protocol catalog; materials for teacher education ...the episode enables the viewer to concentrate...

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DOCUMENT RESUME

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TITLE Protocol Catalog; Materials for Teacher Education.INSTITUTION Florida State Dept. of Education, Tallahassee.SPONS AGENCY Office of Education (DHEW), Washington, U.C.PUB DATE 74NOTE 30p.; Revised

EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS *Audiovisual Aids; *Catalogs; *Instructional Films;

*Protocol Materials; *Videotape Recordings

ABSTRACTProtocol materials, as defined in this catalog, are

instructional materials that reproduce the behaviors of pupils andothers in a variety of settings for the purpose of study andanalysis. Once the basic behavioral concepts are understood, they canbe applied to other segments of behavior. The first section of thiscatalog lists 129 films in alphabetical order according to theirtitles, along with a brief description, purchase or rental price, if,one is available, and the producer. The second section crossreferences these films according to one of six categories: a)"Curriculum and Instruction," b) "Educational Psychology," c)"Language," d) "Literatu=e," e) "Reading," and f) "SocialFoundations." The third section lists additional materialscomplementary to the concept of protocols. The final section givesthe addresses where the films can be obtained. (PD)

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PROTOCOL CATALOG

Materials forTeacherEducation

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPROOUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGIN

ATING IT POINTS OR VIEW OR OPINIONS

STATED 00 NOT NECESSARILY REPRE

SENT OFFICIAL NATIONAL INSTITUTE OF

EDUCATION POSITION OR POLICY

This catalog was prepared pursuant to a grant from the

United States Department of Health, Education, and Wel-

fare, Office of Education, to the Florida Department of

Education, Floyd T. Christian, Commissioner, Tallahassee,

Florida 32304

FOREWORD

This document is the third edition of the Protocol MaterialsCatalog. A new format has been used in this edition in an attemptto increase the usefulness of the catalog. Short, concise descrip-tions of each piece of media are provided. There are 129 entriesin this catalog and each entry is organized according to the formatpresented below. An explanation of each part of the entry followsthe example. It is suggested that reference be made to those expla-nations to increase understanding of each entry.

ENTRY FORMAT

1. NUMBER 2. TITLE 3. CONCEPT NAME4. DESCRIPTION 5. (PRODUCER) 6. CONTEXT7. MEDIA 8. COLOR 9. MANUALS 10. TIME11. AVAILABILITY

1. NUMBER: Entry number provided for reference. Entries arearranged alphabetically

2. TITLE : Title of the media as it should be ordered

3. CONCEPT NAME: Name of concept analyzed in media

4. DESCRIPTION: Brief statement about the content containedin the media

5. (PRODUCER) : Letter code for identifying the productionsite followed by the number of related piecesof media in the set

BU - Bucknell UniversityCSU,N Caiifornia State University, NorthridgeEDC Education Development CenterFWL Far West LaboratoryIU Indiana UniversityMSU - Michigan State UniversityOSU Ohio State UniversitySIU Southern Illinois UniversityTR - Teaching ResearchUC University of ColoradoUP University of PittsburghUSC - University of Southern CaliforniaUSU Utah State University

6. CONTEXT: Letter :ode identifying grade level of studentsappeariog in the media. These codes do not in-dicate the level at which the materials are to beused

7. MEDIA: 16mm - 16 millimeter film; VTR - videotape; FS -filmstrip; CSTE - audiocassette

8. COLOR: B&W - black and white; C - color

9. MANUALS: Number codes indicate the type of written materialaccompanying the media.

1. One manual for use by instructors and participants whichincludes tests

2. One manual for use by instructors and participants

3. Instructor manual and individual participants manualfor each protocol including tests.

4. Instructor manual and individual participant manual foreach protocol

5. Instructor manual and participant manual including tests

6. Instructor manual, participant manuals, and separate tests

7. Individual instructor and participant manuals for eachprotocol

10. TIME:, Approximate running time of the media in minutes

11. AVAILABILITY: Fieldtest - material not yet available forgeneral purchase; Purchase purchase price;Rental - price of rental if available

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TABLE OF CONTENTS

Page

FOREWORD

INTRODUCTION

PROTOCOL MATERIALS 1

MATERIALS CLASSIFICATION SYSTEM 19

Curriculum and Instruction 20

Educational Psychology 21

Language 22

Literature 23

Reading 24

Social Foundation 25

ADDITIONAL MATERIALS 27

ORDERING INFORMATION 29

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INTRODUCTION

It is generally recognized that teachers interpret the behavior

of pupils, parents, fellow teachers, and others with whom they work. To

prepare them to make more viable interpretations is one of the purposes

of courses in psychology, educational sociology, and social foundations

of education. Almost every teacher-in-training is required to take

one or more of these courses during his period of preparation. All too

often he learns a new vocabulary with little or no increase in ability

to understanding human behavior--to classify or diagnose it, or to explain

its occurrence. The failure of these courses to increase the teacher's

understanding is due largely to the fact that the instruction is typically

divorced from reality. Concepts and principles are taught in abstraction,

although sometimes surplemented by brief periods of observation in class-

rooms, playgrounds, and recreation centers. The purpose of the protocol

program is to develop a supply of instructional materials to be used by

the teacher educator as he attempts to make the concepts and principles

he teaches more meaningful and useful in a practical context.

Educational technology has now developed to the point that it is not

only possible but also practical to reproduce the behaviors of pupils and

others in all sorts of settings for use in courses in teacher education.

A particular segment of behavior can be reproduced again and again as it

is studied, analyzed, and the concepts appropriate to its interpretation

understood and used again in other segments of behavior. The instructional

materials listed in this catalog are of this type and are referred to as

protocol materials.

V

B. Othanel Smith

PROTOCOL MATERIALS

01 ACQUISITION OF NOUN INFLECTIONSAND DERIVED FORMSConcept: Sequence

Children in K, 2nd and 6th graderespond to sentence patterns whichrequire them to use the plural formof various nonsense word nouns.They also try to form comparativeand superlative forms of nonsenseadjectives. The last section showsthem explaining why compound nounsare so constructed. (OSU) 1 of 12EE to LE - VTR - B&W - 5 ab 10 minFieldtest

02 ACQUISITION OF VERB INFLECTIONSAND ADJECTIVE ORDER, THEConcept: Sequence

Children in K, 2nd and 6th graderespond to sentences which requirethem to form the past tense ofvarious nonsense word verbs. Thenthe children are given a set ofsix cards with five adjectives anda noun. They must put the cards ina row in the right order. (OSU)1 of 12LE to LE - VTR - B&W - 5 ab 10 minFieldtest

03 AGGRESSIVE BEHAVIORConcept: Aggression

This film is one of a series deal-ing with the student in a multi-cultural classroom. The focus ison the pupil who is a Spanish speak-er. A number of vignettes illustrateaggressive behavior by teachers andpupils. (USC) 1 of 7LE to MS - 16mm C - 3 6 minAvailable for purchase

04 ANALYSISConcept: Analysis

Groups of children in a sixth grade classlook at and discuss advertisements foundin popular magazines. The concept of ana-lysis is from Bloom's Taxonomy. It con-sists of breaking down a communicationinto its component parts. (TR) 1 of 2LE - 16mm - B&W - 2 10 min

Purchase $65.00

05 ANTI-GROUP ROLESConcept: Anti-Group Roles

A number of classroom groups are shownengaged in discussions. Each of the fiveanti-group roles is illustrated severaltimes at different levels. The rolesare those of aggressor, blocker, attentionseeker, dominator, non-cooperator. (FWL)lof 4LE to SH - VTR/16mm - B&W - 2 13 min

Fieldtest

06 APARTMENTS AND IGLOOSConcept: Diversity

Six grade students in a New York Cityclassroom discuss the problems of familiesliving in small spaces. The students par-ticipate in the discussion, contributingto it from their own experiences in tryingto find privacy in their own homes. (EDC)1 of 5LE 16mm - B&W - 4 11 min

