. AS THEO2650 15 OBSERVATION IS TAKING PLAGE, THE CLASS SESSION IS VIDEO- 026350 16 TAPED, 4, THE TEACHER ANN THE TRAINEE USE THE INFLEUNCE 92630 17 TECHNIQUES INSTRUMENT AND THE VIDEQ=TAPE TO ANALYZE THE 026350 18 TEACHERSS VERBAL BEHAVIOR, 02630 49 *SETTING INDEPENDENT SCHOOL 02630 40 *MATERIALS 1, TEACHER AyD CLASS Ij THE FIELD To BE OBSERVED, 02630 5 2, VIDEO-TAPE EQUIPMENT, 3, GOPIES OF HENDERSONSS 02630 INFLUENCE TECHNIQUES INSTRUMENT"MANAGEMENT,. 02630 *LEVEL ALL GRADES 02630 8 *GENERAL ALL CANDIDATES 02630 7 *HOURS 2 02630 6 #EVaLUyTION INSTRUCTORSS JUDGMENT, 02630 25 #F ILE CLINICAL BEHAVIGRAL STRATEGIES HENDERSONSS INFLUENCE 02630 9 TECHNIQUES 02630 SEBS 20S BST TY ODL TIE CREST TE TR RL OPIS API DEP ET RES NMI NOES ETO SP ERM T EI REET LE EIS OES TAL A ELLE EIT TELE SE LOE *OBJECTIVES 1, TO BE ABLE TO SYSTEMATICALLY ORSERVE TEACHING AS THE 02631 24 MANIPULATION OF JNSTRUCTIONAL VARIABLES. 2. TO BE ABLE 02631 25 TO UTILIZE THE SYSTEMATIC OBSERVATIONS OF TEACHING IN 02631 26 IMPROVING THE TEACHERSS [NFLUFNCE TECHNIQUES IN MANAGEMENTO2631 27 *PREREQUISITE MUDULE 2639 02631 28 *EXPERIENCE 1. THE TRAINEE IS aSSIGNED TO OBSERVE AND TO INSTRUCT A 02631 11 CLASS IN THE FIELN. 2. THE TEACHER UTILIZES HENDERSONSS 92631 12 INFLUENCE TECHNIQUES INSTRUMENT*MANAGEMENT TO CLASSIFY THEO2631 15 VERBAL BEHAVIgR gF THE TRAINEE AS HE INSTRUCTS THE PUPILS 02631 14 ACCORDING TO A PREPARED LESSON PLANy 3, THIS SYSTEMATIC 02631 15 OBSERVATION SMQULN BE AT LEAST 1/2 HOUR IN LENGTH. AS THE0D2631 16 OBSERVATION IS TAKING PLAGE, THE CLASS: SESSION IS VIDEO+ 02631 17 TAPED, 4, THE TEACHER ANA THE TRAINEE USE THE INFLUENCE 02651 18 FECHNIQUES INSTRUMENT=MANAGEMENT AND THE VIDEO-TAPE TO 02631 19 ANALYZE THE TRAINEESS VERRAL REHAVIOR IN THE CLASSROOM ANDQ2631 20 COMPAKE THIS BEHAVIOR TO THE TEACHERSS IN THE PREVIOUS 02631 21 III-106 SETTING *L EVEL *GENERAL *MATERIALS *HOURS *EVALUATION *F ILE MODULE, 5, THE INSTRUCTOR WILL ALSO PROVIDE FEEDBACK ON THIS PRACTICE TEACHING EXERCISE. SMALL GROUP 2%-128 STUDENTS* SCHOOL ALL GRADES ALL CANDIDATES 4+ TEACHER AND CLASS IN THE FIELD TO BE ORSERVED, 2, V{DEO-TAPE EQUyPMENT, 3, COPYES OF HENDERSONSS INFLUENCE TECHNIQUES INSTRUMENT=MANAGEMENT, 1 INSTRUCTORSS JUDGMENT, BLANK 026351 02631 026351 026351 02631 026351 02631 02631 026351 02631 02631 22 25 10 29 AL EL AEE LET TPO A IRE SLE SADT TENE EE ELIE SO MEER BS NDE LILI, STELLA LT IBA ESSE SIRT TG ER 5A IT SH BA PM RG LSE ASE AMD ESA RET TTS PRE NE S ET *QOBJECTIVES *PREREQUISITE *EXPERITENCE *SETTING *MATERTALS *LEVEL *GENERAL *HOURS *EVALUATION *FILE *OBJECTIVES *PREREQGUISITE *EXPERTENCE *SETTING *MATERTALS de TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02632 MANIPULATION OF INSTRUCTIONAL VARIABLES. 2. YO BE ABLE [19026382 UTILIZE SYSTEMATIC OBSERVATIONS OF TEACHING IN IMPROVING CLASSROOM [NTBRACTION, 2631 4+ THE TRAINEE IS ASSIGNED TO OBSERVE A CLASSROOM IN THE FIELD, 2+ THE TRAINEE UTILIZES HENDERSONSS INFLUENCE TECHNIQUES INSTRUMENT=-MOTIVATION TO CLASSIFY THE VERBAL BEHAVIOR OF THE TEACHER, 3. THIS SYSTEMATIC OBSERVATION 02632 02632 026352 02652 92632 02632 02632 SHOULD BE AT LEAST ONE HOUR IN LENGTH. AS THE OBSERVATIONQ 2632 IS TAKING PLACEs THE CLASS SESSION IS VIDEO-TAPED. 4. THED26352 TEACHER AND THE TRAINEE USE THE INFLUENCE TEGHNIQUES INSTRUMENT ANB THE VIDEO-TAPE TO ANALYZE THE TEACHERSS VERBAL BEHAVIOR, SMALL GROUP 24-12 STUNDENTS+ SCHOOL 4» TEACHER AND CLASS IN THE FIELD TO ABE ORSERVED, 2e VIDEO-TAPE EQUIPMENT, $, COPIES OF HENDERSONSS INFLUENCE TECHNIQUES INSTRUMENT~~MOTIV,TION. ALL GRADES ALL CANDIDATES 2 INSTRUCTORSS JUDGMENT, CLINICAL BEHAVIORAL STRATEGIES HENDERSONSS INFLUENCE TECHNIQUES 1, TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE MANIPULATION OF INSTRUCTIONAL VARIABLES. 2. TO BE ABLE TO UTILIZE THE SYSTEMATIC OBSERVATIONS OF TEACHING IN IMPROVING THE TEACGHERSS INFLUENCE TECHNIQUES IN MOTIVATION, 2632 14+ THE TRAINEE IS ASSIGNED TQ OBSERVE AND TO INSTRUCT A CLASS IN THE FIEEN, 2. THE TEACHER UTILIZES HENDERSONSS INFLUENCE TECHNIQUES [INSTRUMENT--MOTIVATION TO CLASSIFY THE VERBAL BEMAVIoR oF THE TRAINEE AS HE INSTRUCTS THE PUPILS ACCRODING TO A PREPARED LESSON PLAN. 3, THIS SYSTEMATIC OBSERVATION SHOULD BE AT LEAST 1/2 HOUR IN LENGTH, AS THE OBSERVATION IS TAKING PLACE, THE CLASS SESSION IS VIDEO#TAPED. 4+ THE TEACHER AND TRAINEE USE THE INFLUENCE TECHNIQUES {NSTRUMENT&=-MOTIVATION AND THE VIDEO"TAPE TO ANALYZE THE TRAINEESS VERBAL BEHAVIOR IN THE CLASSROOM AND COMPARE THIS BEHAVIOR TO THE TEACHERSS IN THE PREVIQUS MgDVLE. 5+ THE INSTRUCTOR WILL ALSO PROVIDE FEEDBACK ON THIS PRACTICE TEACHING EXERCISE. SMALL GROUP 24-12 STUDENTS+ SCHOOL 4+ TEACHER AND CLASS IN TWE FYELD TO BE OBSERVED, 2s VIDEO-TAPE EQUIPMENT, 3. COPIES OF HENDERSONSS III-107 02632 02632 02632 02632 026352 02632 02632 02632 02632 02632 026352 026352 026352 02633 02633 02633 02655 02633 02635 02633 02633 02633 02633 02633 02633 02633 02633 026335 02633 02633 02633 026335 026335 026353 026335 20 21 22 25 24 be uh 13 14 ils) 16 17 18 19 INFLUENCE TECHNIQUES INSTRUMENT*"MOTIVATION. 026335 *L EVEL ALL GRADES 02633 8 *GENERAL ALL CANDIDATES 02635 7 *#HOURS 1 02633 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02633 30 wF ILE CLINICAL BEHAVIORAL STRATEGIES HENDERSONSS INFLUENCE 02633 9 TECHNIQUES, 02633 *OBJECTIVES 1, TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02634 19 MANIPULATION QF INSTRUCTIONAL VARIABLES. 2, TO BE AWARE 02634 20 OF THE NECESSITY FOR SYSTEMATICALLY OBSERVING TEACHING IN 02634 21 ORDER TO IMPROVE CLASSROOM COMMUNICATIONS, 02634 22 *PREREQUISITE 2633 02634 23 *EXPERTENCE 1, THE TRAINEE IS GIVEN A COPY OF BELLACKSS COMMUNICATION 02634 11 CLASSIFICATION, AN EXPLANATION OF THE INTENT OF THE 02634 12 INSTRUMENT AND DEFINITIONS OF EACH ITEM, 2+ THE TRAINEE 02634 15 IS To STRUCTURE FIVE HYPOTHETICAL EXAMPLES OF CLASSROOM 02634 14 BEHAVIOR FOR EACH ITEM. 3. HE JS THEN TQ VIEW TAPES OF 02634 15 MICRU@TEACHING ERISIVES TQ BECOME FAMILIAR WITH THE 02634 16 UTILIZATION OF THE INSTRUMENT IN &A CLASSROOM SITUATION, 02634 17 4, THe INSTRUCTOR WILL PROVIDE FEEDBACK ON THIS EXERCISE. 02634 18 *+SETTING INDEPENDENT COLLEGE 02634 10 *MATERIALS te VIDEO-TAPES OF MICROFTEACHING EPISODES, 2. COPIES OF 02634 95 BELLACKSS COMMUNICATION OF MEANING INSTRUMENT» AN 02634 EXPLANATION OF THE INTENT OF THE INSTRUMENT AND 026354 DEFINITIONS OF EACH ITEM, 02634 #L EVEL ALL GRADES 02634 8 *GENERAL ALL CANDIDATES 02634 7 *HOURS $ 02634 6 wEVALUATION INSTRUCTORSS JUDGMENT. 02634 24 *FILE CLINICAL BEHAVIQRAL STRATEGIES RBELLACKSS COMMUNICATION 02634 9 CLASSIFICATION * 02634 *OBJECTIVES 1. 10 BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02635 19 MANIPULATION OF [NSTRUCTIANAL VARIABLES, 2. TO BE ABLE 02635 20 rOU UTILIZE SYSTEMATIC OBSERVATIONS OF TEACHING IN 02635 21 IMPROVING CLASSROOM COMMUNICATIONS, 02635 22 *PREREQUISITE MODULE 2634 02635 23 *EXPERTENCE d+ THE TRAINEE IS aSSJGNEM TO OBSERVE a CLASSROOM IN THE 92635 11 FIELD. 2e THE TRAINEE UTILIZES BELLACKSS COMMUNICATION 02635 12 CLASSIFICATION TO CLASSIFY THe VERBAL BEHAVIOR OF THe 0265513 TEACHER, 3. THIS SYSTEMATIC ABSERVATION SHOULD BE AT 02635 14 LEAST ONE HOUR IN LENGTH. AS TRE OBSERVATION IS TAKING 02635 15 PLACE, THE CLASS SESSION {S VIDEO=TAPED. 4. THE TEACHER 02635 16 AND THE TRAINEE USE THE INSTRUMENT ANDO THE VIDEO#TAPE TO 02635 17 ANALYZE THE TEACHERSS VERRAL REHAVIOR,. 02635 18 *SETTING SMALL GROUP 241-12 STUDENTS*t SCHOOL O26S5a4% *MATERIALS 1, TEACHER AND CLASS TO BE OBSERVED, 2, VIDEOQ-TAPE 02635 5 EQUIPMENT, 3,» CUPIES OF RELLACKSS COMMUNICATIONS 02635 CLASSIFICATION, 02635 e¥LEVEL ALL GRADES 02635 8 GENERAL ALL CANDIDATES 02635 7 *HOURS 02635 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02635 24 *F ILE CLINICAL BEHAVIORAL STRATEGIES BELLACKSS COMMUNICATION 02635 9 CLASSIFICATION 02635 III-108 #OBJECTIVES 1, TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02636 24 MANIPULATION OF INSTRUCTIONAL VARIABLES, 2. TO BE ABLE T9002636 25 UTILIZE THE S¥STEMATIC OBSERVATIONS OF TEACHING IN 02636 26 IMPROVING CLASSROOM COMMUNICATIONS AND TEACHING STRATEGY. 02636 27 *PREREQUISITE 2635 02636 28 wEXPERTENCE 1+ THE TRAINEE IS ASSIGNEN TO OBSERVE AND TO INSTRUCT A 02636 11 CLASS IN THE FIELD. 2. THE TEACHER UTILIZES BELLACKSS 02656 12 COMMUNICATIONS CLASSIFICATION TO CLASSIFY THE VERBAL 02636 13 BEHAVIOR OF THE TRAINEE AS HE INSTRUCTS THE RUPILS 02636 14 ACCORDING TO A PREPARED LESSON PLAN, 3, THIS SYSTEMATIC 02636 45 OBSERVATION SWOULD BE AT LEAST 1/72 HOUR IN LENGTH. AS 02636 46 THE OBSERVATION IS TAKING PLACE» THE CLASS SESSION IS 02636 17 VIPEO=TAPED, 4. THE TEACHER AND THE TRAINEE USE THE 02636 18 COMMUNICATIONS CLASSIFICATION AND THE VIDEO-TAPE TO 02636 19 ANALYZE THE TRAINEESS VERBAL REHAVIOR IN THE CLASSROOM 02656 20 AND COMPARE THIS REHAVIOR TO THE TEACHERSS IN THE PREVIOUSO2¢36 21 MyDULE, 5, TWE IySTRUCTgR WILL ALSO PROVIDE FEEDBACK pn 02636 22 THIS PRACTICE TEACHING EXERCISE. 02636 23 *SETTING SMALL GROUP 24-12 STUDENTS+ SCHOOL 02636 10 *MATERTALS 14+ TEACHER AND CLASS IN THE FIELD TO BE ORSERVED, 02636 5 2e VIDEO-TAPE EQUIPMENT. 3, COPIES OF BELLAGKSS 02636 COMMUNICATIONS CLASSIFICATION, 02636 *LEVEL ALL GRADES 02636 8 *GENERAL ALL CANDIDATES 92636 7 *HOURS 1 92636 6 *wEVALUATION INSTRUCTORSS JUDGMENT, 02636 29 FILE CLINICAL BEHAVIORAL STRATEGIFS BELLACKSS COMMUNICATION 02636 9 CLASSIFICATION, 02636 LSE IES LE TE TT II TI a EE I RETIRE BEC LD LIENS TE BET EGE SLES EE EE BE Bf SE SRE A EN GSES ST ERS ES x OBJECTIVES 1, TO BE ALBE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02637 20 MANIPULATION OF INSTRUCTIONAL VARIABLES, 2. TO BE AWARE 02637 21 OF THE NECESSITY FOR SYSTEMATICALLY OBSERVING TEACHING 02637 22 IN ORDER TO IMPROVE CLASSROOM INTERACTION, 02637 23 *PREREQUISITE 2636 0263/7 24 * EXPERIENCE 14+ THE TRAINEE IS GIVEN A COPY OF GUILFORDSS ANALYSIS OF 92637 41 THE TYPES oF CONTENT» AN EXPLANATION OF THE INTENT OF THE 02637 12 CLASSIFICATION AWD DEFINITIgNS gF EACH ITEM. 2. THE 02637 13 TRAINEE IS TO STRUCTURE FIVE HYPOTHETICAL EXAMPLES OF 02637 14 CLASSROOM BEHAVIUR OF EACH ITEM. 3, HE IS THEN TO VIEW 02637 15 -TAPES OF MICRO-TEACHING EPISOMES TO BECOME FAMILIAR WITH 02637 16 THE UTILIZATION GF THE CLASSIFICATION IN A CLASSROOM 02637 17 SITUATION, 4% THE INSTRUCTOR WILL PROVIDE FEEDBACK ON 02637 18 THIS EXERCISES 02637 19 *SETTING INDEPENDENT SCHOOL 02637 10 *MATERIALS 4+ VIDEO-TAPES OF MICRO*TEACHING EPISODES, 2. COPIES OF 92637 5 GUILFORDSS ANALYSIS UF THE TYPES OF CONTENT» AN 92637 EXPLANATION OF THE INTENT OF THE CLASSIFICATION AND 0263/7 DEFINITIONS oF EACH ITEM 02637 *LEVEL ALL GRADES 02637 8 *GENERAL ALL CANDIDATES G2657, 7 *HOURS 34 02637 6 * EVALUATION INSTRUCTORSS JUDGMENT, 02637 25 *FILE CLINICAL BEHAVIGRAL STRATEGIES GUILFORDSS STRUCTURE OF 02637 INTELLECT, 02637 OBJECTIVES 1, TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02638 20 MANIPULATION OF INSTRUCTIONAL VARIABLES. 2. TO BE ABLE 02638 21 TO UTILIZE SYSTEMATIC OBSERVATIONS OF TEACHING IN 026358 22 IMPROVING CLASSROOM INTERACTION AND STRATEGIES. 02638 25 *PREREQUISITE 2637 02638 24 III-109 wEXPERTENCE 1, THE TRAINE® IG ASSIGNED TO OBSERVE a. CLASSROOM IN THE 02638 11 FIELD, 2+ THE TRAINEE UTILIZES GUILFORDSS ANALYSIS OF THE02638 12 TYPES OF CoNTENT To CLASSIFY THE VERBAL BEHAVIOR OF THE 02638 13 TEACHER, 3, THIS SYSTEMATIC OBSERVATION SHOULD BE AT 02638 14 LEAST ONE HOUR IN LENGTH. AS THE OBSERVATION IS TAKING 02638 15 PLACE, THE CLASS SESSION ¢~S VIDEO=TAPED,. 4. THE TEACHER 02638 16 AND THE TRaINRE USE THE ANALYSIS OF THE TYPES OF CONTENT 02638 17 AND THE VIDEQ®TARE To ANALYZE THE TEACHERSS VERBAL 02638 18 BEHAV LOR+ 02638 19 «SETTING SMALL GROUP 24212 STUDENTS? SCHOOL 02638 10 «MATERIALS 4+ TEACHER AND CLASS IN THE FIELD TO BE ORSERVED, 02638 5 2, VIDEO-TAPE EQUIPMENT, 3. COPIES OF GUILFORDSS 02638 ANALYSIS oF THE TYpES oF GONTENT. 02638 +LEVEL ALL GRADES 02638 8 *GENERAL ALL CANDIDATES 02638 7 *#HOURS 3 02638 6 *EVALUATION INSTRUCTORSS JUDGMENT, 02638 25 *FILE CLINICAL BEHAVIGRAL STRATEGIES GUILFORDSS STRUCTURE OF 02638 9 INTELLECT, 02638 *OBJECTIVES i. TO BE ABLE TO SYSTEMATICALLY OBSERVE TEACHING AS THE 02639 24 MANIPULATION OF INSTRUCTIONAL VARIABLES, 2. TO BE ABLE 1002639 25 UTILIZE THE SYSTEMATIC OBSERVATIONS oF TEACHING IN 02639 26 IMPROVING CLASSROOM INTERACTION AND STRATEGIES. 