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DOCUMENT RESUME
k0 072 015 SP 006 077
TITLE A Model Elementary Teacher Education Program forSocial Science Majors. (An InterdisciplinaryApproach).
INSTITUTION Illinois State Univ., Normal.SPONS AGENCY Office of Education (MEW), Washington, D.C.PUB DATE Oct 72NOTE 143p.
EDRS PRICE MF-110.65 HC-36.58DESCRIPTORS Educational Programs; *Elementary Education;
Individualized Instruction; *InterdisciplinaryApproach; *Performance Based Teacher Education;*Social bciences; *Teacher Education
ABSTRACTThe new teacher education program developed by
Illinois State University attempts to establish interdisciplinarycooperation among social scientists and educationalists to preparesocial science specialists to teach at the intermediate grade levels.The major aspects of the program are a) Specialist Teacher Concev,b) Interdisciplinary Thrust, c) Performance-Based Structure, d)Individualized Instruction, and e) Community-Based Orientation. Theprogram is divided into three phases: a) foundation experience, b)integrating experience, and c) culminating experience. Foundationexperiences seek to integrate a wide variety of social sciencedisciplines with educational processes. Phase II encompasses thesophomore through junior year of undergraduate study. It is composedof seminars, group projects and independent study in the socialsciences, and educational seminars in association with the relatedactivities of classroom observation, clinical teaching, andself-instruction. Phase III is designed to complete the integrationof social science and educational material. Each phase is describedin detail and reference mk-terials are suggested when necessary.(MJM)
U S DEPARTMENT OF HEALTHEDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS fiEErt REPRODUCE() EXACTLY AS RECEIViD FROMTHE °ERSON OR ORGANIZAT'ON ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATICN POSITION OR POLICY
A MODEL ELEMENTARY TEACHER EDUCATIONPROGRAM FOR SOCIAL SCIENCE MAJORS(An Interdisciplinary Approach)
ILLINOIS STATE UNIVERSITY
October, 1972
PROJECT DIRECTOR: Horace E. Aubergine
Interdisciplinary Committee Memlers
Mr. William Walters(Geography)
Dr. Jeral Williams(Psychology)
Dr. Virginia Owen(Economics)
Dr. Charles Gray(History)
Dr. David Eaton(Sociology)
Dr. Fred Roberts(Pol. Science)
Dr. Robert Dirks(Anthropology)
Mr.
Dr. Barbara Lazerson(Ed. Psychology)
Dr. Robert Burrows(Elem. Education)
Dr. Thomas Nelson(Ed. Philosophy)
Dr. Ed Streeter(Education)
Dr. Normand Madore(Elem. Education)
Miss Mary Rozum(Elem. Education)
Miss Louise Farmer(Elem. Education)
Waiter Oldendorf(Elem. Education)
Mrs. Odessa Meyer(Elem. Education)
Graduate Assistant
Craig S. Bazzani
Project Secretary
Mrs. Marilyn Parmantie
TABLE OF CONTENTS
Page
SUMMARY 1
RATIONALE 3
DESCRIPTION OF PROGRAM
GENERAL DESCRIPTION OF PROGRAM 7
PHASE I 18
PHASE II 48
PHASE III 108
SUMMARY
The United States Office of Education and Illinois StateUniversity have jointly sponsored the first phase of an-experi-mental teacher education program. Designed to train teachingspecialists at the intermediate grade level (4-6), the program'sinitial thrust was rooted in attempts by A.A.C.T.E. and C.O.N.P.A.S.S.to develop a multidisciplinary teacher education program for pros-pective teachers of the social sciences in elementary schools.
Under the directorship of Dr. Horace E. Aubertine, Co-ordinator of Teacher Education et Illinois State University, anInterdisciplinary Committee of 16 university faculty and a groupof national consultants have accomplished the following during theplanning phase (1970-1972) of the program: (1) establishingexplicit knowledge and performance objectives for a multidis-ciplinary field of concentration in the social-behavioral sciences;(2) formulating criteria and means of selecting the substantivecontent of the field of concentration and professional education;(3) developing instructional procedures and selecting materials tobe employed, including efforts at individualizing instruction;(4) establishing field sites as teacher training centers in co-operation with public schools; (5) providing a framework foroverall organization and articulation of the field of concentra-tion and professional education; and (6) devising forms of evalua-tion in two areas: (a) assessing the roles of the academiciansin teacher education program development and implementation,and (b) assessing the knowledgeability and performance com-petencies of the teachers produced by the program.
While the efforts to develop and refine these facets ofthe program is an on-going process, the program's structure issuch that at this time it is ready to be implemented immediately.Specific tasks for the individuals working on the program are out-lined in detail in the Overview section of this report.
The program's structure and format have been presented tothe Illinois State Teacher Certification Board in Springfieldand have won a complete endorsement from that board. The exten-sive use of the university laboratory school and the interdis-ciplinary approach to teacher education were two aspects ofparticular interest to the State Board. A letter from Mr. Vito
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Bianco, Executive Secretary of the Board, is contained in AppendixG.
A number (11) of Illinois school districts have been con-tacted regarding their eventual participation in the program.This was done in an attempt at not only providing sites at whichteacher candidates could intern, but also to involve personnelfrom these districts in "renewing" some of their educationalexperiences, especially in the social science areas. Letters ofintent from each of the participating schools are found inAppendix H.
Dr. David K. Berlo, President of Illinois State University,has reviewed the program and has given his enthusiastic endorse-ment and support (Appendix I). However, since it is a new program,and largely experimental in nature, the University must requestthat monies for implementation come in part from U.S.O.E. Mostof the funds requested from U.S.O.E. would be earmarked to facilitatethe education of social science teachers in curriculum, instruc-tion and supervision in rural school districts within a 50 mileradius of I.S.U. This particular aspect of the program is gearedtoward accomplishing several of the goals identified in the TaskForce 72 report to the Bureau of Education Professions Develop-ment. Specifically, it is the intent of the University to becomean Educational Renewal Center and at the same time initiate avariety of delivery systems for making its programs, facilitiesPnd personnel accessible to the many publics it serves.
RATIONALE
The ultimate goal of any worthwhile teacher education programis to bring about qualitative improvement in the ability of teachersto facilitate relevant learning in the classroom. The work of theI.S.U. interdisciplinary committee over the past two years has beenguided by several basic questions raised by this approach to teachereducation:
1. What are adults in the world of tomorrow going to needin the way of knowledge and skills?
2. What are the essential skills required by the teacherto bring school pupils to meet their adult needs?
3. What different types of components within teachereducation programs are needed to develop these skills?
1. To answer the first question, some discussion is requiredas to what type of educational system is needed and desired in anadvanced technological society such as the United States. In ademocratic society, the fundamental educational problem is toachieve a balance between maximizing the education of eachindividual and accomplishing sufficient socialization of thevalues of the society to maintain its security and to provide forcontinuity between the generations.
In a rapidly changing world, coupled with a shift into a newsocio-economic structure, the question of "what to teach and to whatend" demands complex answers. For example, since World War II theUnited States has shifted from a society based upon an industrialeconomy to a society based upon a "knowledge-work" economy.'The shift is reflected most noticeably in the reduction of unskilledand semi-skilled workers as a group in the total labor pool and inthe gradual but fairly dramatic increase of the so-called "service"
1Peter Drucker, The hat of Discontinuity (New Yorks Harperand Row, 1969, 394 pp.).
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or knowledge-worker group.2
What has happened within a span of a quarter of a centuryis that the United States has undergone a major socio-economicrevolution that has caused great disruption and dysfunctionwithin our society, creating an enormous amount of psychologicaland sociological dissonance and fostering alienation among ourcitizens. The rapidity of change has made the overall problemeven more painful and disruptive, and in a sense, all citizensare in one degree or another suffering from "future shock."
The problem still remains as to what is relevant to teachand toward what end. Some "givens" are available in guidinga restructuring of an educational enterprise as follows:
1. The rate of accumulation of knowledge will continue toaccelerate, as well as the rate of obsolescence ofknowledge. For example, engineers will have to beretrained every four to five years instead of 10.
2. The key to productivity in the new emergent economyis the "application of knowledge to work." Knowledgeis no longer "ornamental" and the privilege of thefew, but rather it has become the primary functioningfactor in the continued growth and expansion of oursociety.
3. The need for ways to organize knowledge to systematicallysolve "work problems" will continue to grow and thus tocreate the need for a larger highly educated citizenry.
4. The need for a large educated citizenry to "know how toapply knowledge and to learn how to learn" requires aneducational system that is geared toward solving problemsthrough the application of knowledge.
If the above givens are assumed to be realistic in terms ofwhat our society requires and what individuals will need to copewith daily living with rationality, then the educational system,its curricula, and teachers must be geared and prepared in
2In the 1960's the knowledge worker group accounted for 1/4of the total labor force; in the early 1970's, 1/3; and by 1980,1/2 of the total labor force will be the knowledge-worker group.Today our largest single civilian occupation is teaching.
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directions which are quite different from past patterns.
2. In terms of the essential skills required for teaching inthe emerging educational system as raised in question two, thereare three distinct elements changing the teacher's role. First,the teacher will no longer be the primary information source foryouth. Secondly, acquisition of information for future use with-out some ways of applying it is no longer functional. Thus, theeducator's role must be "functional," that is, oriented toward"the utilization of knowledge" rather than the storage of inertinformation for use sometime in the undefined future.
Thus, the teacher's role in this changed educational enter-prise must be altered and he must become more of a promoter andfacilitator of learning rather than a dispenser of information.The teacher must be well-rounded in methods that are orientedtoward active problem-solving approaches and adept at combiningthese methods with current social issues that children, youth,and adults are forced to cope with in their everyday world. Hemust be thoroughly skilled in a variety of "process strategies ofinstruction designed to place the focus of learning on the pupilsin problem oriented instructional settings. The teacher must beoriented toward emphasizing the application of knowledge in develop-ing alternatives and solving problems.
3. To prepare teachers for these types of roles in thefuture requires a teacher education program that is quite differentfrom most of the current programs. It is precisely at this pointthat the interdisciplinary committee at Illinois State University hasfocused its collective effort and talent in the design of a four-year undergraduate teacher education program for social sciencemajors. The interdisciplinary committee believes that to insurethe likelihood of preparing a teacher to function effectively inthe educational setting described above, a different model ofteacher education is required. Over the normal undergraduateperiod, this program provides for the introduction of new speciallydesigned process and methods training units to be carefully integratedwith substantive curricular elements and practical teachingexperience.
Furthermore, the committee recognizes the need to seek thecooperation of school districts as laboratories to provide thereal educational setting to test the validity of the new teachereducation program. The school districts are no longer viewed asrepositories for the placement and supervision of the student-teachers from the program, but also active partners assisting
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in the development of social studies curricula in the schools.Without the latter, much of the preparation of the teachers in theexperimental program would be difficult to bring to bear oninstruction. To aid in solving this problem, cooperative arrange-ments were made between 11 school districts which would includeuniversity consultant help on curriculum, as well as trainingteachers as supervisors within the performance-based teachereducation program model.
Without a cooperative working relationship between thecollegiate institution and the neighboring school districts, theI.S.U. experimental teacher education program would be severelyhandicapped. Teacher education is a shared responsibility andit is neither the exclusive responsibility of the Universitynor of the public schools. Furthermore, the revision of teacherpreparation programs must parallel revision in elementary aadsecondary curricula. Without these two programs undergoingconcurrent assessment and modification, the likelihood of anyappreciable change in the educational enterprise would benegligible.
GENERAL DESCRIPTION OF PROGRAM
INTRODUCTION
The new teacher education program developed by IllinoisState University represents one of the first attempts at estab-lishing interdisciplinary cooperation among social scientistsand educationists to prepare social science specialists to teachat the intermediate grade levels. To hopefully serve as a modeleducational program, the project format incorporates many of theconcepts advanced by the Bureau of Educational Personnel Develop-ment's Task Force 72 Report. The major aspects of the programare its: (1) Specialist Teacher Concept, (2) InterdisciplinaryThrust, (3) Performance-Based Structure, (4) IndividualizedInstruction, (5) Community-Based Orientation.
Specialist Teacher Concept
The real substance of the program rests with the developmentof a thoroughly new teacher education program for elementaryteachers az the intermediate grade levels (grades 4-6). Theintent is to abandon the traditional "generalist" model for pre-paring elementary teachers for a "curriculum specialist" teacher.With the passage of time, social scientists and other curriculumspecialists would serve in two capacities: (1) as teachingspecialists in their respective disciplines; and (2) as a teamof experts whose expertise would allow for interdisciplinarycooperation within the overall curriculum.
The content of the elementary teacher education program isbased upon five assumptions as follows:
1. The mainstream of public elementary education will becomemore receptive to the innovative and will incorporatedifferent and emerging patterns of organizing instructionand teaching, and less committed to the traditional pat-terns of schooling.
2. The public elementary school curriculum will focus more onpublic acquisition of skills of "how to learn" in additionto basic skills of reading and writing and become less pre-occupied with the acquisition and memorization of informa-tion.
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3. Individualizing instruction for the pupils can bemore efficiently and effectively managed by teacherswho are specialists in particular phases of the cur-riculum rather than those whose training ranges thetotal spectrum of the elementary school curriculum.
4. The preparation of the specialist teacher for theelementary school is an interdisciplinary function of theacademician and the educationist. The responsibilityfor the theoretical and applied dimensions in teachereducation is a shared one and is not the exclusivedomain of a particular group within an institution ofhigher education.
5. Teacher Education Programs must develop criteria andthe means for measuring and evaluating their productbased upon clearly identified standards of performance.The ability to teach pupils must be assessed throughdemonstration of instructional proficiency as well asthe traditional ways of measuring cognitive understanding.
Interdisciplinary Thrust
This experimental program has been designed to initiate anoverall structure that functionally utilizes the collaborativeefforts of both educationists and social scientists in teams todirect and evaluate trainee progress throughout the program.Through the first two years of planning, over 15 faculty membersfrom the education fields and the various social science dis-ciplines have been used to develop the program core. The contentof the newly formed program core is contained in the body of thisreport with strong emphasis placed on interdisciplinary planningof objectives, activities and evaluation criteria for each coursein the program. Figure 1 depicts the various phases within theprogram core as well as those related aspects that are taken by thetrainee concurrently with the program core.
Performance-Based Structure.
A third feature of the program centers around the performance-based structure from which the various courses are built. Becauseeducators have for too long neglected the performance-based aspectsof the cognitive objectives of teacher education, it has becomeincreasingly more important--and equally as difficult--to convinceeducators at all levels that a void exists in teacher preparationin terms of performance-based objectives, activities and evaluation
ts.
