document resume - eric · document resume. ea 004 171. bockman, john f., comp. record of an effort...
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EDRS PRICEDESCRIPTORS
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ABSTRACT
DOCUMENT RESUME
EA 004 171
Bockman, John F., Comp.Record of an Effort at Future-Planning ThroughIn-Service: Individualized Instruction in TucsonPublic Schools, 1970-1971..Tucson Public Schools, Ariz.Jan 7247p.
MF-$0.65 HC-$3.29Diagnostic Teaching; *Educational Planning;*Independent Study; Individual Differences;*Individualized Instruction; *Inservice Programs;Learning Theories; Prediction; Program Evaluaticm;Secondary Schools; Self Actualization; StudentParticipation; Teacher Seminars*Learning Environment
This document describes a series of seminars heldover a 2-year period to help plan for independent and individualizedinstruction. The first year seminars resulted in the conception of a2-dimensional system into which all independent and individualizedinstructional programs could be fitted -- i.e., the means or media(the ways of getting to the objectives) and control (thedetermination of who sets the objectives.) The participants werepolled for their chief concerns in the area of individualized andindependent study, and a checklist of questions was developed fromexpressions of teacher concerns. Seven headings resulted thatcomprise an analysis of the management function apd which were thenused as the structure for the second seminar in 1.971. Among theseheadings were the processes whereby students responsibly enteredworthwhile independent study programs, new learning environments werecreated, new learning environments were sustained, guiding studentsbecame a cross-educator responsibility, and student apd programstrengths and weaknesses were responsibly evaluated. Provisions weremade for modifying these processes when necessary. The paperssubmitted to the seminars are listed in an appendix. (Pages 33-35 mayreproduce poorly.) (Author/MLF)
FILMED FROM BEST AVAILABLE COPY
TUCSON PUBLIC SCHOOLSDEPARTMENT OF LEARNING DEVELOPMENT
RECORD OF AN EFFORT AT FUTURE-PLANNING THROUGH IN-SERVICE:
INDIVIDUALIZED INSTRUCTION IN TUCSON PUBLIC SCHOOLS, 1970-1971
JANUARY, 1972
Compiled byJohn F. Bockman
Research Consultant
U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO-OUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED OD NOT NECESSARILYREPRESENT OFFICIAL OFFICE or EDUCATION POSITION OR POLICY.
FORWORD
Future-Planning--An Act of Intelligence
A school district can no more succeed in its mission without
exercising the art of accurate prediction than can industry or the
larger government. Predictability "is not only the polestar of the
scientist,...it is also the bedrock foundation of sanity, of adequate .
everyday social and personal adjustmentu (Johnson 1946),Tucson Public
Schools District No. 1 has been in the forefront of public school
districts which have consciously used prediction as policy. Taxpayers,
students, and teachers of District No. 1, for example, have benefited
enormously, both financially and educationally, from the foresight
of Herbert E. Cooper, Assistant Superintendehe for Administration,
who spent eighteen years buying up parcels of desert land in accurate
forecast of the rate and direction of Tucson's growth (Gilman 1971).
Although some may argue that predictions of another order, e.g.,
concerning the curriculum or methodology, are less obviously groundqd
in cause-and-effect relationships, we must insist that, if that is
true, we must simply try harder to find them. A drift of attitude and
practice in the face of so much evidence of both social change and the
need for more change would seem to be a flagrant act of irresponsibility.
This paper will attempt to state the case for an "anticipatory
2
democratic" effort of a large number of Tucson Public Schools
educators over a two-year period to help plan for independent and
individualized instruction. Their effort resulted in some tentative
statements concerning the desirable nature of changed instruction
in our time. It is greatly to be hoped that their effort will not
be ignored or overlooked in decision making.
BACK(ROUND
Individualization of Formal Instruction--An American Dilemma
Frbm its inception, American society has tended to be strongly
committed to the worth of individual performance (Glaser 1969).
Traditionally, however, this commitment has been tempered by
exigencies of what has been considered desirable, perhaps absolutely
essential, social, economic, and academic competition. In recent
years, as an increasing percentage of young people remain longer nd
longer in the formal educational setting, educators have become aware
of being more deeply impaled on the horns of a dilemma: the unrelenting
pressure of the spirit of competition, working to constrain opportunities,
contradicts a rising popular expectancy, if not demand,that opportunity
be virtually limitless and of uniformly high quality.
In education, one pattern of adapation to individual differences
intended to maximize opportunity for successful individual performance
has been to provide for limited optional objectives in learning,while
simultaneously fixing the instructional program rigidly within each
limited option. The adaptation seems to have created sharp cleavages
among the performance capabilities of 1) youth without goals, 2) youth
3
with vocational goals, and 3) youth with academic goals. These
cleavages inCreasc the probability of perpetuating the social ills
of ethnic minorities, of the socially alienated, and the economically
disadvantaged. This solution to the individualization dilemma, while
widely implemented, is less and less acceptable as the public becomes
*conscious of and receptive to the critical needs of all sectors of
the American community.
At the other end of the continuum, another pattern of adaptation
to maximize individual performance calls for wide variance of education-
al procedures and the sequencing of broadly needed education goals to
accommodateindividuals as individuals. In effect, this adaptation
approaches private tutoring in mass educational settings--something
that with educational technology and management techniques has at last
become thinkable (Brabner 1970, Umans 1971). In implementing this
adaptation, the school ideally provides an elaborate diagnosis of
the individual's learning habits and attitudes, achievement, skills,
cognitive style,etc. From this analysis a prescription is made for
a course of instruction which uniquely fits the individual. This
pattern would seem to hold great promise of helping to resolve the
individualization dilemma at some time in the future.
If the above two forms of adaptation to individual differences
are perceived as extremes on a continuum, it would seem that real-
istic thinking now would urge movement away from rigid programming
0
of instruction toward more flexible individually prescribed and
individually implemented instruction. Futhermore, if competition,
heretofore a reality factor, is really an essential condition of
successful and responsible interaction in American society, education
4
must not attempt to eliminate it, but must attempt to provide it for each
student at his level and mode of tolerance.
Teacher Initiative--A Necessary Condition of Changed Attitudes and
Practice in Formal Instruction
The needed adaptation to individual differences must be led by
educators who, for the most part, have not been trained to carry it
out. Critics have long observed that schools of education train teachers
only in total class management of learning. Except on their own initiative,
therefore, teachers arc not ready to diagnose and evaluate student per-
formance on an individualized basis.
It must also be borne in mind, that many teachers, especially in
secondary schools, feel a strong commitment to profess their academic
discipline. For them, (and there is a long tradition validating the
claim), the integrity of the discipline outweighs most discussion of
individual differences and their accommodation. Such teachers may
accept uncritically the full implication of academic competition. For
a long time, also, opinion has favored the selection of teachers who
are strong subject-matter specialists. Attitudes and skills that
might be especially useful in individualizing.instruction have not
been important considerations in the employment and retention of
teachers. Most practicing teachers, therefore, cannot now be expected
to possess the training or the attitudes needed to implement individual-
ized instruction. This greatly exacerbates the present dilemma.
In view of these circumstances, it would seem that if there is
to be significant movement toward individually prescribed and individually
implemented instruction, it will come about only because willing members
of the teaching profession want it and join together to change their
5
attitudes and practices in the needed direction. There must develop
among them a real willingness to learn from the learner how to teach.
his has been the rationale underlying the Tucson Public Schools in-
service programs, Independent Study (1970) and Independent and/or
Individualized Study Hanagement Seminar (1971).
Planning the Independent Study Seminar, 1970
Several members of the Central Staff saw widespread individualized
instruction as one of a number of changes rapidly approaching on the
educational horizon. They believed there would be time to prepare,for
it through "anticipatory democratic" processes if sufficient interest
in doing so existed in the schools. Thus, early in the 1969-70 school
year, Allan S. Hawthorne, then Assistant Superintendent of Secondary
Education, formed a Pre-Planning Committee of three Secondary Education
coordinators to study and recommend a planning strategy.
The Pre-Planning Committee polled all secondary teachers and
administrators and the coordinating staff (Fall, 1969) for the degree
and extent of interest and desire for involvement in an "Independent
Study Seminar". The following tentative deEnition of independent
study was proposed as a focus: "A .teacher-planned or teacher-guided
course of study in which the student is granted more or less complete
responsibility for organizing his work (or for using programmed and
similar materials), pacing himself, planning objectives, utilizing
resource persons and materials, etc., under conditions of quality
control which do not frustrate the student's independence."
About 40 respondents indicated an interest in helping plan the
proposed seminar. They met with the Pre-Planning Committee (December,
1969) and agreed upon the essential framework of the seminar, forming
a permanent Planning Committee of three teachers and three coordinators
to work out the details. In the meantime, about 30 teachers had signed
up to make presentations and to lead the discussion that made up the
seminar.
In the final format, three presenters were each given 15 minutes of
time for exposition at two identical bi-weekly meetings conducted at two-
week intervals from January 12 through May 21, 1970. At each meeting the
presentations were followed by three rotating small-grogr .;cussions at
which participants were able to interact personally with any one, two,
or all three presenters.
Program of the Independent Study Seminar, 1970
The program of the Seminar was published in advance as Proceed-
ings of the Tucson Public Schools Seminar on Independent Study, which
contained abstracts of the projected presentations. The proceedings
are reproduced as APPENDIX A of this report.
The Seminar was described in the January, 1970 issue of it Date,
Volume 4, Number 2, a quarterly publication of the Council on
Instruction, Tucson Public Schools. This is reproduced as APPENDIX B
of this report.
Papers submitted to the Seminar are listed in APPENDIX C. The
papers may be borrowed from the EducatiOnal Materials Center.
Findings of the Independent Study Seminar, 1970
.In the final session of the seminar, May 21, 1970, David T. Smith,
Coordinator of Science and member of the Pre-Planning and Planning
Committees, preseuted the following diagram and analysis of the types
of independent study programs which had been discussed during the Seminar:
6
7
OBJECTIVES
SCHOOL DETERMINED LEARNER SELECTED
1
TYPE A
"INDIVIDUALLY DIAGNOSED
AND.
PRESCRIBED"
TYPE C
"PERSONALIZED"
TYPE B
"SELF-DIRECTED"
TYPE D
"INDEPENDENT STUDY"
1
(LULA) Individually diagnosed and nrescribed learning activities
arc usually related to scbool- or teacher-determined means. The teacher,
for example, decides on a particular set of objectives, performs a pre-
test to determine the degree of proficiency in that objective, and then
prescribes a learning activity designed to move thc student from his
present compet6nce to that called for by the objective. Type A is
usually developed for all students and is most often found in the
"required" areas of the curriculum. Teachers who discussed this type in
the Seminar: Ed Kuhn, Dorothy Engel and Josephine Muramoto, Violet Hurston,
David Hooker, Fclizardo Valencia, David Smith, Bob Thomas, and John Beckman.
(Type B) Self-Directed Study also makes use of school-or teacher-made
.
objectives, but allows the studcnt freedom in the choice of means of
attaining those objectives. Thus, a teacher whose objectives include
8
mastery of some item of subject matter (U.S. llistory) or process
(Letter nsiting) will contract with a student who in turn will
study, practice, drill, or otherwise prepare himself to demonstrate
the attainment of that objective. The result is self-directed study.
Discussion of Type B, which is also most often found in required or
sequential subjects and is usually reserved for high-ability students,
is.found in the presentations of Dennis Cawley, Stanley Wagner, Phil
Roy, Merle Denning, Russell Weir, and Lee Wright.
(Type C) Personalized Learning is characterized by the student's
selection of objectives from among an assortment offered by the teacher
or school. A pupil in a general area (shop) may elect to meet the
objectives of the program by working with a particular medium of his.
choice (e.g., sheet metal). Type C is reported most often used with
average students in the elective areas. Often there is crosstyping
of Types B and C, as is seen in the discussions by Mary Belle McCorkle °
and Virginia Robinson. Other presentations dealing with Type C were
made by Bob King, Susan Shoemaker, Chet Sheaffer, Marjorie Benson, and
Francis Rickert.
(Type D) Independent Study allows the student the freedom of choice
of both variables involved. The student's objectives arc developed and
he selects the means for their attainment. The student also takes the
responsibility of determining the proficiency level which marks the
satisfaction of the program objectives. Type D usually involves the
elective areas of the curriculum and is most often reportc;(1 used with
students of high ability. Presentations of this type were made by
Richard (',orby, Elden Mathews, and Winifred Murray.