02639 27 *PREREQUISITE 2636 026359 28 *EXPERTENCE ie THE TRAINEE IS ASSIGNEN TO OBSERVE AND TO INSTRUCT A 02639 41 CLASS IN THE FIEEN. 2. THE TEACHER UTILIZES GUILFORDSS 02639 12 ANALYSIS OF THE TYPES OF CONTENT TO CLASSIFY THE VERBAL 02639 15 BEHAVIGR OF THE TRAINEE AS HE INSTRUCTS THE PUPILS 02639 14 ACCORDING TO A PREPARED LESSON PLAN, 3, THIS SYSTEMATIC 02639 15 OBSERVATION SHOULD BE AT LEAST 1/2 HOUR IN LENGTH. AS THE026359 16 GBSERVATION IS TAKING PLAGE. THE CLASS: SESSION IS VIDEO= 02659 47 TAPED, 4, THE TEACHER AND THE TRAINEE USE THE ANALYSIS 02639 18 OF THE TYPES OF CONTENT AND THE VIDEO*TAPE TO ANALYZE THE 02639 19 TRAINEESS VERBAL REAAVIOR IN THE CLASSROOM AND COMPARE 026359 20 THAIS BEHAVIOR TO THE TEACHERSS IN THE PREVIOUS MODULE. 02639 21 5, THE INSTRUCTOR WILL ALSO PROVIDE FEEDBACK oy THIS 0263S 22 PRACTICE TEACHING EXERCISE. 02639 23 *SETTING SMALL GROUP 24-12 STUDENTS; SCHOOL 02639 10 *MATERJALS 4¢ TEACHER AND CkLASS IN THE FIELD TO BE OBSERVED, 02639 5 ge VIDEO-TAPE EQUIPMENT, 3. COPIES OF GUILFORDSS ANALYSIS02639 OF THE TYPES OF GONTENT. 02639 *LEVEL ALL GRADES 02639 8 *GENERAL. ALL CANDIDATES 02639 7 *HOURS 4 02639 6 wEVALUATION INSTRUCTORSS JUDGMENT, 02639 29 *F ILE CLINICAL BEHAVIQRAL STRATEGIES GUILFORDSS STRUCTURE OF 02639 9 INTELLECT, 02639 *OBJECTIVES TQ BECOME AWARE OF HOW LITTLE IS OBSERVED WHEN OBSERVATIONO2640 16 IS UNSYSTEMATIC, 02640 47 *PREREQUISITE NONE 02640 18 wEXPERTENCE 1, THE TRAINEE I§ ASSIGNEM TO OBSERVE AN ACTUAL CLASSROOM 02640 11 FOR ONE HOUR. 22 THE TRAINEE IS To REPORT TQ HIS FELLOW 02640 12 TRAINEES ON TWE EMOTIONAL CLIMATE OF THE CLASSROOM HE 02640 13 OBSERVED, BEFORE GOING INTO THE CLASSROOM, THE TRAINEE 02640 144 IS NOT TOLD TO ATTEND TO EMOTIONAL CLIMATE. 02640 15 *SETTING LARGE GROUP OTHER 2SPECIFY* CLASSROOM SCHOBL 02640 10 wMATERTIALS BLANK 02640 5 Sok eevee aS © ADRES ARR MECECLAS. ETE ane con CO III-110 *LEVEL «GENERAL *HOURS wEVALUATION *FILE *OBJECTIVES *PREREQUISITE wEXPERIENCE *sETTING *MATERTALS *LEVEL *GENERAL #HOURS wEVALUATION *F ILE wOBJECTIVES ALL GRADES 02640 ALL CANDIDATES eat 2 02640 INSTRUCTOR JUDGMENT ae 02640 OBSERVATION G&MOTIONAL! CLIMATE FIELD 02640 TO BECOME AWARE OF HOW LITTLE IS OBSERVED WHEN OBSERVATIONO2641 1S UNSYSTEMATIC, 02641 2640 02641 1, THE TRAINEE RETURNS TO HIS ASSIGNED CLASSROOM FOR ONE 02641 HOUR. THIS TIMEs HOWEVER, HE IS TOLD IN ADVANCE THAT HE 02641 iS TO ATTEND To EMOTIONAL CLIMATE. 2. THE TRAINEE IS TO 02641 REPORT TO HIS FEkKLOW TRAINEES ON THE EMOTIONAL CLIMATE OF 02641 THE CLASSROOM HE OBSERVES, 3. THE INSTRUCTOR WILL 02641 QUESTION THE TRAINEE REGARDING THE EVIDENCE HE HAS FOR HIS02641 EVALUATION OF EMOTIONAL CLIMATE» 02641 LARGE GROUP OQTHER 2SPECIFY* CLAS§ sCHOOL 02641 BLANK 02641 ALL GRADES 02641 ALL CANDIDATES 02641 2 02641 INSTRUCTQR JUDGMENT 02641 UBSERVE EMOTIONAL CLIMATE PREPARED 02641 ES _ DE PTI STR EFS ETE ERT ED LIE ERI OOTP SETI SEW FRE TEE RR ER = ERE BRITS AEA IN ELR IS 2 KEELE LBP LE ELE EINE ELT ITE EN EE RED ER ENE OEE SE 10 BECOME AWARE OF 4OW MUCH CAN BE OBSERVED WHEN 02642 OBSERVATION IS SYSTEMATIC, 02642 2641 02642 *PREREQUISITE wEXPERITENCE *SETTING «MATERIALS *LEVEL wGENERAL *# HOURS xEVALUATION FILE *OBJECTIVES *PREREQUISITE *wEXPERTENCE 1. THE TRAINEE RETURNS TO HIS ASSIGNED CLASSROOM FOR ONE 02642 HUUR. THIS TIME THE TRAINEE TAKES WITH HIM AN INSTRUMENT 02642 DESIGNED TO EVALUATE EMOTIONAL CLIMATE. THE INSTRUMENT 02642 WILL BE AN ADAPTATION OF THE EMOTIONAL CLIMATE SECTION OF 02642 THE CLASSR9QOM GBSERVATIQN CODE DIGEST USED BY CORNELL, 02642 LINDVALL, AND SAUPE,. IT WILL. CONSIST OF! A LEST OF PUPIL 02642 AND TEACHER BEHAVIORS WHICH REFLECT EMOTIONAL CLIMATE AND 02642 THE TRAINEE WILL GHECK EACH BEHAVIOR THAT HE OBSERVES. 02642 2, THE TRAINEE IS TO REPORT To KIS CLASSMATES ON THE 02642 EMQTIUNAL CLIMATE oF THE GLASSROOM HE gBSERVED. HE IS TQ 02642 USE THE DATA WE GATHERED aS EVIDENCE FOR THE DESCRIPTION 02642 HE PRESENTS, THE INSTRUCTOR WILL PROVIDE THE TRAINEE WITHO2642 FEELBACK REGARDING THE INCREASING ACCURACY OF HIS 02642 SUCCESSIVE REPORIS. 02642 LARGE GROUP OTHER 2SPECIFY, CLASS 02642 INSTRUMENT 92642 ALL GRADES 02642 ALL CANDIDATES 02642 3 02642 INSTRUCTOR JUDGMENT. 02642 OBSERVE EMOTIONAL CLIMATE INSTRUMENT 92642 ST ILE IE TL RIO LS EERE IED IES ALE OLE BITE SLL SELLE BOLLE LEE SAE EDIE LL ELL NEES LIEGE SPELLS SLIDE LDL LON IED ES AVE LEE NIE SE PE PEELE TU TRANSLATE OBSERVATIONS OF REHAVIOR JNTO RECOMMENDATIONSO2645 FOR BEHAVIOR. 02643 MODULE 2642 02643 4+ THE TRAINEE IS TO TRANSLATE THE OBSERVATIONS HE MADE 02643 IN 2642 INTO CONCRETE PROPOSALS FOR IMPROVING HIS QWN 92643 TEACHING. HE IS TO WRITE A REPORT SHOWING HOW SYSTEMATIC 02643 OBSERVATIONS OF HIS OWN TEACHING BEHAVIOR CAN BE USED TO 026435 FORMULATE RECOMMENDATIONS FOR IMPROVING HIS TEACHING, 02643 2, THE INSTRUCTOR WILL DISCUSS THE REPORT WITH THE TRAINEED 26435 III-111 AND PROVIDE HIM WITH FEEDBACK, 02643 47 wSETTING INDEPENDENT SCHOOL "Terao, Pao jue PUCOammaa wMATERTALS BLANK 02643 5 *LEVEL ALL GRADES ovbds.. » (Oi. eb soeee *GENERAL ALL CANDIDATES 02643 7 «HOURS 2 ee Ay > ee eer Boren wEVALUATION INSTRUCTOR JUDGMENT. 02643 21 FILE OBSERVE REPORT EMOTIONAL CLIMATE IMPROVED TEACHING ~~~ 92643 9 r » F iy ty } wre et III-112 THE SIMULATION LABORATORY In this program model, simulation materials and equipment are primarily constructed around television recording equipment to be augmented over time by an expanding set of motion-picture cartridge materials and other appropriate equipment. The known and tested uses of television recording, as specified in the clin- ical teaching experience sequence and the "'self-other"' experi- ences, thoroughly justify a substantial investment in television recording and Super-8 film cartridge equipment, The develop- ment plan calls for continually selecting TVR episodes which should be made available (via cartridge films) to more trainees. Thus, over time, the use of TVR would become more restricted to those experiences wherein visualized feedback (mirroring) is vital. The use of motion picture forms of simulated experiences and simulated tasks would increase. It is also expected that commercial sources will significantly increase the variety and quality of materials suitable for the clinical simulations as projects such as the Indiana University INSITE (Instructional Systems in Teacher Education) mature. Particular acknowledgment is made of the role played by Dwight W. Allen and his colleagues at Stanford University in the development of the concept and methodology of micro- teaching. The lack of materials for simulation in teacher training has been significantly offset by the development of this semi-simulated procedure which depends less on pre- 13 Arthur H. Rice, Four Years of INSITE. (Bloomington, Indiana: Indiana University, School of Education, Undated. ) 14 D. W. Allen, Micro-Teaching: A Description. Stanford California: Stanford University, School of Education, 1966) TIT-113 existing materials (software) than it does on the hardware configuration (suitable for recording any given small-group instr uctional task). The versatility of micro-teaching makes us very hopeful for its continued development and expanded usefulness in the program model. An excellent summary of the basic idea and procedure involved in micro-teaching is given in Professor Perlberg's paper for the American Society of Engineering Education. Micro-teaching is a teaching encounter scaled down in class size and time. Micro-class size is usually three to six students and includes a five-to twenty-minute lesson. The purpose of micro-teaching is to provide prospective student teachers with a substantial amount of actual teach- ing practice preceding their entrance into student teaching in their assigned school. This is done with optimum control and evaluation procedures without jeopardizing the learning of regular classroom pupils. The micro- teaching process takes place usually in "teaching laborator- ies.'' The student teaches micro-lessons to micro-groups, practicing mainly with a specific skill for each lesson, such as the ability to lecture, ask questions, lead a discussion, demonstrate, etc. III-114 The lesson is taped and the student teacher views the tape immediately after the presentation. He analyzes his performance with the aid of a supervisor's critique and written feedback on an evaluation questionnaire completed by the students in the laboratory classroom. In some cases, he plans an "improved" version of the same lesson and re- teaches it immediately to another micro-laboratory class. 15 In other cases, he will re-teach the lesson after a few days. Further suggestions and reservations about the use of tele- vision in teacher education are provided, by the AACTE volume Teacher Education and the New Media. SELF-OTHER AFFECTIVE DEVELOPMENTS Teaching teachers to care and to love has been an elusive problem. The art of teaching seems to depend heavily upon the capability of the teacher to relate warmly to others. A self- other relationship of trust and confidence rests upon empathy and compassion. It is not enough to be able to react sympthe- tically; the teacher must have enough security and self-under- standing that he is neither easily threatened nor easily frustrated. Training toward these capacities has, at best, been intuitively attacked through methods more commendable for their good intentions than for their predictable results. 1 16 Arye Perlberg and David C. O'Bryant, "Video Recordings and Micro-Teaching Techniques to Improve Engineering Instruction". (Paper presented to American Society for Engineering Education, Los Angelos, 1968.) H. Schueler, C. S. Lesser and A. L. Bobbins, Teacher Education and the New Media. (Washington, D. C.: American Association of Colleges for Teacher Education, 1967). IiI-115 The following discussion concerns an application of procedures originally developed and extensively tested in the area of counselor training that holds important promise for effectiveness in the self-other relationship development needed in teacher education. The use of television to present simulated encounters and to provide feedback to the trainee concerning his own behaviors under the simulated conditions constitutes a relatively inexpen- sive and highly potent use of this important medium. INTERPERSONAL PROCESS PHASE Methods have been developed and validatea? ‘ at Michigan State University which significantly improve the ability of educators to communicate effectively with pupils and adults. This phase of the program model is based largely on those methods, though not limited to them. Where appropriate the methods are used in their original (i.e. validated) form. Where variations seem to be appropriate they are employed but with- out changing the essential nature of the methods and so, in all likelihood, not changing their validity. The experiences described are divided into three major areas: 1) The Teacher Trainee as a Mature Adult, 2) New Experiences, and 3) The Mature Adult as a Teacher. Each experience builds on knowledge and skills presumed to have been learned in a preceding experience. The experiences are to teach the trainee to be more aware of his typical reactions to others; to improve his ability to relate to others; to make him a generally more mature person, better acquainted with and more capable of dealing with many different kinds of people of all ages;to be able to present himself to students as aworildly - wise secure, mature model of adulthood; and mt Results of controlled studies are reported in Kagan & Krathwohl, Studies in Human Interaction, 1967, Michigan State University; which research was performed pursuant to a grant with the Office of Education, U. S. Department of Health Education and Welfare (Grant No. OE 7- 32-0410- 270). ITI-116 to help him to