3 day rental $10.00 Purchase $65.00

For an explanation of the codes used please refer to the foreword of this document

07 APPROVING AND DISAPPROVINGConcept: Approving and Dis-approving

The concepts are identified anddefined.Specific examples of ap-proving and disapproving are shownwhich instance the concepts forthe viewer. It provides the "set"for viewing the complex filmswhich follow. (IU) 1 of 9EE to SH -. 16mm - C - 3 6 minFieldtest

08 ASPECTS OF ACQUISITION-COLLEENConcept: Individual Variability

Colleen, a kindergartner, respondsto both structured and unstructuredsituations. The episode enablesthe viewer to concentrate on oneparticular child and offers theopportunity to integrate a widerange of observations typical ofone child's language behavior.(OSU) 1 of 12EE - VTR - 8&W - 5Fieldtest

ab 10 min

09 ASPECTS OF ACQUISITION - LOUANNConcept: Individual Variability

Lowmn, a second grader, respondsto both structured and unstructuredsituations. The episode enablesthe viewer to concentrate on oneparticular child and offers theopportunity to integrate a widerange of observations typical ofone child's language behavior.(OSU) 1 of 12EE - VTR - B&W - 5 ab 10 minFieldtest

10 ASPECTS OF ACQUISITION - TERIConcept: Individual Variability

Teri, a sixth grader, respondsto both structured and unstructuredsituations. The episode enablesthe viewer to concentrate on oneparticular child and offers theopportunity to integrate a widerange of observations typical ofone child's language behavior.(OSU) 1 of 12EE - VTR - B&W - 5 ab 10 minFieldtest

11 ATTITUDES TOWARD SCHOOLConcept: Learners and Their Character-istics

This silent filmstrip shows a variety ofstudent responses to a queston regardingtheir feelings about school. "Media and"Materials" invited students to write andtell how they felt. The filmstrip is com-posed of some of the answers received andpublished by this magazine. (UC) 1 of 5LE to SH - ES C - 7 10 minPurchase $17.50 (1 of 2 parts)

12 ATTITUDINAL TESTConcept: Attitudes Tmard Speakers ofBlack Dialect

A pre and post attitudinal test is pre-sented on this tape. It is designed toassess attitude changes on the part ofthe listener toward speakers of Blackdialect. (SIU) 14th of 14LE - CSTE - 6 6 minFieldtest

13 AUXILIARY BE, NEGATIVE BE, ZERO COPULAConcept: Use of Uninflected Verb "be"and Dropping of the Copula

The special uses of the verb be are illus-trated. It is often used in an uninflectedform or omitted all together.

Where you going?I's coming.He sad.

(SIU) 6th of 14LE - CSTE - 6 6 min

Fieldtest

14 BEAUTIFUL WORDSConcept: Diction in Literature

Readers discuss Shakespeare's Sonnet XVIIIand e.e. cumming's "In Just-". Diction is

that quality of a work which follows fromthe denotative and connotative aspects ofthe words in the work.(CSU, N) 1 of 10SH - 16mm - C - 2 12 min

Fieldtest


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15 BACTERIAConcepts: Reproductive and

Productive QuestioningA tenth grade science class re-views the forms and uses of bacteriathen applies this information to ademonstration of bacterial action,The concepts are imbedded in thefilm. This complex film is design-ed to be used after the concept in-stancing film on the concepts.(IU) 1 of 9SH - 16mm - C - 3 10 minFieldtest

16 BEING DUMB...IT'S NO GOODConcept: Diversity

A dnamientary of a junior highschool boy whose parents areimmigrants. Fellow students,teachers, the principal, parentsand Tony himself are all inter-viewed. The diversity of expec-tations for Tony by the variousgroups constitutes the focus ofthis film. (EDC) 1 of 9MS - 16mm - B&W - 2 20 min


17 BELIEFS AND IDEASConcept: Ideological Content ofLiterature

Students discuss the characters inthe Mama Tass Manifesto, a novelabout student revolution in the six-ties. Idealogical content revealsthe direction and limits of thethinking that underlie a body ofbeliefs. An interview with theauthor is included. (CSU, N) 1 of 10SH - 16mm - C - 1 ab 15 minFieldtest

18 CHARACTERIZATION IN DRAMAConcept: Characterization

A class is shown discussing theauthor's techniques in achievingportrayals. The success of hisefforts can be judged by the credi-bility of the characters as evidencedby the audience attempts relate thecharacters to real life.(CSU, N) 1 of 4SH - 16mm B&W 2 10 minFieldtest

19 CHILDREN RETELL "SALT," A FOLKTALEConcept: Fluency

Children at three levels are read theRussian folktale "Salt." The task isto retell the story from memory. Thefluency with which the story is toldincreases witn age. (OSU) 1 of 5EE to LE - FS/CSTE - C - 1 15 min

Fieldtest

20 CITY BUILDERS, THEConcept: Role Enactment, Symbolic Ela-boration

Two six year old boys improvise withblocks and miniature life toys to createcertain aspects of a city and its inhabi-tants. The clip presents a full play epi-sode without interuption or commentary.(UP) 1 of 6EE - 16mm - C - 2 10 minPurchase $100.00

21 CONCEPT INSTANCING FILMConcepts: Role Enactment, SymbolicElaboration, Modes of InterpersonalTransaction

Children from age 2 up to age 10 are shownat play. Role enactment and symbolic ela-boration are shown at each level. Thedevelopment of interpersonal transaction isillustrated by the comparison of differentage levels. (UP) 1 of 6

EE to LE - 16mm C - 2 15 min

Purchase $150.00

22 CLARITYConcept: Clarity

A teacher is shown corducting a smallgroup discussion. The teacher languageis intended to illustrate clear and pre-cise usage to make the material more un-derstandable. Each element of clarity,defining new words, using precise language,and asking multiple questions is illustratedtwo or more times. (USU) 1 of 6LE - 16mm - B&W - 3 6 min

Purchase $38.00


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23 CLASSROOM PREDISPOSITIONSConcept: Predisposition

This tape is intended to be usedas a supplement to the film "Learn-ing Sets". Additional examples ofstudent predispositions to theclassroom tasks are presented.(TR) 1 of 8LE - CSTE - 2 6 minFieldtest

24 CLASSROOM PROTOCOLSConcept: Teacher - PupilInteraction

A teacher in a senior highclassroom illustrates concepts infour settings. The concepts arein Cognitive Interaction, AffectiveInteraction, Classroom ManagementTechniques, and Counseling.(IU) 1

SH - 16mm - C - 1 23 minFieldtest

25 COMBINING SIMPLE SENTENCESConcept: Complexity

Students are shown in the kin-dergarten, second grade and sixthgrade. They are asked to combinetwo or three simple sentences intoone sentence which includes allthe ideas contained in the shortersentences. !OSU) 1 of 5EE to LE - FS/CSTE - C - 1 15 minFieldtest

26 COOPERATIVE BEHAVIORConcept: Cooperation

This film is one of a seriesdealing with the student in amulticultural classroom. Thefocus is on the pupil who is aSpanish speaker. A number ofvignettes illustrate cooperationbetween pupils and teachers inattempting to achieve agreedupon goals. (USC) 1 of 7LE to MS - 16mm - C - 3 6 min

Available for purchase

27 DISTINGUISH/NU PRONOMINAL FEAMTOCor;7:pf Uuubla Subject, VariantForms, Existential "It"

There are distinctive uses of pronounsin the speech of the Black dialect speak-er.