4.
.;
FIGURE 1
PROGRAM CORE HY PHASE
Social Scieace Thinkingand Methodology
Child Growth and
Development:
I
Child Growth ifid-Development:
II
Foundations of Education
PHASE I -- Foundational Experiences
Social Science Seminar:
Perspectives
Social Science Seminar:
Group Projects
Social Science Seminar:
Independent Study
PHASE
-- Integrating Experiences
Reading Methods
Clinical Observations
to
CONCURRENT PHASE II AND PHASE
III
EXPERIENCES
Applied Classroom Experiences:
1. Self-Instructional
Laboratory
2. Teaching Clinic
3. On-Going Seminar
Workshop:
Clinical Testing of Teaching
Kit Materials
PHASE III -- Culminating
Experiences
Field Experience:
Student Teaching
Pedagogy Seminar
Community Study Seminar
Independent Study
Culminating Seminar
Workshop:
Development of Teaching Kit
General Education Requirements
Courses i.rt Social Sci.-:nec Disciplines
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criteria. The program does not (iscount the value of the cognitiveobjectives and activities, but eLphasizes the performance-basedaspects that supplement these cognitive objectives.
Individualized Instruction
The courses presented in Figure up the program core,and, although several of these courses are strictly traditional"classroom oriented" activities, most are taught on an individual-ized basis. Beginning at the sophomore year and running through-out the program, the trainee will be taking courses that structureactivities on an individual or small group basis. These seminarsare designed to meet the needs of each individual, especially ashe nears his student-teaching period. The Applied ClassroomExperiences, for example, allow the trainee to work in the Univer-sity's laboratory school--under the supervision of teams offaculty--to develop and test materials for teaching kits toobserve and participate in the small group instruction of inter-mediate grade children, and to review on an individual basis thevarious strengths and weaknesses of his own teaching style atthat point in time.
Community-Based Orientation: University Service
The experimental program also incorporates'the use of "fieldpersonnel" in the instruction of its trainees. Several seminarsduring the student-teaching period focus on the unique educa-tional facets of rural, urban and suburban education. Conductedwith specific surrounding communities involved, Illinois StateUniversity is attempting to initiate not only "performance-based,field centered and personalized teacher education programs,"but also a "training complex" where teachers from near-by schooldistricts are provided preservice and inservice training. Inthis context, the University would be able to establish a "regionaldelivery system" by first of all acquainting its students withthe specific needs of certain types of schools, and secondly,involving personnel from these districts in the instruction ofUniversity students at the same time they review and update theirown districts' curricular needs.
Illinois State University is proposing that local schooldistricts release one or more teachers during the junior year ofthe training program. These teachers would come to the campuseither Part -time or full-time during the year in order to assisttrainees in the clinical development and testing of materials thatthey will eventually use in student teaching. In addition, the
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FIGURE 2
PROGRAM CORE BY SEMESTER
Admission to Program
Social Science Thinking and Methodology(3 Semester Hours)
Child Growth and Development I(3 Semester Hours)
Child Growth and Development(3 Semester Hours)
Philosophical Foundations of Education(3 Semester Hours)
Social Science Seminar: Perspectives(3 Semester Hours)
Social Science Seminar: Group Projects(3 Semester Hours)
Reading Methods(3 Semester Hours)
Social Science Seminar: Independent Study(3 Semester Hours)
Middle Grade Social Science Curriculum(4 Semester Hours)
Workshop: Development of Teaching Kit(3 Semester Hours)
Clinical Observa-tions (3 SemesterHours)
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Field Experience: Student Teaching(10 Semester Hours)
Pedagogy Seminar(2 Semester Hours)
Community Study Seminar
.01Independent Study
(3 Semester Hours)
Culminating Seminar(3 Semester Hours)
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field supervisors will utilize University faculty and facilitiesto develop new units within the social science curriculum fortheir respective school districts.
The field supervisors would be the individuals who supervisethe student-teachers in their field experience during thesenior year of the program. Having worked with the trainees theprevious year in developing instructional packages, the fieldsupervisors would add continuity to the program by their knowledgeof both the trainee's teaching prowess and the goals of theexperimental program. The reciprocal benefits that should ensuebetween the University, the local school district, the fieldsupervisor and the trainee are shown in Figure 3.
Figure 4 outlines those general activities in which theteacher will participate while on campus. Moreover, it definesthe roles of the teacher upon return to the home district thefollowing year. His preparation at the University should equiphim to become not only a more highly skilled field supervisorof interns, but also a resource person for the school districtat the intermediate grade level.
PROGRAM STRUCTURE
The program is designed to take each student through threedistinct yet structurally related phases: Foundation Experiences(Phase I), Integrating Experiences (Phase II), and CulminatingExperiences (Phase III). A complete format for each phase isreported in subsequent sections of this report, but the followingoverview provides the general thrust of the three sections:(Figure 1 depicts the course work for each phase and the experi-ences taken concurrently between the phases. Figure 1 alsoillustrates that General Education Requirements of the Universityand course work in the regular social sciences will be takenthroughout the four-year period of the program.)
1. Phase I: The Foundation Experiences are designed toprovide the student with knowledge concerning the inter-relatedness of the various social science disciplines.This interdisciplinary aspect of the program integratesthese disciplines by emphasizing the common features ofthe "scientific method." Moreover, interdisciplinaryefforts will also be realized by the trainees as the programattempts to synthesize the social sciences with the educa-tional processes that are essential to teachers as profes-sionals.
1
FIGURE 3
RECIPROCAL BENEFITS
LOCAL SCHOOL DISTRICT
A
Input Into Current
Needs of Local Schools
(Social Sciences)
Teaching Environment
Teaching Specialist
Consulting Team
(In-service Training,
Curriculum Review)
UNIVERSITY
Curriculum Resource
Person--Change Agent
Graduate Training
Supervision of Students
STUDENT
Knowledge Base
(Practical Classroom Objec-
tives, Materials, Techniques)
FIELD SUPERVISOR
FIGURE 4
The elementary teacher
released by the school
dis-
trict should become
a resource person for the dis-
trict as a result of
the on-campus experiences
this individual willhave had in the experimental
program.
These activities include:
1. Training in the InquiryMethod of Instruction
2. Clinical Testing of
Educational Materials
3. Observation of and
Practice in Small Group
instruction and Independent
Study
4. Participation
in Seminars for TrainingTeaching
Specialists in the Social
Sciences
5. Review of Current
Social Science Units and
Development of New Instructional
Units
6. Training in the
Use of Educational Media
7. Training andSupervision of Interns inMicro-
teaching Situations
FIELD
: SUPERVISOR
. '1
-
/f/
./
v / / PERSON
/
R733OURCE ,/
\s,
After participating in the
various on-campus
activities during the junior
year of the stu-
dents' four-year
program, the teachers released
from the respective school
districts will return
the following year to their home
district where
they will assume two roles:
field supervisor
and resource
person.
The following figure de-
picts those tasks that should be
performed in
each role by the teacher.
FIELD SUPERVISOR
The field supervisor will:
1. Periodically evaluate the
performance of the
Intern through formal (written
and videotape)
communications witn the University
2. Coordinate the objectives,
activities and
evaluation procedures used by
the intern
$
in the day-to-day classroom
setting
P3. Provide assistance
to faculty members in
developing and implementinga community
study project for the intern
RESOURCE PERSON
The resource person will perform
1. Diagnostic-- assist colleagues
curricular needs and problems
level in social sciences
three functions:
in determiring
of middle grade
2. Plarning--assist colleagues
in planning in-
service development of instructional
units
and supporting educational
materials
3. ImlAsmentation--assist in the
organization
and implaTtanzation ofprogram treatment
through colunication with faculty
consult-
ants(ISU); and develop
assesment techiques
to evaluate results of treatment
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2. Phase II: The Integrating Experiences are further at-tempts at bringing together the social science andeducational knowledge bases. The emphasis of thisphase is on performance and application of principleslearned in Phase I. Accomplished largely throughseminars, independent study, and clinical observationsand testing, the teaching skills needed by prospectiveteachers in making theory functional on a day-to-daybasis will be developed.
3. Phase III: The Culminating Experiences of the programare assimulative in the sense that they "pull together"the skills, materials, and strategies identified in thefirst two phases for the purpose of providing for thetrainee a cohesive instructional package to be utilizednot only in student-teaching, but also in doing inde-pendent research and channeling feedback into theprogram. A great deal of flexibility is evident inPhase III in order to meet the individual needs andinterests of each trainee.
PROGRAM CONTENT
As Figure 2 suggests, the trainees will take courses pres-cribed in the new program in every semester of the four-yearprogram with the exception of the first semester of the freshmanyear when admission procedures will be carried out. The programcore calls for each student to take 64 semester hours in theprograns. core while concurrently fulfilling the University's generaleducation requirements (42 semester hours, 12 of which are in thesocial and behavioral sciences) and taking a foundational coursein each of the seven social science disciplines (21 semester hours).Six semester hours of electives raise the program total to 133semester hours required to complete the program over the four-yearperiod.
STUDENT REQUIREMENTS
The credentials of approximately 100 incoming freshmen willbe reviewed during the spring of 1973. Through correspondence anddirect interview, 45 students will be selected for admission tothe program scheduled to begin in the fall semester of 1973.
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Although no specific program course work will (rIsue during thisfirst semester, a good deal of counseling and orientation willbe initiated between the program's administration and staff andthe students.
Admission to the program will be based generally on thefollowing criteria.
The student must be:
1. A declared social science major or elementary educationmajor with social science interests.
2. Willing to participate in the program.
It should be noted that approximately 30 students who werefreshmen during the 1972-1973 school year will be recruited totake the first two courses in the program (Foundations in SocialScience Thinking and Methodology, Child Growth and Development)during the spring of 1973. This will enable them to movedirectly into the sequence of courses provided in the program'sregular sophomore year in the fall of 1973.
PARTICIPATING SCHOOL DISTRICTS
Commitments to participate in the program have been securedfrom a number of rural school districts which surround IllinoisState University. These schools have ad7anced interest in sendingpersonnel to the campus for laboratory training in curriculumdevelopment, supervision of students and use of educational mediaand materials in return for securing effective input into thetraining of teachers and assisting the program's trainees indeveloping teaching methods and materials.
The map on the following page illustrates the location ofthe participating school districts, while the letters of intentreceived from officials of these districts are found in AppendixH.
)
PARTICIPATING SCHOOL DISTRICTS:
1972
U.S.O.E. EXPERIMENTAL PROGRAM FOR THE TRAINING
OF TEACHING SPECIALISTS IN THE INTERMEDIATE GRADES (4-6)
Odell
(St. Paul's)
LIVINGSTON COUNTY
Pontiac 0
WOODFORD COUNTY
(St. Mary's)
Morton
TAZEWELL COUNTY
Minier
(Olympia)
El Paso
*Eureka
Illinois State
(g)
University
MCLEAN COUNTY
Le Roy
Farmer City*
DEWITT COUNTY
Clinton
Forrest -Strawn
Wing
FORD
COUNTY
°Gibson City
PHASE I: FOUNDATION EXPERIENCE
Overview
The present program seeks to integrate a wide variety ofsocial science disciplines by emphasizing some common features ofthe "scientific method." A second interdisciplinary feature ofthe program is to integrate the social sciences with the educa-tional processes that are essential to teachers as professionals.
,Phase I has the task of initiating both of the interdisciplinaryfeatures of the program.
An integration of the social sciences will begin with acourse which presents the basics of "science" in a variety ofsocial science contexts. The course will be titled, Foundationsin Social Science Thinking and Methodology. The integration ofsocial science and education will begin in two ways. The firstis to use scientific concepts to understand the present object ofthe educational process--the child. The understanding will beattempted by a two-course sequence of Child Growth and Develop-ment. The second is to apply scientific principles in under-standing education as a process by expanding and refining theconcepts introduced in the basic methodology course. The coursewill be titled, Philosophical Foundations of Education.
C.monent ear Sem C ed* -tit .14 . .,A. Foundations in
Social ScienceThinking andMethodology
Fresh. Second 3 sem. hours 2 Social Scientists
B. Child Growth andDevelopment
Fresh. Second 3 sem. hours 1 Psychologist1 Sociologist
Soph. First 3 sem. hours 1 EducatorC. Philosophical
Foundations ofEducation
Soph. First 3 sem. hours 1 Specialist(social science,philosophy, socialpolicy about
.education)
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COMPONENT A: FOUNDATIONS IN SOCIAL SCIENCE THINKING ANDMETHODOLOGY
Overview
The elementary social science teacher should have a strongunderstanding of and ability to apply social science methodologyin the teaching of elementary grades four through six. The fivemajor objectives cited on the following page constitute theproposed goals for foundations in Social Science Thinking andMethodology. Without an ability to apply these principles toparticular problem solving and decision making tasks, the teacherwill be ineffective in communicating "social science thinking"to the elementary child.
Throughout the course we will attempt to demonstrate thepractical aspects of social science thinking to the problems ofthe teacher and to problems faced in daily living by fourth,fifth and sixth grade children. Particular attention will bedirected toward demonstrating the practical contributions of theseveral social sciences corporately to the clarification ofparticular problems; thus, the Phase II Integrating Experiencewill be dependent on the foundations laid for integration achievedin Phase I.
The language used to describe this course is not highlytechnical; nor are the examples chosen to illustrate the generalobjectives and intermediate behavioral objectives necessarily themos'.:. important contributions of the social sciences from whichthey are drawn. Further, this discussion of Phase I experiencesdoes not constitute a detailed or fully developed set of lessonplans. The material does attempt to demonstrate some of themajor alternatives which are appropriate to an instructional/learning experience of this kind.
By virtue of being the first course in the proposed sequence,certain initial qualifying and clarifying functions need to beperformed. Among these should be:
1. Overview of the entire program including introductionof any on-going projects as part of the later parts ofthe program (e.g., research notebook).
2. Pretest for skills as a part of a continuing evaluationof the students.
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3. Pretest for motivation with respect to interest insocial science subjects and education of middle gradestudents.
The clear intent and ultimate purpose of the FoundationExperience is to enable children to learn skills that will enablethem to make decisions through problem clarification, collectionof appropriate evidence and interpretation. It should providethem with a perspective which will be useful in their lives aschildren as well as their future adult lives. Our assumption isthat teachers will be better equipped to teach this socialscience perspective if they are able to learn the fundamentalsof what is broadly called the scientific method.