recognize quickly and understand clearly the cognitive and affective impact he has on those he teaches, the impact they have on him and to be able to adjust his behavior accordingly. These are the goals of this aspect of the program model. In other areas of the program model the trainee will have learned a good deal about various content areas. He will have learned how to present material to pupils so that they are likely to learn and to become excited about learning. The trainee will have learned much about typical and atypical child dynamics and development and about appropriate and effective activities for pupils of various ages, stages and conditions. Trainees in all likelihood will not have learned to recognize and understand the kinds of interpersonal situations which they themselves have difficulty dealing with. They will not have learned to recognize their own ways of blocking out communica- tion with others or their own ways of subjectively perceiving certain aspects of their environment. They may not have been given an opportunity in their own family, community or formal education to examine and deal with important general aspects of life around them. They will not have been given training in examining the unique effects they and the material they are presenting has on individual pupils and the impact individual pupils and classroom situations have on the teacher trainee. These important behaviors and skills for a teacher are developed in this area of the program model. BASIC METHOD DESCRIPTION AND DEVELOPMENT Since 1963 research sponsored in large part by the U. S. Office of Education, Department of Health Education and Welfare, has sought to determine the effectiveness of a specific method of using video technology for the solution of a variety of counsel- or education, teaching, learning and physician-patient problems. The methods and projects grew out of a general awareness that there are many situations where a counselor or a teacher seeks to have a beneficial effect on one or more persons. Surely they could do a better job if they could more accurately ascertain what the other person thinks and why he behaves as he does. III-117 The counselor needs to understand better what the client really means by what he is saying, and the teacher needSto understand better a pupil's dynamics to adjust his behavior accordingly. What means have psychologists and teachers used to probe man's internal state? They have used psychological tests which purport to measure relatively gross aspects of the subject's personal and interpersonal drives and patterns, but none that predict or explain the meanings and dynamics of a subject's behavior at a given moment in time or in a given encounter. For example, a counselor might be able to ascertain that a client has rather high dependency needs but he could not reliably interpret the meaning of the client's anger at a counselor ona given day or his coyness on another. The teacher knows that John's IQ is high but this does not necessarily help him under- stand John's apparent stupidity in learning a particular rule or principle. Psychological tests are helpful but a more precise means of interpreting specific and situational (e.g. classroom) behavior is needed. This project initially grew out of this need to provide more accurate means of interpreting behavior. Clearly we needed to find better ways to gain knowledge about underlying thoughts and feeling in human interaction. Why not simply ask participants to introspect and report their own underlying motives, attitudes and feelings? Wundt was among the early introspectionists who trained people to report what was going on in their minds. But Wundt and others observed that many things are forgotten, that the subjects in general are unlikely to recall more than the major details. They do not report things of which they were not conscious at the time they were undergoing the experience. Because it is difficult for a person both to introspect and to interact with another person in a normal manner at the same time, we wondered if there was a way of permitting the mind to interact with a situation at one time and to introspect on the re- action at another time. We concluded that if we could give a subject enough cues to help him relive the experience, we could explore in depth later, the thoughts, feelings, changes in thoughts and feelings, meanings of various gestures and expressions, and III-118 when and what a student was learning at various points in the interaction. Benjamin S. Bioomeeand his associates (Bloom, 1954) studied classroom interaction by using audio tape recordings as the means of recreating the original situation. After audio-tape recording class discussion, individuals were called back and segments of the recorded discussion were replayed. The tape was stopped at what appeared to be significant points and the subject was asked to recall what was going through his mind at that point. The reports of these investigations suggested that the recordings aided many individuals in reliving their orig- inal experiences. The richness of detail in their reports led us to believe that this method had great promise. A student could report, for instance, that at the instant when the tape was stop- ped he happened to be gazing out the window and a red fire engine came cruising down the street. Recall instances of this kind, irrelevant to the main theme of the class lecture or discussion, added further credence to the belief that this method did indeed provoke rather accurate and detailed imagery of the previous events. As we pondered the possibilities of using this method for our problem, it occurred to us that the likelihood of complete reliving of the experience would be increased if as much of the original experience as possible were presented to the subject. Video tape would permit us to provide the maximum number of verbal and nonverbal cues to the individual for recreating the original situation, and would allow immediate replay. It also seemed possible that as we gained experience with the media we could train educators or clinicians to help a subject relive and report what he recalled. The immediate video tape replay with remote stop-start control, coupled with a person specially trained and experienced in helping a subject to relate his recalled thoughts and feelings, are the two dimensions which are the heart of our methodology. The name Interpersonal Process Recall (IPR) was coined to describe the process. soap Sree RR 1S, enjamin S. Bloom ITI-119 Although several variations have since been developed, our initial experimentation was structured in the following manner: two people (teacher and pupil, counselor and client, or physician and patient; i.e. supervisor and supervisee) conduct an interview or session within a specially constructed video-tape installation in the College of Education. The sound proofed room looks like a counseling office with comfortable chairs and attractive end tables. The cameras are pre-set and unmanned so that a min- imum of distraction exists. As the interview is enacted the two participants are videotape recorded on a '"'split-screen" with the head and torso, head-on view enlarged as much as the screen permits. Immediately after the session is concluded one of the participants leaves the room and a third person, the recall worker or "interrogator" who has had training in stimulat- ing participant recall, enters the room and a playback of the session is conducted. Either the third person or the participant may stop the playback to discuss the participant's recalled thoughts and feelings and to elaborate meanings. The interrogation sessions are also recorded for subsequent study. (Cf. Fig. 1 and 2, photos@lijn2yc3 ~and)4) Photo 1.-- The TV camera is behind the hole being pointed out. Itis visible, but not obvious. ITI-120 FIGURE l IPR ROOM subject monitor one-way mirror i r Observation and Videorecorder mage trainee | subject a re NE NS SSS CLEEEUONEDSRUEN NSS CES Videotape Recorder Fig. 1: Televising of session yields split-screen videotape recording of participants inter- action. The TV cameras are behind partitions in the corners of the studio, the TV monitor for playback is against the middle wall. Middle wall also contains one-way mirror so that inter- rogator may observe the session while it is being recorded EiteT21 FIGURE 2 IPR ROOM Trainee CONTROL ROOM mage »subjec rainele Videotape Recorder Fig 2: Upon completion of the session (Fig. 1) one of the participants leaves room and is replaced by interr- ogator. The videotape is played back to IPR room. Videotape is started and stopped by remote control switch by either interrogator or participant. III-122 Photo 3.-- The split- screen image is shown as it appears on video tape. Iit=-123 Photo 2.-- A coun- selor (left) anda student (right) are in position in the IPR studio and recall room. The micro- phone and telephone are between them. Photo 4. -- the student and an interrogator are shown watching a re- play. The box in the student's hand contains an "'off-on!"! switch which controls We believe that the introduction of a third person interroga- tor into the dyadic relationship to conduct the videotape recall sessions for one or, for special purposes, both of the participants is basic to obtaining significant data and learning from video recall. The interrogator's function is to faciliate the participant's self-analysis of his underlying thoughts, feelings, images, expectations and general pattern of interaction in the original dyad -- it is not to establish another relationship like the one being reviewed. He tries to keep the participant's attention focused on the feelings or the content of the original relation- ship not on the interrogator. He helps the participant relive the original experience and talks only about what transpired then. The subject needs to be encouraged to pay attention to the T.V. monitor as much as possible and to the third person interrogator as little as possible. The questions the interrogator asks are very brief to keep the participant focused on the T.V. monitor. Although practice and skill are needed by the interroga- tor to help the subject recognize his underlying feelings, he needs to structure carefully his relationship with the participant and act more like a clinical interrogator than like a counselor III-124 the video tape recorder. or ateacher. Because this third person must delimit his clinical function to actively probing the immediate past, we originally chose the name ''interrogator" to describe his role. Usage of the term, despite its negative connotation, has persisted. Interrogators who are most effective in assisting participants to recalland examine thoughts and feelings are usually people who have themselves beenthrough the process as participants. As one might expect, interrogators recruited from counselor education programs tend to encourage participant recall of affect; interrogators recruited from teacher education programs tend to focus more on recall of thought processes. Regardless of professional interest it appears that the effective interrogator must posses perceptive abilities and empathic qualities. As more experience with the process was gained clearer different- iation was made between the roles of teacher or counselor and interrogator. First, the interrogator is not as concerned as the teacher or counselor with the total dynamics of the subject but rather with teaching the participant how to interrogate himself and how to gain insight through the '"'self-confronting'' experience afforded by videotape. No attempt is made to relate the recalled thoughts and feelings to the participant's life in general. Only the relation- ship on videotape is studied, although major elements of the dynamics within that relationship are sought. Thus the inter- rogator usually encourages the participant to deal with basic recurring or persistent fears, thoughts, aspirations etc., rather than spend much of the interrogation session focusing in on one or two responses or gestures. Second, whereas a teacher or counselor may ordinarily allow the subject freedom to '"'set the pace,"' the interrogator tends to "push" for greater clarity in describing and understanding specific behaviors. Since the interrogator has the videotaped behavior, he may choose to examine any response by asking the subject to stop the playback and to elaborate the meaning of a piece of behavior the interrogator considers important. Through interrogation the participant can become intensely -aware of his own behavior, thoughts and personal idiosyncrasies The more he examines himself in interaction, the more he may III-125 consciously choose to alter or redirect his behavior with others. It is the interrogator's function to create within the subject this "intense awareness of his own behavior'! in one relationship. It is in the counseling or teaching relationship that the subject uses that ''awareness" to enter a new relation- ship with the counselor or teacher or indeed to modify his total life patterns. As experience with IPR interrogations was gained, it seemed to be helpful if subjects were given an explanation which might help them understand the purpose of the process, especially since helping participants to become self-interroga- ting seemed the most productive way to help them toward self-exploration and insight. At the beginning of each recall session, and repeated as necessary, the following assumptions are made explicit to subjects before recall is begun: 1 We know that the mind works faster than the voice. 