My sister she is sick.That book is mines.It is the winner

(SIU) 9th of 14LE - CSTE - 6Fieldtest

6 min

28 EAST EGG/WES7 EGGConcept: Sociological Content ofLiterature

Students discuss The Great Gatsby.The discussion focuses on how conflictand harmony make up the interactionof man and society. Several studentsexpress their reasons why they wouldchoose to live in East Egg or West Egg.(CSU, N) 1 of 10SH - 16mm - C - 1 15 minFieldtest

29 "EASY/HARD TO SEE" STRUCTURE INCHILDREN'S LANGUAGE

Concept: SequenceEight students (K-2nd-6th grades) respondto structure "easy to see" or "hard tosee". The teacher shows each child ablindfolded clown. Children who havesorted out the grammatical relationshipsinvolved, realize that it is not theclown to see, but a question of theirseeing the clown. (OSU) 1 of 12EE to LE - VTR - B&W - 5 ab 10 minFieldtest

30 ECOLOGYConcepts: Probing, Informing, Approving,Disapproving

During a field trip, a seventh grade teacheranalyzes the problem of environmental pol-lution with her students. The four con-cepts are imbedded in the film. This morecomplex film is designed to be used afterthe two instancing films on the concepts.(IU) 1 of 9MS - 16mm - C 3 10 min

Fieldtest


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31 EMPHASISConcept: Emphasis

A teacher is shown conducting asmall group diScussion. The

teacher language is designed todraw student's attention toimportant content. Each of theelements, voice modulation, para-phrasing, and cueing is illustrat-ed two or more times. (USU) 1 of 6LE - 16mm - B&W - 3 6 minPurchase $34.00

32 ENCOURAGEMENTConcept: Encouragement

A teacher is shown conducting asmall group discussion. Theteacher language is intended toreward desirable student responses.Each of the elements, general praise,specific praise, and using studentideas is illustrated two or moretimes. (USU) 1 of 6LE - 16mm - B&W - 3 6 minPurchase $25.00

33 ESSENTIALS FOR LIFEConcepts: Reproductive andProductive Questions, App-roving, Disapproving

A seventh grade class recitationon the basic essentials for lifeis followed by a discussion usingthis information in exploring anoriginal problem. This film isdesigned to be used after the twoinstancing films on the concepts.(IU) 1 of 9MS - 16mm - C 3 10 minFieldtest

34 EVALUATIONConcept: Evaluation

A ruling has been made at theschool that there is to be nobody contact between students ofthe opposite sex. Groups of studentsare shown in a variety of settingsdiscussing their feelings aboutthis new rule. The concept is takenfrom "Bloom's Taxonomy". (TR) 1 of 2MS - 16mm B&W 2 18 minPurchase $65.00

35 EXTENSIONConcept: Extension

A teacher is shown conducting a smallgroup discussion. The teacher languageis intended to elicit active student

participation. Each of the elements,prompting, seeking clarification, refocus-ing and redirecting is illustrated two or

more times. (USU) 1 of 6

LE - 16mm - B&W - 3 6 minPurchase $33.00

36 EYE-VOICE SPANConcept: Eye-Voice Span

Eye movement photography is used to pro-vide a record of the eyes as a personreads aloud. The comparison of thisrecord with vocalizations to determinethe eye-voice span. For beginning readerseye-voice span is as short as one syllable.In adults it is often 7 or 8 words.

(BU) 1 of 8EE to AD - 16um - B&W - 1 15 minFieldtest

37 FAIR VERBAL BEHAVIORConcept: Fair Verbal Behavior

Two groups are shown participating ina teacher led discussion. The teacherin one segment exhibits verbal behaviorthat follows a standard of equal treatmenttoward all students. It is free from bias,

dishonesty, and injustice. (UC) 1 of 5

MS - 16mm - C - 7 15 min

Purchase $80.00

38 FEEDBACKConcept: Feedback

The teacher language is designed tosolicit student feedback in order tofacilitate teacher adjustment of thelearning situation to meet student needs.Each element of soliciting feedback, re-lating to pupil understanding, to pupilinterest, and pupil attitude is illustra-ted two or more times. (USU) 1 of 6LE - 16mm B&W - 3 6 min

Purchase $29.00

For an explanation of the cones used pleas refer to the foreword of this document

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39 FIGHT, THEConcept: Diversity

While videotaping in a classrooma fight breaks out between twoboys. The next day the tape i3replayed for the class. Partici-pants and observors try to recalltheir feelings at the time thatthe fight was occuring. (EDC)1 of 5LE - 16mm - B&W - 4 20 min3 day rental $15.00Purchase $120.00

40 FIVE OPINIONS ON EDUCATIONConcept: Diversity

A group of parents, teachers, andstudents carry on an informal dis-cussion of what education oughtto be in that school. There isa diversity of opinion on the partof parents and teachers regardingthe school's primary function.(EDC) 1 of 9AL - 16mm - B&W - 2 8 min3 day rental $10.00 Purchase $45.00

41 FIVE SENSES, THEConcepts: Reproductive and Pro-ductive Questions, Approving,Disapproving

A second grade teacher explores theconcept of the five senses with herclass. The four concepts are im-bedded in the film. This morecomplex film is designed to beused after the two instancing filmson the concepts. (IU) 1 of 9EE - 16mm - C - 3 10 minFieldtest

42 FLEXIBLE THINKINGConcept: Flexibility

This tape is intended to be usedas a supplement to the film "Flex-ibility." It provides severalshort episodes of students ex-hibiting flexibility in classroomsituations. (TR) 1 of 8LE to MS - CSTE - 2 6 minFieldtest

43 FLEXIBILITYConcept: Flexibility

Several short episodes are used toillustrate flexible thinking by peoplefaced with uniq.JA situations. Thereare non-classroom examples included inthe film.(TR) 1 of 8AL - 16mm - C - 2 10 minFieldtest

44 FORMATION OF PAST AND PERFECT TENSESIN BLACK DIALECT

Concept: Omission of "d" and "ed"and the Use of Participal for thePast Tense

The speaker of Black dialect can varythe formation of past and perfect tensesin as many as five ways.

I work last year Bill had ateHe-RTOwed it We ain't goingSue blown bubbles

(SIU) 56-6T-14LE - CSTE - 6 6 minFieldtest

45 FORMATION OF PLURALS OF NOUNSConcept: Omission of PluralityIndicators or Addition of an Indi-cator to an Irregular Plural Form

Speakers of Black dialect sometimesvary the formation of plurals of nouns.

Two girl came to school.My feets hurt.He dealt five card.

(SIU) 7th of 14LE - CSTE - 6 6 minFieldtest

46 FORMATION OF POSSESSIVE CASEConcept: Omission of "s" to indicatePossession

Students speakers illustrate formationof possessive case.

That is Bob Coat.I'm going to my friend house.Sally grandmotheinii-Fere.

(SIU) 8th of 14LE - CSTE - 6 6 min

Fieldtest


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47 FOUR STAGES OF DEVELOPMENTConcept: Stages of Group Growth

A number of classroom groups areshown engaged in discussions. Each

of the four stages of group growthand development are illustratedseveral times. The four stagesare those of initial commu-nication, conflicts and barriers,resolution of conflict, and in-creased productivity. (FWL) 1 of 4LE to SH VTR/16mm - B&W - 2Fieldtest 16 min

48 GROUP ALERTINGConcept: Group Alerting

A teacher is shown conducting agroup discussion. One element ofgroup alerting, recitation strategyis illustrated by separate vignettes.The other two elements, questioningtechniques and alerting cues, areillustrated in both vignettes.(USU) 1 of 4LE - 16mm - C - 3 10 min

Purchase $38.00

49 HAPPY ENDINGConcept: Convention in Literature

Three students, in an informal setting,discuss Frost's "Fire and Ice", Blake's"Poison Tree" and e.e. cummings. Con-vention is that quality of a work whichconsists of those traditional and emer-ging patterns that reinforce the con-scious ideas and feelings in the workand control the unconscious ideasand feelings.(CSU,N) 1 of 10SH - 16mm - C 1 ab 15 minFieldtest