In his summary, David Smith saw existence of a two-dimensional
system into which all independent and individualized instructional
programs may be fitted, the dimensions being, 1) the means or media,
9
i.e., the ways of getting to the objectives, and 2) control, i.e.
the determination of who sets the objectives. Both means and the
control exist on continua. Put into this framework, the kinds of
available programs may be analyzed. Finally, this sort of analysis
may give rise to thc concept of the orchestration of learning activities
by the teacher.
Shortly before the end of the Seminar, the participants were
polled for their chief concerns in the area of individualized and
independent study. These were made the subjects of small-group
discussions at the final session:
1) How to control students in independent study programs;
2) How to motivate students;
3) How to grade;
4) How, when, and if to limit independent study;
S) How to get started, both from teacher and student points-of view;
6) How to evaluate effectiveness;
7) How to anticipate potential hazards;
8) How to exercise responsibility.
The small-group discussions produced the following tentative
conclusions (Spring, 1970):
1) Student control
Student control is one of the most critical problems in independent
study because controls obviously diminish independence. However, it must
be recognized that students arc not experienced in the independent
handling of themselves and their learning affairs in formal school
settings. For this reason, independent study should perhaps come by
degrees until students prove their ability to function responsibly.
As a matter of policy, every student should always have someone to
report to regularly, and should have projects in different subject
areas to ensure that he will get a balanced education.
2) Motivation
Motivation develops from a set of personally meaningful
goals and objectives, and from ideas or concepts that the student
is able to handle. Motivation is intrinsic; it must be recognized,
therefore, that not all students will be motivated by independent
study.
3) Grading
It seems contradictory and self-defeating to encourage and
motivate a student to work independently and then not involve him in
the evaluation of his work. Grading should be done by teacher and
student evaluating outcomes together.
4) Limitations
It must not be forgotten that all learning is an individual
matter, and that the student will learn what he wishes in spite of
a teacher. Teachers should redefine school objectives, since content
and process are constantly being confused.
5) Getting started
Getting a successful start is a matter of caution and of not
going "whole-hog". Independent study may be one of a great many
techniques employed simultaneously by a teacher. A gra*dual shift
should be made from content orientation to. process orientation.
6) Evaluating effectiveness.
An accurate description of present behavior should be obtained
as a base for later measurement. Objectives should be carefully
determined and precisely stated so that the student knows what he
is expected to do. Anecdotal records may be used also for a new
10
interpretation of goals and efforts needed to achieve them.
7) Anticipating potential hazards
The student should be required to demonstrate 100% familiarity
with any dangers that might be associated, however remotely, with the
independent study project. Some sort of evidence should be kept,
perhaps but not necessarily in the form of a contract, that the student
and his parents are aware of the nature of the program. Requests to
leave an independent study program should be honored, and an honorable
exit from an independent study program should be provided. The more rad-
ical independent 'study programs may need the protection of a system-
wide contract or definition of new relationships, perhaps by the Board
of Education.
8) Exercise of teacher responsibility
The teacher has the responsibility of 1) helping the student
determine limits and goals; 2) involving students as a group on some
occasions; 3) determining the stages of project development and deadlines;
4) helping the student acquire the tools for making decisions and solving
problems; 5) setting the atmosphere in which the student can function
effectively; and 6) providing guidance, but not direction.
Planning the Independent and/or Individualized Study Management
Seminar, 1971
At the end of the 1970 Independent Study Seminar, a member of the
planning Committee analyzed the above expressions of teacher concerns
and developed from them a checklist of questions which might be asked
of any independent or individualized study program by a student, a
parent, or a taxpayer. The checklist appears as APPENDIX D of this
report. The questions fall under seven headings which comorise an
analysis of the management function:
11
12
I) Processes whereby.a student responsibly enters a worthwhile
independent study program;
2) The processes of responsibly creating a new learning environ-
ment;
3) The processes of responsibly sustaining the new learning en-
vironment;
4) The processes of cross-educator responsibility for guiding
students;
S) Responsible uses of physical, material, and human resources
to sustain the learning environment;
6) The processes of responsibly evaluating student and program
Strengths and weaknesses;
7) Provisions for modifying processes when necessary.
This analysis was submitted to the Planning Committee early
in the 1970-71 school year, and was used by the Committee as the
structure of a second seminar entitled Independent and/or Individual-
ized Study Management Seminar.
The format of the second seminar was planned to follow sub-
stantially that of the first seminar, except that instead of
three presenters, each session was to be conducted by a panel of
educators with experience in the management of independent or
individualized programs. Each session was devoted to one.of the
checklist headings which appear above.
Program of the Independent and/or Individualized Study
Management Seminar, 1971
The program appears as APPENDIX E of this report.
13
Findings of the Independent and/or Individualized Study
Management Seminar, 1971
"Comments in Summary and Evaluation," a presentation
by John F. Bockman, appearing as APPENDIX F of this report, attempted
in the concluding discussion to isolate the management of learning as
an instructional function. The attempt was made to show that the
student's time and energy, can, through the teacher's skillful
management, be freed from mass constraints while his education is
formed by structure-for-learning designed for him more or less
personally. Professional responsibility for initiating and main-
taining structure at all times had been stressed throughout the
Seminar, with the qualification that structure be as far as possible
self-imposed by the student rather than super-imposed by the teacher.
The notion of something akin to structureless and formless "instruction",
an obvious contradiction in terms, was rejected.
Participants at the final session developed the following guidelines
for the management of independent and/or individualized study.
Guidlinc 1: New learning environments should be planned with
caution, taking due account of the environment of the school. Planning
must include all others on the staff who will be affected by it.
Communication and feedback should be open and encouraged.
Acceptance of the new learning environment should be sought from
all groups in the community affected by it.
New learning environments should be created with full recognition
of the existing limitations of the resources.
14
Cuideline 2: A teacher must be able to pull together sufficient
knowledge of.learning theory, sufficient knowledge of a wide range of
subject matter, sufficient sense of organization, sufficient experience
in dealing with individuals to ensure reasonable success of the new
learning environment.
A student must be called on to make a clear statement of his
goals,objectives and time use constraints to ensure reasonable
success in the venture.
Guideline 3: The process of responsibly sustaining the new learning
environment depends upon:
a) Use of some form records. (One form should be a statement
of progress in terms of objectives.)
b) Records mutually developed by both teacher and student out of
the project itself should lead toward additional study.
Guideline 4: Given that the several educators share.a mutual set
of students involved in individualized program: Assurances should be
made that those educators agree upon the student program objectives
and cooperatively coordinate the implementation of activities leading
toward competence in those objectives.
Guideline 5: Control of all parameters of the environment to the
maximum extent.possible is necessary. This calls for extensive, coop-
erative pre-planning for all relationships: teacher-pupil, teacher-
librarian, teacher-community resources, pupil-pupil, pupil-librarian,
etc.
A management center or some other facility for communication is
necessary. Specific provision should be made for coordinating the
resources and trouble-shooting the problems that the new learning
environment creates.
15
Guideline 6: Evaluation depends on responsibly established
goals and being conscious of them.
Assessment tasks that are set either too low or too high with
respect to the objectives posed fail to help a student responsibly
progress through a program.
Programs as well as students must be fairly evaluated.
Guideline 7: Provisions for modifying processes should be pre-
planned to prevent crises from occurring. It may be desirable, for
example, to expect certain kinds of program failures and to develop
certain techniques for recycling student learning opportunities
depending on the nature of the program. Definitions should be developed
to distinguish carefully among certain easily confused phenomena.
Techniques of observation should be developed to help distinguish
among them, e.g. time wasting, creative thinking, contemplation,
needed relaxation, socialization which distracts from ldarning
opportunities, and transactions of various kinds which promote
unanticipated learning of a high order.
16
CONCLUSION AND RECOMMENDATION
This report has been compiled in the hope of demonstrating
the extent to which a large group of educators, broadly representa-
tive of Tucson Public Schools' teachers and administrators, became
involved over a two-year period in an effort to solve instructional
problems through group interaction. It has been frequently charged
that contemporary institutions 4re unresponsive to the needs of their
members, in this case, both students and educators. This report should
indicate that the charge is not always entirely true. One is aware,
however, of a lack of machinery whereby the membership can get its
proposed solutions to common problems translated into organization
policy. The lack of such machinery is bound to create a feeling of
impotence and frustration among those who sense strongly the need for
concerted thought and action. It is recommended, therefore, that the
deliberations of these seminars be subjected to additional scrutiny 4nd
contribution from other sources in the District, according to some
plan, and eventually incorporated into a District philosophy without
excessive delay.
17
REFERENCES
Brabner, George, Jr., "The Decline of Pedagocentricity,"
liducational Technology, 10: 11-18, November, 1970.
Gilmin, Richard, "Housing Developments Multiply in Eastside
Growth Explosion," The Arizona Daily Star, November 19, 1971
Glaser, Robert, "The Design and Programming of Instruction,"
The Schools and the Challenge of Innovation, CED Research Advisory
Board. New York, 1969.
Johnson, Wendell, people in Quandaries, New York, 1946.
Umans, Shelley, The Management of Education, Garden City,
New York, 1971.
18
APPENDIX A
PROCEEDINGSOF THE
TUCSON PUBLIC SCHOOLSSEMINAR ON INDEPENDENT STUDY
1970
18
APPENDIX B
INDEPENDENT STUDIESSEMINARS IN SESSION
a DateJanuary, 1970Vol. 4, No. 2
19
32
41
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ut.
Inde
pend
ent S
tudy
is n
otJu
st a
fea
ture
of
orga
niza
tiona
l or
cur.
rieu
lum
cha
nge
whi
ch e
an b
e ad
ded
toor
del
eted
fro
m th
e sc
hool
's p
rogr
am.
It I
s th
e sy
stem
of
self
-ins
truc
tion
inw
hich
eac
h in
divi
dual
lear
ner
oper
ates
with
in th
e to
tal s
yste
m o
f th
e sc
hool
'sIn
stru
ctio
n." M
ore
Free
dom
He
furt
her
defi
ned
IS. a
s "A
lear
n.In
g si
tuat
ion
with
in th
esc
hool
day
whi
ch a
llow
s a
stud
erd
to d
evel
op p
er-
sona
l com
pete
ncie
s th
roug
h ex
peri
ence
sas
an
indi
vidu
al b
ut in
inte
ract
ion
with
othe
rs w
hen
need
ed."
IS. I
s ch
arac
teri
zed
by f
reed
om f
rom
cons
tant
sup
ervi
sion
. Gri
ffin
say
s. -
Stu.
denb
rea
d. w
rite
. con
tem
plat
e. li
sten
to r
ecor
ds a
nd ta
pes,
vie
w, r
ecor
d. m
em.
oriz
e, c
reat
e, b
uild
, pra
ctic
e, e
xerc
ise,
expe
rim
ent.
exam
ine.
ana
!re.
Inv
est!
.ga
te, q
uest
ion,
dis
cove
r an
d te
nver
se.
Inde
pend
ent S
tudy
em
phas
ites
the
:mt.
vidu
al's
rol
e in
lear
ning
.It
impl
ies
that
all
stud
ents
pos
sess
pct
enttA
ittie
sfo
rse
lf-i
nitis
tive,
seif
dis
cip:
me.
re.
sour
ceki
ness
,pr
oduc
tivity
and
self
.ev
alua
tion.
"W
orki
ng u
nder
the
dire
ctio
n of
Aiia
nS.
Haw
thor
ne. A
ssis
tant
Sup
erin
tend
ent
for
Seco
:dor
y E
duca
tion.
the
Fre
plan
.ni
ng c
omm
ittee
for
the
Dis
tric
t'sI
S.se
min
arsD
avid
T. S
mith
, Coo
rdin
ator
of S
cien
ce. J
ohn
F. B
odin
:an.
Cot
,rdi
n.at
tar
of L
angu
ages
,an
d A
U're
dZ
arnm
e.-
Coo
rdin
ator
for
Bus
ines
s E
duca
tion
evol
ved
a te
ntat
be d
efin
ition
of
t S.:
"A te
ache
rpla
nned
or
tcat
crc:
:::..d
cOur
se o
f st
udy
in w
hich
the
stud
ent i
sgr
ante
d m
ore
Or
less
com
plet
e re
pons
i-bi
lity
for
orga
nizi
ng h
is w
oe.:
tor
for
usin
g pr
ogra
mm
ed a
ud s
Imila
r m
aier
ial
s).
paci
ng h
imse
lf,
plan
ning
ohj
eeliv
es,
utili
zing
reso
urce
pers
ons
and
mat
eria
ls. e
tc..
unde
r co
nditi
-os
of g
oal-
ity c
ontr
ol w
hich
do
not f
rust
rate
the
stud
ent's
inde
pend
ence
."T
his
com
mitt
ee th
en p
rodu
ced
a se
e .
ord.
or
wor
king
def
initi
on.