To the end that social science teachers be able to thinkscientifically themselves and be able to apply social sciencemethodology in their teaching, the following five objectivesconstitute the goals for this course:
1. They should be able to develop concepts for use in theanalysis of problems to be investigated.
2. They should be able to generate hypotheses about specialphenomena which are consistent with the goals ofscientific description, explanation and/or prediction.
3. They should be able to use data to evaluate and testhypotheses.
4. They should be able to determine implications of theresults of hypothesis testing for direct action.
5. They should be able to demonstrate how the social scienceprocess works in regard to some specific social sciencedisciplines, and how the process may be applied todecision making/problem solving.
These principal sub-goals of the Foundational Experience will bedeveloped below in terms of the competencies which they include.It is not expected that the future teacher's ability to performthe above behaviors will be highly advanced. Therefore, when itis expected that they be able to "derive" concepts or "generate"hypotheses it is not intended that they would be highly creativeor unique. Rather the trainees should be able to demonstratethe abilities in some rather standard, classic situations bydescribing the steps in the same manner as a social scientist might.
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General Goal
To help social science teachers think scientifically andto apply social science methodology in their teaching.
Sub-goal 1: To develop concepts for use in the analysisof problems to be investigated.
Competencies
1.a Categorize behaviors according to common character-istics.
1.b Generate behaviors or behavior descriptions thatfall into a specific category.
1.c Identify common characteristics of behavior fromwritten descriptions of filmed sequences; andgenerate concepts which adequately classify thebehavior.
1.d Rename classes of phenomena.
1.e Identify instances of circularity and generatefurther examples of the same circularity.
1.f Generate examples of circular definitions.
1.g Identify concepts which have empirical counter-parts and those which have only theoreticalutility.
1.h Generate operational definitions of concepts andexplain how the resulting data correspond to theintension of the concept.
1.i Differentiate between theoretical concepts andempirical concepts and generate examples of eachfor a particular social science.
1.j Identify simple measuring devices appropriate forgiven concepts.
1.k Generate alternative ways for determining the valueof a given concepc_
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1.1 Describe the major criteria for evaluating concepts.
1.m Describe the type of evaluation associated witheach type of criterion for evaluating concepts.
1.n Evaluate concepts in terms of major criteria inrelation to a particular problem.
Activities and Evaluation*
l.a,b,c Presentation of how concepts are developed andused. Then students observe behaviors in theirpersonal lives and categorize the behaviorsaccording to specific criteria the studentshave developed.
l.d,e,f Presentation of circular definitions and showthey are not explanations. Then given certainbehavioral activities the students list severalnames describing the activity and then describehow the names can be interchanged to result incircular definitions.
1.g,h,i Presentation of how concepts are operationalized.Then (g) given several concepts students are topick those that can be operationalized, and(h) given several concepts students are tooperationalize them. Repeat g and h but witha variety of social sciences represented inthe examples.
4.j Presentation of measuring devices for specificconcepts. Then given several concepts andmeasuring devices the students match them.
*The criteria necessary for successful achievement of the sub-goals are implicit in the statement of competencies, and theactivities indicated similarly suggest evaluation appropriate toeach. To some extent it is possible to indicate that a minimumperformance in each competency area should be 80 per cent, however,it is more relevant to indicate t. at evaluation has as its prin-cipal function pointing up the areas which require further practiceand instruction. Ultimately evaluation in the areas of each sub-goal is achieved in successful performance of succeeding sub-goalsand ;he final project.
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In a pencil and paper test the students willn reproduce the main points of lectures on
evaluating concepts, then generalize and use thecriteria to evaluate a given co'Lcept.
Sub-goal 2: To generate testable hypotheses about socialphenomena consistent with the scientific goals ofdescription, explanation and/or prediction.
Competencies
2.a Differentiate between hypotheses, analytical state-ments, value statements and definitional statements.
2.b Identify adequate hypotheses according to givescriteria.
2.c Describe and identify the components of an adequatehypothesis.
2.d Evaluate hypotheses in terms of criteria anddescribe how the hypotheses meet or fail to meetthe criteria.
2.e Generate an hypothesis from a given data table aboutthe relationship between variables with one variablebeing controlled.
2.f Identify hypotheses which are (1) consistent withgiven data, and (2) inconsistent with given data.
2.g Generate hypotheses consistent with given data.
2.h Link two or more hypohteses via common elements togenerate a simple theory.
2.i Identify hypotheses which are consistent with asimple theory.
2.j Generate hypotheses which are consistent with asimple theory.
2.k Identify hypotheses which are in causal form.
2.1 Differentiate between causal and non-causalhypotheses.
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2.m Generate an explanation of probability as appliedto occurrence of non-causal relationships.
2,A Identify independent, dependent, and controlvariables.
2.o Generate a causal hypothesis.
2.p Identify controls that are present in givenresearch designs and describe how the controlsare operative.
2.q Generate a research design in which the independentvariable is controlled to demonstrate the effect independent variable.
2.r Differentiate among hypotheses which have onlyinstructional value, those which may hold forsingle instances, and those which generalize toa larger number of randomly selected cases.
2.s Generate hypotheses with heuristic or instruc-tional value which would be appropriate for fourththrough sixth grade thought problems.
Activities and Evaluation
2.a Presentation of the characteristics of thehypothesis form of a statement as compared toanalytical statements, value statements, anddefinitions; then trainees will sort state-ments into groups according to their character-istics, and given written material they willlocate statements of each type.
2.b,c,d Presentation of the characteristics of anhypothesis which is logically consistent andempirically testable. Trainees will demon-strate their understanding of the character-istics by differentiating between adequate andinadequate research hypotheses, by revisingsample hypotheses to make them fit the demandsof logical and empirical adequacy, and bygenerating their own research hypothelies.
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2.e,f,g Data are presented in tabular and unorganizedform, and examples of hypotheses which may begenerated are presented; trainees are thenasked to generate further hypotheses whichare consistent with the data.
2.h,i,j Presentation of the characteristics of a theorywhich links two or more hypotheses via commonelements. Trainees are asked to identifyhypotheses which are consistent/inconsistentwith a simple theory, to generate their ownhypotheses which would be consistent with thetheory, and finally to link several hypothesesthey create to form a simple theory.
2.k,l,m, Presentation of the criteria required in an,o "causal" of classical experimental design.
Trainees are then required to recall thecharacteristics, and to apply the character-istics in evaluating whether sam?le hypothesesare in causal or non-causal form, and ingenerating their own causal hypotheses.
2p,q
2.r,s
Presentation of use of control variables inexploring the nature of an observed empiricalrelationship between an independent and dependentvariable. Trainees identify the function ofvarious variables in a research design; theygenerate theoretically plausible controls tobe considered in analysis of a variable rela-tionship, and to develop alternate designswhich would be required to demonstrate acausal relationship as contrasted to simplydemonstrating a correlation between them.
Presentation of the varied uses of hypothesesincluding those simply having instructionalvalue, those which describe a single instance,and empirical generalizations fitting a largernumber of randomly selected cases. Traineeswill evaluate hypotheses in terms of theirutility and generate examples which fit eachtype of function. In particular, trainees willbe encouraged to develop hypotheses with instruc-tional value in social science instruction atthe elementary level.
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Sub-goal 3: To locate and use data to evaluate and testhypotheses.
Competencies
3.a Identify descriptions from data consistent withdefinitions in given hypotheses.
3.b Generate possible sources of data for testing agiven hypothesis.
3.c Differentiate among data items in terms of howdata were gathered and correspondence between con-ceptual and empirical definitions.
3.d Compare outcomes of hypotheses tests with conclu-sions based on common sense and identify and explaindiscrepancies between the conclusions.
3.e Revise unsupported hypotheses for further research.
3.f Describe the relationship between supportedhypotheses and other hypotheses and/or body ofexisting theory.
Activities and Evaluation
3.a,b,c Presentation of examples from the socialscience disciplines demonstrating how given abody of evidence/data, a well-formulatedhypothesis can be tested in the light ofevidence. Consideration is directed towardthe correspondence between conceptual andempirical definitions, and the process ofoperationalizing variables. Trainees will begiven practice in the application of the fol-lowing research design steps:
(1) identification of the universe of relevantfactors in relation to the hypothesis,
(2) selection, organization and manipulationof relevant variables,
(3) evaluation of the hypothesis in light ofthe data (description versus inference,statistical probability, predictive efficiency),
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(4) revision of the hypothesis.
3.d,e,f Presentation of alternative models for inter-pretation of data; trainees will identifyalternative methods and use each in sampleresearch data for evaluating researchhypotheses.
Sub-goal 4: To describe the implications of various out-comes of hypothesis testing for direct action.
Competencies
4.a Describe factors affecting the tentativeness ofscientific knowledge.
4.b Generate alternate outcomes of hypothesis testingresulting from changes in data.
4.c Describe applicability of scientific method toproblem solution.
4.d Identify and describe advantages of applicationsof social science process by elementary schoolchildren.
4.e Describe application of social science methodsand techniques as means of evaluating means ofaction.
4.f Select teaching methods for a given goal throughapplication of social science method.
4.g Identify other models or methods which provideuseful frameworks for problem solving.
4.h Design research that is a continuation of a givenresearch design, hypotheses and outcomes.
Activities and Evaluation
4.a Following a lecture the students should reproducethe major factors on a paper and pencil test.
4.b Given an hypothesis the student should name atleast two possible data outcomes.
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4.c Given a problem the students outline the majorsteps they would take in approaching itscientifically.
4.d,e On a paper and pencil test the students willreproduce the advantages to elementary childrenand how the methods are applied for action.
4.f Students will apply the methods to assist them-selves in choosing between various possibleteaching methods.
4.g On a paper and pencil test the lecture pointswill be reproduced.
4.h Given a research report the student will be givenpractice in setting up research design based on(but not replicating) the hypothesis andoutcomes of the given report.
Sub-goal 5: To demonstrate how the social science processworks (both ideally and practically) in regard to somespecific social science disciplines, and how the processmay be applied to decision making/problem solving.
Competencies
5.a Analyze social science journal articles and identifythe components of social science methodologycontained in each.
5.b Apply social science process to an empirical problemfrom two social science fields.
5.c Design research in an area of personal interest.
Activities and Evaluation
5.a Presentation of alternative schemes for evaluatingresearch reports; trainee will apply the criteriaof methodological critique to selected socialscience journal articles.
5.b,c Putting the entire components' instruction together,trainee will be given the task of selecting an
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empirical problem from two social science fieldsand developing a simple hypothesis, and creatinga workable research design. Trainees will beassisted in the process of this activity throughthe various stages, and will provide one anotherhelp in resolving problems and identifyinglimiting factors in the proposals. A team ofinstructors will apply the criteria for adequacyof research proposals to the revised andcompleted trainee research designs.
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COMPONENT B: CHILD GROWTH AND DEVELOPMENT
General Goal
To enable students to acquire concepts in child develop-ment that are required for competent teaching.
Sub-goal 1: Knowledge of theory and research in physicaldevelopment.
Competencies
1.a Describe reproductive cell division and conception.
1.b Describe the prenatal development that takesplace during the period of the zygote, the periodof the embryo, and the period of the fetus.
1.c Define proximodistal development and cephalocaudaldevelopment and describe the implications of thesefor child development.
1.d Describe the physical development that takes placeduring infancy, early childhood, the early schoolyears, the intermediate school years and puberty.
Sub-qoal 2: Knowledge of theory and research in emotionaldevelopment.
Competencies
2.a Compare and contrast the views of John B. Watsonand K. Bridges regarding the development of emo-tions.
2.b Describe the most common of the emotional pat-terns characteristically found in children andthe stimuli that arouse these emotions.
Sub -goal 3: Knowledge of theory and research in perceptualdevelopment.
Competencies
3.a Describe the characteristics of viaual attentionin the newborn.
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3.b Describe the development of perception of form,space and movement.
3.c Describe the relationship between perceptualdevelopment and motor development (i.e., per-ceptual-motor development).
Sub-goal 4: Knowledge of theory and research in motordevelopment.
Competencies
4.a Describe the types of movement in infancy includingreflexes and voluntary, independent locomotion,including creeping, crawling, sliding and standing.
4.b Describe the developmental progression in grasp-ing and the development of hand preference.
4.c Describe the development of walking, running,climbing, jumping, hopping, skipping, galloping,kicking, and throwing. This should include adiscussion of the relative importance of matura-tion and learning upon the various motor skills.
Sub-goal 5: Knowledge of theory and research in personalitydevelopment.
Competencies
5.a Define "personality," and "self-concept," anddiscuss the relationship between the two.
5.b Describe the interrelationships between parentand child in personality. (What does the childbring to the relationship? When do differencesamong children first appear?)
5.c Describe how parental expectations influencepersonality development in children.
5.d Describe the ways in which peers influencepersonality development at different ages and thefactors that determine popularity at differentstages of development.
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Sub-goal 6: Knowledge of theory and research insocialization.
Competencies
6.a Describe the role of the family (including mother,father, brothers and sisters) in socialization.
6.b Describe the role of the school in socialization.
6.c Describe the role of the peer group in socializa-tion.
Sub-goal 7: Knowledge of theory and research in moraldevelopment.
Competencies
7.a Describe the cognitive-development approach tomoral development as advanced by Piaget.
7.b Describe the role of identification in moraldevelopment as advanced by Freud.
7.c Describe the types of discipline, such as lovewithdrawal and physical punishment, how they areused by parents, and possible consequences.
Sub =m111 8: Knowledge of theory and research concerningthe development of attitudes and values in children.
Competencies
8.a Describe the role of the home, the school, andsociety in the development of attitudes andvalues.
Sub-goal 9: Knodedge of physical development in themiddle-grade child.
Competencies
9.a Describe the physical development of the middle-grade child and the factors that influence it.
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9.b Describe the ways in which physical 'developmentaffects the social, emotional and intellectualdevelopment of the middle-grade child.
Sub-goal, 10: Knowledge of emotional development in themiddle-grade child.
Competencies
10.a Describe the emotional development of the middle-grade child and the factors that influence this.
10.b Describe the ways in which emotional factorsaffect the social and intellectual developmentof the middle-grade child.
Sub-goal 11: Knowledge of perceptual development in themiddle-grade child.
Competencies
11.a Describe symptoms of perceptual development inthe middle-grade child.
11.b Describe the effects of perceptual problems onsocial and academic development.
Sub-goal 12: Knowledge of motor development in the middle-grade child.