2. As we talk with people, we think of things which are quite different from the things we are talking about. Everyone does this and there is no reason to feel embarrassed or to hesitate to ''own up to it" when it does occur. 3. We know that as we talk to people, there are times when we like what they say and there are times when we are annoyed with what they say. There are times when we think they really understand us and there are times when we feel they have missed the point of what we are saying or really don't understand what we were feeling or how strongly we were feeling something. 4. There are also times when we are concerned about what the other person is thinking about us. Sometimes we want the other person to think about us in ways which he may not be. 5. If we ask you at this moment just when you felt the (teacher/counselor) understood or didn't understand LiI-126 your feelings, or when your mind ''wandered" or when you were confused, or when you felt you were making a certain kind of impression on him, or when you were trying to say something and it came out quite differently from the way you wanted it to, it would probably be very difficult for you to remember. With this T.V. playback immediately after your session, you will find it possible to recall these thoughts and feelings in detail. Stop and start the playback by means of the switch as often as you remember your thoughts and feelings. The recorder is on remote control so that you are not troubling anyone no matter how often you stop and start the playback. As you remember thoughts and feelings, stop the tape and tell me what they were. "! Subjects appear to differ widely in their abilities to engage in this process. While some become involved rather easily, others need to be prompted, for example, ''I know that's what you said, but what were you feeling as you said it?" The interrogator encourages the subject to talk about what he likes about his behavior in the original session as well as what he dislikes. The image the subject maintains or wants to maintain about himself often is revealed during the interroga- tion session. The interrogator may gradually expand the field of recall into subtler dynamics, ''What did you want the other to think or feel about you?'"' Generally, this last "mirror image expectation'' seems quite a fruitful area for recall, although it is also a difficult area for some people to deal with. Subject involvement in the interrogation process, then, develops around: 1. His feelings - their origin and development within the session. 2. His thoughts - their origin and development within this session. 3. The way he sees himself - the things he likes, dis- likes and fears about himself. ue a ney 7 4, The way he would like the other to see him. 5. The way he believes the other actually does see him. Thus the interaction between interrogator and subject is structured to enable the participant to become aware of his behavior in a dyadic relationship just previously conducted. VARIATIONS EMPLOYED FOR TEACHER PREPARATION The IPR technique described above provides a method in which a teacher trainee can learn about the impact he had on a pupil by observing or listening later to a recording of the pupil's recalled thoughts and feelings. Likewise the pupil learns much about his own behavior by reviewing a viceo playback with the help of an interrogator. We observed that learning and practicing the role of interrogator seemed to help one learn to be more effective with others, especially when one is in a counselor-like role. One variation of the basic I P R technique is to encourage teacher trainees, at an appropriate stage in their training, to serve as interrogators in recall sessions with the subjects of other teaching trainees. We found that teachers often "know"! more about the dynamics and behavior of the student they had had a session with than one might have believed by watching the session. Although a number of other factors could be at work, this phenomenon is associated with the teacher's own early socialization. (e.g. '' It isn't nice to confront or contradict someone, they may get angry...,'' or '' I was afraid to take a chance, to trust my perception...'') We often found it useful, especially early in the training process, to do recall with the teacher trainee. Often this process helped the neophyte recognize the ways in which he avoided dealing with important facets he knew were working and to plan more appropriate behaviors in the future. For III-128 example, typical beginning teacher conducts a very tense tutor- ial session in which he spoke rapidly, did not listen to or seem to understand the pupil's questions, and in which the pupil eventually seemed to give up trying to follow the rapid fire lecture. In recall the trainee looked at himself and said, "I'm scared - but I'm working so hard to keep from showing I'm scared that I'm not really listening to him--I'm so wound up in protecting myself from his seeing how scared I am--but, just look at me--anyone could tell Iwas scared stiff--he could too--I should have told him, maybe then at least, I wouldn't have had to devote so much energy to listening (and so unsucc- essfully at that).'' Recall with the trainee alone has thus become an important variation of the basic IPR process. We found that it was possible for an interrogator to teach both participants (teacher and pupil) how to engage each other in more open direct communication. The interrogator conducts a recall session using a videotape depicting both participants. Both remain present but the teacher is asked to sit in the back of the room, out of the pupil's field of vision. Gradually the interrogator involves the teacher and ''monitors" a new dialogue betwen the two participants so that they are encouraged through recall to honestly tell each other about the thoughts, feelings, and meaning behind their various statements and man- euvers.in the recalled session. Once the teacher has been involved in active participation in the recall process, the interrogator suggests that he exchange seats with him. The recall session continues with the interrogator assuming less and less control. The new openness seems to promote subject growth under certain conditions of teacher readiness. One of the most exciting variations we have developed combines IPR and simulation of interpersonal processes. This variation grew out of an attempt to make the IPR procedure more effective. The extent to which there is recall material which lends itself to the identification of subject interpersonal style or the solution of the subject's problem depends largely on the quality of the interview. In some instances the inter- views are intense and contain a great deal of interaction about matters of concern to the participants, but in other instances the sessions may stay on the surface of a problem for some III-129 time and be very bland exchanges. Often during a dyadic session neither the trainee nor the pupil is face-to-face with threatening interpersonal relationships which are most difficult for him, so the recall session can not really deal with the full intensity of the client's difficulties in interpersonal relationships. If a trainee was exposed to various kinds and degrees of emotional situations, if his reactions to these situations were videotaped, and if after each such exposure he was given the opportunity to view his behavior with an interrogator via IPR, could not the learning process be accelerated? Would not examples of the trainee's own reactions to a series of planned behaviors serve as a very potent stimulus for the exploration of behavior and affect? It occurred to us that confrontation by the trainee with his own videotaped reactions to a series of planned behaviors of another might serve as a sort of microscope on the type of affect elicited by that part- icular behavior of the other. The first step was to determine through our previous experience with teacher trainees the most common kinds of concerns they had. We surveyed large numbers of teacher trainees to determine the kinds of classroom situations they felt they would be least able to cope with. We also determined the kind of adult-to-adult situations which were of concern to trainees. The next step was to train professional adult actors and to select elementary and junior high school pupils to portray different types of affect with varing degrees of intensity, but to avoid use of words which indicate a specific situation or "story.'' Each ''actor'' was instructed to direct a particular emotion (rejection, affection, hostility, etc.) at an imaginary individual directly behind the camera lens so that the resultant image looks directly at the viewer. The adult actors were encouraged to interpret individually the given emotion; they were not restricted to a written script but were told the kind of effect their behavior was to have on the viewer. (e.g., directions given to the actor for one acene were, ''We want the person you are talking to to feel as if he has done something III-130 terrible to you. You are frightened of him, yet can no longer restrain the hurt you feel. Don't specifically state what has been done to you, only that something has been done to you by the viewer which has been very destructive to you.'') The vignettes portray aggression (both hostility and affection) and fear of aggression hostility and affection. Each of the four emotions is portrayed in four to seven filmed scenes which can beused as diciete entities, although they do progress from mild to very intense degrees of feeling for each emotion. The four emotions are: 1. Hostility -- the scenes have an ''I reject you" tone, progressing in four separate scenes from a very subtle, tone in the first to an intense expression of hostility in the fourth. 2. Affection-- this series of five scenes proceeds from a warm, cordial acceptance to seductive overtures. 