50 (HOUSTON CASE)Concept: Diversity

This film is not complete at thistime. It will focus on a numberof groups in a barrio each attempt-ing to find ways to become more re-sponsive to the needs of MexicanAmerican children. (EDC) 1 of 9AL 16mm - B&W - 2 25 minPrice is undetermined

51 IMPLICATIONS FOR DECISION MAKINGConcept: Learners and TheirCharacteristics

A new teacher is shown as he makes hispreparations for the beginning of theschool year. The difficulties of select-ing appropriate content, strategies, andmaterials for students of varying abilityare the thoughts of this teacher as hebegins his teaching experience.(UC) 1 of 5AD - FS/CSTE - C - 7 10 min

Purchase $17.50 (2 of 2 parts)

52 INDIVIDUAL READING RATESConcept: Individual Reading Rates

The independent, instructional, and fru-stration reading rates are shown forseveral grade levels. Contrasts are

made showing that what may be considereda good reading rate for first grade canbe a frustration level if it persists.(BU) 1 of 8EE - 16mm - B&W - 1 23 min

Fieldtest

53 INDIVIDUAL VARIATIONS IN LANGUAGEACQUISITION, DERIVED FORMS ANDADJECTIVE ORDER

Concept: Individual VariabilityFour children each in grades K, 2, and 6respond to problems involving derivingnew forms of a word as well as explain-

ing the formation of compound words.Then these 12 children attempt to arrangefive descriptive words in an appropriateorder to modify a noun. (OSU) 1 of 12

EE to LE - VTR - B&W - 5 ab 10 min

Fieldtest

54 INDIVIDUAL VARIATIONS IN LANGUAGEACQUISITION, MORPHOLOGY

Concept: Individual VariabilityTwelve children, 4 each in K, 2nd, and6th grade see pictures of cartoon-likecharacters and then try to complete asentence which involves inflecting orchanging the ending of a nonsense word.The changes involve noun plurals, verbpast tenses, and the comparative andsuperlative forms of adjectives.

(OSU) 1 of 12EE to LE - VTR - B&W - 5 ab 10 min

Fieldtest

For an explanation of the codes used please refer to the foreword of this docux,ent

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55 INNOVATION'S PERILSConcept: Diversity

This film documents the uproarwhich arose in Phoenix, Arizonaover the use of "Man: A Courseof Study" in the school system.Interviews with teachers, students,and parents; a public schoolboard meeting; a local radio commen-tator; and the developer of the pro-gram are all shown. (EDC) 1 of 9

AL - 16mm - B&W - 2 28 min3 day rental $15.00 Purchase $165.00

56 INTRODUCTION TO SELECTED FEATURESOF BLACK DIALECT

Concept: Distinguishing Featuresof Black Dialect

Studont speech is used to illustratesome of the selected features ofBlack dialect. All features pre-sented are dealt with in more detailin later tapes. (SIU) 2nd of 14LE - CSTE - 6 6 minFieldtest

57 INVERTED WORD ORDER IN INDIRECTQUESTIONS

cnncept: Use of Verb-SubjectJrAer in Indirect Questions

The speaker of Black dialect places-qe verb before the subject in ask-iny indirect questions.

I wonder when was this.James asked me did the bookcome yet. (SIU1-1-1th of 14

LE - CSTE - 6 6 minFieldtest

58 ITS BEEN A COMPROMISEConcept: Diversity

A documentary account of one girl'sinterning experiences. She is shownin two schools working with studentsand verbalizing her expectations, therealties, and her frustrations abouther experience. Principals and coop-erating teachers also present theiropinions of what an intern should be.(EDC) 1 of 9AD - 16mm - B&W - 2 15 min


59 LEARNING SETSConcept: Predisposition

There are factors which tend to makelearners approach a problem fromdifferent points of view. This maybe called predisposition. The episodesillustrate the way in which severalstudents approach the classroom situation.(TR) 1 of 8LE - 16mm - C - 2 13 minFieldtest

60 LEARNER ACCOUNTABILITYConcept: Learner Accountability

A teacher is shown working with a class.Strategies are employed which are design-ed to hold the student responsible forhis work during class. Three strategiesillustrated are goal directed prompts,work showing and peer involvement.(USU) 1 of 4LE - 16mm C - 3 10 minPurchase $40.00

61 LESSON ORGANIZATIONConcept: Lesson Organization

There are nine elements identified thatare part of lesson organization. Eachof these elements are identified andillustrated. Teachers in classroomsettings are shown illustrating the ele-ments. (FWL) 1 of 4LE to SH - VTR/16mm - B&W - 2 15 minAvailable for Purchase

62 LETTER IDENTIFICATIONConcept: Letter Identification

Several children illustrate patternsof letter identification which bothfacilitate and hinder reading develop-ment. Three patterns are illustrated:confusion caused by over-generalization;interference caused by expectations thatletters always appear in alphabeticalsequence; random association of letternames and letter forms. (BU) 1 of 8

EE 16mm - B&W - 1 15 min

Fieldtest


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63 MAGIC NETConcept: Persistence of Habit

Persistence of habit differs fromperseveration on a time dimension.Perseveradon is a continuousact while habits may have longtime intervals between instancesof the behavior. Several instancesare shown. (TR) 1 of 8AL - 16mm - C - 2 10 minFieldtest

64 MAYOR COMES TO DINNER, THEConcepts: Role Enactment,Symbolic Elaboration

Eight to ten year olds create ascenario around two extremelywealthy sisters. The new maidgets them in trouble with the mayorwhen he and his wife come to dinner.The clip presents a full playepisode without interruption orcommentary. (UP) 1 of 6LE - 16mm - C 2 10 minPurchase $100.00

65 MIND OF HUCKLEBERRY FINN, THEConcept: Epistemological Contentof Literature

Readers discuss Twain's HuckleberryFinn. Senior high students respondto the content of the work whichreveals the nature, extent, andlimitations of ways of knowing.(CSU,N) 1 of 10SH - 16mm - C - 1 ab 15 minFieldtest

66 MIS-ASSOCIATIONSConcept: Mis-associations

When a reader incorrectly uses theword 4 dentification cues, thereading behavior can be classifiedas a mis-association. Some exampleswhich are illustrated are impreciseletter identification, incompletephonic analysis and incompletesight vocabulary. (BU) 1 of 8EE - 16mm B&W - 1 15 minFieldtest

67 MOAT MONSTER, THEConcept: Role Enactment, SymbolicElaboration

Several four and five year old boys playout the dream of one of the boys. Theclip presents a full play episode with-out interruption or commentary.(UP) 1 of 6EE - 16mm - C 2 10 minPurchase $100.00

68 MODELING BEHAVIORConcept: Modeling

Modeling behavior is a behavioral changewhich occurs as a result of observationof both another person's behavior andthe consequences of that behavior.(MSU) 2 of 10LE - 16mm - B&W - 1 5 min eaFieldtest

69 MOTIVESConcept: Psychological Content ofLiterature

Ibsen's Ghosts provides the basis forhigh school students' discussion. Thepsychological content refers to thecontent which reveals the nature ofhuman motivation. (CSU,N) 1 of 10SH 16mm C - 1 ab 10 minFieldtest

70 MULTIPLE NEGATIONConcept: Use of One, Two, or ThreeNegative Words in One Sentence

The Black dialect speaker often includesmore than one negative element in asentence

I didn't see no television todayShe didn't see no one.I cant hardly sleep none

(SIU) 12th of 14LE CSTE - 6 6 min

Fieldtest


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71 MURAL, THEConcept: Diversity

A class is constructing a largemural on Eskimos. Disagreementsarise about the appropriatenessof some students' contribution.The ideas of students regardingthe necessity to work cooperative-ly are explored.(EDC) 1 of 5LE - 16mm - B&W - 4 22 min3 day rental $15.00 Purchase $130.00

72 MYSTERY OF EDGAR ALLEN POE, THEConcept: Authorial Voice inLiterature

Readers discuss Poe and his works.The remarks focus on the percep-tions of Poe's feelings, beliefs,ideas. and attitudes as revealedthrough his works. Each readerfeels he knows Poe in some way.(CSU, N) 1 of 10SH - 16mm - C - 1 ab 10 minFieldtest

73 NEGATIVL REINFORCEMENTC',ncept: Negative Reinforce-ment

Negative reinforcement is theremov.1 of a painful stimuluscontingent upon performance ofa selected behavior. (MSU) 1 of 10LE - 16mm - B&W - 1 5 minFieldtest

74 OMISSION OF "S" TO INDICATE 3rdPERSON SINGULAR, PRESENT TENSE

Concept: Omission of "s" Suffixesin Verb Formation

Contrasts are made between Generaland Black dialects in the formationof the third person singular.