Competencies
12.a Describe the motor development of the middle-grade child, factors causing individual differ-ences in motor development, and how these factorsinfluence social development
Sub-goal 13: Knowledge of personality development in themiddle-grade child.
Competencies
13.a Describe the factors that influence personalitydevelopment in the middle-grade child, includingthe influence of family, peers, school andsociety.
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13.b Describe the factors that influence the popularityof the middle-grade child.
Sub-goal 14: Knowledge of the socialization process as itinfluences the middle-grade child.
Competencies
14.a Describe the role of the family (mother, father,brothers, sisters) in socializing the middle-grade child.
14.b Describe the role of the peer group in socializingthe middle-grade child.
14.c Describe the role of the school in socializingthe middle-grade child.
Sub-goal 15: Knowledge of moral development in the middle-grade child.
Competencies
15.a Describe the ways in which middle-grade childrenview such factors as right and wrong, blame, guilt,etc.
15.b Describe the ways in which middle-grade childrenview particular types of punishment.
Sub-goal_ 16: Knowledge of attitudes, values and interestsof the middle-grade child.
Competencies
16.a Describe factors that influence the attitudes andvalues of the middle-grade child.
16.b Describe the types of interests that characterizemiddle-grade children.
Sub-goal 17: Knowledge of theory and research in languagedevelopment.
Competencies
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17.a Name the pre-speech types of vocalization anddiscuss their value, if any, to the developmentof actual speech.
17.b Describe the nature of first words spoken bychildren and the problems associated with identi-fying first words; define "holophrastic" andexplain its relationship to language development.
17.c Describe the nature of two-word utterances;compare Braine's technique of analyzing two-wordutterances with the technique employed by Bloom.
17.d Name and describe the stages in the developmentof negation.
17.e Describe the syntactical development of the childof five.
17.f Describe the syntactical development of the childfrom five through six years of age.
17.g a..ne and describe the types of questions asked bychildren.
17.h Name the two major t oretical positions regard-ing language developmen::, and will be able totell how they differ from other, what themajor contentions of each are, co.: what evidencethere is to support the views of earn theory.
17.i Define "elaborated code" and "restricted codoas developed by Bernstein; describe the typesof families in which the two codes are developedaccording to Bernstein and describe the "dis-continuity" between home and school that supposedlyresults for the child who comes from a home wherethe restricted code is used.
17.j Describe the influence of socio-economic classupon language development; compare and contrastthe deficiency hypothesis with the differencehypothesis, giving examples of the evidence uponwhich each is based and the influences of eachupon educational procedures and/or policies.
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Sub-goal 18: Knowledge of theory and research in cognitivedevelopment.
Competencies
18.a Name and describe the types of cognitive develop-ment that are common to the following periodsand will be able to state the approximate ageswhen these occur:
a. the sensorimotor periodb. the preoperational thought periodc. the concrete operations periodd. the formal operations period
18.b Name and describe the nine points developed byElizabeth Hurlock regarding concept developmentin children.
18.c Describe Bruner's views and compare and contrastthe views of Bruner, Hurlock, and Piaget.
18.d Compare and contrast the implications of the viewsof Piaget and the views of Bruner for the educa-tional process.
18.e Describe the evidence regarding the role ofearly stimulation in cognitive development asviewed by J. McV. Hunt.
Sub-goal 19: Knowledge of theory and research concerningmotivation.
Competencies
19.a Describe the distinction between "motive" and"drive" as presented by Kagan.
19.b Describe the relationship between motives andbehavior as presented by Kagan.
19.c Describe the concept of achievement motivation,including the origin of achievement motivation(the types of training that supposedly bring it.:hout), the ways in which achievement motivationis 1/4.71ressed, the consequences of achievement
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motivation, and the ways in which schools en-courage or inhibit achievement motivation.
19.d Describe the issues concerning the teacher'srole in motivating students.
Sub-goal, 20: Knowledge of theory and research concerningcreativity.
Competencies
20.a Describe the nature of creativity and how "con-vergent" thinking differs from "divergent"thinking.
20.b Describe the various measures of creativitydeveloped by Torrance.
20.c Describe the research that has been done concern-ing the relationship between creativity and I.Q.as described by Byrne in An Introduction toPersonality.
20.d Describe the characteristics of a creative personas presented by Byrne in An Introduction toPersonality.
20.e Describe the ways in which creativity can befostered as viewed by Torrance.
20.f Describe the relative merits of creativity andconformity in various situations.
Sub-goal 21: Knowledge of language development in themiddle-grade child.
Competencies
21.a Describe the types of language. development thattake place during grades 4, 5, and 6.
21.b Describe the problems faced by the middle-gradechild who speaks a non-standard dialect and thetypes of instruction that have seen recommendedfor reducing the problems.
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21.c Describe the educational problems that are en-countered by the middle-grade child who islimited to the use of a "restricted code."
Sub-qoal, 22: Knowledge of cognitive development in themiddle-grade child.
Competencies
22.a Describe the characteristics of cognitive develop-ment in the middle-grade child.
22.b Describe the differences among children of dif-ferent socioeconomic levels in cognitive function-ing and the factors that contribute to thosedifferences.
22.c Describe those activities that are designed toimprove the cognitive skills of the middle-grade child.
Sub -qoal 23: Knowledge of motivation in the middle-gradechild.
Competencies
23.a Describe the ways in which motivation is mani-fested in the various types of behavior ex-hibited by middle-grade children.
23.b Describe the ways in which the teacher can channelth' motivation of the middle-grade child into thedesired types of learning behavior.
Sub-goal 24: Knowledge of creativity in the middle-gradechild.
Competencies
24.a Identify the ways in which creativity manifestsitself in the middle-grade child according toTorrance.
24.b Describe various ways of fostering creativity inthe middle-grade child according to Torrance.
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Activities
a. Read from books and periodicals in a bibliography thatwill be supplied.
b. Attend lectures and small group discussions.
c. Engage in panel discussions designed to develop thetrainee's abilities to evaluate the materials that arestudied.
d. Develop a sociogrz- using students in a middle-gradeclassroom. Interp,. rations and conclusions based uponobservations within the classroom will be made.
e. Develop and administer a questionnaire designed tomeasure the attitudes and values of middle-gradechildren.
f. Administer an interest inventory to a class of middle-grade children. The trainee will then compare theresults he obtained with the literature discussing theinterests of middle-grade children.
g. Weigh and measure children at various grade levels.The trainee will compare the height and weight of middle-grade children with the height and weight of youngerand older children. Individual differences across thegrades will be noted.
h. Observe middle-grade children during physical educa-tion periods in order to see the individual differencesthat exist in motor development and coordination.
i. Teach a game or skill involving motor activity at eachof the middle grades. Motor development and coordina-tion at the several grades will be compared.
j . View a series of videotapes featuring University ofIllinois students interviewing pre-school childrenusing Piagetian-type interviews.
k. Observe middle-grade students who are engaged in creativeactivities. The trainee will try to identify thosechildren who are most successful in this activity andthose factors that contribute to this success accordingto the views of Torrance.
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1. Use Piagetian-type interviews with both pre-schooland middle-grade children and compare the results.
m. Use a tape recorder to gather samples of children'sspeech at various age levels and various situations.These samples will be analyzed and discussed.
n. Develop and carry out own experiment that will bedesigned to measure morphological and syntactical de-velopment in middle-grade children.
o. Use the cloze procedure with middle-grade childrenin order to measure their comprehension of varioustypes of language.
p. Work with middle-grade children using a variety of"motivation techniques" in order to evaluate the ef-fectiveness of various techniques with children.
q. Provide an opportunity for middle-grade children toengage in a creative activity and supervise themduring this activity. The trainee will evaluate theeffectiveness of the techniques that he used in try-ing to elicit creativity from the children.
Evaluation
The evaluation procedures are implied by the competenciesunder each sub-goal.
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COMPONENT C: PHILOSOPHICAL FOUNDATIONS OF EDUCATION
General Goal
This is a course in the philosophy of education whichemphasizes those aspects of the field which are particularlyappropriate to the social sciences. Its approach isanalytic and though it draws on philosophy of language,philosophy of social science, and speech-act theory, itdoes so in a way which is complementary to, though quitedifferent from, social science methodology.
A. The three main skills in this kind of criticalthinking are called conceptual analysis, logical analysis,and speech-act theory. In conceptual analysis, the focusis on the analysis of the logical relations among concepts.Examples of such concepts which have such logical relationsare the concepts of teaching, training, conditioning,indoctrinating, and instructing. In logical analysis thefocus is on the analysis of arguments. For example, is theconclusion of an argument consistent with its premises?What can be deduced from a set of premises? Emphasis hereis placed on having the student master the argument formsand fallacies associated with the notions of necessaryconditions and sufficient conditions. In speech-actdiscrimination, the focus is on sorting out differentkinds of statements, questions, descriptions, etc. Forexample, sometimes we find prescriptions where what wasattempted was a description. These kinds of philosophicalthinking are important for social science specialistteachers to know about because the distinctions and argu-ments used are pervasive throughout social science, educa-tion and indeed, all disciplines. This course proposes tomake them explicit and foundational.
B. These general objectives for developing philosophical-ly foundational tools will be described below in terms ofthe more specific skills of which they are composed. Itis not expected that the student will master these skillsat the level of a philosopher of science, a philosopher ofeducation, or a sophisticated social science methodologist.Rather the student must be able to do some of the simpleand routine tasks of analysis that any good teacher shouldbe able to do, and he should be particularly practiced inapplying these skills to problems specific to socialscience and education.
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Sub-goal 1: Conceptual Analysis
The social science specialist teacher should be ableto recognize when a question of concept arises, andhe should be able to clarify it.
Definition: A concept in ordinary language is thelocus of inferences permitted by a term. (Note:This definition differs from the social sciencedefinition of concept, but because the two defini-tions are characterizing different things, not be-cause one is wrong and the other right.)
Competencies
1.a Identification of questions of concept
In readings, lectures, and discussions it willbe shown how concepts may be interrelated withone another so that the criteria for their ap-plication are not at all clear. A simpleexample is the question "To what extent iseducation a political question?" To answerthat requires an analysis of "education" and"political." It is not primarily a value ques-tion or al empirical question, but a conceptualquestion. A student's skill at recognizingconceptual problems will be heightened by havinghim sort out value questions like "Is our presentsystem of allocation of funds to elementary educa-tion fair?" and empirical questions like "DoesCalifornia allocate funds to elementary educationthe way Illinois does?" from 7onceptual questionssuch as "Does extra funding for ghetto educationprovide for equality of educational opportunity?"This latter question requires clarification ofthe concepts of equality.
1.b Identification of vagueness and ambiguity in concepts
Lectures and reading should make clear that manyconcepts in education and the social sciences arevague or ambiguous or both. The problem insocial science, of course, is to limit the con-cept in some way which will allow scientificinvestigation of phenomena and at the same time
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make sure that the way a concept is limiteddoesn't render it useless. For example, "cul-turally deprived" covers a continuum of uses inordinary language. When the social scientistspecialist teacher sees the need to operationalizesuch a concept, he needs to have a conceptualmap of the ordinary language concept as a back-ground to the specification he is going to make.
1.c The elimination of vagueness and ambiguity inconcepts
The goal here is to enable the student to eliminatevagueness and ambiguity in concepts where eitheror both cause confusion or are in some other waya problem. The student should be able to eliminatevagueness and/or ambiguity through specification.
1.d The mapping of concepts
The student should be able to trace the logicalinterrelation of concepts so that he explainswhat their relationships are. To this end heneeds the technical skills of being able toisolate model cases, related cases, borderlinecases and invented cases of any given conceptor set of concepts. As an example, the con-cept "teaching" is interesting and complex.Paradigms are "teaching that....," "teaching the...(principle)," "teaching how to....," and"teaching to...." Related cases are brainwashingand telling. Indoctrinating and (perhaps)certain forms of conditioning are borderlinecases. An invented case might be one in whichwe imagine being asked to teach something tosomeone with the proviso that we not be allowedto tell him anything.
Sub -goal 2: Logical Analysis
The social science specialist teacher should be ableto recognize and to analyze arguments and argumentfallacies in social science and in education. Thefollowing are exanpies of the kinds of arguments andfallacies he will be able to recognize to analyze.These are the arguments and fallacies which necessarily
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arise in a thorough explanation of the concepts"necessary conditions," "sufficient conditions" and"necessary and sufficient conditions." (In theconditional statement if p, then q what is beingclaimed is that the truth of the antecedent is a
sufficient condition for the truth of the conse-quent, and the truth of the consequent is a neces-sary condition for the truth of the antecedent.)These concepts, when applied in conditional reason-ing to form arguments, illustrate part of thebasic logic of science.
Competencies
2.a The student should be able to recognize the fol-lowing fallacies and valid arguments.
a. Valid arguments:
(1) Modus Ponens
P
q
(2) Modus Tollens
pNth
Ai P
b. Fallacies:
(1) Asserting the consequent
(2) Negating the antecedent
hq
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This does not exhaust what will be done under thecategory of Logical Analysis, but serves oily as anexample. The logic of explanation is another topicfor this part.
Sub -goal 3: Speech Act Discrimination
The social science specialist teacher will be ableto recognize different kinds of simple speech actssuch as informative statements, commands, promises,questions, value judgments, predictions and mixedstatements. He will also be able, to demonstrate bywhat criteria each kind of statement should bejudged. The four basic sub-units will be the fol-lowing:
a. Informative language
(like "All students are lazy," or "All teacherslike children.")
b. Directive language
(like "Obey the rules," or "Don't just namesomething you are trying to explain. ")
c. Emotive language
(like "McGovern is a good man," or "Up withpeople.")
d. Mixed Tanguage
(combinations of the above such as we find on theeditorial page of the newspaper)
Sub-qoal 4: The application of philosophical skills toproblems in education
This part of the course is to be problem-centeredrather than subject-centered. Students will workeither in groups or individually on problems in educa-tion and/or the social sciences under the guidanceof the teacher. Problems could be studied broadlyor narrowly according to the interests of thestudents.
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Example:
Let us take a general question of how to implementone of our stated national goals for education:"How do we provide for equality of educational op-portunity?" Trying to answer such a question wouldinvolve using skills and knowledges from all thesocial sciences plus the skills of critical thinkingwhich are part of this course. There are, for example,conceptual problems over whether equality means same-ness or fittingness or both. These are economicproblems having to do with how funds are allocatedto schools. There are problems having to do withregional geography, political values, stratification,individual differences, and family organization, tostate but a few. A student could select a "piece" ofthe general question above and show what would beinvolved in getting the kinds of information neededto come to some helpful generalizations about it.