"Ind
epen
d.en
t Stu
dy is
that
whi
ch th
e st
uden
ts a
redo
ing
whe
n th
e te
ache
r sa
ys th
ey ir
edo
ing
Inde
pend
ent S
tudi
es."
Lig
ht.h
eart
edty
. but
not
too
tong
ue.
In.c
heek
. the
gro
up th
en d
evis
ed a
thir
dde
fini
tiont
o be
(di
ed in
aft
er th
ese
min
ar s
erie
s:
Thi
rd D
efin
ition
CU
. Pog
o 31
UP
DA
TE
Publ
lehe
dqu
rrrr
r ly
byt:.
e C
ouna
t on
Inst
rueG
on. T
uebo
n ro
bile
Seb
oCri
Tho
mas
L. L
TIP
. Sup
erin
lend
ent
Ebe
rt D
.B
rook
s, A
noci
ate
Supe
rint
ende
nt
BO
AR
D O
F D
IRE
CT
OR
SM
rs W
alle
r H
arry
. Pre
side
ntD
r. H
arm
on I
tant
si.n
. Cle
rkM
rs. B
ruce
Mui
rr.b
trry
Dr.
W S
ham
Mot
orS
olut
eT
om
Edh
ors
Joon
van
ran
dJa
mes
I. C
oore
rM
orro
w E
guts
ta.n
Cen
ter
1010
Ear
l Ten
th S
tree
t,T
ues.
-a. A
rizo
na
Edi
tori
ai B
oard
Clia
rles
T. G
rubb
sE
vely
n D
agge
rD
orat
hyK
an:
noro
thr
Finl
ey
IS. i
s no
t new
to D
istr
ict 1
by
any
mea
ns b
ut u
ntil
the
curr
ent s
emin
ars
it di
d no
t rec
eive
a g
ener
al e
valu
atio
nor
exa
min
atio
n. N
ow. t
he D
istr
ict m
ayle
arn
in w
hich
dire
ctio
n to
mov
e.A
num
ber
of d
iffer
ent a
ppro
ache
s to
IS. t
he p
hilo
soph
y of
it a
nd e
valu
atio
nsw
ill b
e pr
esen
ted
thos
e at
tend
ing
the
sem
inar
s by
teac
hers
and
adm
inis
trat
ors
who
hat
e ha
d pr
actic
al e
xper
ienc
e. P
re-
sent
atio
ns w
ill b
e m
ade
in th
e fo
rm o
fre
adin
g of
pap
ers,
som
etim
es a
ugm
ent-
ed b
y au
diov
isua
l mea
ns.
Abs
trac
tsof
sem
inar
pre
sent
atio
nsha
ve b
een
mad
e av
aila
ble
to U
PD
AT
Ean
d fo
r th
e pu
rpos
e of
attr
actin
g in
ter.
est i
n th
ose
not n
ow r
egis
tere
d fo
r th
ese
min
ar s
erie
s. p
ortio
ns fo
llow
:Jo
hn F
. Boc
kman
. Dis
tric
t Coo
rdin
-at
or fo
r La
ngua
ges
in S
econ
dary
Edu
-ca
tion.
will
pre
sent
a p
aper
: "In
depe
nd.
ent S
tudy
of F
renc
h. G
erm
an. L
atin
.R
ussi
an a
nd S
pani
sh b
y E
ight
h G
rade
rsC
-ing
Pro
cram
med
Mat
eria
ls o
r Le
arn.
ins
Act
isity
Pac
kage
s w
ith G
uide
d S
up-
plem
enta
tion
and
Occ
asio
nal C
onve
rsa-
tiona
l Er.
..sag
e P
rovi
ded
by C
onsu
lt-an
ts W
ho S
peak
the
Lang
uage
Bei
ngS
tudi
ed."
Thi
s pr
ojec
t pro
vide
s th
irty
sele
cted
eigh
th g
rade
rs a
t Tow
nsen
d Ju
nior
Hig
hS
choo
l with
the
use
of a
str
uctu
red.
com
mer
cial
ly.p
repa
red
cour
se o
f stu
dyan
d co
rrel
ated
tape
s in
Fre
nch.
Ger
m.
an. L
atin
or
Spa
nish
. The
cou
rse
per-
mits
stu
dent
s to
wor
k in
depe
nden
tly a
tin
isiv
idua
l pac
es o
r sm
all g
roup
spe
ed.
at th
eir
optio
n.S
tude
nts
are
rele
ased
from
rea
ding
cla
sses
and
are
pro
vide
dw
ith p
rope
r eq
uipm
ent a
nd s
pace
.A
con
sulta
nt is
ava
ilabl
e on
a o
nce
aw
eek
aver
age.
Indi
vidu
ally
pre
scrib
edsu
pple
men
tatio
n is
bas
ed o
n in
divi
dual
need
and
ior
pref
eren
ce, t
akin
g in
to a
cco
unt t
hech
arac
teris
tics
of th
e la
n-gu
age
prog
ram
in th
e hi
gh s
choo
l to
whi
ch th
e st
uden
t is
head
ing.
The
pro
ject
als
o in
clud
es a
sys
tem
of
self.
eval
uatio
n. a
car
eful
ly k
ept r
ecor
dof
indi
vidu
al p
erfo
rman
ce a
nd a
det
aile
dlo
g of
stu
dent
-con
sulta
nt in
tera
ctio
n in
the
lang
uage
.S
core
s on
sta
ndar
dize
dpr
ofic
ienc
y te
sts
inal
lth
e la
ngua
gesk
ills
will
bec
ome
part
of t
he r
ecor
d at
the
end
of th
e ye
ar.
Lear
n B
y D
oing
Mer
le A
. Den
ning
. tea
cher
of I
ndus
-tr
ial E
duca
tion
at T
ucso
n H
igh
Sch
ool,
calls
I.S.
"Ind
ivid
ual
Exp
lora
tion:
AC
halle
nge
to H
igh
leve
l Lea
rnin
g" a
ndhe
will
mak
e a
pres
enta
tion
on w
ork
inT
echn
ical
.Illu
stra
tion
in th
e In
dust
rial
Art
s cu
rric
ulum
.D
enni
ng fe
els
that
the
art o
f lea
rnin
gis
by
doin
g."T
hrou
gh in
divi
dual
pro
b-le
m-s
olvi
ng e
xper
ienc
es th
e st
uden
t is
able
to a
chie
ve h
is g
oal."
Tec
hnic
al Il
lust
ratio
n ed
ucat
ion
head
shi
gh-in
tere
st a
nd e
nthu
sias
tic s
tude
nts
tow
ard
a po
sitio
n in
a s
mal
l gro
up o
fpr
ofes
sion
als
who
com
man
d a
very
hig
hra
te o
f pay
in th
e in
dust
rial a
nd c
om-
mer
cial
fiel
d.D
enni
ng's
pro
gram
is d
esig
ned
to r
e.le
ase
an a
ble
stud
ent f
rom
the
usua
lre
quire
d se
quen
ce o
f the
lear
ning
pro
-ce
ss a
nd a
llow
his
inte
llect
ual c
urio
si-
tyto
gov
ern
his
dire
ctio
n.V
ario
uski
nds
of p
aper
s, a
ll ty
pes
of e
quip
men
tin
clud
ing
colo
red
ink
in a
irbru
sh a
ppli.
ratio
n, te
chno
s pe
ns a
nd v
ario
us le
tter-
ing
devi
ces
are
prov
ided
for
the
stu-
dent
's u
se.
Thi
s re
sear
ch ty
pe o
f par
ticip
atio
nha
s a
thre
e4ol
d pu
rpos
e: It
invo
lves
the
rela
tions
hip
of d
epar
tmen
t with
in th
est
ruct
ure
of th
e sc
hool
: it i
nvol
ves
the
imag
e of
the
prog
ram
in th
c co
mm
unity
;an
d m
ost i
mpo
rtan
t, it
invo
lves
the
stu-
dent Tea
cher
s an
d ad
min
istr
ator
s at
tend
ing
the
sem
inar
will
hea
r an
d se
e va
rious
appr
oach
es to
IS. a
nd d
iffer
ence
s of
opin
ions
as
to h
ow it
sho
uld
be p
er.
form
ed.
Vio
let W
. Hur
ston
. mat
hem
atic
s in
-st
ruct
or a
t I'a
lo V
erde
Hig
h S
choo
l, ha
sin
divi
dual
ized
stu
dent
s in
her
cla
ss b
ya
dual
gro
upin
g.S
he h
as w
ritte
n on
"The
Tea
chin
g of
Tw
o C
lape
s C
oncu
r-re
ntly
in a
n A
ttem
pt to
Ove
rcom
e B
ud&
et L
imita
tions
With
out E
limin
atin
g O
neof
The
m."
Bec
ause
of b
udge
t lim
itatio
ns a
nd a
nun
dere
stim
ate
of th
e nu
mbe
r of
pot
en-
tial s
tude
nts
for
the
Alg
ebra
SH
cla
ss,
the
hono
r st
uden
ts w
ere
plac
ed in
acl
ass
with
ave
rage
stu
dent
s an
d th
e
plt-
0013
ta.
11.7
---t
es
:I-
41 S
it 4W
%,
.
trea
tmen
t of t
he s
ituat
ion
was
left
inth
e ha
nds
of th
e te
ache
r in
volv
ed.
Say
s M
rs. H
urst
on: "
Rem
embe
ring
the
one.
room
sch
ool h
ouse
and
with
the
in.
tuiti
ve fe
elin
g of
'why
not
' on
the
teac
h.er
's p
art,
it w
as d
ecid
ed to
trea
t bot
hgr
oups
of s
tude
nts
as s
epar
ate
clas
ses
with
sepa
rate
ass
ignm
ents
and
whe
nne
cess
ary,
eve
n se
para
te b
ooks
."
Res
ults
Are
Bet
ter
She
sta
tes
that
bot
h gr
oups
see
m to
have
ben
efitt
ed in
diff
eren
t way
s fr
omth
e pr
esen
ce o
f the
oth
er a
nd fr
omth
eir
own
sepa
ratio
n as
wel
l."R
esul
tsse
em b
ette
r th
an p
redi
cted
or
even
hope
fully
exp
ecte
d."
Mrs
. Itu
rsto
n so
unds
a n
ote
of w
arn.
ing
whi
ch h
er p
rese
ntat
ion
will
dev
el-
op: "
Und
er li
ke c
ircum
stan
ces
last
yea
rw
e us
ed In
depe
nden
t Stu
dy th
e fir
stha
lf of
the
year
.T
he r
esul
ts w
ere
dis-
astr
ous.
"In
the
abst
ract
of a
pap
er p
repa
red
for
sem
inar
pre
sent
atio
n. E
dwar
d K
uhn.
Sci
ence
teac
her
at C
atal
ina
Hig
h S
choo
l.w
rites
: "C
onve
ntio
nal m
etho
ds o
f tea
ch-
ing
chem
istr
y ha
ve p
repa
red
stud
ents
wel
l for
col
lege
wor
k in
the
past
, but
have
two
mgj
or d
isad
vant
ages
."T
hese
are
how
to a
ccom
mod
ate
the
diffe
rent
inte
rest
s of
stu
dent
s an
d at
the
sam
e tim
e al
low
the
slow
.sta
rtin
gbu
t abo
ve a
vera
ge s
tude
nt to
ach
ieve
and
expe
rienc
e ea
rly s
ucce
ss a
t a s
low
erpa
ce w
ithou
t bei
ng p
enal
ized
.O
ne s
olut
ion
is to
pro
vide
a li
st o
fm
ajor
topi
cs w
ith s
ub.to
pies
in a
de-
sire
d se
quen
tial o
rder
.A
list
of e
x.pe
rimen
ts a
ssoc
iate
d w
ith e
ach
topi
c is
mad
e an
d an
ane
cdot
al c
omm
ent b
ook
1Sve
Pas
t 41
ss,
..141
.1.1
1111
111.
1. -
VA
:
-1
.sis
:"1"
:ad
..;-
.....
&18
.T
he T
ucso
n H
igh
Sch
ool s
tude
nt, a
bove
, is
doin
g in
divi
dual
exp
lora
tion
in a
irbr
ush
wor
k in
the
Indu
stria
l Art
s cu
rric
ulum
of M
erle
A. D
enni
ng, t
each
er o
fIn
dust
rial E
duca
tion.
You
th is
pre
parin
g fo
r a
prof
essi
onal
car
eer
in a
ver
yhi
gh r
ate-
of-p
ay c
omm
erci
al fi
eld.