General Dialect Black Dialecthe eats he eatshe sews she sew

(SIU) 4th of 14LE - CSTE 6 6 minFieldtest

75 OPERANT LEARNINGConcept: Operant Learning

A short episode of a teacher using operantlearning in the classroom is shown in bothfilms. Operant learning is defined as achange in behavior which results from theimmediate consequences which follow thatbehavior. (MSU) 2 of 10LE - 16mm - B&W - 1 5 min eaFieldtest

76 ORAL-SILENT READINGConcept: Oral-Silent Reading

Using eye movement photography a com-parison can be made between oral andsilent reading. The comparisons are madeon three dimensions. Reading rate isexpressed number of words read per minute.Fixations are expressed in the number per100 words. Regressions are expressedin the number per 100 words. (BU) 1 of 8EE to AD - 16mm - B&W - 1 ab 15 minFieldtest

77 ORGANIZATIONConcept: Organization

A teacher is shown conducting a smallgroup discussion. The teacher languageis designed to help the student organizehis learning and to place it in context.Each element of organization, studentreview, teacher review, terminal struc-ture, and summary review is illustrated.(USU) 1 of 6LE - 16mm - B&W - 3 6 min

Purchase $40.00

78 ORGANIZING FACTS TO TEACH MEANING-FUL RELATIONSHIPS

Concept: Concept TeachingTwo classes are shown attempting to dealwith concepts in social studies. One

segment shows a teacher using verbalbehaviors which help students learn theconcept. The other segment shows be-haviors which may inhibit rather thanfacilitate concept learning. (UC) 1 of 5

MS - 16mm - C - 7 15 min

Purchase $80.00


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79 OVERINFLECTION OF NOUNS, VERBS,ADJECTIVES, ADVERBS

Concept: Additional Inflectionof Already Inflected words

While underinflection is used insome situations overinflection isalso a feature of Black dialect.

There are ten mens in the roomI like little childrens.He is more uglier.

(SIU) 10th of 14LE - CSTE - 6 6 minFieldtest

80 PEOPLE WHO HELP USConcepts: Probing, Informing,Approving, Disapproving

A teacher conducts a discussiinwith students on "community help-ers". The four concepts areimbedded in the film. This morecomplex film should be used afterthe two instancing films on theconcepts. (IU) 1 of 9EE - 16mm - C - 3 10 minFieldtest

81 PERSEVERATIONConcept: Perseveration

When a person continues an acteven when it becomes nonproductive,the behavior is classified asperseverative. Grinding a pencildown to the nub might be consider-ed as perseverative behavior. Severalinstances are shown in the film.(TR) 1 of 8AL - 16mm C 2 10 minFieldtest

82 PERSEVERATIVE BEHAVIORConcept: Perseveration

This tape is intended to be usedas a supplement to the film "Per-severation". Several studentsexhibit perseverative behaviorin trying to solve problems.(TR) 1 of 8LE to MS CSTE - 2 6 minFieldtest

83 PERSISTENCE OF HABITConcept: Persistence of Habit

This tape is intended for use as asupplement to the film "Magic Net".Additional instances are shown of thepersistence of habit. (TR) 1 of 8AL - CSTE - 2 6 minFieldtest

84 PHONIC ANALYSISConcept: Phonic Analysis

The early reader is shown using probablesound values in an attempt to pronouncewords he has not previously encountered.This is one of several tools the develop-ing reader needs to acquire fluency.(BU) 1 of 8EE - 16mm - B&W - 1 25 minFieldtest

85 PLANNING FOR CHANGEConcept: Diversity

A New York City public school plansto adopt a differentiated staffingapproach. The teachers, parents, adminis-trators, and students all feel they havelegitimate rights to have a say in thestructuring of the new program. The

diversity of positions provides the focusfor the film. (EDC) 1 of 9AL - 16mm - B&W - 2 21 min


86 "PLAY-TALK" IN KINDERGARTENConcepts: Complexity; Fluency

A small group of kindergarten childrenare shown in three situations. In the

first, 4 children play in sand by them-

selves. In the second, a teacher bringsto the sand area a frog that one of theboys brought to school. Finally, thechildren participate in "show and tell"or "sharing time". (OSU) 1 of 12

EE - VTR - B&W - 5 ab 10 min

Fieldtest


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87 POPULATION CONTROLConcept: Probing, Informing

A tenth grade social studiesclass discusses the problem ofpopulation growth and populationcontrol. The concepts are imbeddedin the film. This film is designedto be used after the concept in-stancing film on the concepts.OW 1 of 9SH - 16mm - C - 3 10 minFieldtest

88 POSITIVE REINFORCEMENTConcept: Positive Reinforcement

The use of rewards is illustratedin both films. Tokens and verbalpraise are both used as reinforcers.Positive reinforcement is the pre-sentation of a rewarding stimuluscontingent upon the occurence of aspecific response. (MSU) 2 of 10LE - 16mm - B&W - 1 5 min eaFieldtest

89 PRAISE AND CORRECTIVE FEEDBACKConcept: Praise and CorrectiveFeedback

Several teachers are shown ill us-.rating the use of praise andcor ective feedback. The sevenelen,?nts are identified and demon-striAted in several situations withdifferent age groups (FWL) 1 of 4LE to SH - VTR/16mm - B&W - 2Available for Purchase 13 min

90 PROBING AND INFORMINGConcepts: Probing and Informing

The concepts are identified anddefined. Specific examples ofinforming and probing are shownwhich instance the concepts forthe viewer. It provides the "set"for viewing the complex filmswhich follow. (IU) 1 of 9EE to SH - 16mm - C - 3 10 minFieldtest

91 PROBING IIConcept: Probing

This tape is intended for use afterviewing the films "Reacting to PupilResponses", Parts I and II. It providesadditional examples of a teacher's probingreactions to student responses in aclassroom setting. (IU) 1 of 3LE - CSTE 1 10 min

Fieldtest

92 PROCESS OF INSTRUCTIONConcept: Teacher/Pupil Interaction

The process of instruction is a complexinteraction of many variables related tothe learner, the instructor, and thelearning environment. The film identifiesand illustrates some of these variables.(UC) 1 of 5LE - 16mm C - 7 8 min

Purchase $80.00

93 PRONOMINALIZATION IN CHILDREN'SLANGUAGEConcept: Sequence

This episode shows children answeringquestions about pronoun references.There are 7 sentences with "he" andanother noun, either Snoopy or Pig Pen.In some sentences "he" must refer toanother person; in others, "he" may referto another person or to the same personas the noun. (OSU) 1 of 12EE fo LE - VTR - B&W - 5 ab 10 min

Fieldtest

S4 PROMISE/TELL STRUCTURES IN CHILDREN'SLANGUAGE

Concept: Sequence of Acquisition -Syntactic and Semantic

Presented with two figures and instructionsin the form of a promise or a command, thestudent is asked to act out the task withthe dolls. Increased ability to distinguishpromise and tell structures is illustrated.(OSU) 1 of 5EE to LE - 16mm - C - 2 ab 15 min