3. Fear of Hostility--this series portrays ''You've rejected me, you've hurt me," beginning with a mildly hurt reaction and culminating in a scene where the actor indicates he is completely emotionally de- vastated by something the subject has said or done. 4. Fear of Affection --this series portrays ''Please stay away, your overtures scare me,'!' beginning with a smiling ''no thank you" reaction and culminating in hysterical fear. The children were given similar freedom but were encour- aged to direct their statements to an imaginary teacher. Thus a Negro girl stares at the viewer and angrily challanges"... Teach, if you'r big enough to sit me down, you sit me down!" III-131 FIGURE 3 Trainee ON RO ROOM eer. rainep actor Videotape Recorder Fig 3: Film of actor or pupil portraying emotion is shown via Veto trainee in viewing room. Trainee behavior while watching film is combined with the film to provide a Split-screen videotape recording for examination in recall. Whenever physiological measures are used, an additional camera records the measures on the same split-screen recording. ILII-132 FIGURE 4 IPR ROOM CONTROL ROOM raineg actor i Videotape Recorder Fig 4: Upon completion of a series of emotional vignettes, trainee is joined by interrogator (int.). A split screen videotape of trainee behavior while watching emotional vignettes and emotional vignette is played back to the viewing room. Videotape is started and stopped by remote control switch by either interrogator or trainee. TII-133 Photo 5.-- A film- © ed actor engages in : threatening behav- ior with a trainee. Photo 6.--Trainee and film are video-recorded. In this case, trainee's heart rate was also recorded (faint white dot below) actors left forearm). III-134 Photo 7. -- Coun- selor and trainee watch replay. Switch in trainee's hand controls video tape recorder. These films are shown to individual subjects who are instructed to imagine that the person they see is talking directly and privately to them (fig. 3). As the subject views the vignette, he is videotaped (Photograph 5). In a further refinement of the process we use wireless remote transmission devices to record a subject's physiological reactions on the same tape as is the trainee and the actor he is watching (Photograph 6). Thus on replay the subject can see himself reacting to the other’! and his bodily reactions as he reacts during the simulated encounter. (The physiological measures are usually recorded from an oscilloscope and appear as a white dot crossing the bottom of the T.V. screen.) At the conclusion of the simulation experience a super- visor or counselor who is trained in interrogation enters the room (Fig. 4). The videotape of the subject's reaction to the emotional vignettes is replayed, and recall of his thoughts lo chus for both heart rate and a new-approach to the measure- ment of skin conductance have been most useful. (See Thomas Adams, ''Human Ecrine Sweat Activity and Palmar Electical Skin Resistance'', Journal of Applied Physiology, Vol. Z0 3 No. 5, Sept 1965) Tit-135 and feelings serves as a basis for a session with the interroga- tor (Photograph 7). Most subjects have had little difficulty in involving them- selves with the actors or the pupils even when large groups have viewed the films in well-lighted rooms. For example, a male subject in his mid-twenties, viewing a ''rejection'' scene where the adult actor threatens to physically attack the viewer, talked to the screen, challenging the actor to follow through. Such involvement, followed by IPR sessions on their reactions seems to have enabled subjects to gain rapid insight into what is probably their typical reactive behavior to intense or threat- ening interpersonal situations. For example, a teen-age female subject, viewing her reactions to a rejection sequence of increasingly intense scenes, noted that she laughed late in the sequence. ''At first I was mad---when he came on mild- --but here I couldn't help but laugh. I've learned to do this with my Mom; whenever she hits me I sing or laugh to burn her up... If I tell people off, I feel guilty later, but if I just laugh at them I don't feel guilty.'' A teacher trainee viewing a child crying and accusing the teacher trainee of having been the cause exclaimed, "that's the kind of thing I'm most fright- ened of... what would I do...''and her own eyes teared. It appears that a person's reaction to simulated intense emotional threat is not qualitatively different from the emotions he per- ceives frequently in the course of his daily encounters, and that analysis of these reactions has important implications for the person's general behavior or classroom behavior. Initial case study results have suggested that confrontation with simulated reactions within the IPR process accelerated the ability to perceive, differentiate and gain insight into one's reactions to others. In addition simulation has the advantage of providing a standard stimulus to all trainees to react to and to discuss. Simulation can be used early in a trainee's program, providing him with "interaction" without risking harm to a pupil because he has not been adequately prepared. The physiological feedback seems to add so much to the trainee's ability to relive his feelings that the need for an interrogator is lessened until he can finally be eliminated altogether. III-136 These variations of the IPR technique are the basic tools we use to accomplish the goals of this part of the teacher preparation program model. NEW EXPERIENCES As we experimented with helping educators become more aware of their interaction with children and adults and better able to modify their behavior we realized that more was need- ed by most young trainees in order to achieve our goals. It appeared to us that we had helped trainees to learn a good deal about what they can and should say in interacting with children. They also had learned much about more effective ways to relate with pupils. Our activities were designed to influence what the teacher says and what the teacher does, but more work was needed to influence what the teacher is. The problem became one of helping the young trainee become more experienced as a human being--a person who is not afraid of life, who has a good deal of inner strength based on successful experiences and worldly knowledge. We wanted to help a trainee become not merely "tolerant" of differences among pupils of different backgrounds or with unusual charact- eristics, but ready to understand, and relate to such pupils with a knowledge and appreciation of the pupil's situation. In essence, we wanted to help the trainee become a more three dimensional being to serve children as a model of mature adulthood. The experiences and activities described here will not need to be experienced by all trainees. A trainee who has already had the kind of experience described will not be asked to participate in that experience. Discussion with the trainee's academic advisor will determine areas in which the neophyte's involvement might be of value. These activities are based on the observation that many trainees are quite ignorant of important subgroups in society today. Knowledge about these groups, along with experience in relating with members of such groups, might help the III-137 trainee overcome any fears he may have based on the ''strange- ness"! of the subgroup. The trainee will be provided an opportu- nity to learn about the hippie culture, the drug culture, the "oay'! world and a variety of groups segregated because of color or ethnic background. The trainee will be helped to get a close look at a variety of ''different'' people in different situations, such as inmates, institutionalized teenage delin- quents, homosexuals, psychotics, prostitutes, the aged, and retardates. Trainees will also become better acquainted with the Jet Set, Old Money, life in the black ghetto, the police culture, the rural south, Jewish neighborhoods, Polish town, Greek town, and Mexican, Puerto Rican and American Indian monasteries. Another kind of maturing experience designed to help the trainee be and feel more experienced and more competent as an adult can be gained through helping him face some of the facets of life which are often frightening to young trainees because of their age or family background. We will help acquaint trainees with the physical and emotiona! experiences associated with giving birth, watching someone die, and witnessing surgery or autopsy. We will provide medical information about cancer, venereal disease, birth control, sexuality and even sexual orgasm. We will provide experiences designed to help a trainee learn to feel more deeply beauty and joy associated with aesthetic, interpersonal and religious experience. Experiences will be provided to enable the teacher trainee to experience an intimate sharing of feelings with other people, so that he is less frightened of revealing himself or hearing other people reveal their feelings. The trainee will be helped to discover also that he has the strength to survive alone, that he could be psychologically ''abandoned" and survive for a time. Such knowledge as described here will be provided through a variety of resources, educational media, and real life experiences as appropriate and feasible. In some cases, teacher trainees will visit communities to interview people; for other experiences, they will observe others interviewing; sometimes information will be told to them, they will be asked to read books, or they may be shown films and video tapes. ITI-138 Experiences will be carefully supervised to avoid unnecessary shock or boredom and to provide the trainees with ample opportunities to discuss the meaning of the experience they have had. Program Overview-- The Interpersonal Process Phase of the Program Model is designed to move the trainee from less to more complex experiences, from situations which are less real (simulation) to more real, and from general life roles to specific teacher roles. These are accomplished by using the methods described in a system which progresses so that specific subgoals are accomplished. This entire phase has three major units. The first unit is entitled The Trainee as Mature Adult. Here we help the trainee to become more and more aware of his interpersonal behavior with other adults. We provide opportunities for him to discover new modes of behavior and to practice them. Simulation with adult-to -adult films as stimulus is followed by groups of trainees discussing their reactions to the stimulus--how they felt, what they typically do when they feel that way, and what they would prefer to do when they feel that way. The next simulation €Xperiences are video-recorded, and followed by a recall and interrogation session. Succeeding sessions involve simulation with video and physiological record of condi- tions followed by recall. The trainee now sees not only his physical appearance but also can study changes in his heart rate and palmar skin conductance. In the next series of experiences in this first unit simu- lation is also used but not via film. The trainee is asked to describe himself to another person as fully and honestly as he can. The session is video recorded and the trainee has a recall session, followed by another session with the same person in which he tries to use the knowledge he gained during the recall session to communicate with the other person more clearly and effectively. Physiological measures are made during the new session and at the conclusion the trainee watches a replay of his behavior and physiological processes so that he can evaluate his own behavior. III-139 Thus far the trainee has been learning and experimenting with his own behavior without the added stimulus of the recall of the 'other''. The next steps introduce this variable. Two trainees tell each other, in turn, the difficulties each has found in communicating with other people, and esvecially the kinds of interpersonal stress which trouble him. This is followed by a recall session in which both participants are joined by an interrogator. After the recall session the partici- pants are asked to describe again their difficulties in communi- cating to each other but this time to try to revise their behavior in ways which suggested themselves during the recall session. At the completion of this first unit the trainee should be ready to enter into relationships with greater comfort and effectiveness. He