3U
PD
AT
E
a
is m
aint
aine
d In
an
atte
mpt
to p
ortr
ayth
e pr
ogre
ss o
f the
stu
dent
.S
tudc
nts
read
, lis
ten
to ta
ped
lect
ures
,us
e au
diov
isua
l aid
s,w
ork
exer
cise
s or
prob
lem
s. p
erfo
rm r
elat
edla
bora
tory
exer
cise
s an
d ta
ke a
non
.gra
ded.
sho
rt.
essa
y ev
alua
tion.
Res
ults
incl
ude
a cl
oser
teac
her.
stm
dent
rel
atio
nshi
p be
caus
e th
e te
ache
rsp
ends
mor
e tim
e w
orki
ng w
ith in
divi
d.us
ls th
an la
rge
grou
ps.
Lear
ning
ism
ore
enjo
yabl
e an
d in
tere
stin
g to
stu
-,de
nts
wor
king
on
thei
r ow
n, d
ue to
ala
ck o
f pre
ssur
e to
kee
p ab
reas
t, ac
-co
mpa
nied
by
the
oppo
rtun
ity to
ex-
plor
e in
gre
at d
epth
in a
n ar
ea o
f par
Mol
ar in
tere
st.
The
pap
er to
be
pres
ente
d by
Sci
ence
Dep
artm
ent C
hairm
an F
ranc
is B
.R
ic-
kert
. Hin
son
Hig
h S
choo
l, de
als
with
:"I
ndep
ende
nt S
tudy
in S
cien
ce: I
n-de
pend
ent S
tudy
as
a S
epar
ate
Cou
rse.
Inde
pend
ent S
tudy
for
In.d
epth
Stu
dy o
f Int
eres
t Are
as fo
r th
e B
ette
rS
tude
nts
in R
egul
ar C
lass
es."
Exp
lore
In D
epth
Afte
r a
year
in a
hig
h sc
hool
sci
ence
clas
s, a
n LS
. cou
rse
in s
cien
ce Is
offe
red
to 1
0.12
gra
de s
tude
nts
by p
erm
issi
onO
f the
teac
her
invo
lved
.T
he s
tude
ntm
ust p
rese
nt a
res
earc
h pr
oble
m o
nw
hich
he
wou
ld li
ke to
wor
k."T
he p
rogr
am a
llow
s th
e go
od s
tu-
dent
to e
xplo
re a
reas
of i
ndiv
idua
l in.
tere
st in
dep
th.
The
stu
dent
s do
the
wor
k of
the
clas
s an
d ar
e th
enfr
ee to
spe
nd th
eir
time
on th
ose
thin
gsin
terc
st th
em, a
s re
fere
nce
read
.In
a, e
xper
imen
ting
or o
ther
use
ful a
c-tiv
ities
that
inte
rest
them
,"R
icke
rtsa
ys.
Mos
t im
port
ant,
he s
tate
s, is
that
they
bec
ome
invo
lved
in le
arni
ng r
athe
rth
an w
orki
ng fo
r a
rade
.D
avid
T. S
mith
. Dis
tric
t Coo
rdin
ator
of S
cien
ce, h
as s
ched
uled
a p
rese
ntat
ion
on "
Sci
ence
A P
roce
ss A
ppro
ach,
Re.
Writ
ten
for
Pre
sent
atio
nto
Eig
hth
Gra
de S
cien
ce P
upils
Who
May
or
May
Not
Hav
e S
tudi
edE
lem
ents
ofth
eM
ater
ials
Pre
viou
sly.
"T
his
is a
kin
derg
arte
n th
roug
h si
xth
grad
e se
quen
tial p
rogr
am b
ased
on
the
conc
ept t
hat w
hat i
s ta
ught
chi
ldre
nsh
ould
rese
mbl
e w
hat
scie
ntis
tsdo
.S
mith
says
,"P
resu
mab
ly:
scie
ntis
tsm
ake
obse
rvat
ions
, cla
ssify
, inf
er a
ndpe
rfor
mex
perim
ents
by
incr
easi
ngly
com
plex
dev
elop
men
t (le
arni
ng)
or p
ro-
cess
ing
of in
form
atio
n.It
is in
ferr
edth
at a
hie
rarc
hy o
f lea
rnin
g ca
n be
de.
taile
d fo
r th
ese
proc
esse
s."
The
Pro
cess
es a
re "
pack
aged
" in
toun
its w
ith p
rogr
am.ty
pe p
upil
guid
esso
that
a m
ajor
por
tion
of th
e fu
ll se
.qu
enee
is o
ffere
d in
a y
ear's
tim
e. M
a-te
rials
and
sup
plie
s ha
ve b
een
deve
l-op
ed o
ver
the
past
two
year
s. A
com
4U
PD
AT
E
:rp
-%.
Lr
4:4
- I
,n4
,
if.*
11"
;
Not
.-
- ...
.4.
t.
:.:C
r", -
-
The
han
d of
Will
iam
F. W
eddi
ng. p
rinci
pal o
f the
new
Pis
tor
dom
e? 1
,.71-
iS
choo
l, po
ints
to th
e 'm
oder
n on
e-ro
om s
choo
lhou
se' a
rea
e th
e sz
r.ca
: sde
sign
. Hom
e E
cono
mic
s. A
rt a
nd S
cien
ce s
tudi
os o
pen
onto
the
corp
e;ed
whi
ch le
nds
itsel
f to
Inde
pend
ent S
tudy
. Tea
m T
each
ing
and
grou
p
-
plet
e tr
ial o
f thi
s In
depe
nden
t Stu
dypr
ogra
m w
as fi
rst m
ade
poss
ible
with
the
open
ing
of s
choo
l las
t fal
l.W
illia
m M
. Grif
fin (
quot
ed e
arlie
r as
a pi
onee
r in
I.S
. pro
gram
s) w
rites
that
ifst
uden
ts a
re to
take
res
pons
ibili
tyfo
r th
eir
own
lear
ning
thro
ugho
ut th
esc
hool
day
, thc
y m
ust h
ave
acce
ss to
appr
opria
te s
pace
s an
dfa
cilit
ies
and
that
thes
e sp
aces
and
faci
litie
s sh
ould
be o
pen
and
staf
fed
at a
ll tim
es.
The
Pis
tor
Pro
gram
Eric
kson
Ele
men
tary
Sch
ool,
Cho
llalig
h S
choo
i. st
ill-u
nder
-con
stru
ctio
n P
is.
tor
Juni
or H
igh
Sch
ool a
nd to
som
e ex
.te
ntS
ahua
ro a
ndS
anta
Rita
Hig
hS
choo
ls w
ere
desi
gned
with
Inde
pend
eat S
tudy
and
ofte
noec
ompa
nyin
g T
eam
Tea
chin
g in
min
d.W
illia
m F
. Wed
ding
, prin
cipa
l of P
is-
tor
Juni
or H
igh
Sch
ool,
will
rep
ort o
nth
e P
isto
r pr
ogra
m.
la h
is a
bstr
act.
Wed
ding
sta
tes.
"T
hebu
ildin
g is
a la
rge
carp
eted
lear
ning
cen:
cr w
ith a
rche
s le
adin
g to
the
Hom
eE
cono
mie
s, A
rt a
nd S
cien
cest
udio
s.La
rge
and
smal
l gro
up te
achi
ng te
ch.
niqu
es a
re p
lann
ed to
fully
util
ize
all
exis
ting
spac
e."
Thi
s w
ill p
rovi
de fo
rgr
oup
plan
ning
,te
amte
achi
ng a
ndte
achi
ng a
ssis
tant
s."B
ehav
iora
l obj
ects
are
to b
e id
enti.
tied
and
all s
ubje
ct a
reas
will
ser
ve a
sve
hicl
es fo
r ac
hiev
ing
them
." W
eddi
ngst
ates
that
the
use
of "
disc
over
y m
eth.
ods.
pro
blem
sol
ving
and
ste
p.bp
step
trai
ning
tow
ard
Inde
pend
ent S
tudy
are
all p
art o
f the
pla
ns fo
r th
is m
oder
non
e.ro
om s
choo
l hou
se."
Fou
r C
holla
Hig
h S
choo
l Ins
truc
tors
will
pre
sent
pap
ers.
Rus
sell
G. W
eir.
Soc
ial S
tudi
es te
ach.
er. w
ill p
rese
nt "
A L
earn
ing
Par
-sag
efo
rI I
th G
rsde
to-
sign
ed to
Rev
eal E
ss.,m
ial
AN
:ttie
s R
elat
ed to
Indi
vidu
al S
tnly
"T
he le
arni
ng p
zcka
ge p
rosi
,:.!%
ba,
icdi
rect
ions
. allo
wie
g fo
r fr
e.,i,
ns o
f in.
terp
reta
tion
with
in a
n es
tabl
ishe
d ira
me
"
wor
k."T
each
er a
vaila
bilit
y m
ust b
e.sc
hedu
led
for
antic
ipat
ed q
uest
ions
. the
'an
swer
sto
whi
chyi
eld
sug.
:est
ic.n
sra
ther
than
sol
utio
ns:-
The
sec
tions
of t
he p
acka
ge a
re d
i..vi
ded
into
five
par
ts c
hoo,
ing
a su
b-je
ct, c
onst
ruct
ing
a ra
tiona
le.
:sr:
:: Z
beha
vior
al g
oals
. lis
ting
med
ia a
nd a
c--
Hef
ty e
ssen
tials
and
dev
elop
ing
an e
val-:
uatio
n de
vice
.C
lass
room
and
libr
ary
time
are
al.
loca
ted
and
outs
ide
stud
y tim
e is
re,
com
men
ded.
Per
iodi
c co
nfer
ence
s ar
esc
hedu
led
to c
heck
rat
es o
f pro
zres
s.:
Ass
essm
ents
of e
ffort
s ar
e :::
4,!e
bs
the
stud
ent a
nd th
e te
ache
rin
orde
r.
Spa
nisl
t Cue
-Car
dsF
eliz
ardo
Vs:
ends
"ill
!;.e:
:::"S
pani
sh fo
r N
os-N
ativ
e S
peiW
C75
7P
rogr
amm
ed A
ppro
ach.
"T
he a
ppro
ach
is d
esig
ned
for
stud
ent,
of a
ny a
ge. g
rade
or
capa
t,ii:i
y le
sel
Mat
eria
ls u
sed
cons
ist b
r.s:
cally
i.far
indi
vidu
aliz
ed p
acke
t of c
ue G
arde
Mt,
inst
ruct
ions
for
the
stud
ent,
a li:
ien:
ngsp
eaki
ng a
id a
nd a
eus
r va
rd u
sed
Pgr
oup
inst
ruct
ion.
Eva
luat
ion
relie
s he
avily
on
stud
er.
self.
appr
aisa
l sin
ce h
e kn
ous
wha
t h-
is d
oing
or
is to
do
at e
very
ste
p of
th11
..Pa
rr 1
1
cour
se.
In a
dditi
on to
bei
ng a
n in
de-
pend
ent a
ppro
ach,
the
tech
niqu
e pr
o-vi
des
for
larg
e an
d sm
all g
roup
inte
r-ac
tion.
Val
enei
a re
port
s.B
ob D
. Kin
g. V
isua
llech
nica
l Art
ste
ache
r at
Cho
lla, w
ill r
eper
t on
the
"Lor
nmg
Act
ivity
Pac
kage
(LA
P):
De-
velo
ping
Irdi
vidU
al In
stre
ctio
n T
hrou
ghan
Obs
erva
ble
and
Mea
sura
ble
Tes
tif-
ies
Tec
hniq
ue."
The
-LA
P-
is a
hig
hips
truc
ture
d pr
o-ee
dure
writ
ten
by th
e te
ache
r.It
al.
low
s an
indi
vidu
al s
tude
nt to
pro
gres
sat
ha
own
rate
and
at h
is o
wn
leve
l.T
here
spon
sibi
lity
kr le
arni
ngis
plac
ed o
n th
e st
uden
t and
, thu
s, th
ero
le o
f the
teac
her
is c
hang
ed fr
omon
e of
a d
ispe
nser
of k
now
ledz
e to
that
of a
gui
danc
e fu
nctio
n.W
ith th
e LA
Pap
proa
ch, a
stu
dent
may
ent
er a
nd e
xit
from
ar.
y pa
rtic
ular
cou
rse
at a
ny ti
me.
as d
eter
min
ed b
y hi
s ow
n le
arni
ng le
vel
and
lear
ning
spe
ed.