Fieldtest

For an explanation of codes used please refer to the foreword of this document

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95 QUESTIONINGConcept: Questioning

This film deals with more thanjust the levels of questioning.Strategies for asking questions,the effects of questions, andlistening to answers are allillustrated. There are severalteachers working at different gradelevels shown. (FWL) 1 of 4LE to SH - VTR/16mm - B&W - 2Available for Purchase 13 min

96 QUESTIONING: REPRODUCTIVE ANDPRODUCTIVE

Concepts: Reproductive and Pro-ductive Questioning

The concepts are identified anddefined. Specific examples ofreproductive and productive ques-tioning are shown which instancethe concepts for the viewer. It

provides a "set" for viewing thecomplex films which follow.(IU) 1 of 9EE to SH - 16mm - C - 3 10 minFieldtest

97 RAFT AND THE SHORE, THEConcept: Ontological Contentof Literature

Readers discuss Twain's Huckleberry_Finn. A contrast is madeEinTom and Huck. Students revealwhat they perceive as real and un-real for each character.(CSU, N) 1 of 10SH - 16mm - C- 1 10 minFieldtest

98 REACTING TO PUPIL RESPONSES IConcepts: Probing, Accepting

A teacher is shown with a smallgroup of students. The discussionis about a story the childrenhave read. There are three sceneswhich are used to illustrate andprovide practice in identifyinginstances of the concepts.(IU) 1 of 3LE - 16mm - C - 1 10 minFieldtest

99 REACTING TO PUPIL RESPONSES IIConcepts: Probing, Accepting

A teacher is shown with a small group ofstudents. The discussion is about astory the children have read. There arethree scenes which are used to illustrateand provide practice in identifying in-stances of the concepts. (IU) 1 of 3

LE - 16mm - C - 1 10 min

Fieldtest

100 REGISTER IN CHILDREN'S LANGUAGEConcept: Social Variability

Several groups of 6th graders are shownin contrasting situations. A discussionin a peer group is contrasted with dis-cussion with a teacher on the same topic.In one group the airport issue from anecology game is discussed. In the other,a baseball tournament provides the topic.(OSU) 1 of 12LE - VTR - B&W - 5 ab 10 minFieldtest

101 RESPONDENT LEARNINGConcept: Respondent Learning

One film shows the pairing of movementwith music to elicit a conditioned response

smiling and pleasure. Respondentlearning is the result of the pairing ofan unconditioned and conditioned stimulito produce a conditioned response.(MSU) 2 of 10LE - 16mm - B&W - 1 5 min ea

Fieldtest

102 REVIEW OF SPEECH FEATURES IConcept: Distinguishing Features

As a preparation for moving to latertapes the six features presented inthe second tape are reviewed. The

listener is asked to identify some ex-amples of each feature. (SIU) 3rd of 14LE - CSTE - 6 6 min

Fieldtest


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103 REVIEW OF SPEECH FEATURES IIConcept: Review of All FeaturesPresented in Previous Tapes

Prior to taking post test allfeatures of Black dialect whichhave been presented are reviewed.(SIU) 13th of 14LE - CSTE - 6 6 min

Fieldtest

104 ROLE ENACTMENT IN CHILDREN'SPLAY

Concept: Role Enactment, Sym-bolic Elaboration, Modes ofInterpersonal Transaction

The episodes represent a samplingof children's play behavior. The

film provides a developmental over-view of play beginning with young-sters 2 years of age and rangingup to children of 10 years. The

play of the 2-6 year olds is un-rehearsed and spontaneous.(UP) 1 of 6EE to LE - 16mm - C - 2 29 MinPurchase $29.00

105 ROLE EXPECTATIONS FOR TEACHERSConcept: Diversity

Six short episodes provide diverseopi.ions of what a teacher's rolecught to be. The stress is placedon different aspects of the teacher'srole by the respondents. Some stresswhat ought to be taught, others how.All imply a purpose. (EDC) 1 of 9AL - 16mm B&W - 2 6 min3 day rental $10.00 Purchase $35.00

106 SECOND GRADERS DISCUSS PIGSAND THINGSConcept: Complexity, Fluency

In this episode a group of secondgraders talk informally about someof their experiences with variousanimals. Four of the children inthe group share some of their ex-periences in the course of a livelydiscussion. (OSU) 1 of 12EE - VTR - B&W - 5 ab 10 minFieldtest

107 SEMANTIC REVERSIBILITYConcept: Sequence of Acquisition

Children in K, 2nd, and 6th grade areshown a series pictures (e.g. cat chasingdog). They are asked to respond to thetruth or falsity of a series of sentencesdescribing the picture. (OSU) 1 of 5EE to LE - FS/CSTE - C - 1 15 minFieldtest

108 SHAPE OF LIFE, THEConcept: Structure in Literature

Students discuss Hemingway's "Old Manat the Bridge". The remarks reveal thereaders' sense of the shape of consciousand unconscious experience of the charac-ter in the poem. (CSU, N) 1 of 10SH - 16mm - C - 1 ab 10 minFieldtest

109 SHAPINGConcept: Shaping

A teacher used selective reinforcementof successive approximations of a desiredterminal behavior. The initial criterionresponse must be in the person's repertoireof behaviors. (MSU) 1 of 10

LE - 16mm - B&W - 1 5 min

Fieldtest

110 SHARED NOAENCLATUREConcept: Sequence of Acquisition -Semantic

Four pairs of age-mates are shown. One

member of each pair is given an illustra-tion of the arrangement of six blockswith novel designs. After arranging hisblocks, he must communicate the properarrangement to his partner on the otherside of a blind. (OSU) 1 of 5

EE to AD - 16mm - C - 1 15 min

Fieldtest


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111 TALKING ABOUT BELIEFSConcept: Diversity

While discussing a unit on Eskimos,the students learn about the beliefsof another people. They are en-couraged to explore their own beliefsabout things in their everyday lives.(EDC) 1 of 5LE - 16mm - B&W - 4 14 min3 day rental $15.00 Purchase $85.00

112 TALKING ABOUT OLD PEOPLEConcept: Diversity

While studying a unit on Eskimos,the students learn that the elderlyare sometimes left behind to die ifthey cannot keep up. The classis encouraged to explore its feelingsabout this practice. Students oftenrelate their feelings directly totheir own grandparents. (EDC) 1 of 5LE - 16mm - B&W - 4 19 min3 day rental $15.00 Purchase $115.00

113 TASKS OF TEACHING IConcepts: Assessment, GoalSetting, Strategies, Eval-uation

A teacher identifies a child in herclass with a reading difficulty. Thefour vignettes trace the actions ofthe teacher as she conducts an assess-ment, sets goals, implements strategies,and evaluates the results. Alternativemeans for performing the tasks areillustrated. (MSU) 1 of 2LE - 16mm - C - 1 23 minAvailable for purchase

114 TASKS OF TEACHING IIConcepts: Assessment, GoalSetting, Strategies, Eval-uation

Two teachers develop a team approachfor dealing with a student with whoexhibits overdendency on others.The teachers are shown as they assess,set goals, implement strategies, andevaluate the success of their efforts.(MSU) 1 of 2LE - 16mm C - 2 23 minAvailable for Purchase

115 TASK ROLESConcept: Task Roles

A number of classroom groups are shownin group discussions. The six task roles;initiator, information seeker, informationgiver, opinion giver, orienter, and coor-dinator; are all illustrated. Examplesare shown of each role in several situations.(FWL) 1 of 4LE to SH - VTR/16mm - B&W - 2 13 min