should be able tO recognize fully his reactions to people and should be capable of honest communication with others. At this point the unit entitled New Experiences is appropriate. Through direct experiences, observation and reading the trainee is acquainted as much as possible with various subcultures within our society and with the other experiences already described. The trainee devises a schedule of activities after consultation with his supervisor or advisor. The final unit in this phase of the program is entitled, The Mature Adult as Teacher. Here is a series of activities which helps the trainee become keenly aware of his relation- ship with pupils and children to help him recognize his typical reactions to their typical and atypical behavior, and to learn about children's reactions to him. Finally, opportunities for the trainee to practice new behaviors are provided. The first session in this unit requires that the trainee view stimulus films of pupils ''talking'"' to the trainee. Trainees will be encouraged in small groups to discuss their feelings, probable reactions and alternative reactions possible in ''dealing" with each stimulus film scene. In the next experience a pair of trainees view a new series of films under video-record conditions and then engage ina mutual recall session. In the next experience each trainee watches the remainder of the films under video and physiological-record conditions, and then reviews a playback of the video tape. III-140 The next session is simulated but not via film. Trainees work in teams, with one teaching the other something he knows and which he thinks might interest his partner. A video play- back and mutual recall session follows. In the next session the teacher-trainee conducts a real tutorial session with a pupil from a local elementary school. A second teacher trainee assumes the role of interrogator and conducts a recall session with the pupil. Later, when the second trainee conducts a tutorial session with another pupil, the first trainee acts as interrogator of tne second pupil at the end of his partner's session. During these recall sessions the trainee who conducted the tutorial either observes the recall session through the one- way mirror, or he may request that an audio recording be made of the recall session for him to study at a later time. The next sessions are designed to help the trainee learn to establish more open honest communication patterns with pupils so that the child feels free to tell the teacher what he under- stands and what he does not, what excites his curiosity and what does not. The trainee conducts a tutorial session under video record conditions. At the conclusion he and the pupil conduct a recall sessionin which they try to reveal to each other the impact they had on each other--when they were talking to each other and when they were ''missing'' each other. At the end of the recall session a second tutorial is immediately engaged in so that both trainee and pupil may try to deal with each other more effectively than before. This concludes Unit Three. A total of approximately 17 hours will be needed for Unit one and 12 hours for Unit three. The time for Unit two is depen- dent on each trainee's needs and could range from 1Qhours to 600 hours. RESOURCES REQUIRED The following materials will be required for each IPR facility built. Each such facility is capable of accomodating a total of 85 trainees each year, assuming that the facility is not used for other purposes but including allowances for time loss due to mechanical failure. If evenings and weekends are used, then a total of 150 trainees can use each facility per year. III-141 1Telemetric, (remote broadcast) unit, electrodes, pre- amplifier 1Constant-voltage D-C bridge, pre-amplifier, electrodes 3EIA remote cameras with fixed lenses 1 Special effects amplifier 1 16 mm sound projector 1 Audio mixer 2 Audio tape recorders 2 Twin 8''monitors 2 Consoles 3 Camera mounts 1 Ampex VR 5000 Cables and connectors Video and Audio Ratchfields and Cords 1 Remote stop-start switch 1 EIA sync. Generator 2 Oscilloscopes Unit one should be completed early in a trainee's training period, Unit two could be completed slowly throughout the training period, and Unit three should immediately precede the trainee's actual supervised practicum experiences. III-142 Each IPR facility should have two 1/2 time graduate assistants drawn from the ranks of doctoral students in teaching or counseling. They should coordinate all use of the facility, schedule experiences for the candidates , recruit pupils for the tutorial sessions, con- duct interrogation sessions whenever a non-trainee interrogator is called for, and schedule routine equipment maintainance and repair. An administrative assistant and a professor released 1/2 time should be provided for overall coordination and evaluation if more than 1 but less than 5 IPR units are needed. If more than 5 units are needed the full time of a professor will be required. III-143 TOTALS TS TANNIN FI eXcheNErwUnenseacueisariemcens fe tran cna eee Te TO EXPLAIN AND EXPERIENCE THE RATIONALE FUNCTION AND — 00776035 wOBJECTIVES TECHNIQUE OF INTERROGATION, 00776036 ePREREQUISITES NONE ; 00776037 *EXPERIENGE FIRST THE RATIONALE, FUNCTION, AND TECHNIQUES OF INTERROm 00776014 GATION ARE EXPLAINED, (SEE INTRODUCTION) THEN VIDEO 00776012 TAPED INTERVIEWS AND TUTORIAL SESSION ARE PLAYED, THE 00776013 INTERROGATUR IS ASKED TO IDENTIFY PLACES IN THE INTERVIEW 00776014 WHERE HE MjGHT ENGQURAGE A SWVBYECT TO STOP (ASSUMING 00776014 THAT THE SUBVECT DID NOT STOP: AT THOSE POINTS BY HIMSELF) ,00776016 HE IS ASKED TO EXPLAIN WHY HE CHOSE TO STOP AT THAT POINT 00776017 AND WHAT HE MIGHT ASK THE SUBVECT AT THAT POINT, EFFORTS 00776018 $e ARE MADE TO DEVELOP THE TRAINEESS SENSITIVITY TO SPECIFIC 00776019 CUES WHICH ASSIST THE INTERROGATOR IN RECOGNIZING VERBAL 00776020 AND NONVERBAL COMMUNICATION WHICH MIGHT BE EFFECTIVELY 00776023, USED IN THe INTERROGATION SESSION, THEY ARE TAUGHT 00776022 THAT ABRUPT SHIFTS IN THEME OURING THE SESSION SHIFTS 00776028 IN BODY POSTURE, CHANGES IN VOICE LEVEL, TONE OR PACE, USE00776024 OF VOCABULARY WHICH DESCRIBES INTENSE AFFECT CHANGES {N 00776025 VISUAL FOCUS (ESPECIALLY GLANCES IN WHICH EITHER PERSON 00776026 CLEARLY MISINTERPRETED THE OTHER OR APPEARED TO NOT HEAR 00776027 THE OTHER» INAPPROPRIATE AFFECT SUCH AS LAUGH FOLLOWING A 00776028 SERIOUS COMMENT, AND SIMILAR CUES MAY BE INDICATIVE OF 00776029 HEIGHTENED UNDERLYING EMOT{ONALITY OR DIFFICULTIES IN 00776030 UNDERSTANDING ARE OFTEN PRUDWCTIVE TIMES To STOP THE 00776030 PLAYBACK, NEXT, EACH JNTERROGATORe TRAINEE [S SHOWN FILMS 00776032 AND VIDEOTAPES DEMONSTRATING VARIOUS INTERROGATION SES» 00776033 SIONS, HE IS ENCOURAGED Tu CRITIQUE THE TAPES, 00776034 wSETTING COLLEGE = SMALL GROUP 00776010 wMATERIALS FILMS 00776005 LEVEL ALL GRADES 00776008 *GENERAL: ALL CANDIDATES 00776007 *HOURS 4 00776006 wEVALUAFION TO BE ABLE TO IDENTIFY VERBAL AND NONeVERBAL COMMUNICATI000776038 eEVALUATION TO BE ABLE TO IDENTIFY VERBAL: AND NON=VERBAL 00776039 COMMUNICATIONS, 00776040 *FILE INTERPERSONAL RECALL INTEYROGATION TRAISI5G SENSITIVITY 00776009 RRS SS ES SRD AE SLE EAR A SEE RES | IDE ER RBS 5 ISB REIT EI AML EE RTE ROS OS LG EE TMD SEIS SESE ELE OE TNIS TRAINEES WILL HAVE BEGUN Tuo CONSIDER THE KINDS OF INTER= 00777022 #OBJECTIVES PERSONAL SITUATIONS WHICH ARE TROUBLESOME TO THEM, THE WAYQ0777023 IN WHICH THEY TYPICALLY COPE WITH SUCH SITUATIONS, THEY 00777024 WILL HAVE LISTENED TO THEIR PEERS DESCRIBING THEIR WAYS OF 00777025 RESPONDING AND SO THE CANDIDATE WILLL HAVE LEARNED 00777026 SOMETHING ABOUT WAYS OF COPING OTHER THAN HIS OWN, 00777027 *PREREQJISITES THIS MODULE MAY PRECEDE MUDJLE 779 00777027 wEXPERIENCE SETTING *MATERIALS LEVEL * GENERAL! TRAINEES WATCH FILM ENTITLED STOCK = REWECTION 1, SCENE 1 007770114 AT CONCLUS{ON OF SCENE PUPILS ARE ASKED BY INTERROGATOR 00777012 (GRADUATE ASST,) HOW THE AGTOR MADE THEM FEEL, AFTER 00777013 THIS IS DISCUSSED HE ASKS THEM HOW THEY TYPICALLY REACT 00777014 WHEN THEY FEEL THAT WAY, PINALLY THEY 4RE ASKED FO 00777044 CONTEMPLATE ALTERNATIVE WAYS IN WHICH THEY MIGHT BEHAVE, 00777016 THEY ARE THEN SHOWN STOCK = REJECTION PASSIVE, SCENE ¢& 00777017 AND AGAIN A DISCUSSION AS ABOVE FOLLOWS, THIS PROCESS 00777018 CONTINUES UNTIL ALL OF THE FIRST 2 SCENES IN GACH OF THE 00777019 STOCK AND vICKI FILM SERIES IS COMPLETED AND EACH 00777020 HAS BEEN DISCUSSED, 00777024 BLANK 00777010 FILMED SEQUENCES OF STOCK aND VICK] =» CURRENTLY AVAILABLE 00777005 IN IPR LIBRARY, 00777006 ALL GRADES 00777008 ALL CANDIDATES 00777007 {T1144 *HOURS 4 HOURS » 4 SESSIONS OF 4 HR, EACH, ONE WEEK APART 00777006 *EVALUATION EVALUATION OF THIS AND NEXT 4 MODULES CAN BE DETERMINED, 90777029 SUBJECTIVELY AND INFERENTIALLY BY THE ASSISTANT 00777030 PROFESSOR LEADING EACH DISCUSSION, HOWEVER, 00777034 A MORE SPECIFIC (THOUGH STILL! SUBJECTIVE EVALUATION CAN 8600777032 MADE BY EXAMINING THE CONTEXT OF MODULE 789 00777033 *FILE EMOTIONAL REACTION COPING BEHAVIOR INTERPERSONAL SELFe 00777009 ANALYSIS 007770 ree eres en eeereeeeeeeeeeneeneeeasemnEeenneE *OBJECTIVES IN ADDITION TO LEARNING MORE ABOUT HIS COPING TECHNIQUES 00778020 AND SUBJECTIVE REACTIONS Ty MORE INTENSIVE STIMULI THAN INQ0778024 THE PRECEDING MODULE, THE TRAINEE WILL HAVE LEARNED WHAT 00778022 HE LOOKS LIKE UNDER INTERPERSONAL STRESS SIMULATION, HE 09778923 WILL HAVE HAD AN OBJECTIVE VIEW OF HIMSELF, TYPICALLY 00778024 TRAINEES LEARN THAT THEY ARE MORE TRANSPARENT THAN THEY 00778025 THOUGHT THEY WERE, 00778026 wPREREQJISITES MODULES 776, 777 00778027 wEVLAUTION 00778028 wEXPERIENCE EACH TRAINEE WATCHES 2 SCENES (NEXT LEVEL QF INTENSITY 00778014 OF EACH OF THE STOCK AND VICKI SEQUENCES), HE IS VIDEO 00778012 RECORDED AS HE WATCHES EACH SCENE, AT THE END OF EACH 00778015 OF TWO, THe T.V, MONITOR IS TURNED ON AN INTERROGATOR 00778014 (THE GRAD, ASST.) ENTERS THE IPR ROOM ANY CONDUCTS A RE= 00778015 CALL SESSION, THR TRAINEE THEN VIEWS 2 MORE SCENES AND 1500778016 AGAIN INTERROGATED, THIS PROCESS CONTINUES UNTIL THE 00778017 TRAINEE HAS BEEN EXPOSED To A TOTAL OF EIGHT SCENES AND 00778018 HAS HAD FOUR INTERROGATION SESSIONS, 00778019 *SETTING COLLEGE -» INDEPENDENT 00778010 wMATERIALS IPR ROOM STOCK AND VICKI FILMS, 00778005 *LEVEL ALL GRADES 00778008 «GENERAL! BLANK 00778007 *HQURS 2 HRS, = 2 SESSIONS OF 1 HR, DURATION 00778006 EVALUATION TYPICALLY ONE WOULD OBSERVE THE TRAINEE CONSIDERING THE 00778029 FOLLWOING 2 TYPES OF CONCERNS, WHAT | FEEL SHOWS THROUGH 00778030 ANYWAY, WHY TRY TO HIDE SO MANY OF MY EMUTIJONS, AND BUT 007780314 I LOOK AS JF 1 AM » PERHAPS = [ FEEL MORE (OR DIFFERENTLY)00778032 THAN I HAVE BEEN OWNING UP TO, 00778033 *FILE COPING TECHNIQUES INTERPERSONAL STRESS SELFANALYSIS 00778008 THROUGH VIDEO TAPE 00778009 ERE IS PW SL OT I I HR. BPE NT STIS SENT IE IPG GE! EI TOBE RLS SELEY ESE I CGE NGG HORE TEES IOLA EPR AIS *OBJECTIVES AS IN PREVIOUS MODULE BUT WITH NEW AWARENESS OF INTENSITY 00779025 FELT IN DIFFERENT CONDITION, SELF INTERROGATION SHOULD 00779026 HELP CANDIDATE ASSUME MORE RESPONSIBILITY FOR OWN DEVEL 00779027 OPMENT, 00779027 PREREQUISITES MODULES 777, 778 00779029 wEXPERTENCE # ACH TRAINEE WATCHES THE FINAL SGENES IN THE STOCK AND VIC007790114 KI SERIES (3 SCENES IN OTHER SJLMS) OF OTHER ACTORS AND 00779012 SITUATIONS WILL BE DESCRIBED TO THE CANDIDATE AND HE 00779013 WILL BE ASKED TO SELECT THUSE WHICH WITH HE WOULD LIKE 00779014 AN OPPORTUNITY TO RELATE WITH SO THAT EIGHT SCENES 00779015 ARE USED IN ALL, TRAINEE IS VIDEO RECORDED AS HE WATCHES 00779016 SETS OF 2 SCENES, HIS HEART RATE [S RECORDED VIA 00779017 TELEMETRIC DEVICE AS IS HIS PALMAR SKIN CONDUCTANCE, 00779018 AFTER HE HAS WATCHED THE FIRST TWO SCENES HE IS JOINED BY 00779019 THE GRADUATE ASSISTANT INTERROGATOR WHO HELPS HIM UNDER 00779020 STAND THE ELECTRONIC PROCESS, BUT THE CONDJDATE IS LEFT TO007790214 INTERROGATE HIMSELF USING THE PHYSICAL AND PHYSIOLOGICAL c00779022 CUES TO HELP HIM RELIVE THE EXPERIENCE, THE PROCESS CONTI00779028 NUES UNTIL