Che
mis
try
Rep
ort
The
four
th C
hena
rep
ort w
ill c
ome
from
Rob
ert G
. Tho
mas
. Sci
ence
teac
h-er
.H
is s
ubje
ct is
'Ind
ivid
ualiz
ed In
-st
ruct
ion
of P
hysi
cs a
nd C
hem
istr
y."
In p
hysi
cs fo
r ju
nior
s an
d se
nior
s,on
e ha
lfof
stud
ents
' gra
des
depe
nds
upon
thei
r pe
rfor
man
ce o
f beh
avio
ral
obje
ctiv
es.
The
rem
aind
erof
thei
rgr
ade
is b
ased
on
one
of s
ever
al a
ssig
n.m
ents
to b
e co
mpl
eted
in th
eir
note
-be
aks.
Lect
ure-
disc
ussi
ons
varie
d fr
omno
ne to
thre
e tim
es w
eekl
y.S
tude
nts
proe
ress
ed a
t the
ir ow
n ra
tes.
In c
hem
istr
y fo
r M
e sa
me
grad
e le
e'.
els,
stu
dent
s ar
e gi
ven
a lis
t Of o
bjec
-tiv
es A
nd a
not
eboo
k as
sign
men
t fO
r
a 1 F.
each
uni
t.M
onda
y th
roug
h T
hurs
day
sctiv
ities
cons
ist o
f lec
ture
-dis
cuss
ion.
labo
rato
ry w
ork
and
Inde
pend
ent S
tudy
.E
ach
Frid
ay. s
tude
nts
rece
ive
test
s on
all
obje
ctiv
es p
revi
ousl
y di
scus
sed
InS
ass
but n
ot y
et p
asse
d by
that
stu
-de
nt.
Aud
iovi
sual
aid
s ar
e pl
anne
d fo
r U
sein
the
futu
re.
At D
oole
n Ju
nior
Hig
h. a
n In
depe
nd-
ant S
tudy
pro
gram
Is b
eing
car
ried
out
by R
icha
rd C
orby
, Soc
ial S
tudi
es te
ach.
er. P
urpo
se L
s to
enc
oura
ge "
curio
us a
ndca
pabl
e st
uden
ts to
pla
n an
d un
dert
ake
thei
r w
ork
with
a m
inim
um o
f sup
er-
von.
-In
this
pro
gram
. for
38
stu-
dent
s, c
lass
room
atte
ndan
ce is
not
re-
quire
d bu
t it i
s no
t dis
cour
aged
.S
tu-
dent
s ar
e pe
rmitt
ed to
wor
k ou
tsid
eth
e sc
hool
as
long
as
pare
nts
and
co-
ordi
nato
rs k
now
whe
re th
ey a
re a
t all
times
.A
n I.S
. Com
mitt
ee o
f sta
ff m
embe
rsde
term
ines
pel
icy
and
mak
es d
ecis
ions
rega
rdin
g th
e pr
ogra
m.
Tw
o cn
ordi
n.et
ers
wor
k cl
osel
y w
ith th
e gr
oup
and
all m
embe
rs o
f the
facu
lty a
re a
vail-
able
as
tuto
rs a
nd a
dvis
ors.
A w
ork-
stud
y ro
om is
pro
vide
d an
d st
uden
ts a
rere
spon
sibl
e fo
r m
aint
enan
ce o
f an
Idea
lw
orki
ng a
tmos
pher
e.S
:ate
s G
orby
: "E
valu
atio
n Ls
by
reg-
ular
test
ing
in s
ensi
tive
area
s. fr
eque
ntIn
terv
iew
s w
ith c
oord
inat
ors
and,
mos
tim
port
ant,
stud
ent s
elee
valu
atio
n."
Dav
id M
. Hoo
ker,
teac
her
at T
ucso
nan
d C
atal
ina
Hig
h S
choo
ls. w
ill r
epor
ton
the
Man
darin
Chi
nese
lang
uage
pro
-gr
ams,
whi
ch in
clud
e an
LS
. pro
gram
In
writ
ten
Chi
nese
.
--ee
-ee-
ters
erat
ewer
r .r
eerr
eese
inee
sete
erem
ettz
r".7
777-
-gyr
eeris
i.
.16
.
eme
le
:.
J
The
mod
erne
danc
e is
em
ploy
ed b
y In
depe
nden
t Stu
dies
stu
dent
sof
teac
her
Virg
inia
Rob
inso
n at
Cat
alin
a H
igh
Sch
ool.
The
pro
jezt
was
initi
ated
to e
xplo
rew
ays
to a
llow
mor
e in
divi
dual
cre
ativ
ew
ork
on d
ance
s an
d th
e re
late
d pe
r-fo
rmin
g ar
ts.
-
Chi
nese
Pro
gram
The
pro
gram
beg
an In
Aug
ust,
1067
.w
ith th
e fe
elin
g th
at s
uch
Chi
nese
tang
.va
ge c
lass
es w
ould
bec
ome
a co
mpe
ti-tiv
eal
tern
ativ
eto
trad
ition
alhi
ghsc
heol
lang
uage
cou
rses
.
In o
rder
to c
halle
nge
the
extr
emel
ybr
ight
stu
dent
s w
hO a
re e
nrol
led
alon
gw
ith th
e ab
ove
aver
age
stud
ents
, a s
up-
plem
enta
rypr
ogra
mof
Inde
pend
ent
Stu
dy in
writ
ten
Chi
nese
was
als
o se
tup
. Hoo
ker
stat
es th
at "
writ
ten
Chi
nese
is p
artic
ular
ly w
ell s
uite
d to
Inde
pend
-en
s S
tudy
sin
ce it
invo
lves
mai
nly
the
acqu
isiti
onth
roug
hm
emor
izat
ion
ofid
eogr
aphs
." T
wen
ty-t
hree
stu
dent
s vo
l-un
teer
ed fo
r IS
. and
set
thei
r ow
ngo
als
of le
arni
ng fr
om 1
60 to
650
cha
r.ac
ters
."T
he s
tude
nts
wor
ked
inde
pend
ently
,ta
king
test
s w
hen
they
felt
prep
ared
and
re-t
akin
g th
em w
hen
they
wer
e no
tsa
tisfie
d w
ith th
eir
acco
mpl
ishm
ents
.S
pace
doe
s no
t per
mit
Incl
usio
nof
othe
r re
port
s w
hich
will
be
pres
ente
dat
the
sem
inar
s.IM
wev
er, t
he fo
llow
-M
g tit
les
and
auth
ors
will
be
offe
red:
"Lee
" W
right
. of F
icke
t Jun
ior
Hig
hS
choo
l. w
ill p
rese
nt. "
Dev
elop
men
t of
Ver
bal
a n
dN
onV
erba
lE
xpre
ssio
nT
hrou
gh in
ter-
rela
tion
of W
ritte
n or
Ora
lLa
ngua
ge. P
anto
mim
e. D
raw
ing
and
List
enin
g E
xper
ienc
es A
rran
ged
So
that
One
Siip
laIn
s th
e O
ther
or
Sho
ws
Def
icie
ncie
sin
Und
erst
andi
ng w
hich
Occ
ur in
Com
mun
icat
ion.
"'
Mar
jorie
Ben
son,
Pue
blo
Hig
h S
choo
l.ha
s ih
e su
bjec
t, "U
sing
Lib
rary
Re-
sour
ces
to In
vest
igat
e a
Top
icof
Per
son-
al In
tere
st."
Eld
enC
.M
athe
ws.
Tuc
son
Hig
hS
choo
l. be
lieve
s th
at a
ll ed
ucat
ion
can
turn
lo In
depe
nden
t Stu
dy a
s th
e ke
yto
fulfi
lling
the
intr
insi
c ne
eds
ofal
lst
uden
ts a
nd h
is p
aper
will
cov
er th
isph
iloso
phy.
Sta
nley
Wag
ner,
Tuc
son
Hig
h S
choo
l.ha
s th
e su
bjec
t: "I
ndep
ende
nt R
esea
rch
on a
Lite
rary
Sub
ject
to in
crea
se th
est
uden
t's K
now
ledg
e in
an
Are
a of
In-
(ere
st a
nd th
e E
ffect
ive
Pre
sent
atio
n of
that
Info
rmat
ion
to a
n A
udie
nce.
"
Mea
ns O
r A
n E
nd?
Ano
ther
,ph
iloso
phic
alpr
esen
tatio
nw
ill b
e m
ade
by C
harle
s E
. Woo
k, S
an.
ta R
ita H
igh
Sch
ool.
His
pap
er's
title
is "
Cha
nge,
The
Chi
ldre
n of
Cha
nge
and
Tea
chin
g M
etho
ds: A
Mea
ns o
r an
End
rC
het S
heaf
fer,
Coo
rdin
ator
of C
o-op
erat
ive
Edu
catie
n. w
ill p
rese
nt, "
In-
depe
nden
t Stu
dy o
f Coo
pera
tive
Edu
ce-
Hon
(D
istr
ibut
ive
Edu
catio
n. C
oope
ra-
tive
Offi
ce E
duca
tion.
Indu
stria
l Coo
la-
nt".
Pee
p 4) 5
UP
DA
TE
Indi
vidu
aliz
ed p
acke
ts o
f eve
car
ds a
nd li
sten
ing-
spea
king
aid
s ar
e us
ed in
Spa
nish
for
1:Jo
nNat
ive
Spe
aker
s at
Cho
lla H
igh
Sch
ool.
Fel
izar
do 1
.. V
alen
cia
will
pre
sent
sem
inar
pap
er o
n th
e st
udy
met
hod.
erat
ive
Edu
catio
n. C
oope
rativ
e F
ood
Ed-
ucat
ion
and
Ser
vice
Tra
inin
g an
d C
o-op
erat
ive
Hea
lth C
aree
r E
duca
tion)
."F
inal
ly, M
iss
Virg
inia
Rob
inso
n, o
fC
atal
ina
lligh
Sch
ool,
will
spe
ak o
n "A
nIn
divi
dual
ized
App
roac
h to
a M
oder
nD
ance
Pre
sent
atio
n T
hrou
gh a
Sel
f-D
irect
edIn
tera
isci
plin
ary
Pro
ject
inth
e A
rts.
"O
ther
LS
. pro
gram
s, w
hich
will
not
be e
xpla
ined
at t
he s
emin
ars,
arc
in e
x-is
tenc
e In
Dis
tric
t 1, f
our
of w
hich
hav
ebe
en r
epor
ted
to U
PD
AT
E.
Mrs
. Fay
e R
obin
son
repo
rts
on "
Incl
i-vi
dual
ized
Lea
rnin
g in
Roo
m 2
14 a
tW
akef
ield
Jun
ior
Hig
h."
Tw
enty
-ex
stud
ents
. "be
low
ave
rage
"In
achi
evem
ent
Inm
atite
mat
ice.
are
usin
g se
ts o
f "In
tii.le
.r.z
.ng
Mat
he-
mat
ics,
Ski
lls a
nd P
atte
rns"
by
Fol
ey.
The
pro
gram
is d
esig
ned
for
the
re-
luct
ant
lear
ner
and
isco
mpo
sed
ofei
ght,
32-p
age
book
lets
cov
erin
g fu
nda-
men
tal s
kills
and
con
cept
s, fo
ur b
ook-
lets
des
Igne
d to
mot
ivat
e st
uden
ts, f
our
in-d
epth
car
ds fo
r ea
ch m
ain
book
let,
and
test
boo
klet
con
tain
ing
pre-
test
san
d ac
hiev
emen
t tes
ts.
Eac
h st
uden
t tak
es a
pre
-tes
t and
then
wor
ks In
his
boo
klet
at h
is O
wn
rate
.M
rs. R
obin
son
writ
es,
have
pai
red
a be
tter
stud
ent w
ith a
slo
wer
stu
dent
so th
e sl
ower
stu
dent
may
rec
eive
mor
ein
divi
dual
hel
p th
an I
wou
ld b
e ab
le to
give
him
.A
t the
sam
e tim
e I f
eel i
tIs
hel
ping
the
bette
r st
uden
t to
deep
enhi
s ow
n un
ders
tand
ing
of th
e m
ater
ial."
Ach
ieve
men
t sco
res
have
bee
n qu
itehi
ghar
ound
90
per
cent
.P
rinci
pal E
. W. P
alm
er h
as d
evel
oped
an I.
S. p
roje
ct a
t Wrig
ht E
lem
enta
ryS
choo
l ent
itled
"A
Per
sona
lized
and
In.
divi
dual
ized
Spe
lling
Pro
gram
."O
bjec
tive
of th
e pl
an Is
to c
halle
nge
able
stu
dent
s, p
rovi
de a
n eq
ual l
oad
for
the
aver
age
stud
ent a
nd p
rovi
de a
neq
uiva
lent
list
of w
ords
that
are
at t
hele
arni
ng le
vel o
f the
less
abl
e st
uden
t.