Fieldtest

116 THEME AND SYMBOL IN DRAMAConcept: Theme and Symbol

A class discusses the action, plot, charac-ters, dialog, and the symbols used by theauthor. The central idea and judgementwhich the writer embodies and the audiencegrasps are conveyed by these elements.The focus is on the response to theseelements by the reader. (CSU, N) 1 of 4

SH - 16mm - B&W - 1 10 min

Fieldtest

117 TRANSITIONSConcept: Transitions

Classroom techniques used by the teacherwill either facilitate or hinder thesmooth movement from one classroomactivity to another. Vignettes showteacher behaviors which both facilitateand hinder smooth transitions.(USU) 1 of 4LE - 16mm - C - 3 20 min

Purchase $35.00

118 UNIFYING ROLESConcept: Unifying Roles

A number of classroom groups are shownengaged in discussions. Each of the fiveunifying roles is illustrated severaltimes at different levels. The roles are

those of energizer, harmonizer, compromiser,gatekeeper, and encourager. (FWL) 1 of 4

LE to SH - VTR/16mm - B&W - 2 13 min

Fieldtest


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119 USING STUDENT IDEASConcept: Using Student Ideas

Teachers are shown in a number ofsettings. Some ways in which ateacher can acknowledge ideasand respond to ideas put forth bystudents are demonstrated.(FWL) 1 of 4LE to SH - VTR/16mm - B&W - 2Available for Purchase 13 min

120 VARIETY IN LANGUAGE--BLACKDIALECT AS A KIND OF ENGLISHConcept: Variety in English

To illustrate the variety presentin American English three studentsdescribe Christmas at their house.The children are a Southern Appala-chian girl, an Chicano boy, and aBlack boy from East St. Louis, Ill-inois. (SIU) 1st of 14LE - CSTE - 6 6 minFieldtest

121 VERBAL AND NON-VERBAL ELEMENTSIN DRAMA

Concept: Verbal and Non-VerbalElements

A literature class in senior highis shown discussing the verbal andnon-verbal aspects of a play theyhave read. The film illustratesthe students' grasp of the interac-tion of the verbal and non-verbalaspects. (CSU, N) 1 of 4SH 16mm - B&W - 1 10 minFieldtest

122 VERBAL INTERACTION IN THE COG-NITIVE DIMENSION

Concept: Relationship BetweenTeacher Verbal Behavior andStudent Response

The question and answer responsepatterns and modifications of thepattern are illustrated. TheMacDonald-Zaret framework is usedto determine the nature of theverbal interaction and the relation-ships between teacher verbal behaviorsand student responses. (UC) 1 of 5MS - 16mm - C - 7 14 minPurchase $80.00

123 WHAT HAPPENS WHEN YOU GO TO THEHOSPITAL

Concepts: Role Enactment, SymbolicElaboration

Four and five year olds enact the rolesof patient, doctor, nurse, parents andthe interesting, frightening, and funthings that happen in the hospital. The

clip presents a full play episode withoutinterruption or commentary. (UP) 1 of 6

EE - 16mm - C - 2 10 min

Purchase $100.00

124 WHO SHOULD DECIDE? NYCConcept: Diversity

An elementary school in New York Cityattempting to renew its program forchildren became involved in discussingwho should participate in decisions aboutnew programs. This series of short clipsillustrates the opinions of some membersof the school community about who shoulddecide. (EDC) 1 of 9AD - 16mm - B&W - 2 8 min


125 WHO SHOULD DECIDE? PHOENIXConcept: Diversity

A series of five short clips providesdiverse opinions about who shouldhave a legitimate right to decide whatis to be taught in the school. Itsupplements other films in the series.(EDC) 1 of 9AD - 16mm - B&W - 2 4 min


126 WITHDRAWAL.Concept: Withdrawal

This film is one of a series dealingwith the student in a multiculturalclassroom. The focus is on the pupil

who is a Spanish speaker. A number ofvignettes illustrate the students' copingbehavior in an overwhelming situation.(USC) 1 of 3LE to MS - 16mm - C - 3 6 min

Available for purchase


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127 WITHITNESSConcept: Withitness

A teacher demonstrates by her behaviorthat she is aware of what is going onin the classroom. The four elementsof wi thi tness , desists, suggestingalternative behaviors, concurrentpraise, and describing desirable be-havior are ail illustrated.(USU) 1 of 4LE - 16mm - C - 3 10 minPurchase $50.00

128 WORD BY WORD ORAL READINGConcept: Word by Word OralReading

Fluency can be expressed as a nume-rical average of the rate (words/minute) at which a child reads.One table is: Low Average HighFirst Grade 25 35 45Second Grade 36 60 90

Third Grade 60 110 150(BU) 1 of 8EE - 16mm - B&W - 1 6 minFiel dtest

129 WORD IDENTIFICATION CUESConcept: Word Identification Cues

Readers use a variety of cues toaid themselves in identifying pro-bable word meanings. Six specificcues are: configuration, phonics,logic, sentence, pictorials, andthe teacher. (BU) 1 of 8EE 16mm B&W - 1 10 minFieldtest


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MATERIALS CLASSIFICATION SYSTEM

As a quick reference to materials the lists provided on the followingpages are sorted according to content area. There are six major classi-fications:

1. Curriculum and Instruction2. Educational Psychology3. Language4. Literature5. Reading6. Social Foundations

The titles listed in each category are listed alphabetically and arefollowed by the producer codes and the entry number. It is suggestedthat these major classifications constitute the most likely areas inpreservice teacher education where the materials might be used. Cer-

tain materials also seem appropriate for use in areas other than inthe principal category. Therefore, subclassifications are also pro-vided giving titles and entry numbers. An additional subclassificationis provided on the last page of this section, Classroom Management. The

titles listed under this heading also appear under the six major classi-fications. However, with the current interest in materials dealing withthis topic it was decided to provide a separate listing.

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CURRICULUM AND INSTRUCTION

Title Producer Entry

APPROVING AND DISAPPROVING IU 07BACTERIA IU 15

CLARITY USU 22ECOLOGY IU 30EMPHASIS USU 31

ENCOURAGEMENT USU 32ESSENTIALS FOR LIFE IU 33

EXTENSION USU 35

FEEDBACK USU 38FIVE SENSES, THE IU 41

GROUP ALERTING USU 48LEARNER ACCOUNTABILITY USU 60

LESSON ORGANIZATION FWL 61

ORGANIZATION USU 77

ORGANIZING FACTS TO TEACH MEANINGFULRELATIONSHIPS UC 78

PEOPLE WHO HELP US IU 80

POPULATION CONTROL IU 87

PRAISE AND CORRECTIVE FEEDBACK FWL 89

PROBING AND INFORMING IU 90

PROBING II IU 91

QUESTIONING FWL 95

QUESTIONING: REPRODUCTIVE AND PRODUCTIVE IU 96

REACTING TO PUPIL RESPONSES I IU 98REACTING TO PUPIL RESPONSES II IU 99

TASKS OF TEACHING I MSU 113

TASKS OF TEACHING II MSU 114TRANSITIONS USU 117

USING STUDENT IDEAS FWL 119

WITHITNESS USU 127

CLASSROOM PROTOCOLS 24WORD-BY-WORD ORAL READING 128

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EDUCATIONAL PSYCHOLOGY


ANALYSIS TR 04CITY BUILDERS, THE UP 20CONCEPT INSTANCING FILM UP 21

CLASSROOM PREDISPOSITIONS TR 23CLASSROOM PROTOCOLS IU 24EVALUATION TR 34FLEXIBLE THINKING TR 42FLEXIBILITY TR 43

LEARNING SETS TR 59

MAGIC NET TR 63MAYOR COMES TO DINNER, THE UP 64MOAT MONSTER, THE UP 67MODELING BEHAVIOR MSU 68NEGATIVE REINFORCEMENT MSU 73