Activities
A class will meet three times a week for a semester. Themain instructional thrust will be lecture, reading anddiscussion. A good deal of latitude will be provided forwhen the application of critical thinking and socialscience methodological skills to an actual problem isbegun. Various media might be used to present and sum-marize data and actual field experience. For example, ifa student were trying to investigate the notion of"identify" as part of trying to understand the ghetto cul-ture and the place of education in it, he might want touse tapes and slides to illustrate his presentation.
Evaluation
Multiple choice mastery tests are available for the logicaldiscrimination skills that the students have been asked tomaster. The criterion level is 80%. The other two kindsof critical thinking skills are better tested throughessay examination and/or papers in which the student issupplied with an example of a conceptual confusion or aspeech-act error and is directed to an analysis of theproblem. A criterion for an adequate essay examinationitem is that it provide an opportunity to demonstrate the
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skill studied.
Personnel Requirement
One specialist to receive credit for a three semesterhour course.
PHASE Its INTEGRATING EXPERIENCE
Overv:ew
Phase II encompasses a two-year period of time, extendingfrom the sophomore through junior years of undergraduate study.It is composed of seminars, group projects and independent studyin the social sciences, and education seminars in association withthe related activities of classroom observation, clinical teachingand self-instruction. In addition, during this phase the studentwill be enrolled in the bulk of the regular social science coursesin his four-year program as well as special courses in childgrowth and development, reading methods, and middle grade socialstudies curriculum. The semester by semester course sequence isindicated in the chart below.
Component Year Sem. Credit Team CompositionA. Social Science Seminar
1. Perspective2. Group Projects
3. Independent Study
Soph.Soph.
Jun.
FirstSecond3
First
3 sem. hrs.sem. hrs.
3 sem. hrs.
1 Social Scientist2 Social Scientists1 Educationist3 Social Scientists
B. Applied ClassroomExperiences1. Self-Instruction
(Methods)2. Teaching Clinic
3. On-going Seminar
Soph.
&
Jun.
First&
Second
9
sem.
hrs.
Clinical TeachingTeam & 1 Psych.
1 Educ., 1 Soc. Sci1 Psychologist
Clinical TeachingTeam
C. Clinical Observation Soph. First 3 sem. hrs. 1 Educationist- -Child Growth1 Educ. Coordinator1 Psych.--Consult.
D. Middle Grade SocialScience Curriculum Jun. First 4 sem. hrs. 1 Educationist
E. Reading Methods Soph. Second3 sem. hrs. 1 Educationist
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Sophomore Year Junior yearFirst Semester Second Semester First Semester Second SemesterSocial Science Social Science Social Science Workshop:Seminar-- Seminar--Group Seminar-- Clinical TestingPerspectives Projects Independent of Teaching Kit(3 sem. hours) (3 sem. hours) Study Materials
(3 sem. hours) (3 sem. hours)
Clinical Reading Methods Social ScienceObser7ation (3 sem. hours) Curriculum--(3 sem. hours) Middle Grades
0 sem. hours)
T 14 fitConcurrentExperiences withPhase III
ikeiswarta,..
Applied Classroom Experiences(9 semester hours)
1. Self-Instruction Laboratory2. Teaching Clinic3. On-going Seminar
Regular Social Science Courses
It is during Phase II that each candidate will have continuousopportunities to teach under clinical conditions of instruction,and supervision. By the end of the Phase II period, each candidatewill have demonstrated competencies in utilizing and applyingseveral methods of teaching in middle grade classroom instructionalsettings, and will have achieved minimal proficiency in the basicinstructional skills of set, pacing and closure before graduatinginto Phase III of the program.
The emphasis of Phase II is on performance and applicationof principles learned in Phase I. The overall purpose of thisphase is to move the trainee from the theoretical to the appliedlevel within the social sciences and teaching. The theme ofthis phase is making the learning experience as functional aspossible in terms of the neophyte's academic and instructionalpreparation. This is implemented in the social science seminarsthrough the use of the social science method to assess similaritiesand di2ferences in regular social science course work, throughobservation and analysis of group and faculty performances in
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problem-solving and simulations, and through individual researchprojects. The trainees' skill in applying social sciencemethodology thus progresses from observation and assessment ofothers' performances to group application of the method toindividual research.
In a similar manner, the education seminars seek to developperformance and application skills based on the knowledge gainedin Phase I. This is implemented in a developmental sequence inwhich the trainee progresses from the observation and analysisof actual fourth, fifth, and sixth grade classes to the teachingof mini-lessons to small groups to the teaching of maxi-lessonsto whole classes. Emphasis is placed on self-instruction andpeer group analysis in seminar. At the end of this process, thetrainee is expected to be fully prepared for student teaching witha broad acquaintance with teaching methods, materials, andcapabilities of children in the fourth, fifth, and sixth gradesas evaluated by the coordinating team. Any trainee unable toachieve minimal standards of performance would be recycled throughthat part of the program for additional training before enteringinto Phase III.
Organizing Structure
The supervision of Phase II rests with a coordinating teamof one full-time social scientist and one full-time educationistwith a background in social science. They will work with theadvice of a resource committee comprised of themselves plus sixadditional social scientists. One social scientist will bechosen from each of the seven social science disciplines. Thiscommittee will supply the manpower for demonstrations and projectsfor the social science seminars, serve as an evaluating boardfor independent projects, and serve as consultants individuallyand as a group as needed in both the social science and educationseminars. Many of the units of these seminars will be teamtaught even when the activity is officially under the directionof only one instructor. The composition of the official instruc-tion teams for each component of Phase II is indicated in thesecond preceding chart. The resource committee will also advisetrainees on their programs especially with reference to theirsocial science electives. The professional educator will be incharge of the education seminar and clinical teaching sequencewhich continues throughout this phase.
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Interdisciplinary Aspects of Phase II
An integral part of Phase II is the cooperative nature ofthe program. In order to maximize the translation of what hashoen learned in the academic segment, and expedite the trans-missicn into operatio4ial lessons for the intermediate grade pupil,a close connerative relationship must exist between the dis-ciplinarians conducting the social science seminar and theeducationists oper4.ting the teaching clinic during this phase.
As conceived, the teaching clinic would parallel the timeperiod in which the social scie.lce seminar would be conducted.The social science seminar would be clarifying and analyzingcurrent issues and problems from the various viewpoints of thesocial science disciplines. The teaching clinic would be designedto provide instructional opportunities for the trainee to trans-late what he has learned in the seminar into teachable lessonsand units with intermediate grade pupils. The purpose of theteaching clinic is to provide each trainee with instruction inhow to use a variety of techniques in both the didactic and inquirymodes of instruction and to acquire proficiency in the use ofthese methods before proceeding to Phase III.
Some specific interrelationships may be indicated. Forexample, the content of the Social Science Seminar II: GroupProjects, must provide a basis for the subject matter of the mini-lessons being taught by the trainees in the teaching clinic.Such mini-lessons will be taught in the inquiry mode as an exampleof social science methodology. Disciplinarians from the resourcecommittee will be called upon as their expertise is needed tohelp evaluate these mini-lessons. The primary responsibility forevaluation, of course, rests with the educationist, psychologist,and social scientist on the clinical teaching team.
A similar correspondence of content must occur during theindependent study in social science and the maxi-lessons ofclinical teaching the first semester of the junior year. Again,the subject matter for the maxi-lessons must cover social sciencecontent. Disciplinarians from the resource committee may becalled upon to aid in the evaluation of these lessons according totheir expertise as requested by the clinical teaching team.
The assignment of the preparation of a unit plan may beexpected in the education seminar during the first semester ofthe junior year. Such units will be evaluated by both education-ists and social scientists on the team and they may be circulatedto the resource committee for additional screening.
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The interdisciplinary aspect of Phase II is thus promoted bya basic application of orientation in both disciplinary and pro-fessional components, by a correspondence of subject matter inthat the efforts of clinical teaching and related activities isto provide a means of translating the content of the socialscience seminar to middle grade pupils, and, in that much of theteaching is conducted by teams composed of educationists and socialscientists.
The Social Science Integrating Experiences
It is the purpose of the Integrating Experience to furthertrainees' understanding of the interrelationships between therespective social sciences and to provide the trainees with guidedpractical experience in applying the scientific method in socialsituations. The rationale for a separate integrating experiencerests in the nature of traditional discipline course work.Historically, such course work has been highly compartmentalized,each discipline emphasizing its own jargon and conventional wisdomgiving little attention to how the discipline knows what it knowsand less to the interdependence on the other disciplines. Suchcourses give unfortunate models for the prospective teachers. Ifinterrelationships are not to be left to chance, a specificexperience designed for detailing those interrelationships mustbe provided.
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COMPONENT A: SOCIAL SCIENCE SEMINAR
PART I: MULTI-DISCIPLINARY PERSPECTIVES
General Goal
To understand the interrelationships among the methods andconcepts of the respective social science disciplines.
Sub -goal 1: To reaffirm the methodological approach ofPhase I so that the trainee is able to perform the fol-lowing tasks:
a. Understand the concept of a "concept" sufficientlythat:
(1) Given two sets of inanimate objects (e.g., check,money order, a dollar bill versus a bond,savings account book) he could name a conceptwhich could be used to classify them into thetwo groups.
(2) Given the same two sets of inanimate objects,he could name another concept which wouldinclude all the items.
Activities: (1) Instructor lecture review of material onconcepts from Phase I followed by seminar discussion ofmaterial. (2) Actual practice in manipulating conceptswith inanimate objects. (3) Discussions of particularconcepts such as the concept saving. Does savinginclude hoards in the cookie jar? Does it matterwhether the user of the concept is a banker or aneconomist?
Sub-goal 2: Generate testable hypotheses sufficiently wellthat:
a. Given a table of data he can generate three hypothesesconsistent with it.
b. Given a set of assumptions and a conclusion he canreach the conclusion deductively from the assumption.
Activities: (1) Instructor lecture review of materialon hypothesizing from Phase I followed by seminar dis-cussion of material. (2) Presentation of simple researchproblems by disciplinarians using different kinds ofdata and illustrating inductive versus deductive ap-proaches. (3) Practice by trainees in generatinghypotheses from sets of data and sets of assumptions.
Sub-goal 3: Understand hypothesis testing sufficientlythat:
a. Given an hypothesis he could describe the kindof data needed to support it.
b. Given an hypothesis he could describe the kindof data needed to reject it.
c. Given an hypothesis, he could state an implicationof it and kinds of data needed to test the implica-tion.
Activities: (1) Instructor led lecture/discussion ofmaterial on hypothesis testing from Phase I. (2)
Presentation by disciplinarians of accepted hypothesesin their fields which were later rjected or modified anda description of the evidence on which these developmentsoccurred. (3) Group practice in performing 3(a,b,c)on sample problems.
Sub-goal 4: To recognize the similarity in methodology andinterrelatedness of conclusions within the disciplinecourses in the social sciences such that the traineecan perform the following tasks:
a. Identify a concept and an hypothesis from a socialscience course in which he is currently enrolled.
b. Explain a concept and an hypothesis from his socialscience course work such that his peers who havenot had a course in that subject are satisfied asto their meaning.
c. Indicate how the hypothesis in a and b was reached,i.e., upon what evidence is it based.
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d. Describe the kind of evidence which could causemodification or rejection of the hypothesis in a,b, and c.
e. Describe how the hypothesis and its implicationsmight be used to better understand a topic in cur-rent events.
f. Distinguish differing meanings of the same word indifferent disciplines (e.g., scarcity, power, demand,exploitation) sufficiently to define them and applythem in the analysis of hypothetical socialproblems.
g. Identify the same concept in differing disciplinesreferred to by different names (e.g., enculturationand socialization) such that given an explanationof a concept he can label it with two or morenames.
h. Given a model from one of the disciplines (e.g.,analysis of consumer expenditures from economics),he can state assumptions which depend upon otherdisciplines (psychology and sociology in theexample above).
Activities: (1) Seminar discussions and/or brief paperson objectives a-g. It is hoped that during such dis-cussions of a-e, f and g can be met in that the traineeswill have different social science course backgrounds andmay therefore recognize concepts described as from anunfamiliar discipline to also be from a familiar one(perhaps with a different name). Similarly, the samenames with different meanings may appear in thediscussion to include these. (2) Disciplinarian presenta-tion of models which will be assessed as to theirramifications on some other disciplines by a panel ofother disciplinarians. (3) Practice in groups andindividually on sample items from objectives a-h.
Evaluation: Implicit above.*
*It should be noted that the evaluation of this section involves more subjectivity than prior items and requires a consensusby the team and greater preparation of evaluative instruments andprocedures.
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Sub-goal 5: To recognize the distinguishing features of therespective social sciences which make them separatedisciplines sufficiently well that the trainee can per-form the following tasks:
a. State the major thrust or focus of each of thedisciplines (i.e., phenomena investigated, ques-tions posed, concepts used, etc.) in a way whichis satisfactory to a disciplinarian in that field.
b. Understand the way in whichcan affect research methodsstudied, kinds of questionslooked for) such that givenphenomenon he can:
a discipline orientation(kinds of problemsasked, kinds of evidencea specific social
(1) State the most and least likely disciplines tobe concerned with it and explain why he madehis choices to the satisfaction of his peers andthe team.
(2) State discipline oriented hypothesis for itsexplanation.
(3) Explain a method or procedure for each of twodisciplines in testing the same hypothesis asan explanation of the pnehomenon.
Activities: (1) Capsule overviews of the disciplines bypractitioners of them followed by discussions/questions.(2) Practice in sample items from b in teams or as a
group. (3) Role playing in sub-groups as disciplinariansin which a specific current event is examined from thepoint of view of one discipline by a group and defendedas that discipline's province against claims that itshould be analyzed from the point of view of the othergroups' disciplines. It is intended that the valueof an interdisciplinary approach will emerge from suchconfrontations.
;.
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COMPONENT A: SOCIAL SCIENCE SEMINAR
PART II: GROUP RESEARCH PROJECTS
General Goal
Similar to that stated for "Perspectives" part, i.e.,further refinement and application of social sciencethinking skills acquired in Phase I and in concurrently-taken social science courses in the completion of a groupresearch topic. Such an exercise would also provide apossible model for fourth to sixth grade classroom activities,and experience in goal-directed group dynamics.
Sub-goal 1: To utilize social science knowledge in formu-lating and completing a group research project.
Competencies
Through group decision processes and under closefaculty supervision:
I.a Select a relevant and researchable topic.