6U
PD
AT
E
lIew
It W
orks
Eac
h w
eek
lists
of 1
03 w
ords
from
asp
ellin
g se
ries
an m
imeo
grap
hed.
The
lists
are
take
n fr
om u
nits
in a
ser
ies
star
ting
with
gra
de th
ree
and
endi
ngw
ith g
rade
eig
ht.
An
addi
tiona
l 22
wor
ds o
f gre
ater
diff
icul
ty a
rc in
clud
edto
pro
vide
wor
ds fu
r st
uden
ts w
ho c
ansp
ell a
gre
at n
umbe
r of
wor
ds In
the
regu
lar
list.
Afte
r a
test
on
the
wor
ds, t
he fi
rst
24 w
ords
mis
spel
led
are
used
as
the
stud
ent's
spe
lling
ass
ignm
ent f
or th
ew
eek.
Eac
h ch
ild's
list
is d
iffer
ent a
ndis
mad
e up
of w
ords
whi
ch h
e ne
eds
tole
arn
to s
pell.
The
wor
ds a
re a
lso
atth
e gr
ade
leve
l tha
t stu
dent
s sh
ould
be
capa
ble
of le
arni
ng.
Dur
ing
the
wee
k st
uden
ts w
ork
onle
arni
ng (
he w
ords
mis
spel
led
and
addi
-tio
nal p
roje
ct w
ork
is p
rovi
ded
for
ex .
cept
iona
l stu
dent
s."T
he p
rogr
am is
espe
cial
ly h
elpf
ulfo
r co
mbi
natio
n cl
asse
s si
nce
Itis
in-
divi
dual
ized
," s
tate
s th
e W
right
rep
ort.
Aga
in a
t Wrig
ht S
choo
l, A
AH
PE
Rph
ysic
al fi
tnes
s te
sts
are
give
n.S
tu-
dent
s th
en w
ork
on th
eir
defic
ienc
ies
eith
er a
t hom
e or
In s
choo
l to
try
tode
velo
p th
emse
lves
to th
eir
grea
test
capa
bilit
ies.
Per
sona
l rec
ord
shee
ts a
re s
ent h
ome
at th
e en
d of
the
year
and
aw
ards
will
be g
iven
to s
tude
nts
who
hav
e pe
r-fo
rmed
at o
r ab
ove
the
thre
e hi
gh p
er-
cent
iles
of 5
0, 8
3 an
d 10
0.M
rs. B
etty
Ric
hard
sen'
s fo
urth
gra
dest
uden
ts a
t Rog
ers
Ele
men
tary
Sch
ool
are
usin
g an
indi
vidu
aliz
ed m
athe
mat
ics
prog
ram
.E
ach
child
mak
es a
con
tmet
for
the
amou
nt o
f mat
h to
be
done
with
insp
ecifi
ed ti
me.
Afte
r sa
tisfa
ctor
ily c
om-
plet
ing
a co
nfer
ence
con
trac
t, M
rs. R
ich-
ards
on e
valu
aies
the
mat
h ac
com
plis
hed
In a
n ev
alua
tion
conf
eren
ce. A
new
cont
ract
Is a
ppro
ved
afte
r co
mpl
etio
nof
the
eval
uatio
n co
nfer
ence
.
Tes
ts S
how
Pro
gres
sA
mul
tieho
lce
of te
sts
is p
rovi
ded
for
the
proc
ram
at v
aryM
g ab
ility
leve
ls.
Sta
ndar
dize
d te
sts
in th
e fir
st y
er h
ave
show
n ve
ry e
xcel
lent
pro
gres
s.A
s D
Ook
n S
choo
l's C
orby
rep
orte
d.st
uden
t sel
f-ev
alua
tion
of I.
S. p
rogr
ams
is "
mos
t im
port
ant"
and
a ir
ardi
er o
fth
ese
eval
uatio
ns u
ill b
e re
m.r
ti d
atth
e se
min
ars.
Am
ong
them
, are
the
follo
win
g:"I
bel
ieve
the
(I S
.) p
ro:tr
ee:
af-
fect
ed m
y lif
e gr
eatly
.It
r:-t
: ;:
tain
ts, h
asch
ange
d m
y pe
rson
clity
.It
has
been
the
mos
t enj
oyab
le y
ear
ofsc
hool
1 h
ave
ever
had
.-"I
thin
k th
at th
e pr
oera
m h
as g
iven
me
mor
e se
lf-co
nfid
ence
. hav
mp
a ro
c.nt
to o
urse
lves
gav
e m
e a
ful:.
.r s
erir
ofre
spon
sibi
lity
ahd
I lea
rned
how
lo g
etal
ong
bette
r w
ith p
eopl
e as
they
are
.no
t as
I thi
nk th
ey t!
,:o.:1
,1to
P..*
"I th
ink
mem
bers
of t
he M
ier
ty le
vels
sho
uld
be in
clud
edI k
n.iw
agu
y w
ho is
not
ver
y In
telli
gent
at a
ll.ye
t has
mem
oris
ed e
very
Nil.
hee
led;
cham
pion
s:up
pin
e si
nce
1936
-- w
hopl
ayed
the
gam
e, w
ho q
uart
erha
cked
each
team
, whe
re it
was
pla
yed.
the
date
; and
in s
ome
even
the
tem
pera
ture
It se
ems
to ir
e pe
ople
like
this
cou
hlle
arn
just
as
wel
l at h
igh
ahili
ty k
vels
.if
they
wer
e In
tere
sted
in w
hat t
hey
wer
e do
ing.
"U
PD
AT
E a
gree
s an
d ap
plau
ds.
Noo
-Pm
iliO
rgan
:tat:e
nU
.S.
PO
STA
GE
PA
IDT
IMO
R. A
AU
P.P
erm
it N
o. :9
0
CA
3
APPENDIX C
LIST .OF SEMINAR PAPERS
3 7.
APPENDIX C
List of Seminar Papers
Benson, Marjorie. "Using Library Resources to Investigate a Topic
of Personal Interest." 2 pp.
Bockman, John F. "Independent Study of French, German, Latin,
Russian, and Spanish by Eighth Graders Using Programmed
Materials or Learning Activity Packages with Guided Supple-
mentation and Occasional Conversational Exchange Provided
by Consultants Who Speak the Language Being Studied." 49 pp.
(See ERIC ED 033 632, 040642, and 048 813 for additional
information concerning the experimental project.)
Bockman, John F. "Innovative Independent Study Programs and Teacher
Liability." 21 pp.
Cawley, Dennis. "A Seminar on the Brazilian Story." 2 pp.
Engel, Dorothy B. and Muramoto, Josephine. "Development of Greater
Interest and Proficiency in Physical Science Classes (Grades
9-12) Through a Program of Instruction Involving ProcessApproach Method As a Form of Independent Study and Laboratory
Science Using Behavioral Objectives." 8 pp.
Denning, Merle A. "Individual Exploration: A Challenge to High-
Level Learning." 9 pp.
Gorby, Richard. "A Description of an Independent Study Program atDoolen Junior High School." 13 pp.
Hooker, David. "Independent Study of Chineqe in Tucson Public
Schools: How It Missed the Boat." 5 pp. (See ERIC ED
for additional information doncerning the project.)
Hurston, Violet. "The Teaching of Two Classes Concurrently in an
Attempt to Overcome Budget Limitations Without Eliminating
One of Them." 4 pp.
King, Bob D. "The Learning Activity Package: A Brief Statement of
Need and a Proposed Program." 4 pp.
Kuhn, Ed "The Use of Semi-Independent Study Methods in Chemistry toRetain Above-Average but Slow-Starting Students and to Allow
the Thorough Investigation of Topics of Particular Interest.
5 Pp.
Mathews, Elden C. "The Teacher As Self-Actualized and As a Self-Actualizer to Meet the Present Needs of Education in Our Society
and World." 7 pp.
24I
38
McCorkle, Mary Belle. "How Erickson Provides for Independent Study."
5 PP.
Murray, Winifred. "Independent Language Experiences Can Arrest
Potential Drop-Outs." 3 pp.
Rickert, Francis. "Independent Study in Science at Rincon High
School: I) Independent Study As a Separate Course; II) In-
dependent Study for In-Depth Study of Interest Areas for the'Better Students in Regular Classes." 3 pp.
Robinson, Virginia. "An Individualized Approach to a Modern Dance
Presentation Through a Self-Directed Inter-Disciplinary Project
in the Arts." 4 pp.
Roy Phil. "Another View of Independent Study: Sixteen Troublesome
Problems." 5 pp.
Sheaffer, Chet. "Independent Study in Cooperative Education(Distributive Education, Cooperative Office Education, IndustrialCooperative Education, Cooperative Food Education and Service
Training, and Cooperative Health Career Education)." 5 pp.
Shoemaker, Susan. "A Description of Two Independent Study Methods
Used in Two Business Education Classes." 8 pp.
Smith, David T. "Science--A Process Approach, Re-Written for Present-ation to Eighth Grade Science Pupils Who May or May Not Have
Studied Elements of the Material Previously." 13 pp.
Smith, David T. "Summary of Independent Study Program's As Presented
by Members of the Spring Seminar." 5 pp. (See pp. of this
report.)
Thomas, Robert G. "Individualized Instruction in Physics.and Chemistry."
3 PP
'Valencia, Felizardo L. "Spanish for Non-Native Speakers, A. Programmed
Approach." 3 pp.
Wedding, William F. "Planning a Junior High School to Teach Students
to Think." 4 pp.
Weir, Russell G. "A Learning Package.for llth Grade History StudentsDesigned to Reveal Essential Skill-Abilities Related to Independ-
ent Study." 4 pp.
Wook, Charles E. "Change, The Children of Change and Teching Methods:
A Means or an End?" pp.
Wright, Lee. "Development of Verbal and Non-Verbal Expression throughInterrelation of Written or Oral Language, Pantomime, Drawing,
and Listening Experiences Arranged So That One Explains the Other
or Shows Deficiencies in Understanding Which Occur in Communication ...."
4 pp.
Wagner, Stanley "Lndependent Research on a Literary Subject to Increase
The Student's Knowledge in an Area of Interest and the Effective
Presentation of That Information to an Audience." 2 pp.
APPENDIX D
CHECKLIST
39 .
.-
40
CHECK LIST FOR THE EVALUATION OF NEW
LEARNING ENVIRONMENTS--by John F. Bookman
The teacher responsibly creates a new learning environment.
What evidence makes us think that this student cnn profit from
this opportunity?2: What and how much and when is this student going to have to contrib-
ute to make this a worthwhile experience? Does the student have
the resources?3. What and how much and when is the teacher or originator going to
have to contribute to make this a worthwhile experience? Does the
teacher or originator have the resources?
4. Is the teacher or originator structuring himself in or out of the
program? Why?
5. Who (or what combination of individuals) has structured or will
structure the progranf'for the'student? What are his (their) creden-
tials?6. If the program is unstructured, what makes us think that this student
can structure a worthwhile program for himself?
7. If the student flounders, on whom is the burden of structuring a
program going to fall? Is it likely to fall on someone other than
the teacher or originator? Will ehe student be left without assist-
ance? How long?
8. How well does the student understand his role in independent study?
How has this been determined?
9. Has the student really accepted this role? How has this been deter-
mined?10. Have the roles of the student, the teacher, and any others been
duly recorded? How? Where are these records? Who has access to
them?11. Have the possible roles of others been considered, e.g. librarians?
Has their consent been secured? Have they been taken into account
in the anticipation of problems?
12. Is some one person responsible for discharging the duties of this
program? Who? Are others uninvolved? Why?
13. To what extent and how is the responsibility shared? Is this
recorded? Who shares the responsibility?
14. Is there unanimity in serious matters among all who share the respon-
sibility? If not, why not?
15. Do circumstances require that one person more than others assume a
high degree of risk? How are others protected if something goes
wrong?16. What written information has been put in the student's hands? Where
is this recorded?17. How have parents been advised? Have they consented? How? Where
are the records?
18. Is there a contract? Who wrote it? Where is it?
19. Has the student received a thorough indoctrination in the nature
and purpose of the program, his responsibilities, the risks, etc?
How was this done? Is it recorded? Where?
27
20. Have all potential risks been thought out? Is there a record?
Where?21. Do the student and parents know how the student's work will
be evaluated and by whom? Is there a record of parental reaction
to this plan?22. Have parents expressed any reservations about this program? Is
this recorded? What was done to satisfy parents? Are their
reservations to be ignored?