ALL 8 SCENES AND FOUR RECALL SESSIONS ARE HELD,00779024 wSETTING COLLEGE »* INDEPENDENT, 00779010 #MATERJALS IPR ROOM, STOCK AND VICKI AND OTHER FILMS, PALMAR 00779005 AND TELEMETRIC DEVICES, 00779005 #LEVEL ALL GRADES 00779008 *GENERAL| ALL CANDIDATES 00779007 #HOURS 2 HRS, III-145 A "a : aiipaianemapnemnanate Saat eeteeteeeeneeeenEE 7790706 wEVALUATION TRAINEES TYPICALLY ARE WILLING TO TALK ABOUT THE KINDS aed OF SITUATIONS WHICH ARE MORE STRESSING THAN oTHERS, 00779034 AGAIN, SOME EVIDENCES OF NeW SELF*OTHER DISCOVERIES SHOULD00779032 BE EVIDENCED ETC, 1! NOTICE THAT I#M MORE CONCERNED WHEN 00779033 1 THINK I HAVE TO RESPOND THAN EVER WHEN THE OTHER IS 00779034 EXPRESSING HATRED TOWARD Me, 00779038 *FILE SELFe INTERROGATION INTERPERSONAL ANALYSIS PHYSIOLOGICAL 00779009 STRESS MEASUREMENT i 00779009 wOBJECTIVES HELP LEARN HOW HE ANTICIPATES OTHER WILL PERCEIVE HIM AND 007800e8 THE WAYs IN WHICH COPES WITH A REAL OTHER, HE WILL HAVE 00780022 OS8SERVED WAYS IN WHICH HE WAS UNCLEAR OR INEFFECTIVE IN 00780024 HIS OWN COMMUNICATIONS, 00780028 *PREREQUISITES MODULES 7769779 00780026 *EXPERIENCE EACH TRAINEE IS INTRODUCED TO A PUPIL WHO 1s IN ANOTHER 00780014 CURRICULUM ATTEMPTING TO LEARN ABOUT INTERVIEW(S TECHNI® 00780012 QUES (THESE PEOPLE WILL BE REVIEWED BY THE ASSISTANT FROM 00780013 PUPILS IN COUNSELING AND SUCGIAL WORK), THE TRAINEE WILL 00780014 BE ASKED TO DESCRIBE HIE TYPICAL INTERPERSONAL BEHAVIOR 00780015 TO THE INTERVIEWER, WILL BE VIDEORECORDED, AT THE END 0F00780016 THE SESSION (APPROXIMATELY UQI HOUR) HE WILL BE INTERR®# 00780017 OGATED BY THE GRADUATE ASSISTANT, INTERVIEWER NOT 00780018 PRESENT DURING RECALL WILL BE! REVIEWING VIDEOTAPE PLAY- 00780019 BACK IN A SEPERATE ROOM ON ANOTHER MONITOR TO OBSERVE HIS 00780020 OWN BEHAVIOR, 00780024 *SETTING COLLEGE = INDEPENDENT 00780010 *MATERIALS IPR ROOM, VOLUNTEFR INTERVIEWER, SECOND T,V, MONITOR 00780005 x LEVEL ALL GRADES 00780008 *GENERAL ALL CANDIDATES 00780007 *HOURS 1 00780006 wEVALUATION NEW, MORE eFFECTIVE BEHAVIOR SHOULD BE EVIDENT IN NEXT 00780027 MODULES ANU ATTESTED TO BY INTERVIEWER, TRAINEES 00780028 ABILITY TO DESCRIBE HIS INTERPERSONAL BEHAVIORS 00780029 TO THE INTERVIEWER SHOULD PROVIDE A BASIS FOR EVALUATING 700780030 THE EFFECTIVENESS OF MODULES 776 THROUGH 780 00780034 *#FILE INTERPERSONAL RECALL PERCEPTION AND COMMUNICATION 00780009 ANTICIPATION ‘i 00780009 ERT RE RE RES ie TSAI RSE RE LES: SATE SE ED TTP AG TELS 8 3 BE TET AE LIE: CD TT TE ELE TT TESS ETO * OBJECTIVES PRACTICE WITH NEW INTERPERSONAL BEHAVIOR AND IMMEn 00781028 DIATE FEEDBACK ON SUCCESS AND FAITLURE, INCREASED EFFECTI 00781024 VENESS IN JNTERPERSONAL COMMUNICATION, USUALLY INCLUDING A00781025 GREATER DEGREE OF OPENNESS AND HONESTY, 00781026 *PREREQJISITES MODULES 777780 00781026 *EXPERIENCE THE TRAINEE IS AGAIN INTERVIEWED BY THE SAME PERSON 00781014 AS IN MODULE 780, THE TRAINEE JS ASKED TO TRY TO USE THE 90781012 KNOWLEDGE GAINED IN MODULE 780 TO COMMUNICATE MORE CLEARLY007810138 HONESTLY AND EFFECTIVELY, THE TRAINEE IS OFFERED THE USE 00781014 OF PHYSIOLUGICAL EQUIPMENT AND ENCQURAGED THOUGH 00781015 NOT REQUIRED TO USE IT (FEW PEOPLE FIND THE ELECTROLYTIC 00781016 CREAMS MESSY AND PREFER NOT TO USE THEM), AFTER THE 00781017 SESSION, TRE TRAINEF REVIEWS THE VIDEOTAPE By HIMSELF 00781018 AND IS ASKeD TO STuDY IF AND HOW HE IMPROVED OVER MODULE 00781019 780, THE PHYSIOLOGICAL MEASURES AGAIN SERVE AS ADDED 00781020 CUES AND LESSEN THE IMPORTANCE OF HAVING AN INTERROGATOR 00781024 BETWEEN MODULE 780 AND 7814 007810214 PRESENT, 00781022 #SETTINSG COLLEGE = JNDEPENDENT 00781010 *MATERIALS IPR ROOM, INTERVIEWER, 2ND TyV, MONITOR 00781005 wLEVEL ALL GRADES 00781008 * GENERAL: ALL CANDIDATES 00781007 #HOURS 1 00781006 *EVALUAFION INTERVIEWER IS ASKED TO PRUVIDE A WRITTEN EVALUATION OF 00781028 THE EXTENT TO WHICH THE TRAINEE SEEMS TO KNOW HIMSELF AND 99781029 THE ABILITY TO COMMUNICATE AND IMPROVE IN ABILITY 00781030 *FILE PHYSIOLOGICAL MEASURES FEEDBACK ANALYSIS AND SYNTHESIS 00781009 III-146 wOBJECTIVES FOR THE FIRST TIME, THE TRAINEE WILL HAVE ANOTHER PERSONZ4S00782022 RECALL, THAT [S, HE WILL HAVE REVIEWED NOT ONLY HIS OWN 00782023 BEHAVIOR BUT WILL HAVE THE ADDITIONAL FEEDBACK OF HIS 00782024 IMPACT ON ANOTHER, FURTHER DATA TO HELP ACCOMPLISH THE 00782025 OVERALL GOAL OF HELPING THe TRAINEE TU BE MORE AWARE OF 00782026 HIMSELF AND CAPABLE OF RELATING MORE COMFORTABLY AND MORE 00782027 EFFECTIVELY WITH OTHERS, THESE ARE CONSIDERED TO BE 00782028 KNOWLEDGES AND SKILLS RELATED IN LARGE PART TO GENERAL 00782029 MATURITY, , 00782030 *PREREQUISITES BLANK : 00782034 #EXPERJENCE TRAINEES ARE ASKED TO PICK A PARTNER, THE TWO TRAINEES 00782011 ARE THEN ASKED TO DESCRIBE TO EACH OTHER THEIR 00782012 DIFFICULTIES IN INTERPERSONAL: COMMUNICATION, DO WELL AS 00782013 THEIR GENERAL REACTIONS TO THE SIMULATION AND INTERVIEW 00782014 SESSIONS, S8OTH TRAINEES ARE VJVEO RECORDED, AT THE END 00782015 OF THE SESSION (UOI HOUR) THEY ARE BOTH JOINED BY THE 00782016 GRADUATE ASSISTANT INTERROGATOR WHO STARTS THE RECALL 00782017 SESSION, THEN ASSUMES A PASSIVE ROLE (SEE JNTRODUCTION 00782018 TO THE PHASE, PAGE ), WHEN THE VIDEOTAPE HAS BEEN RE« 00782019 VIEWED, THe TRAINEES ARE ASKED TO CONTINUE THE DISCUSSION 00782020 THEY HAD PRIOR TO RECALL, 007820214 «SETTING INDEPENDENT 00782010 *MATERIALS IPR ROOM 00782005 #LEVEL ALL GRADES 00782008 wGENERAL ALL CANDIDATES 00782007 *HOURS 2 00782006 IPR PROFESSOR AND BY THE TRAJNEES ACCADEMIC ADVISOR, 00782033 THEY WILL DETERMINE AFTER DONSULTATION WITH THE TRAINEE 00782034 ANY NEED FOR REMEDIAL OR ADDITIONAL EXPERIENCE PRIOR 00782035 TO BEGINNING MODULE 783, 00782036 wF ILE COMMUNICATION PRORLEMS INTERVIEW TECHNIQUES FEEDBACK 00782009 *OBJECTIVES A SCHEDULE OF ACTIVITIES FUR THE TRAINEE TO ENGAGE IN, 00783025 AN APPOINTMENT WITH THE ADVISOR TO EVALUATE THE PROGRESS 00783026 AND FURTHER OR CONTINUE D ACTIVITIES, 00783027 *PREREQJISITES MODULE 777#782 00783028 *EXPERJ ENCE EACH TRAINEE WILL pISCUSS WITH HIS ACADEMIC ADVISOR HIS 00783011 EXPERIENCES AND KNOWLEDGE UF EACH UF THE AREAS COVERED 00783012 BY MODULE 776#7829 THE MODULES THEMSELF WILL BE DUPLI= 00783013 CATED AND GIVEN TO THE CANDIDATE, HIS SPECULATION ABOUT 100783014 CATED AND GIVEN TO THE CANDIDATE, HIS SPECUALTION 00783015 ABOUT THE VALUE TO HIMSELF OF EACH EXPERIENCE WILL BE DE~ 00783016 TERMINED AND A SCHEDULE OF ACTIVITIES SET UP, THE ACTIVI -00783017 TIES SHOULUY BE SO SCHEDULED THAT THE TRAINEE CAN MEET WITHO0783018 THE ADVISOR FROM TIME TO TIME TO DISCUSS PROGRESS AND TO 00783019 REVISE THE SCHEDULE IF INDICATED, MANY UF THE OBJECTIVES 00783020 DESCRIBED HAVE MODULES WHICH INVOLVE READINGS, OBSERVATIONO0783021 AND EXPERIENCE, WHEN ALL MODULES CAN#T BE ENGAGED IN BY 90783022 THE TRAINEE HE AND THE ADVISOR SHOULD ATTEMPT TO DETERMINE00783023 WHICH MODE WOULD BE THE mOST DESTRABLE FOR THE TRAINEE, 00783024 *#SETTING COLLEGE = BLANK 00783010 *MATERI ALS COPIES OF MODULE DESCRIPTIUNS 776782 00783005 *LEVEL ALL GRADES 00783008 wGENERAL| ALL CANDIDATES 00783007 *#HOURS 1 007835006 wEVALUATION FOLLOW UP INTERVIEW DESCRIBED ABOVE, 00783029 *FILE EVALUATION SYNTHESIS OF EXPERIENCE ACTIVITIES 00783009 III-147 wOBJECTIVES TRAINEES WILL HAVE LEARNED TO SHARE INTENSE FEELINGS OF 00784016 ANGER AND YOY WITH OTHERS AND SO LEARN TO BE MORE AT EASE 00784017 IN AND CAPABLE OF CLOSENESS WITH OTHERS, TRAINEE WILL 00784018 ALSO LEARN THROUGH EXERCIES YSED, THAT He CAN TOLERATE 00784019 BEING ALONE, 00784020 *PREREQJISITES BLANK 00784024 wEXPERJ ENCE TRAINEE WILL ATTEND (IF PART OF HIS SCHEDULE) ONE OF THE 99784014 QUARTERLY EIGHT DAY LABORATORIES IN HUMAN RELATIONS CON= 009784012 DUCTED COOPERATIVELY BY MSU, UY OF M AND WAYNE STATE U, 00784013 THESE INTENSIVE EXPERIENCES INVOLVE NONWVERBAL EXERCIZES 00784014 GROUP DYNAmICS STUDY, AND T GROUPS (SENSITIVITY TRAINING) ,00784015 *SETTING COMMUNITY » LARGE GROUP i 00784010 *MATERJ ALS TUITION $200, / STUDENT 00784005 * LEVEL ALL GRADES 00784008 «GENERAL ALL CANDIDATES 00784007 *HOURS 8DAYS 00784006 *EVLUATION IMMEDIATELY = SELF REPORT, LATER» IN THE CLASSROOM, 00784022 THE TRAINEES ABILITY TO EXPRESS WARMTH TQ PUPILS AS WELL 00784023 AS THE ABILITY TO RELATE TO PUPILS COMFORTABLY AND WITH= 00784024 OUT FEAR OF BEING REJECTED BY THE PUPILS, 00784025 *FILE SENSITIVITY TRAINING FEELING EXCHANGE SELF DISCOVERY 00784009 oS SPELT LEER FE IN I STN ABATE EN TI ET RI RIND YS LL NL HS TS ET TT I DT I OS *OBJECTIVES MAKE YOUNG TRAINEF MORE KNUOWLEDGABLE AND LESS FRIGHTENED 00785015 OR LESS ABLE TO RFSPOND INTELLIGENTLY TO INQUIRIES FROM 00785046 PUPILS, i 00785017 *PREREQJISITES BLANK 00785018 wEXPERTENCE *SETTING *MATERTALS w*LEVEL *GENERAL! *HOURS *EVALUATION wFILE TRAINEES WILL OBSERVE THE vIDEOTAPE, BIRTH OF A BABY WHICH00785014 DEPICTS THe PHYSIOLOGICAL AND EMOTIONAL ACTIVITIES OF CH] -99785012 LD BIRTH By SHOWING THE BIRTA OF A BABY FROM THE RBEGINNINGOO785013 OF LABOR, COLLEGE - LARGE GROUP VIDEOTAPE CURRENTLY IN CCTV LIBRARY ALL GRADES ALL CANDIDATES 45 MINUTES TRAINEE SELF REPORT ABOUT ANY CHANGES JN ATTITUDE OR NEW KNOWLEDGE RESULTANT FROM THE EXPERIENCE, CHILD BIRTH INFORMATION GIVING 00785014 00785010 00785005 00785008 00785007 00785006 00785019 00785020 00785009 *OBJECTIVES TRAINEES WILL LEARN THAT INMATES COME IN ALL SIZES AND SHAPES (THEY LOOK LIKE ORDINARY PEOPLE, NOT THE HOLLY= WOOD STEREOTYPE), THE DEPRIVED, wPREREQJISITES NONE wEXPERJENCE wSETTINS wMATERTALS wLEVEL *GENERAL: * HOURS TRAINEES WILL CHOOSE A PARTNER, 00786024 00786022 KNOWLEDGE (IN THEIR OWN WORDS) ABOUT THOO786023 E MEANING SCHOOL HAS FOR THE ALJENATED, THE HOSTILE, AND 00786024 00786025 00786026 TOGETHER THEY WILL VISIT 007860114 IONIA REFORMATORY, JACKSON PRISON, OR THE DETROIT HOUSE OF 00786012 CORRECTION, THERE THEY WILL MEET WITH A SMALL GROUP (4m6 VOLUNTEERS) OF INMATES, THEY WILL ASK THE INMATES TO HELP THEM BECOME BETTER TEACHERS BY THINKING THROUGH AND RELATING THE MEANING SCHOOL HAD FOR THEM @ HOW SCHOOL HELPED OR HARMED THEM AND WAYS JIN WHICH THE SCHOOL MIGHT HAVE HELPED THEM, TRAINEES WILL THEN MEET IN SMALL GROUPS (6842) BACK ON CAMPUS TO SHARE IDEAS AND OBSERVATIONS, COMMUNITY » SMALL GROUPS BLANK ALL GRADES ALL CANDIDATES 4 ITI-148 00786013 00786014 00786015 00786016 00786017 00786018 00786019 00786020 00786010 00786005 00786008 00786007 00786008 wEVALUATION AS THE SESSION WITH THE INMATES PROGRESSES, THERE SHOULD BV0786027 SOME EVIDENCE THAT TRAINEES ARE INTERACTING V0786028 EASILY WITH THE INMATES AND ASKING PROBING BUT NOF V0786029 UNKIND QUESTIONS, 00786030 *FILE GROUP DISCUSSION SENSITIVITY TO OTHERS SYNTHESIS OTHERS 00786009 EXPERIENCES ‘ 00786009 *OBJECTIVES TO OBSERVE THE BLACK GHETTO OF THE SLUM AREAS AT NIGHT, 00787017 TO GET THE FEEL (AND SMELLS) OF THE SLUM AREAS, TO LISTENO0787018 TO THE POLICE AND SO SOME TO KNOW THEIR PERSPECTIVE ON 00787019 THE COMMUNJTY AND INFERENTJALLY TO KNOW THE ATTITUDE OF 00787020 THE INHABITANTS TOWARD THE POLICE, 007870214 *PREREQUISITES BLANK 4 00787022 wEXPERTENCE EACH TRAINEE WILL ACCOMPANY A PAIR OF POLICE OFFICERS OF 00787014 DETROIT, GRAND RAPIDS, OR LANSING YOUTH DIVISION ON THE 00787012 EVENING AND NIGHT SHIFTS, PARTICULARLY WITH THOSE OFFICERS0078703 ASSIGNED TO THE NEGRO COMMUNITY, WHEN 608 TRAINEES HAVE 00787014 HAD THE EXPERIENCE, THEY WILLi MEET AS A GROUP AND SHARE 00787015 OBSERVATIONS AND INFERENCES, 00787016 *MATERIALS BLANK 00787005 *LEVEL ALL GRADES 00787008 *#GENERAL| ALL CANDIDATES 00787007 #HOURS 8 00787006 wEVALUATION ABILITY TO FULLY pESCRIBE VARIOUS CHARACTERISTICS OF THE 00787023 NETGHBORHOQD » HOw IS SPARE TIME SPENT, WHAT ARE 00787024 PROBABLY THE MORE DEPRESSING AND MORE EXCITING ASPECTS, 007870295 HOW POLICE THINK ABOUT THE INHABITANTS AND HOW INHABITANTS00787026 THINK ABOUT THE POLICE, 00787027 *FILE GHETTO LIFE OBSERVATION PERCEPTION 00787009 *SETTING COMMUNITY © INDEPENDENT 00787040 PRES EEE IS OE FEIN AE EES DST IE I EE EE TET IE I ETO E TDTER TIE SRLEIED E BIINY BES VAS PRE GED BRL URGE HR ST *OBJECTIVES HELP TRAINEE BE LESS CONFUSED, MISINFORMED, INDIFFERENT 00788020 OR FRIGHTENED OF THE CONDITIONS BETTER ABLE TO RESPOND TO 007880214 THE INQUIRJES OF PUPILS, CANDIDATE TO BE 00788022 MORE AT HOME WITH THE WORLD AROUND THEM, 00788023 *PREREQUISITES BLANK . 