1.b Formulate an appropriate and technically soundresearch design.
1.c Identify, assign, and administer the effectivecompletion of sub-tasks by individual students.
1.d Prepare an integrated report of findings andconclusions.
Individual students, under group and faculty super-vision, would:
1.e Initially, present useful reports on possible topics,methodological issues in design formulation, anddata collection problems.
1.f Collect and analyze data consistent with theresearch design.
1.g Summarize data and draw warranted conclusions tobe included in the final group report.
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COMPONENT A: SOCIAL SCIENCE SEMINAR
PART III: INDEPENDENT STUDY
General Goal
To provide the student with his initial experience inindependently developing a research problem, designing andexecuting a research strategy, and in translating "live"research into a planned classroom lesson.
Developing the Research
The independent study part of Component A in Phase II isthe point at which the student is asked to personallyintegrate the scientific method, discipline concepts, anddata gathering techniques into ar, integral package of hisown design. This he will do with the advice and super-visionof a research committee consisting of a chairman andtwo other faculty members. This committee will be re-cruited by the student himself. The advisory committeewill be selected from the seven-person committee overseeingthe entire Phase II experience. The student's three-personadvisory committee will judge the adequacy of the researchproposal on the basis of internal logic, data availability,and available time for the completion of the work. Oncethe proposal is judged acceptable, the student will becleared to proceed with independent research.
The range for possible research projects should be as wideas the potential of the social sciences and the data avail-able to the students. Research projects should be problem-oriented--not discipline oriented. Methods and techniquesfrom at least two social sciences should be central to theproject.
Sub-goal 1: To produce a research proposal
Competencies
1.a Generate a research problem based on a logicalrationale
1.b Prepare an hypothesis within the context of aproblem-solving framework.
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1.c Outline a methodology appropriate to thehypothesis.
Sub-goal 2: To defend a research proposal.
Competencies
2.a Ability to defend and modify proposed research inthe face of academic scrutiny.
Executing the Research
The student's research will continue to involve his advisorycommittee. It is expected that the research project be ofsuch a scope as to be completed during the course of a singlesemester. The research itself may be conducted on or offthe campus.
Sub-goal 3: To acquire the ability to gather and assemblenecessary social science data in usable forms.
Competencies
3.a Ability to locate and use "stored" data(libraries, records offices, data banks, etc.).
3.b Ability to gather and use "live" data.
Sub-goal 4: To acquire the ability to process social sciencedata.
Competencies
4.a Use of appropriate manual and mechanical dataprocessing techniques for the purpose of synthesis.
Preparing Research Report
In the final four weeks of his junior year, the student willbe required to submit a brief research it*utt. Once thereport is accepted by his advisory committee it will bepresented in the form of a short oral paper before the fullPhase II committee, the other independent study students,and chose students involved in the Phase II seminars. Fol-lowing the oral presentation, questions may be raised. Adefense may be called for.
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The Phase II committee will submit individual evaluations ofthe student's work. The evaluation form employed by thecommittee will concentrate on such points as problem develop-ment, data usage, research strategy, internal logic, etc.In other words, evaluational criteria at this point will beprimarily discipline oriented. In conjunction with this,however, it is suggested that the student's independentstudy material also be used in the professional sequence.Perhaps a teaching plan related to the research could beprepared for those faculty members working most closelywith the student in the professional strand. Here the re-search finding could be translated into classroom terms.Calling on his preparational skills, the student could alsoteach his findings to peers or in a micro-teachingexperience. In either case, the independent research shouldbe made relevant to continued work in Phase III.
Sub-goal 5: To acquire skill in social science writing.
Competencies
5.a Write a research report in a clear and conciseform.
5.b Use of appropriate graphic and illustrativematerials in report pres,:.altation.
Sub -goal 6: To be able to think of research in terms ofclassroom lessons.
Competencies
6.a Sensitivity toward task of translating field-research into classroom uses.
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COMPONENT B: APPLIED CLASSROOM EXPERIENCES
General Goal
To further trainees' understanding of the interrelation-ships between the respective social sciences and to providethe trainees with guided practical experience in applyingthe scientific method in social situations.
Sub-goal 1: To acquire proficiency in using the threebasic instructional skills of Set, Pacing andClosure in teaching social studies concepts tointermediate grade pupils.
Code* Competencies for Set
100 1.a Given a microteaching lesson to prepare and teachthe trainee will give evidence of utilizing ap-propriate motivational techniques to stimulateactive pupil interest and involvement in thetopic.
110 1.b Given a microteaching lesson to prepare and teachthe trainee will demonstrate, through use of suchtechniques as pretesting, questioning, etc., thathe has attempted to assess what pupils alreadyknow about the topic.
120 1.c Given a microteaching lesson to prepare and teachthe trainee will communicate clearly to pupils thepurpose of the lesson.
130 1.d Given a microteaching lesson to prepare and teachthe trainee will develop any necessary under-standings of time and place.
140 1.e Given a microteaching lesson to prepare and teachthe trainee will introduce vocabulary as needsarise or in anticipation of pupil needs.
*The trainee will achieve a minimum overall rating of three
(fair) on the performance scale designed for the skill of estab-lishing set.
150 1.f Given a microteaching lesson to prepare and teachthe trainee will select instructional materialswhich are relevant, easily viewed or heard, and safe.
1.g Given a microteaching lesson to prepare and teachthe trainee will utilize instructional materialsfor appropriate learning tasks and will displayor use them so that all can see, hear and/ortouch.
Code* Competencies for Pacing
200 1.h Given a microteaching lesson to prepare and teachthe trainee will take the pupil through a seriesof experiences based on such logical and/orpsychological organizational procedures as con-crete to abstract, simple to complex, chronologicalorder.
200 1.i Given a microteaching lesson to prepare and teachthe trainee will select and utilize materials thatare appropriate for the organizational procedureused.
210 1.j Given a microteaching lesson to prepare and teachthe trainee will exhibit sensitivity to pupilfeedback by acknowledging pupils' contributions bybuilding on their background experiences and byincorporating and expanding on their ideas.
220 1.k Given a microteaching lesson to prepare and teachthe trainee will give evidence of determiningwhether the pupils have a clear understanding ofthe concept, principle or skill, by questioning,by manipulating material, by demonstrating, etc.
230 1.1 Given a microteaching lesson to prepare and teachthe trainee will reteach the concepts, principle,and/or skill, when he recognizes a need on thepart of individuals or the entire group.
*The trainee will achieve a minimum overall rating of three
(fair) on the performance scale designed for the skill ofpacing.
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SETMETCALF LABORATORY SCHOOL Participant TeacherILLINOIS STATE UNIVERSITY DateTEACHING SKILL--PERFORMANCE SCALE Evaluated By
OBJECTIVE OF THIS ASSESSMENT TASK:
To observe and to rate teacher behavior in terms of the skill ofestablishing a set in preparation for teaching a lesson that intro-duces a concept, principle, skill, and/or appreciation.
DEFINITION OF SET INDUCTION:
The term "set" refers to the establishment of psychological andcognitive rapport between pupils and teacher in order to secure im-mediate, productive, and positive involvement in the lesson. Aneffective set usually results in a group commitment to the goals ofthe lesson.
FOCAL QUESTION:
How well does the teacher orient the pupils to the concept, prin-ciple, skill, and/or appreciation in the first few minutes of thelesson?
Description of teacher behaviorexhibiting skill proficiency in"establishing set."
The TEACHER:
Description of teacher behaviorexhibiting skill deficiency in"establishing set."
Code The TEACHER:stimulates active pupil inter-
est in the topic. 100proceeds without successfully
stimulating pupil interest inthe topic.
locates pupils on learningline. (Assesses what they al-ready know about the topic tobe taught.)
110begins lesson with little or
no feedback from the studentsas to their present knowledgerelated to the topic.
clearly demonstrates the pur-pose of the lesson. 120
does not provide for a clearsurose of the lesson.
when necessary develops anunderstanding of time and place. 130
ignores the need to developthe conceits of time and lace.
develops new vocabulary neces-sary to understanding. 140
does not develop necessaryvocabulary.
selects and uses instructionalmaterials effectively. 150
makes poor selection and/oruse of instructional material.
Overall ating:(High)
1 2 i j---Lesson involved a concept -
(Please circle the appropriate one(s))COMMENTS:
devised Form: August, 1972
PACINGMETCALF LABORATORY SCHOOL Participant TeacherILLINOIS STATE UNIVERSITY DateTEACHING SKILL--PERFORMANCE SCALE Evaluated By
OBJECTIVE OF THIS ASSESSMENT TASK:
To observe and to rate teacher behavior in terms of the skill o:7a:tin3 a lesson that introduces a concept, principle, skill, and/orappreciation.
DEFINITION OF PACING:
Pacing refers to the development of the body of a lesson and no::to the tempo or rate. During pacing the concepts, principles orskills are introduced and opportunities for practice and applicationare provided. The response of the teacher to pupil reaction andperformance is also a primary concern.
FOCAL QUESTION:
How well does the teacher develop and reinforce the concept,principle, skill, and/or appreciation in terms of the statedobjectives?
Description of teacher behaviorexhibiting skill proficiency in"pacing."
The TEACHER: Code
Description of teacher behaviorexhibiting skill deficiencyin "pacing."
The TEACHER:uses appropriate organization has no apparent organizatiori;
(simple to complex, concrete to 200 lacks logical progression.abstract seuential etc.
demonstrates flexibility in ignores pupil feedback and/orterms of pupil feedback. 210 insists on maintaining original
plan.
determines that pupils have a....
fails to determine pupils'clear understanding of concept,principle, skill, and/or ap-
220 comprehension of concept,principle, skill, and/or
preciation. appreciation.re-teaches concept, prin- makes no provision for re-
ciple, or skill as needed by 230 teaching when need has beengroup or individuals. identified.
provides for necessary or does not provide for neces-meaningful application of a con- 240 sary or meaningful applicationcept or principle or for the of concept or principle or lo.-practice of a skill. the practice of a skill.uveratt Raring:(High
11.
Lesson invo ve a concept pr nc p e skill - appreciat(Please circle the appropriate one(s))COMMENTS:
Revised Form: August, 1972
on.
(Lcw)3.
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CLOSUREMETCALF LABORATORY SCHOOL Participant TeacherILLINOIS STATE UNIVERSITY DateTEACHING SKILL--PERFORMANCE SCALE Evaluated By
OBJECTIVE OF THIS ASSESSMENT TASK:
To observe and to rate teacher behavior in terms of teachingskills which lead to the achievement of closure in a lesson.
DEFINITION OF CLOSURE:
Closure occurs in the lesson when the teacher and the pupil con-firm their understandings and skills in terms of the objectives ofthe lesson. It may also suggest or determine new directions forfurther understandings and skills. Therefore, closure is essentialto the conclusion of a lesson but it may also occur at other timeswithin the teaching episode.
FOCAL QUESTION:
How well does the teacher guide the pupils toward demonstratingthe integration, application, and extension of the new concept,principle, skill, or appreciation with previously learned experiencesor knowledge?
Description of teacher behaviorexhibiting skill proficiency in"closure."
The TEACHER:
Description of teacher behaviorexhibiting skill deficiency in"closure."
Code The TEACHER:provides opportunities for
students to paraphrase or demon-strate concepts and skills.
provides pupils with variedexperiences in the application, 310practice, and use of new learn-ing (when applicable).
involves pupils in evaluatingtheir achievements. 1320
provides a clear indication thatilesson or episode is completed. ;330
paraphrases or demonstrates300 concepts or skills instead
of havin: students do it.
provides no opportunities forthe application, practice,and use of new learnings.
does not involve pupils inevaluatin; their achievements.
leaves pupils confused as towhether the lesson has beencompleted.
Overall Rating:(High) (Low)
11 i 2 i 3 4
1_ 5 i
Lesson involved a concept- principle - skill - appreciation.(Please circle the appropriate one(s))COMMENTS:
FILMED FROM BEST AVAILABLE COPY
PontioesA rews.,m hevervveh 1077
240 1.m Given a microteaching lesson to prepare and teachthe trainee will give the pupils opportunities toapply the concept or principle or practice theskill in relevant situations.
Code* Competencies for Closure
3O) 1.n Given a microteaching lesson to prepare and teachthe trainee will have the pupils paraphrase orrestate the concept or principle learned in orderto determine the degree of pupil understanding.
Given a microteaching lesson to prepare and teachthe trainee will have pupils demonstrate theprinciple or skill learned in order to determinethe degree of pupil understanding or achievement.
310 1.o Given a microteaching lesson to prepare and teachthe trainee will provide experiences or situationsin which the new concept, principle, or skill maybe used.
320 1.p Given a microteaching lesson to prepare and teachthe trainee will encourage pupils to evaluate theirown achievement by comparison with standards ac-cepted by both teacher and pupils.
330 1.q Given a microteaching lesson to prepare and teachthe trainee will communicate to the pupils whenthe lesson has ended by making an assignment,distributing handouts, giving verbal cues, etc.
Sub-goal 2: To acquire proficiency in using Convergentand Divergent Discussion models in teaching socialstudies lessons to intermediate grade pupils.
Competencies
2.a The trainee should be able to identify and describethe purposes of the Convergent Discussion Modeland its major components.
*The trainee will achieve a minimum overall rating of three(fair) on the performance scale designed for the skill of closure.
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2.b The trainee should be able to identify anddescribe the purposes of the Divergent DiscussionModel and its major components.
2.c The trainee should be able to design, teach andevaluate social studies lessons applying theConvergent Discussion Model.
2.d The trainee should be able to design, teach andevaluate social studies lessons applying theDivergent Discussion Model.
Sub-goal 3: To acquire proficiency in applying the teachingmethods within the context of an Inquiry Approach toinstruction.
Competencies for Problem-solving Method
3.a Based upon his knowledge of the pupils' environ-ment, needs, and interests, the trainee will beable to identify and define a problem situationappropriate for the learning levels of the pupils.
3.b Given a problem situation, the trainee will beable to focus the attention of the pupils on thecritical aspects of the problem.
3.c Given a problem situation, the trainee willstimulate pupils to hypothesize possible solu-tions.
3.d Given the hypotheses determined by the group, thetrainee will encourage the pupils to select andtest the most probable hypothesis.
3.e Given the data gathered from testing the hypothesisselected, the trainee will guide the pupils indrawing appropriate conclusions for accepting orrejecting the hypothesis.
Competencies for Project Method
3.f Given information as to the needs and interestsof the pupils, the trainee and/or the pupils willdevise a project unit appropriate for their learn-ing levels.