23. Have rules and regulations pertaining to the program; facilities,
materials, and equipment to be used; conduct; use of time, etc.;
been duly promulgated? How?
41
;
II. .The student responsibly enters the new learning environment.
1. Has the program been presented to the student as a requirement
or as an elective? What is the Philosophy behind this?
2. If an elective, has the program been presented on a take-it-or-
leave-it basis or has there been a deliberate effort to stimulate
and motivate.the student?3. Is there any prestige attached to independent study in the given
environment?4. Does the opportunity seek the student or does the student seek the
opportunity?5. Must the student be academically talented to enjoy this opportunity?
Can an academically talented but irresponsible student study independ-
ently, whereas the converse would not be permitted?
6. Is there an effort to develop a strong set-to-learn? How is fhis
done?7. Has the teacher or originator specified behavioral objectives for
the program? What are they?
8. Does the student know that he is expected to achieve these objectives?
How is he informed?9. If objectives have not been specified or communicated, does anyone
know what the objectives of the program are? Who?
10. If the student is to develop his own objectives, does he know it?
How?11. Does the student have any skill in developing objectives and in
designing a 'program to reach them? How do we know? Where did he
develop this skill?
12. Is there a system for aiding the student in understanding the objec-
tives, given or potential? What is this system? How does it work?
13. Does the student accept the program's objectives as his own? What
is done to secure this?
14. Is it possible for the student to modify the program's objectives?
How?
15. Is it possible for the student to reject the program's objectives?
If so, what happens next?
16. Is this program thought of as a new learning environment, or asIInew wine in an old bottle"? What has been done to create a new
learning environment besides modifying traditional roles?
17. Is there a records system? What is it? Where are records kept?
Who has access to them? Are there any notable gaps in the records?
18. If the schedule is traditional, what has been done to modify the
effects of its rigidity? Are students simply dumped in some central
location where they continually distract one another?
-27
42
19. Are certain "abuses" tolerated? Why?
.20. In order to avoid certain abuses, are real independent study oppor-
tunities restricted? What is done to secure a balance?
21. To what extent is.the student really trusted?
22. To what extent is the student aided in learning independent study
habits? How?
III. The teacher and other agents, including the students, responsibly sustainthe new learning environment.
1. For how long is the initial stimulus expected to last? Does the
program have a buiit-in renewal system? What is it and how is
it to work?2. Is the student held accountable for time? Which time? Spent where?
Periods of time or cumulative time?. School time or home time?
How are these determinations to be made?
3. Is the student in violation of a regulation if he spends given time
doing something else? .
4. Is the expenditure of so much time an essential condition of learning
(e.g., it takes anyone at least twenty hours of concentration to
develop this skill), or is it relatively immaterial (e.g., one person
will grasp a concept instantaneously, whereas another person may
never fully grasp the concept.)? Has this been analyzed from the
standpoint of accountability for time?
5. If time is an essential condition of learning, does the program require
keeping a record of time? If .not, why not? If so, how is this
done?
6. If the program involves skill development, how is this development
supervised?
7. Is there a syllabus of learning objectives?
. 8. Does the student know what these objectives are? Does he have an
opportunity to agree to them? How is this accomplished?
9. Does the student have an opportunity to modify certain objectives
within the given framework of objectives? How is this done?
10. Is the achievement of objectives evaluged? How? When? By whom?
11. How is achievement recorded and reported?
IV. Educators and others share responsibility for guiding students through thenew learning environment toward excellent learning outcomes.
1. Is the supervision of this program an individual or a shared matter?
2. What is the make-up of the group sharing supervisory responsibilities?
3. Are there any affected persons whose cooperation has not been specifi-
cally solicited, e.g., librarians?
4. Are there,any affected persons who have not been involved in planning
and in decision-making? Why?
5. Are there any affected persons who are philosophically opposed to
independent study or who have serious misgivings about it? How is
this problem to be met?
.6. Is any major portion of supervisory responsibility being unwittingly
placed upon any more-or-less unwilling person?.
7. Will the program unwittingly cause problems for anyoneI Is the pro-
gram unwittingly being imposed on anyone?
8. What has been done to develbp a sense of the "shared environment"
for independent study?
-3-
43
9. In the high schools, what has been done to develop departmental.ratherthan individual control of independent study? Differentiated roles--counselor, advisor, motivator, teacher, diagnostician, record-keeper,
resource person, etc.?
10. Does the supervisory group provide a congenial meeting or study
place?
11. Is the supervisory group able to keep the various roles distinct
depending on need? Is there a tendency to encroach on the student's
rights as an independent scholar? How is this assured?
12. Is there substantial agreement in the group concerning evaluation?
Is it in writing?
V. Educators and students arrange for the responsible use of physical, material,
and human resources to sustain the new learning,environment.
1. Is an effort made to create new associations for a new learning
environment -- new space, new time arrangement, new ways of relating
to the student? How is.this achieved?
2. Are materials and equipment put within the control of the student?
How is this done with safeguards?3. Are materials and equipment reasonably adequate to help attain the
objectives of the program? If not, how are deficiencies to be
remedied?
4. If the student must go elsewhere for assistance, can this be done
conveniently? Have potential resources been consulted in advance?
5. Are the library and its personnel taken for granted or have these
resources had an adequate voice in decisions concerning this program?
6. Does the librarian retain certain discretionary rights which could
significantly modify the program for a given student? Has this
been spelled out for all concerned.
7. Have the rights of all potential resource persons within the school
been anticipated and protected?8. How will access to resource persons be controlled?
9. Have advance arrangements been made to secure the services of volun-.
teer resource persons in the community? How has this been done?
How are students advised?
10. Do all resource persons have an adequate understanding of the program
and their potential role in it? Are they sympathetic and agreeable?
11. Is the program so structured that a major supervisory burden does
not fall upon any resource person?
12. Is the school library the only place in the school where independent
study may be conducted? Why?
13. Are students expected to develop independent study habits in the
midst of general confusion? What are reasonable limits of tolerance
in this matter? To what extent do school study conditions differ
from those in the home? Should reasonable quiet prevail?
14. Are there places in the school that offer quiet study for those that
need it?
15. What space and time inadequacies are predictable? 'Are they insur-
mountable, or can the program be built around them? How?
VI. Educators responsibly evaluate student and program strengths and weaknesses
and provide for recycling or modification as needed.
1. What pre-testing procedures will the program employ? What post-
testing procedures?
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30
4.4
;
2. Will the program have a self-evaluation system? How will it func-
tion? How will it be supervised?
3. What will be the relationship of evaluation to announced objectives?
4. Is there a grading policy? What is it?
5. Will the student have a voice in the grading? How?
6. How will the evaluation be reported to parents? To counselors?
7. Will an anecdotal record by kept? Who will keep it?
8. Will the evaluation be discussed with the student?' How, when, and
by whom?9. How will feedback from the student and others be collected and
processed? Will
10. Will the progrmn
11. Will the servicewhy not?
it be made part of the evaluation of the program?
itself be evaluated? How?
of the TPS Research Department be used? If not,
VII. Educators responsibly modify all aspects of the new learning environment
as needed.
1. Will the student be permitted to drop the program without penalty?
Permanently? Temporarily?2. Is the program flexible enough so that radical changes may be made as
needed? What procedures have been developed for any contingency
that may arise?Are, student attitudes to be measured? How? Attitudinal changes?
Will student attitudes be allowed to modify objectives? Relation-
ships?5. Does the program recognize.the student's need for rest and reassess-
ment, that learning goes by fits and starts more than by constant
orderly progression? How is this provided for?
6. What specific problems are imaginable in the implementation of this
program? What solutions are possible?
bmc7/10/70
75-
SI
APPENDIX E
PROGRAM OF THE INDEPENDENT AND/OR
INDIVIDUALIZED STUDY MANAGEMENT SEMINAR, 1971
Independent Study and/or Individualized Instruction Management
Seminar Series
This Seminar series is planned to present a series of ideaswhich might develop into an integrated system of management guide-lines for independent and/or individualized instruction in theschools of the district. This is not a course on what to do ---this is an opportunity to think together with a group of teacherswho have tried various ideas themselves. The aim is to help youconstruct guidelines for working with pupils in your classes as
individuals.
The Seminar series will consist of eight sessions as listed below.It is planned to meet first on Monday, February 8, 1971, at 1600(4:00 p.m.) in Lower Level 8 at Rincon High School; and every otherMonday thereafter. (The March 8th* meeting is at Roskruge Junior High
School.)
Each session will generally consist of a preliminary panel typepresentation and discussion which will be followed by small groupquestion and response periods. We will vary this format from timeto time but we will always end promptly at 1800 (6:00 p.m.)
*********************************************************************
SESSION 1: Monday, February 8, 1971-4:00 p.m. LL8, Rincon High--Mrs. Dorothy Engel, Moderator. Tho processes of responsibly creating
a new learning environment; the set-to-learn; instruments for securingpurposefulness-helping students analyze learning objectives and securingstudent affirmation of these; a records system; scheduling.
PANEL:Mr. Al Slawson- Ass't. Prin. Pupil Personnel- Sahuaro High; Miss
Ginny,Moore-Eng. Teacher, Sahuaro High; Mrs. Josie Muramoto-Phys. Sci.Teacher, Sahwtro High.
SESSION 2: Monda), February 22, 1971 - 4:00 p.m.-LL8, RinconHigh--D.T. Smith, Moderator. The processes whereby students responsiblyenter worthwhile independent study programs; description and delineationof the student's responsibility, the teacher's responsibility, theorganization of the program; instruments to record the new roles,relationships, and responsibilities; contracts; advice to parents;legal matters.
PANEL:
Mr. Orlo Eager, Prin.-Doolen Junior High; Mrs. Donna Marie Kane,1st gr. Teacher, Lineweaver Elem.; Mr. Sam Westmoreland, Math. Teacher,Cholla High.
SESSION 3: Monday, March 8*, 1971-4:00 p.m. - Roskruge Junior
High-Miss Joyce Sprinkle, Moderator. The processes of responsibly
sustaining the new learning environment; instruments for keeping
track - time sheets; learning objectives syllabi; periodic objectives
contract form; periodic objectives evaluation forms.
PANEL:1,11.ss Sue Clark- Health & P.c. Teacher- Tucson High; Mrs. Andrea
Milligan-Intermed. Teacher, Exploratory Learning Center; Mr. Jasper
Wilson- Science Teacher- Roskruge Junior High.
SESSION 4: Monday, March 22, 1971, 4:00 p.m. - LLB, Rincon High
--Peter Gazzola, Moderator. The process of cross-educator responsi-
bility for guiding students; the shared school and community environment;
interdepartmental corrdination and control of independent study (com-
munication, scheduling, monitoring); cross-educator consultant and/or
advisory roles; anticipating and defining new educator and student
roles.
PANEL:Mr. Samuel Turner- Read. & Art Teacher- Pistor Junior High; Mr.
Derald Hendrickson, Prin.-Catalina High; Mrs. Jane Johnson, Eng. Teacher -
Cholla High; Mrs. Mary Belle McCorkle, Prin.-Erickson Elem.
SESSION 5: Monday, April 5, 1971, 4;00 p.m. - LL8, Rincon High -
Mr. Bill Mitchell-Moderator. Responsible uses of physical, material,
and human resources to sustain the learning environment; new role, new
location; controlled use of media; controlled use of library; controlled
access to human resources in the school; securing controlled use of
volunteer resource people in the community; space problems; making do
with inadequacies of all kinds.
PANEL:Mrs. Barbara Hannum- Librarian, Catalina High; Miss Gertrude Wagner-
Principal, Sewell Elementary; Mr. Phil Roy- Business Education teacher,
Palo Verde High; Mrs. Virginia Sisco- Language Arts Teacher, Wakefield
Junior High.
SESSION 6: Monday, April 19, 1971, 4:00 p.m. - LL8 Rincon High -
Mrs. Violet llurston, Moderator. The processes of responsibly evaluating
student and nrogram strengths and weaknesses; pre- and post-testing;
grading by achievement of student-made or student affirmed learning
objectives; reporting to parents; reporting to counselors; the anecdotal
record; discussing achievement with individuals and groups; the use of
surveys and questionnaires; working with the Research Department.
PANEL:Dr. Charles Grubbs, Dir. Research and Development- Ed. Center;
Mr. Conrad Quenelle, Prin.-Palo Verde High; Mr. Francis Rickert-
Science Teacher-Rincon High; Mrs. Dorothy. Engel, Science Teacher-
Sahuaro High; Dr. A. J. Gehrels, Language Teacher- Palo Verde High.