00788024 *EXPERIENCE LOOK AT VIUVEOTAPED INTERVIEWS (CONDUCTED BY EXPERTS AT 00788014 INTERVIEWING) OF PROSTITUTES, HOMOSEXUALS, THE VERY 00788012 WEALTHY, MJPPIES, DRUG ADDICTS PSYCHOTICS, THE MENTALLY 00788013 RETARDED, CONVICTS, THE AGED, THOSE WHO HAVE BEEN INqw 00788014 FORMED THAT THEY HAVE AN ILLNESS FOR WHICH THERE IS NO 00788015 CURE, VIDEOTAPES WILL ALSO BE MADE OF INTERVIEWS DESIGNEDO0788016 TO EXPLORE THE FEELINGS, LIFE HISTORY, AND OUTLOOK OF 00788017 SEVERAL NEGROES, MEXICAN INDIANS, AMERICANS, PEURTO RICANS00788018 AND AMERICAN INDIANS, 00788019 *SETTING COLLEGE = LARGE GROUP 00788010 *MATERTALS INTERVIEWS OF FROM 4 TO 7 PEQPLE IN EACH CATEGORY 00788003 *LEVEL ALL GRADES 00788008 *GENERAL! ALL CANDIDATES 00788007 #HOURS ‘9 00788006 wEVALUATION ABILITY TO INTELLIGENTLY DISCUSS PROBLEMS AND QUTLOOK 00788025 FOR EACH CONDITION, 00788026 *FILE SIMEY LIFE HWOMOSEXUALS PROSTITUTES 00788009 *OBJECTIVES 7T0 KELP TRAINEE LEARN WAYS IN WHICH TO BE HELPFUL TO THE 00789016 AGED, TO LEARN TO BE BETTER ACQUAINTED WITH THE REALITIES00789017 OF OLD AGE AND BETTER ABLE TO HELP YOUNG PUPILS OVERCOME 00789018 SOME OF THtIR FEARS OF OLD AGE, 00789019 III-149 *PREREQUISITES BLANK 00789020 wEXPERIENCE TRAINEES WILL VISIT THE INGHAM COUNTY EXTENDED CARE 00789014 UNIT, THEY WILL WORK AS WARO ASSISTANTS FOR 3 DAYS AND 00789012 SPEND AS MUCH TIME AS POSSJBLE TALKING WITH THE AGED 00789013 RESIDENTS, THEY WILL THEN ‘VIEW VIDEOTAPES MADE OF 00789014 VERY ACTI Ve, PRODUCTIVE AGED, 00789015 *SETTING COMMUNITY # JNDEPENDENT 00789040 *MATERI ALS VIDEOTAPES OF INTERVIEWS WITH THE AGED 00789009 wWLEVEL TS ALL GRADES 00789008 *GENERAL! ALL CANDIDATES 00789007 #HOURS 24 00789006 wEVALUATION TRAINEE#S SELF REPORT 00789024 aie: AGED EXPERIENCE INFORMATION GATHERING 00789009 *OBJECTIVES TRAINEE BECOME ACQUAINTED WITH ONE MORE DARK CORNER 00790017 oF LIFE AROUND HIM, TO BE AWARE OF SOME OF THE ILLEGAL 00790018 BUT VERY PREVALENT ASPECTS OF: THE SEXeFOR#HIRE BUSINESS, 00790019 *PREREQUISITES BLANK 00790020 #wEXPERIENCE IN COOPERATION WITH THE DETROIT POLICE. DEPARTMENT 00790014 AND THE MICHIGAN STATE POLICE, CANDIWATES WILL BE 00790012 SHOWN TYPES OF PORNOGRAPHIC PHOTOS AND MOVIES WHICH 00790018 THEY CONFISCATED BUT WHICH HAVE BEEN KNOWN TO BE WIDEs 00790014 SPREAD IN |HE COMMUNITY AND OFTEN IN THE POSSESSION OF 00790045 YOUNG PUPILS, 00790016 *SETTING COMMUNI TY*bBLANK 00790010 *MATERI ALS PORNOGRAPHIC PICTURES, FILMS AND A REPRESENTATIVE OF THE 00790008 VICE BUREAU, 00790006 *LEVEL ALL GRADES 00790009 »GENERAL: ALL CANDIDATES 00790008 * HOURS 1/2 00790007 xEVALUATION TRAINEEZS SELF REPORT, ONE WOULD ALSO EXPECT TRAINEE 00790024 TO BE LESS PANICKED BY SEXUAL: REFERENCES OR ACTIVITIES 00790022 WHICH DEVELOP OR ARE EXPOSED IN THE SCHOOL, 00790028 eF IEE PORNOGRAPHY INFORMATION GATHERING DIRECTION FOR STUDENTS00790009 *OBJECTIVES TO ACQUAINT THE TRAINEE WITH THE INTENSITY OF EMTION 00791012 PEOPLE ARE CAPABLE OF FEELING AND REVEALING TO EACH OTHER,00791015 *PREREQUISITES NONE 00791014 *EXPERIJENCE CANDIDATE WILL VISIT RELIGJOUS REVIVAL MEETING, 00791014 *SETTINGS COMMUNITY = JNDEPENDENT 00791010 *MATERIALS BLANK 00791009 *LEVEL ALL GRADES 00791008 «GENERAL ALL CANDIDATES 00791007 *HOURS 2 00791006 #EVALUATION TRAINEE SELF REPORT, HOPERULLY, HIS INCREASED ABILITY 00791015 TO WANT TO RELATE MORE INTENSELY WITH QTHERS, 00791016 *FILE RELIGION EMOTION INTERPERSONAL REACTIONS 00791009 *OBJECTIVES TO FEEL COMFORTABLE AND KNOWLEDGEABLE ABOUT ANOTHER 00792016 TYPICALLY UNKNOWN STRATA OF SOCIETY», NAMELY, THE 00792017 EXTREMELY WEALTHY, ‘ 00792018 wPREREQUISITES BLANK 00792019 wEXPERITENCE THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FO THE 00792014 TRAINEE, THE TRAINEE WILL READ WHICHEVER HE AND HIS 00792012 ADVISOR HAVE DETERMINED WOULD BE OF HELP TO HIM, POINT 00792013 OF NO RETURN =» J P MARQUAND THE BEAUTIFUL PEOPLE 00792014 ] WALLACE EXCERPTS OUR CROWD STEVEN 8] RMINGHAM 00792018 wSETTINS COLLEGE * JNDEPENDENT 00792010 IITI-150 wMATERTALS wLEVEL wGENERAL! *HOURS #wEVALUAPION *FILE BLANK ALL GRADES ALL CANDIDATES BLANK TRAINEE SELF REPORT, READINGS WEALTHY KNOWLEDGE GATHERING 00792008 00792008 00792007 00792006 00792020 00792009 wOBJECTIVES TO DEVELOP SOME MEASURE OF EMPATHETIC UNDERSTANDING OF THE00793017 DRUG ADDICT AS A FRIEND, *PREREQUISITES BLANK wEXPERJENCE *SETTING wMATERIALS *LEVEL #GENERAL! * HOURS wEVALUATION wPILE THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FOR THE TRAINEE, THE TRAINEE WILL READ WHICH EVER HE AND HIS ADVISOR HAVE DETERMINED WOULD BE OF HELP TO HIM, MAN WITH THE GOLDEN ARM | HAT FULL OF RAIN MAN CHILD IN THE PROMISED LAND CLAUDE BROWN COLLEGE = |NDEPENDENT a BLANK ALL GRADES ALL CANDIDATES BLANK TRAINEE SELF REPORT, READINGS KNOWLEDGE GATHERING DRUG ADDICT T TO BECOME INFORMED AND COMFORTABQ0793018 COMFORTABLE WITH THOUGH NOT DISINTERSTED IN THE PROBLEM, 00793019 00793020 007950414 00793012 007930138 00793014 00793015 00793016 00793010 00793003 00793008 00793007 00793006 00793024 00793009 wOBJECTIVES ¢ TO BETTER UNDERSTAND THE CURRENT SOCIAL SCENE AND TO RE ABLE TO DEAL WITH NEGROES aS HUMAN BEINGS BEING NEITHER SOLCITIOUS NOR ABUSIVE, AND ALSO TO BE ABLE TO HELP STUDENTS TO BETTER RELATE WITH NEGROES IN THE CLASSROOM AND COMMUNITY, *PREREQUISITES BLANK wEXPERJENCE SETTING *MATERTALS *LEVEL wGENERAL? *HOURS wEVALUATION *FILE THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FOR THE TRAINEES, THE TRAINEE WILL READ WHICH EVER HE AND HIS ADVISOR HAVE DETERMINED WOULD BE OF HELP TO HIM, INVISIBLE MAN » ALLISON MALCOLM X © AUTOBIOGRAPHY BLACK LIKE ME « GRIFFETH GO TEEL IT ON THE MOUNTAIN ® JAMES BALDWIN COLLEGE = INDEPENDENT BLANK ALL GRADES ALL CANDIDATES BLANK TRAINEE SELF REPORT AND ULTIMATE CLASSROUM BEHAVIOR, READINGS NEGROES SOCIAL INTERACTION 00794018 00794049 00794020 007940214 00794022 00794023 00794011 00794012 00794013 00794014 00794015 00794016 00794017 00794010 00794005 00794008 00794007 00794006 00794024 00794009 *OBJECTIVES KP rYFUBESM Er TEAMARBSUNRBREDAYNEEREWRYS GROKWAUR THEIR HIDDEN POTENTIAL MIGHT HAVe BEEN BETTER YSED, *PREREQJISITES BLANK wEXPERJ ENCE THE FOLLOWJNG BOOKS WILL BE PLACED ON RESERVE FOR THE TRAINEE, THE TRAINEE WILL READ WHICHEVER HE AND HIS ADVISOR HAVE DETERMINED WOULD BE OF HELP TO HIM, BIRD MAN Or ALCATRAZ . HELL HOLE STREET CORNER SOCIETY COTTAGE SIx POLSKI CALL GIRL WHITE III-151 88785038 00795025 00795026 00795014 00795012 00795013 00795014 00795015 00795016 00795017 00795018 #SETTING *MATERJALS *LEVEL «GENERAL! # HOURS # EVALUATION «PCE *OBJECTIVES S *PREREQJISI TENCE *EXPER wSETTING *MATERTALS #lLEVEL *GENERAL #EVALUATION wFILE FORTUNE AND MENS EYES THE FOLLWO THE FOLLOWING MOVIES WILL ahSO BE AVIALABLE » CAGED COOL (PLAY) WORLD BIKD MAN OF ALCATRAZ COLLEGE = INDEPENDENT BLANK ALL GRADES ALL CANDIDATES BLANK TRAINEE SELF REPORT, READINGS PRISONS LIFE ACADEMIC FULFILLMENT THE CANDIDATE WILL BE ABLE TO EMPATHIZE WITH PUPILS WHOSE PARENTS HAVE UNDERGONE DIVORCE OR ARE LIVING IN MARITAL STKESS, THE TRAINEE WILL BE LESS FRIGHTENED OF MARRIAGE AND THE RISKS INVOLVED, TES BLANK THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FOR THE TRAINEE, JHE TRAINEE WILL READ WHICH EVER HE AND HIS ADVISOR HAVE DETERMINED WOULD Be OF HELP TO HIM, WHO#S AFRAID OF VIRGINIA WOLFE THE GRADUATE RUN RABBIT RUN UPDIKE REVOLUTIONARY ROAD THE ARRANGEMENT GAMES PEOPLE PLAY COLLEGE = BLANK ALL GRADES ALL CANDIDATES TRAINEE SELF REPORT, READINGS FAMILY RELATIONS YATES KAZAN | BERNeé INDEPENDENT MARRIAGE 00795019 00795020 00795024 00795022 00795010 00795008 00795008 00795007 00795006 00795027 00795009 00796020 00796021 00796022 00796023 00796024 007960114 00796012 00796013 00796014 00796015 00796016 00796017 00796018 06796019 00796010 00796005 00796007 00796006 00796025 00796008 *OBJECTIVES TO HELP TRAINEE BE LESS FIGHTENED AND MORE KNOWLEDGEABLE ABOUT DISEASE, #PREREQJISITES BLANK wEXPERJENCE *SETTING #MATERJALS LEVEL #GENERAL? #HQURS #EVALUATION *wFILE *OBJECTIVES A SERIES Or LECTURES WILL BE PREPARED DEALING WITH MAJOR HEALTH ISSUES OF TODAY, TuPICS INCLUDE HEART AILMENT, CANCER, ETC, COLLEGE = JNDEPENDENT BLANK ALL GRADES ALL CANDIDATES BLANK TRAINEE SELF REPORT ON OWN AND SOME EVIDENCE TO INTELLIGENTLY DISCUSS THIS WITH PUPILS, HEALTH ISSUES DISEASE KNOWLEDGE QF HEALTH AREAS THE TRAINEES WILL HAVE LEARNED TQ BETTER RELATE TO PSYCHOTIC PEQPLE WITHOUT FEELYNG OR COMMUNICATING FEAR OR DISGUST, HE WILL BE EQUIPPED TO ANSWER QUESTIONS PUPILS RAISE REGARDING INSANITY BUT MOST IMPORTANT 1S THAT IT PUTS ANOTHER HUMAN CONDITION IN TO FOCUS, *PREREQUISITES BLANK wEXPERTENCE THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FOR THE TRAINEES, THE TRAINEE WILL READ WHICHEVER HE AND HIS ADVISOR HAVE DETERMINED WOULQ BE OF HELP TO HIM, i NEVER PROMJ]SED YOU A ROSE GARDEN HANNAH GREEN III-152 00797013 00797015 00797016 00797014 VENEREAL DISEASE,00797012 00797018 00797010 00797005 00797008 00797007 00797006 00797017 00797018 00797009 00798019 00798020 00796024 00798022 00796023 00798024 00798012 00796018 00798014 00798015 *SETTING «MATERIALS *LEVEL *GENERAL' *GENERAL! *HOURS wEVALUATION #FILE THE SMOKE PIT DAVID AND LISA ONE FLEW OVER THE CUCKOO#S NESy Ky KESEY COLLEGE = INDEPENDENT BLANK BLANK ALL BLANK BLANK TRAINEE SELF REPORT, READINGS MENTAL DISEASE HOW To DEAL WITH EMOTIONS 00798016 00798017 00798018 007980114 00798005 00798009 00798007 00798008 00798006 00798025 00798010 NSPE TL ATES ST TELE ILE SS PRE SILT RODIN SS NITE TTR LIE STAB PE TIM GEILE FESR DIED 20 TG LAE ES OP EIN LEAD LD SRE NE PLES REET LOL A wOBJECTIVES THE TRAINEE WILL BE INTRODUCED TQ AN AREA TO WHICH HE HAD PREVIOUSLY BEEN CONFUSED, FRIGHTENED QR IGNORANT PROBABLY UNABLE TO OR UNWILLINGLY TO ADAPT OR RELATE OR ADEQUATELY RESPOND TO QUESTIONS FROM PUPILS, *PREREQJISITES BLANK wEXPERISNCE wSETTINS *MATERIALS *LEVEL wGENERAL *HOURS wEVALUATION wF ILE THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FOR THE TRAINEE, THE TRAINEE WILL READ WHICH EVER HE AND WIS ADVISOR HAVE DETERMINED WOULD BE OF HELP TO HIM, THE FOX Ue, LAWRENCE LAST EXIT TO BRROKLYN ANTONIQZS ROOM JAMES BALYWIN COLLEGE =» INDEPENDENT BLANK ALL GRADES ALL CANDIDATES BLANK: . TRAINEE SELF REPORT, READINGS HOMOSEXUALITY INSTRUCTION TO CHILDREN 00799017 00799018 00799019 00799020 00799024 00799014 00799012 00799013 00799014 00799015 00799016 00799040 00799005 00799008 00799007 90799006 00799022 00799009 wOBJECTIVES TO HELP THe TRAINEE BFCOME AWARE OF LIFE IN OTHER CULTURES SU THAT HE PRESENTS TO HIS PUPILS A MODEL OF AN INFORMED AUULT AND ONE WHO CAN BE COMFORTABLE WITH MANY KINDS OF PEOPLE, wPREREQJISITES BLANK wEXPERITENCE *SETTINS *MATERTALS wLEVEL *#*GENERAL, #HOURS wEVALUATION #FILE THE FOLLOWING BOOKS WILL Bre PLACED ON RESERVE FOR THE CANDIDATES, THE TRAINEE WILL READ WHICH EVER HE AND HIS ADVISOR HAVE DETERMINED WOULD BE OF HELP TO HIM, TO KILL A MOCKINGBIRD = HARPER LEE BEYOND THE BELTING POT -» GLAZES PQFOK * THE CHOSEN COLLEGE = INDEPENDENT BLANK ALL GRADES ALL CANDIDATES BLANK , TRAINEE SELF REPORT, READINGS MODELING BEHAVIOR [NTERPERSONAL REACTIQNS 00800017 00800018 00800019 00800020 Qo800024 00800014 00800012 008000135 00800014 00800015 00800016 00800010 00800005 00800008 00800007 90800006 00800022 00800009 “OBJECTIVES *PREREQUISITES wEXPERTENCE TRAINEES, THE TRAINEt WILL HAVE LEARNEQ TO EMPATHIZE WITH THE CONDITION DESCRIBED BUT AT THE SAME TIME TQ HAVE LESS FEAR OF BEING EXPOSED TQ THOSE GRIEVING, BLANK THE FOLLOWING BOOKS WILL Be PLACED ON RESERVE FOR THE THE TRAINEE WILL READ WHICH EVER HE AND RIS III-153 00801015 00801016 00801017 00801018 oo0801014 00801012 ADVISOR HAVE RETERHINED W OuL0 BE OF HELP TQ HIM, DEATH OF A MAN L.7T, WERTENKAKER *SETTING COLLEGE =» INDEPENDENT .. *MATERI ALS BLANK *LEVEL ALL GRADES * GENERAL! ALL CANDIDATES * HOURS BLANK wEVALUATION TRAINEE SELF REPORT, *FILE READINGS DEATH GRIEF 00601013 00801014 008601010 00801003 00801008 00801007 00801006 00801019 00801009