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3.g Given the task of implementing the project, thetrainee will guide pupils in clarifying the ob-jectives and in planning possible procedures.
3.h Given a set of evaluation instruments, the traineewill be able to select the instrument appropriatefor the project selected.
Competencies for Simulation and Games
3.i Given a simulation and/or game situation, thetrainee will be able to select the one(s) thatapply to the needs and learning levels of thepupils.
3.j Given a simulation and/or game situation, thetrainee will clearly explain the procedures.
3.k Given a simulation and/or game situation, thetrainee will permit the pupils to participate witha minimum of intrusion.
3.1 Given a simulation and/or game situation, thetrainee will guide the pupils in clarifying andsynthesizing the information derived from theexperience.
3.m Given a simulation and/or game situation, thetrainee will, when necessary, assist the pupilin understanding the limitations of the situationand in applying the information gained.
Competencies for Case Method
3.n Based upon his knowledge of pupil needs, interestsand level of comprehension of social problems,the trainee will construct and test case studiesfor instruction for the intermediate grade level.
3.o Given an instructional problem that dictates useof a Convergent Discussion format, the traineewill construct, teach and evaluate the outcomesof two Convergent Discussion lessons using theCase Method.
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3.p Given an instructional problem that dictates theuse of a Divergent Discussion format, the traineewill construct, teach and evaluate the outcomesof two Divergent Discussion lessons using theCase Method.
Sub-goal 4: To acquire skill and demonstrate proficiencyin utilizing a variety of types of questions in teach-ing social studies lessons to intermediate gradepupils.
Competencies for Probing
4.a Given a social studies topic, the trainee willconstruct ciscussion questions which will requirecomplete and thoughtful pupil responses. Thetrainee will predetermine the criteria for ac-ceptable answers.
4.b Given an answer to a question by a pupil, thetrainee will classify that answer (based oncriteria) as:
a. Weak, incorrect, or poorly organized.b. Partially acceptable but needing clarifying
or extending.c. Acceptable but one which could be related to
another topic.d. Acceptable.
4.c Receiving a weak, incorrect, or poorly organizedanswer, the trainee will pursue a line of ques-tioning which prompts the pupil or giv's aseries of hints toward an answer acceptable forthe criteria.
4.d Receiving a partially acceptable answer, thetrainee will pursue a line of questioning whichwill guide the pupil to clarify, expand, orjustify his answer in terms of the predetermine('criteria.
4.e Receiving an acceptable answer, the trainee, whenpossible, will pursue a line of questioning whichwill enable the pupil to relate his thinking tobroader topics.
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Competencies for Analysis Questicns.
4.f Given the task of leading a social studies dis-cussion, the trainee will formulate questionsthat require pupils to identify motives or causes.
Example: Why did Columbus make his three voyagesto the New World?
4.g Given the task of leading a social studies dis-cussion, the trainee will formulate questionsthat cause the pupils to draw inferences.
Example: From your study, what general state-ment can you make about the educationalsystem in Costa Rica?
4.h Given the task of leading a social studies dis-cussion, the trainee will formulate questionswhich cause pupils to provide evidence to supporttheir generalizations.
Example: Some ecologists believe that carsshould be banned. What evidence haveyou found to support or reject thatopinion?
Competencies for Speculative Questions
4.i Given the task of leading a social studies dis-cussion concerning a topic about which the opinionsgiven cannot be verified, the trainee willformulate questions that will encourage pupils tomake speculations.
Example: If a twelve -month school year werebeing discussed by the state legis-lature, how do you think various agegroups in our state would react?
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4.j Given the speculations made by pupils, tha traineewill ask questions which will require pupils tosupply explanations or to identify and clarifyrelationships or necessary conditions for thatspeculation.
Example: How do you account for the differencesin reactions of the various age groupswith respect to approval of a twelve-month school year?
4.k Given the information provided from discussionof the speculation, the trainee will ask questionsthat will guide the pupils in making generaliza-tions.
Example: From our discussion about people'sreaction to a twelve-month school year,what questions would the state, theschool, and the community need to con-sider and do if the state legislaturedid approve a twelve-month school year?
4.1 Given generalizations drawn from pupils' reac-tions to speculative questions, the trainee willask questions to help pupils identify the limita-tions or tentativeness of the generalizations.
Example: Are there any situations or circum-stances in which this generalizationwould not be the case?
Competencies for Evaluative Questions
4.m Given the task of leading a social studies dis-cussion, the trainee will formulate questionswhich will cause the pupil to give his opinionabout controversial topics, problems, issues.
Example: Should medical doctors be allowed tostrike?
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4.n Given the task of leading a social studies dis-cussion, the trainee will formulate questionswhich will cause the pupil to make judgmentsabout the validity of ideas.
Example: Do you believe viewing televisionprograms that contain much violencecontributes to delinquency?
4.o Given the task of leading a social studies dis-cussion, the trainee will formulate questionswhich will cause the pupil to judge the meritof solutions to a specified problem.
Example: Would it be better for the UnitedStates to remain on the presentsystem of weights and measures oradopt the metric system?
4.p Given the task of leading a social studies dis-cussion, the trainee will formulate questionswhich will cause pupils to make judgments aboutthe quality of such products as daily newspapers,television programs, reference materials, etc.
Example: Which of these newspaper articles ismost objective in its treatment of thePresident's speech?
4.q Given the task of initiating a pupil-teacherplanning situation, the trainee will be able toformulate questions which will elicit suggestionsfor group or individual action.
Example: What can we as fifth graders do toprevent pollution?
4.r Given the task of leading a social studies dis-cussion, the trainee will ask questions whichrequire the pupils to predict outcomes.
Example: If the French had defeated the Britishin the French and Indian War, what doyou think our country would be liketoday?
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4.s Given the task of planning a social studiesactivity, the trainee will ask questions whichwill encourage pupils to produce original com-munications.
Example We have decided that our communityneeds more trash cans in the down-town area. How can we express ourideas in a letter to the city manager?
Sub-goal 5: Test and refine Social Science Teaching Kitsthat can be utilized in the student teaching experience.
Competencies
5.a The trainee will demonstrate ability to utilizepreviously learned measurement and evaluationtechniques to determine the effectiveness of thevarious components of the teaching kit in termsof:
a. maximizing student achievement.b. maximizing student satisfaction.c. improving instructional management.
5.b The trainee will demonstrate ability to utilizepreviously learned skill and knowledge to rectifydeficiencies found in teaching kits in terms of:
a. subject matter,b. set induction,c. structure of knowledge,d. intrinsic motivation,e. educational media,f. instructional mode, andg. evaluation and feedback.
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COMPONENT C: CLINICAL OBSERVATIONS
General Goal
To provide a range of opportunities for each candidate toobserve pupils at different age levels in a variety ofinstructional settings; and to supplement the opportunitiesprovided for the candidates to work, with children in con-nection with the course in Child Growth and Developmentas well as provide the necessary preparation for theclincial teaching experience.
Sub-goal 1: To perceive and describe the pupil-teacherinteraction that takes place in a learning situation.
Competencies
1.a Using a "Teacher Practices Observation Record" inorder to observe teacher behavior systematically,the trainee will learn to score the instrumentfor the following types of behavior:
a. The teacher makes self the center of attention.b. The teacher makes the pupil the center of
attention.c. The teacher makes some object (textbook, chalk-
board, etc.) the center of the pupil's attention.d. The teacher makes doing something the center
of the pupil's attention.e. The teacher has the pupil spend time waiting,
watching and listening.f. The teacher has the pupil participate actively.g. The teacher remains aloof or detached from the
pupil's activities.h. The teacher joins or participates in the pupil's
activities.i. The teacher discourages or prevents the pupil
from expressing himself freely.j. The teacher encourages the pupil to express
himself freely.
1.b Using a "Teacher Practices Observation Record,"the trainee will learn to evaluate the teacher'squestioning techniques:
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a. The teacher organizes the learning activityaround questions posed by the teacher.
b. The teacher organizes learning around ques-tions posed by the pupils.
c. The teacher asks questions that the pupil cananswer only if he studied the lesson.
d. The teacher asks questions that are notreadily answerable by the study of the lesson.
Sub -goal 2: To describe the interaction among pupils thattakes place in a learning situation.
Competencies
2.a Using a "Pupil Interaction Observation Record" inorder to observe pupil interaction systematically,the trainee will learn to score the instrument forthe following types of behavior:
a. The pupils engage in the following types ofnegative affect behavior: teases, threatens,commands or demands, finds fault, tattles,cries, blames, starts fights, hits, inter-feres, damages the property of others,frowns, pouts, uncooperative, resistant.
b. The pupils engage in the following types ofpositive affect behavior: praises another,chooses another, agrees with another, offersto compromise, offers to share, enthusiastic,happy, smiles, laughs with another, sympathetic,does something for someone.
Sub-goal 3: To discuss alternative possible explanationsfor pupil behavior that is observed, including bothsuccessful learning on the part of pupils and learningdifficulties.
Competencies
3.a Using a "Teacher Practices Observation Record" thetrainee will learn to identify those forms ofteacher behavior that contribute to learning ina positive way:
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a. The teacher permits the pupil to suggestadditional or alternative answers.
b. The teacher asks pupils to judge thecomparative value of answers or suggestions.
c. The teacher encourages the pupil tohypothesize about the unknown or the untested.
d. The teacher entertains even "wild" or far-fetched suggestions of pupils.
e. The teacher asks the pupil to support hisanswer or opinion with evidence.
3.b Using a "Teacher Practices Observation Record" thetrainee will learn to identify those forms ofteacher behavior that detract from learning:
a. The teacher accepts only one answer as beingcorrect.
b. The teacher expects the pupil to come up withthe answer that the teacher has in mind.
c. The teacher relies heavily upon the textbookas a source of information.
d. The teacher stops the pupil from going aheadwith a plan that the teacher knows will fail.
e. The teacher has all pupils working on the sametask at the same time.
3.c Using a "Pupil Behavior Observation Record" thetrainee will learn to identify those forms of pupilbehavior that contribute to learning in a positiveway:
a. The pupil argues or supports his position withfactual or logical justification.
b. The pupil asks for explanations.c. The pupil indicates an awareness of conse-
quences of an action.d. The pupil attempts to be sure that he is
communicating.
3.d Using a "Pupil Behavior Observation Record," thetrainee will learn to identify those forms ofpupil behavior that detract from learning:
a. The pupil argues without factual or logicaljustification.
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b. The pupil makes statements which take his ownview as universal.
c. The pupil attempts to redefine rules to suithimself.
d. The pupil focuses on irrelevant factors orcues.
e. The pupil talks without attempting to com-municate.
Sub-goal 4: To describe the ways in which teachers usethe physical classroom environment.
Competencies
4.a Using the "Use of Classroom Environment ObservationRecord" the trainee will learn to identify thoseways in which the use of the room can contributeto learning in a positive way:
a. The room is bright and attractive.b. The furniture is arranged according to interest
areas or centers and is freely rearranged aspupil grouping changes.
c. The room is well supplied with books, artifacts,play materials, and learning materials.
d. The work of the pupils is prominently dis-played.
4.b Using a "Use of Classroom Environment ObservationRecord" the trainee will learn to identify thoseways in which the use of the room can detract fromlearning:
a. The room is poorly lighted and gloomy.b. The furniture is arranged in straight rows.c. Few materials for use by the pupils can be
found in the room.d. Little or none of the work completed by the
pupils is on display. Only perfect papersare shown.
Sub-goal, 5: To suggest alternative ways of conductinginstructional experiences for intermediate gradepupils.
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Competency
5.a The trainee will learn to analyze the instrumentsthat were employed to accomplish sub-goals 1-4.The trainee will identify those teacher and pupilbehaviors which are positive, those teacher andpupil behaviors which are negative, and thoseteacher and pupil behaviors which need to besubstituted for the undesirable behaviors.
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COMPONENT D: MIDDLE GRADE SOCIAL SCIENCE CURRICULUM
General Goal
To provide the trainee with specific knowledge of severalcurrent inquiry-oriented social studies programs for inter-mediate grade pupils, and the opportunity to (a) acquireskill in systematically analyzing and evaluating suchprograms, (b) acquire skill in constructing one (or more)experimental inquiry units, and (c) acquire skill in pilottesting, with pupils, selected portions of an inquiryprogram and an experimental inquiry unit.
Sub -goal 1: To acquire a comprehensive knowledge of therationale, objectives, teaching strategies, activities,and materials of a representative sample of currentinquiry-oriented social studies curriculum programs(or projects) for the intermediate grade level.
Competencies
1.a Describe the rationale and general instructionalobjectives for Live of the following curriculumprograms (or projects).
a. MATCH Project (Boston Children's Museum)b. Elementary Economics Project (University of
Chicago, Industrial Relations Center)c. Our Working World (University of Colorado)d. Discovering the World (University of Denver)e. Social Studies Curriculum Program (Educ.
Development Center, Cambridge, Mass.)f. Concepts and Inquiry (Educ. Research Council,
Cleveland, Ohio)g. Anthropology Curriculum Project (University
of Georgia)h. Project Social Studies (University of Minnesota)i. Social Science Laboratory Units (University
of Michigan)j. Taba Social Studies Curriculum Project (San
Francisco State College)k. ,Lincoln Filene Center for Citizenship (Tufts
University)1. Field Social Studies Program (Field Educational
Publications)
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1.b Describe the basic types of teaching strategies(and pupil activities) employed in each of thefive curriculum programs (or projects) selectedin l.a above.
1.c Describe the various types of pupil and/orteacher materials that are a part of each of thefive curriculum programs (or projects) selectedin l.a above.
Sub-goal 2: To acquire skill in analyzing and evaluatingcurriculum programs (or projects) by means of theCurriculum Materials Analysis System (Short Form).*
Competencies.
2.a Describe the tvnes of entries that are intendedfor each of tho following eight categories ofthe Curriculum Materials Analysis System (ShortForm):
1.0 Product Characteristics2.0 Rationale and Objectives3.0 Content4.0 Theory anti Strategies5.0 Antecedr.nt Conditions6.0 Evaluation7.0 Background of Materials Development8.0 Background of the Analysis
2.b Analyze one (or more) of the social studies cur-riculum programs (or projects) for the intermediategrade level using the Curriculum MaterialsAnalysis System (Short Form).
2.c Compare and contrast in detail the analysis in2.11 (above) with the analysis of another traineeon the same curriculum program (or project).