34
47
h
SESSION 7: Monday, May 5, 1971, 4:00 p.m., LL8-Rincon High .
--Mrs. Lcc Wright, Moderator. Provisions for modifying processes
when necessary; changing horseS in midstream; distinguishing among
positive, neutral, and negative attitudes of students; recognizing
need for and allowing reflection, contemplation, experimentation;
problems and possible solutions.
PANEL: Mrs. Mary Belle McCorkle, Principal- Erickson Elementary;
Mr. Jerry McHenry, Science teacher- Carson Junior High; Mr. Leonard Bryan,
Librarian- Cholla High; Mr. Richard Gorby, Social Studies Teacher- Doolen
Junior High.
SESSION 8: Monday, May 17, 1971, 4:00 p.m., LL8 Rincon High
--Mr. Al Zammit'--Moderator. Summary and evaluation, John Beckman,
Coordinator of Foreign Languages, presenting. After a review by
Mr. Bockman, small groups will be organized to re-examine each
session. At least one guideline from each will be proposed to the
general audience just before closing.
PANEL: Mrs. Dorothy Engel, Teacher,-Sahuaro High; Mr. David T.
Smith, Coordinator of Science; Miss Joyce Sprinkle, Teacher-Tucson High;
Mr. Peter Gazzola, Associate Coord. Research Teacher-Palo Verde High;
Mr. Bill Mitchell, Librarian, Palo Verde High.
In-Service Credit is available for all participants who attend
at least seven (7) sessions, including the final (8th) session.
Your school office has an in-service credit application form which
should be filled with the Personnel office prior to the second session.
35
49
APPENDIX F
COMENTS IN SUMMARY AND EVALUATION
*56
TUCSON PUBLIC SC.HOOLS
Comments in Summary. and Evaluationby John F. Bockman
(Independent Study and/or Individualized Instruction Management
Seminar Series, Final Session: Summary and Evaluation, May 17, 1971)
The seminar which we have concluded was concerned with fhe man-
agement of study and instruction. Independence and individualization
of learning should not distract us from this fact: We were concerned
with the management of learnin; and fhe management of instruction.
Management of one kind or another has always been a function
of the teacher. At one time, for example, managing a pot-bellied stove
was animpmtant management task of a teacher. In itself, the term
manasement presents us with few difficulties. It is when we isolate
management as a discrete instructional function that certain problems
can arise in our thinking. They arise because we may believe that the
mammal function somehow detracts from or dehumanizes the teaching
function. Perhaps this is because managing the pot-bellied stove did
detract from teaching, and managing in the sense of policing halls
does dehumanize teaching. 'But these are management "jobs", not
the management function of a teacher. Evaluation, for example, is
an instructional mlairement function. Giving grades and entering
them in a book are."jobs". Evnluntion is the human act of a rational,
sensitive being, we.may assume. Assigning a grade--well, it sometimes
just doesn't make much sense. So let us carefully discriminate between
management as a function of the teacher and "jobs" which a teacher.*
often has to do in the discharge of his functions.
It was my task to attempt to summarize and evaluate what we
did. In this task I had the help of the chairmen of the sessions of
the seminar. To start us off, I offered some ideas which I hoped may
help us see that good management is what we do when we instruct well.
As a foundation for what I proposed, I suggested that there are two
principles that we must hold firm to : 1) There is no efficient
and effective learning without efficient and effective instruction;
and 2) There is no efficient and effective instruction without
efficient and effective management. This suggests that nothing
purposeful happens unless it is caused. These principles apply whether
we are thinking of traditional teaching, individualized instruction,
or independent study. A corollary of all this is to say that while
we may wish to increase the number of options for learners, chaos
is never an option.
From time immemorial, good teachers have wrestled with two
dilemmas concerning a balance in their functions. The dilemmas have
never been so acute and so universal as they are today. Social and
technological changes havi suddenly created a Protean age--one in
.which almost anything can become almost anithing else at almost any
moment. As Hanzeli expresses it, we are today gnlnxies away from our
concerns of just yesterday. As rapid as change was in the generations
immediately preceding ours, the cruciality of the matter is that
gmlit has Chengtd, aS Strasheim points out with such insight.
51
I offered as the first dilemma facing the teacher:
Dilemma Number 1
Paternalism and autocracy in the teaching act
are now inappropriate and increasingly unaccept-
able; but an abdication of critical functions
and accountability by competent instructional
leaders will not be tolerated by society.
The tasks of management in resolving the dilemma are suggested
in points 1 and 2 below:
1. Reduce or eliminate an inordinate domination of
learning by the teacher.
2. Preserve all the critical functions and the
accountability of the teacher.
In a properly integrated system of management, solution 1
refers to the management of learning processes; solution 2 refers to
the management of instructional processes, which may or may not in-
clude teaching in the traditional sense.
I offered as the second dilemma facing the teacher:
worsesplawas
Dilemma Number 2
Universarlearning must be accessible to all;yet excellence of performance must be achieved,
both in some absolute sense and to the highest
level of individual capability.
The tasks of management in resolving the dilemma are suggested
in points 3 and 4 below:
3. Proportion educational opportunity almost exactly
to the capability of the learner; and
53
4. Promote excellence of achievement absolutely and
in terms of individual capability.
In a properly integrated system of management, solution 3
refers to the management of learning processes; solution 4 refers to
the management of instructional processes, which, again, may or may not
include teaching in the traditional sense.
If this analysis is correct, and if management of learning
and instructional processes offers hope of resolving these dilemmas,
then it is important that we carefully construct our concept df
management.
We began our construct with the base that all teaching will
occur in a programmed or a non-programmed mode. The non-programmed
is more familiar to us from traditional processes. The programmed mode
is to some degree an emerging mode, but it parallels the non-programmed
as far as management needs are concerned, and should cause no difficulty
in the development of our construct. (Refer to figure showing relation-
ship of 8 modes of teaching. Adapted from Jakobovits, see page 11.)
On the base of both the non-programmed and the programmed modes,
we can further develop our concept of management by positing the mass
mode. 'This is familiar to us. We manage teaching and learning for8
mosses of 30 to 40 pupils called a el:ass. .(Treated as one mind with
30-40 bodies.) Teaching can and does occur in the mass mode, so we
may have imcgined that learning, too, can and does occur in the mass
mode. Now, learning can and does occur in a mass settingo but it
cannot and does not occur in a mass mode. If learning does occur,
54
whether or not in a mass setting, it occurs in an individual mode.
This is an important distinction to make, bedauae it has a direct
bearing upon our efforts to create individual modes of instruction.
We may manage well the mass mode as it pertains to teaching, but we
may fail miserably to manage the learning processes of the individual
in the mass setting.
In the mass mode, we recognize with no trouble that teaching
occurs in the tutorinl mode. Very simply, the teacher tutors, that
is teaches, a mass of 30 to 40 pupils called a class, as though it
were 1 individual with 30 to 40 incidental faces. This is the act
that means teaching to some people, and that's why the term teachinK is
now a troublesome one. The teacher who talks, tells, explains, argues,
peps up, cajoles, or threatens a class is functioning in the tutorial
mode.
Now, let's face it, most teachers have recognized from the year
one that telling, etc.. is often counterproductive, and often does not
result in learning. There is no necessary causal connection between
teaching and learning. Such perceptive teachers have functioned
facilitativelv part of the time. (Maybe a very smnll part of the time,
but maybe, also, a pood,bit of the time.) They have usually done this
by causing a lot of transaction to occur within the mass of 3040
students. This is still mass mode instruction, but when the teacher
causes learning processes to act rather than talks subject matter,
he is acting facilitatively.
Now, these same parallels are found in the programmed mode,
41
except that the tutorial function may be taken over by a program
entirely or to some degree. Sufficiently sophisticated programming
can also assume the facilitative function, with or without the mediation
of a teacher.
We see a gap in our construct. In fact, half our management
construct is undeveloped.
By inserting the independent or individualized mode, we add to
our construct the notion that the student can be managed. I don't
mean "bossed". I mean his learning processes and instructional pro-
cesses which provide structure for learning can be managed, when a student
is not treated as part of a mass but is treated as an individual.
(Get us remind ourselves that the student has never learned as a mass,
but only in a masi.) What we are trying to do now is to free him
from mass constraints while yet providing the management without which
learning will be neither efficient nor effective. The whole purpose
of this seminar was to answer the question: "How do we manage instruc-
tion for independent or individualized study?"
At this point, I would like to reiterate the first principles
I suggested in the beginning: Without instruction there is no learn-
ing. Without management there is-no instruction. Thus, by inserting
the independent or individualized mode into our construct, we are
demonstrating, I think, that independence and individualization are
coordinate modes (with the mass mode) in the construct of management.
Here, I believe, some go astray. .Some assume that independence or
individualization implies that the student does what he wants to do,
56
when he wants to do it, how he wants to do it, etc. without the con-
straints of form and structure, as though this block (individualized
mode) had no place in our management construct.
The individualized mode is the deliberate and purposeful struc-
turing of a learning system for the individual by the teacher or by the
individual himself. The independent mode is the deliberate and purpose-
ful structuring of a learning system by the individual for himself with
a minimum of external constraints. The teacher facilitates the struc-
turing of the learning system to some degree or other. If the teacher
is not facilitating this to some degree required by the needs of the
individual student, there is possibility of serious defect of management
(misfeasance).
Now, if we put all these little cubes together, we see our non-
programmed construct as a unity of variable modes.
And by putting all rival little cubes together, we see our
programmed construct as a unity of variable modes. When they ere all
arranged in a single cube, we illustrate the unity of eight'variable
modes of instruction which require managemnt. The blue sections
represent teacher-directed modes, the yellow sections represent teacher-
facilitated modes. Needless to say, each section is good, valid, mral,
etc. in itself.
Now, instruction is surrounded by a host of variable constraints:
personnel, personality, the shape of the curriculum, course content
and materials, classroom activities, assignments, teats, timing, grading,
the schedule, administrative expectations, etc., etc.
43
57
Effective and efficient management will require a professional
decision from the teacher concerning which of the 8 modes of instruc-
tion will be applied to the teaching/learning processes, given.the
existence of each variable in the educational operation. Thus there is
really no possibility that all the yellows are good, all the blues are
bad, or vice versa. One mode may be more judiciously applied than
another under certain given constraints, bearing in mind the needs of
a particular individual or group. In general, however, we may be
justified in concluding that historically and for psychosociological
reasons, we are oving. toward the yellomi cubes (individualized facil-
itative modes).
Now, in this seminar we analyzed seven processes of management
of independent and/or individualized instruction. We thus focused on
half this cube without pretending, I hope, that the other half did not
exist. I think what we were saying in this seminar is this: "Mass
teaching modes are in some sort of trouble today. Tutorial modes are
in some sort of trouble today. At least in some places. Cube 4 is
especially in trouble today. What can we do to understand better the
individualized and the facilitative modes, and how can we learn to
manage them so that this new moverhent, if that is what it is, does noi
result in chaos, turmoil, and universal ignorance."
Going back to our dilemmas. Society seems to be telling us today
that we must reduce, and in some cases eliminate, teacher domination of
learning, but that we will be held strictly accountable for learning
outcomes. We must ensure that all have an equal opportunity for access
. 44
to all learning processes, but that all must strive for excellence and
many must achieve it. We doubt that this can be done through constant,
consistent application of mass tutorial modes. It seems to be becoming
increasingly obvious that these dilemmas can be solved only by the
greater application of well-managed individualized-facilitative modes.
The seminar concerned itself with seven sets of processes in
the management of independent and/or individualized facilitative or
tutorial modes of instruction (cubes 1, 2, 5, and 6) which it is
thought may help solve the two dilemmas.
In the final session we were charged with the task of recom-
mending guidelines for working with students as individuals utilizing
the processes that had been considered.
Our procedure: You divided into 7 groups to work with the
person who chaired the original session which considered the set of
processes in detail. You attempted to formulate at least one guideline
which we thought should beCome part of an integrated system of guide-
lines for management.
Fifteen minutes before the end of the session, the groups
returned and each chairman reported on the deliberations of his group.
Any pexson is free to react to the proposed guidelines in any
way he chooses. We simply request that the input be recorded or written
and submitted so that a complete record will be available.
iThat will happen to the guidelines?
First of all, everyone present will receive a copy of the
deliberations of the final session.
59
The Steering Committee will analyze the results and the guide-
lines will be disseminated for additional reaction and input.
After that, it may appear that the guidelines are of such form
and validity that they should be reconmended to Board action of some
sort at the earliest possible date. On the other hand, it may appear
that further refinement is needed. Further action awaits the outcome
of the work of the final. session.
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