2.d Critique in detail the analysis of another trainee(2.b, above) on a different curriculum program(or project).
*Workbook for the Curriculum Materials Analysis System (Short
Form) is available from the Social Science Education Consortium,Boulder, Colorado (Publication no. 145).
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Sub-goal 3: To acquire skill in testing and evaluatingportions of one (or more) of the social studiesprograms (or projects).
Competencies
3.a Pilot test selected portions otia curriculumprogram (or project) with intermediate gradepupils in terms of the objectives specified forthe program (to be video-taped).
3.b Analyze video-tape of pilot test (3.a above) andcritique in detail in terms of stated instructionalobjectives of the program.
3.c Analyze video-tape of a pilot test of anothertrainee (3.a, above) and critique in detail in termsof stated instructional objectives of the program.
Sub-goal 4: To acquire skill in curriculum developmentthrough developing, testing and evaluating an experi-mental social studies unit of study utilizing aninquiry model of instruction. (Unit length: 2-3 weeks)
Competencies
4.a Using one (or more) of the inquiry models of thesocial studies curriculum programs (or projects)as a guide, develop a rationale and set of instruc-tional objectives for a specific unit of study.
4.b Using one (or more) of the inquiry models of thesocial studies curriculum programs (or projects)as a guide, develop specific teaching strategies(and pupil activities) for a specific unit ofstudy.
4.c Using one (or more) of the inquiry models of '7:6osocial studies curriculum programs (or projects;as a guide, develop the 1,ecessary pupil and/orteacher materials for a specific unit of study.
4.d Analyze in detail the experimental unit of studydeveloped in 4.a, 4.b, and 4.c (above) using theCurriculum Materials Analysis System (Short Form).
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4.e Analyze in detail the experimental unit of studydeveloped by another trainee in 4.a, 4.b, and4.c (above) using the Curriculum MaterialsAnalysis System (Short Form).
4.f Pilot test selected portions of the experimentalunit of study developed and analyzed in 4.athrough 4.d (above) with intermediate gradepupils in terms of the objectives specifiedfor the unit (to he video-taped).*
4.g Analyze video-tape of pilot test of experimentalunit and critique in detail in ter-. of statedunit instructional objectives.
4.h Analyze video-tape of pilot test of experimentalunit of another trainee and critique in detailin terms of stated unit instructional objectives.
4.i Revise and/or reorganize experimental unit forinclusion in teaching kit (see Phase III,Component A of program).
Activities
The envisioned Middle Grade Social Science Curriculumcourse format would consist of the following:
a. Seminar in which the various social studies curriculumprogram (or project) materials will be made availablefor exami.ation and analysis. Included in the seminarwould be films and video-tapes of the curriculummaterials being applied in intermediate grade class-rooms.
b. Work sessions in which the trainees examine the projectmaterials and acquire skill in analyzing and evaluatingthem by means of the Curriculum Materials AnalysisSystem (Short Form).
*It would be desirable to pilot test as much of the uhit aspossible, however logistical considerations may dictate what isfeasible here. As a minimum the pilot test should include 2-3hours of teaching.
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c. Pilot testing of selected portions of the project materi-als with intermediate grade pupils (video-taped sessions).Teaching performance would be analyzed and evaluatedby trainee, instructor, and other trainees.
d. Work sessions in which the trainees develop and analyzeexperimental inquiry units of their own based uponmodels from the curriculum programs (or projects).
e. Pilot testing of portions of individual experimentalinquiry units with intermediate grade pupils (video-taped sessions). Teaching performance would be analyzedand evaluated by trainee, instructor, and other trainees.
f. Teaching Kit. Materials analyzed and/or developed inthis course may he incorporated within the teaching kitthat each trainee will develop prior to his studentteaching experience (See Phase III, Component A ofprogram).
Evaluation
The assessment procedures to be used in the course areimplied by the competencies under each sub-goal. Ingeneral, the procedures will be designed to measure traineeachievement or proficiency in the following broad categories:
a. Knowledge of the social studies curriculum programs(or projects) introduced and examined throughout thecourse.
b. Skill in analyzing and evaluating social studies cur-riculum programs (or projects) in terms of the categoriesof the Curriculum Materials Analysis System (ShortForm).
c. Skill in pilot testing portions of social studies cur-riculum programs (or projects) with intermediate gradepupils (in terms of project objectives).
i. Skill in developing, analyzing, evaluating and pilottesting an experimental social studies unit whichutilizes the inquiry approach (using the various cur-riculum programs as models and utilizing the CurriculumMaterials _A__na3,ysis. System (Short Form).
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COMPONENT E: TEACHING OF READING
Rationale
The outline for this course is designed specifically toprepare the Specialist in Middle Grade Social Studies with (1) theskill and ability to teach the basic reading skills and (2) theskill and ability to develop specialized reading skills needed toutilize various social studies materials.
There are some reading skills which are used in all typesof reading: word identification techniques, meaning skills, andadjusting rate to purpose. The clusters of reading skills gen-erally referred to as study skills are peculiar to each of thecontent subjects. Study skills may be broadly defined as thoseskills used when there is intention to do something with thecontent read. Herman views it as "imperative that social studieswith its emphasis upon reading be yoked with instruction inreading."1
Reviews of the literature indicate the major problems as-sociated with reading in social studies might be classified aslimitations of the learner and as difficulties associated withspecialized materials. Some limitations are inherent in thereader himself. Many of these limitations may not be apparentuntil the intermediate grades when children are required to usethe higher level comprehension and study skills associated withcontent reading. Huus cites background experiences, intelligence,vocabulary, and attitude and value patterns as limitations whichmay reside within the learner.2 Fay lists the features ofmaterials in the content area which cause reading difficulties as(1) an unduly heavy load of facts and concepts, (2) variations intypographical arrangement and general format, (3) content which isuninteresting to children, (4) materials which assume backgrounds
1Wayne Herman, "Reading and Other Language Arts in SocialStudies: Persistent Problems," in Ralph Preston (ed.), A NewLook at Reading in the Social Studies (Newark: InternationalReading Association, 1969), p. 4.
2Helen Huus, "Reading," in Helen McCracken Catienter (ed.),
Skill Development in the Social Studies (Washington, D.C.: Na-tional Council for Social Studies, 1963), pp. 96-97.
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children do not possess and (5) lack of emphasis upon study pat-terns. 3
There are other conditions which result in reading problemsin social studies in the middle grades. The transition from theprimary grades where the child reads mainly narrative material tothe middle grades where he is confronted with much content materialmakes specific and unique demands upon the reader. Primary read-ing programs have not generally provided children with specializedreading skills. Smith states that "reading proficiency could beimproved immeasurably if pupils in the elementary grades mightbecome as familiar with reading techniques needed in differenttypes of subject matter at their respective levels as they arewith techniques necessary in reading narrative materials."4Children who achieve well in reading in the primary grades fre-quently show a decline in reading achievement in the middle gradesunless the entire spectrum of reading skills is taught in pro-portion to the needs of individual learners. Authorities agreethat the specialized skills can probably best be taught in thefunctional setting of the content area. Fay states "the evidenceis clear, both from research and the experience of countlessteachers, that after the primary grades it becomes increasinglymore difficult to be poor in reading and good in the contentsubjects."5
Two additional facts have significance for reading in thecontent fields. First, the reading skills level of achievementin an intermediate classroom may range from non-readers tosecondary level abilities. Secondly, "there is a lack of cor-relation between general reading ability as measured by standard-ized tests and reading in the special fields."6 Each of these
3L. C. Fay, "What Research Has to Say About Reading in the
Content Areas," The Reading Teacher, 8 (1954), 68-72.
4Nila B. Smith, Reading Instruction for Today's Children(Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963), p. 306.
5Leo Fay, "Responsibility for and Methods of Promoting Growthin Reading in the Content Areas," Better Readers for Our Times,
International Reading Association Conference Proceedings (New York:Scholastic Magazine, 1964), p. 89.
6John De Boer and Martha Dallman, The Teaching of Reading
(New York: Rinehart and Winston, 1970), p. 393.
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factors suggests the need for attention to individual readingstrengths and vlaknesses as they relate to all reading tasks.
The preceding problems were considered in designing thecourse outline. It seems apparent that elementary teachers whoare specialists in the content areas must also be skillful indiagnosing individual readL vj needs and be competent in develop-ing both basic and specialized reading skills.
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A Syllabus for the Proposed Course: Teaching of Reading:Middle Grade Social Studies Majors
Part I. Skills for Teaching of Reading
A. Word identification skills
1. Context clues
a. Experienceb. Comparison and contrastc. Definitiond. Synonyms and antonymse. Word origins
2. Phonics clues
a. Single consonantb. Consonant blendsc. Vowelsd. Digraphse. Diphthongs
3. Structural analysis
a. Root wordsb. Prefixesc. Suffixesd. Syllablese. Accentf. Compound words
4. Dictionary skills
a. Locationb. Pronunciationc. Selection of appropriate meaning
B. Comprehension skills
1. Literal meanings
a. Main ideab. Supportive detailsc. Sequenced. Following directions
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2. Interpretation
a. Cause and effectb. Comparison and contrastc. Inferencesd. Generalizationse. Formation of sensory imagesf. Emotional reactionsg. Anticipation of next eventh. Identification of writer's purposei. Association of personal experience with
readingj. Speculation on what happened between events
3. Critical reading
a. Fact vs. opinionb. Relevant vs. irrelevant informationc. Biased statementsd. Assumptionse. Test conclusionsf. Validation of authorship and/or materialg. Propaganda techniques
4. Vocabulary problems common to social studies
a. Technical wordsb. Figurative wordsc. Multiple meaning wordsd. Words peculiar to a localitye. Confusing one word with another
C. Study skills for a content subject
1. Ability to follow directions
a. Seeing relationship between purpose anddirections
b. Following steps in sequential order
2. Selection and ev ?luation
a. Selection of material to fit purposeb. Determination of main idea and supporting
details
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3. Location of information
a. Use of table of contentsb. Use of indexc. Use of glossary and appendixd. Use of footnotes and bibliographiese. Use of reference materials
(1) Card catalog(2) Encyclor'edias(3) World AlmanaC(4) Atlas(5) Reader's Guide
4. Organization
a. Note takingb. Outliningc. Summarizingd. Generalizinge. Drawing conclusionsf. Deriving "drift" from
(1) Topical headings(2) Topic sentences(3) Italics
5. Specialized study skills for social studies
a. Interpretation ofb. Interpretation ofc. Interpretation ofd. Interpretation ofe. Interpretation off. Interpretation ofg. Sequencing eventsh. Interpretation of
pictures and pictorial aidstablesgraphsdiagramssymbols and abbreviationscartoons
maps
6. Plans for helping pupils learn to study in contentsubjects
a. PQRST study planb. SQ3R study planc. Others
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D. Rate of Reading Skills
1. Skimming
2. Scanning
3. Adjusting rate to purpose
Part II. Providing for Individual Differences
A. Diagnosing individual reading needs
1. Informal procedures
a. Individual informal reading inventoriesb. Group informal inventoriesc. Cloze readability procedure
2. Standardized tests of study skills for inter-mediate grades
a. Iowa Basic Skills Test: maps, graphs andtables, knowledge of reference materials(Houghton-Mifflin)
b. Stanford Achievement Tests: charts andtables, map reading, dictionary sourcesand index (Harcourt, Brace)
c. Metropolitan Achievement Tests: readingmaps, tables, and graphs (Harcourt, Brace)
B. Selecting social st&'4.es materials
1. Texts
2. Individualized study skills materials
3. Enrichment material
a. Fiction booksb. Informational booksc. Simulation materialsd. Reference materialse. Diaries, journals, etc.f. Newspapers, magazines, etc.g. Audio-visual materials
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Part III. Planning Reading Lessons Using Social Studies Materials
A. Structure of the lessons
1. Objectives (with special emphasis on behavioralobjectives,
2. Content
3. Method
4. Evaluation
5. Materials
B. Teaching skills implicit to any lesson
1. Set
2. Pacing
3. Closure
-4f
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General Goal
To provide the trainee with (1) the skill and ability toteach the basic reading skills, and (2) the skill andability to develop specialized reading skills needed toutilize various social studies materials.
Part I. Skills for Teaching Reading(Competencies are geared to the course outline asindicated in the parentheses.)
Sub-goal 1: The trainee will acquire the basic elementsthat constitute the word identification skills.
Competencies
1.a Given specific words from typical socialstudies material, the trainee will be ableto construct a sentence which will be rep-resentative of any, or all, of the contextclues identified on the course outline.(A 1)
1.b Given a group of multisyllabic nonsense wordsthe trainee will be able to (1) applyphonics and structural analysis generaliza-tions to indicate their pronunciations and(2) provide the rationale for the pronuncia-tion. (A 2, 3)
1.c Given a composite list of the subskills ofword identification, the trainee will be ableto classify each of them in the appropriatecategory: phonics, structural analysis,context. (A 1, 2, 3)
1.d Given a copy of a page from an intermediatedictionary the trainee will be able to designan exercise to teach pupils a location skill,a pronunciation skill, and/or selection ofappropriate meaning ski.1.1. (A 4)
Sub-goal 2: Ths trainee will acquire the ability toassess a pupil's level of comprehension, analyzecomprehension strengths and weaknesses, andprovide appropriate learning activities.
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Competencies
2.a Given a selection content from inter-mediate social studies material, the traineewill be able to formulate appropriate ques-tions to test pupils' comprehension of thefour literal meaning skills identified inthe course outline. (B 1)
2.b Given a selection of content from inter-mediate social studies material, the traineewill be able to (1) formulate at least fiveappropriate questions to test pupils'ability to interpret what they have read;(2) in each case to correctly identify thetype of question as categorized in thecourse outline. (B 2)
2.c Assigned one of the critical reading sub-skills listed on the course outline, thetrainee will be able to (1) design a lessonto teach the skill assigned and (2) presentthe lesson to his peers. (B 3)
2.d Using the bibliographic references providedin I, B, the trainee will assemble a collectionof examples of the major categories ofpropaganda techniques. (B 3)
2.e Selecting a typical reading assignment froma middle grade social studies reference, thetrainee will (1) identify potential wordmeaning difficulties, (2) indicate the type,and (3) suggest possible instructionalstrategies for each of the word meaning dif-ficulties. (B 4)
Sub-goal 3: The trainee will become familiar with thestudy skills for a content subject and acquireproficiency in providing appropriate instructionto uevelop reading study skills in social studies.
Competencies
3.a Utilizing intermediate grade social studiesmaterials, the trainee will be able to plan