OPERANT LEARNING MSU 75

PERSEVERATION TR 81

PERSEVERATIVE BEHAVIOR TR 82

PERSISTENCE OF HABIT TR 83

POSITIVE REINFORCEMENT MSU 88RESPONDENT LEARNING MSU 101

ROLE ENACTMENT IN CHILDREN'S PLAY UP 104

SHAPING MSU 109

WHAT HAPPENS WHEN YOU GO TO THE HOSPITAL UP 123

AGGRESSIVE BEHAVIOR 03

APPROVING AND DISAPPROVING 07

COOPERATIVE BEHAVIOR 26

ECOLOGY 30

ESSENTIALS FOR LIFE 33

FIVE SENSES, THE 41

MOTIVES 69

PEOPLE WHO HELP US 80

POPULATION CONTROL 37

PRAISE AND CORRECTIVE FEEDBACK 89

PROBING AND INFORMING 90

PROBING II 91

REACTING TO PUPIL RESPONSES I 98

REACTING TO PUPIL RESPONSES II 99

TASKS OF TEACHING II (f7' 114

WITHDRAWAL 126

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LANGUAGE


ACQUISITION OF NOUN INFLECTIONS ANDDERIVED FORMS OSU 01

ACQUISITION OF VERB INFLECTIONS ANDADJECTIVE ORDER, THE OSU 02

ASPECTS OF ACQUISITION - COLLEEN OSU 08ASPECTS OF ACQUISITION - LOUANN OSU 09

ASPECTS OF ACQUISITION - TERI OSU 10

ATTITUDINAL TEST SIU 12

AUXILIARY BE, NEGATIVE BE, ZERO COPULA SIU 13

CHILDREN RETELL "SALT", A FOLKTALE OSU 19

COMBINING SIMPLE SENTENCES OSU 25

DISTINGUISHING PRONOMINAL FEATURES SIU 27

"EASY/HARD TO SEE" STRUCTURE IN CHILDREN'SLANGUAGE OSU 29

FORMATION OF PAST AND PERFECT TENSES INBLACK DIALECT SIU 44

FORMATION OF PLURALS OF NOUNS SIU 45

FORMATION OF POSSESSIVE CASE SIU 46

INDIVIDUAL VARIATIONS IN LANGUAGE ACQUISITION,DERIVED FORMS AND ADJECTIVE ORDER OSU 53

INDIVIDUAL VARIATIONS IN LANGUAGE ACQUISITION,MORPHOLOGY OSU 54

INTRODUCTION TO SELECTED FEATURES OF BLACKDIALECT SIU 56

INVERTED WORD ORDER IN INDIRECT QUESTIONS SIU 57

MULTIPLE NEGATION SIU 70

OMISSION OF "S" TO INDICATE 3RD PERSONSINGULAR, PRESENT TENSE SIU 74

OVERINFLECTION OF NOUNS, VERBS, ADJECTIVES,ADVERBS SIU 79

"PLAY-TALK" IN KINDERGARTEN OSU 86

PRONOMINALIZATION IN CHILDREN'S LANGUAGE OSU 93

PROMISE/TELL STRUCTURES IN CHILDREN'SLANGUAGE OSU 94

REGISTER IN CHILDREN'S LANGUAGE OSU 100

REVIEW OF SPEECH FEATURES I SIU 102

REVIEW OF SPEECH FEATURES II SIU 103

SECOND GRADERS DISCUSS PIGS AND THINGS OSU 106

SEMANTIC REVERSIBILITY OSU 107

SHARED NOMENCLATURE OSU 110

VARIETY IN LANGUAGE - BLACK DIALECT AS AKIND OF ENGLISH SIU 120

-22-

LITERATURE


BEAUTIFUL WORDS CSU,N 14

BELIEFS AND IDEAS CSU,N 17

CHARACTERIZATION IN DRAMA CSU,N 18EAST EGG/WEST EGG CSU,N 28HAPPY ENDING CSU,N 49

MIND OF HUCKLEBERRY FINN, THE CSU,N 65

MOTIVES CSU,N 69

MYSTERY OF EDGAR ALLEN POE, THE CSU,N 72

RAFT AND THE SHORE, THE CSU,N 97SHAPE OF LIFE, THE CSU,N 108THEME AND SYMBOL IN DRAMA CSU,N 116VERBAL AND NON-VERBAL ELEMENTS IN DRAMA CSU,N 121

-23-

READING


EYE-VOICE SPAN BU 36INDIVIDUAL READING RATES BU 52

LETTER IDENTIFICATION BU 62

MIS-ASSOCIATIONS BU 66

ORAL-SILENT READING BU 76

PHONIC ANALYSIS BU 84

WORD BY WORD ORAL READING BU 128WORD IDENTIFICATION CUES BU 129

TASKS OF TEACHING I 113

-24-

SOCIAL FOUNDATIONS


AGGRESSIVE BEHAVIOR USC 03ANTI-GROUP ROLES FWL 05

APARTMENTS AND IGLOOS EDC 06

ATTITUDES TOWARD SCHOOL UC 11

BEING DUMB...IT'S NO GOOD EDC 16

COOPERATIVE BEHAVIOR USC 26

FAIR VERBAL 3EHAVIOR UC 37

FIGHT, THE EDC 39

FIVE OPINIONS ON EDUCATION EDC 40

FOUR STAGES OF DEVELOPMENT FWL 47(HOUSTON CASE) EDC 50

IMPLICATIONS FP. DECISION MAKING UC 51

INNOVATION'S PERILS EDC 55

IT'S BEEN A COMPROMISE EDC 58

MURAL, THE EDC 71

PLANNING FOR CHANGE EDC 85

PROCESS OF INSTRUCTION UC 92

ROLE EXPECTATIONS FOR TEACHERS EDC 105

TALKING ABOUT BELIEFS EDC 111

TALKING ABOUT OLD PEOPLE EDC 112

TASK ROLES FWL 115

UNIFYING ROLES FWL 118

VERBAL INTERACTION IN THE COGNITIVE DIMENSION UC 122

WHO SHOULD DECIDE? NYC EDC 124

WHO SHOULD DECIDE? PHOENIX EDC 125

WITHDRAWAL USC 126

EAST EGG/WEST EGG 28

Classroom Management

CLASSROOM PROTOCOLS 24

FAIR VERBAL BEHAVIOR 37

GROUP ALERTING 48

LEARNER ACCOUNTABILITY 60

TRANSITIONS 117

WITHITNESS 127

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ADDITIONAL MATERIALS

The development of protocol materials is an on-going process. Therefore, any attemptat cataloging materials becomes obsolete almost before it can be disseminated. Thestatus of materials constantly changes as more protocols are developed, as arrange-ments are completed for sale and distribution, and as related materials are produced.The need for periodic addenda becomes readily apparent. Things have changed so fastthat the first of these addenda must be attached to the original document.

There are two categories in this section. The first section lists protocol materialswhich are part of, or supplementary to, materials listed in the body of the catalog.The second section lists materials which are closely related to protocol materials.The three projects named have been associated with the protocol projects for approxi-mately two years. It is believed that the user of protocol materials will find theseadditional materials to be complementary to the concept of protocols.

I. Protocol Materials

01A CLOSING BEHAVIORConcept: Closing Behavior

The shifting of teacher attention frompupil to closing behavior. While itis a natural behavior in the classroom,closing behavior limits opportunity fora child to develop hi s capability toexpress himself. The teacher must bealert not to close too much, at thewrong time or always on the same child.(USC) 1 of 7 6 minLE to MS - 16mm - C - 3Avail able for purchase

02A OVERVIEWConcept: Aggressive, Closing, Coop-erative, Reciprocating, Supportingand Withdrawal Behaviors

This film provides the "set" for theviewing and use of the other six filmsin the package. It identifies and de-fines the six concepts which are dealtwith in separate protocol films.(USC) 1 of 7LE to MS - 16mm - C - 3 6 minAvailable for purchase

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II. Related Materials

DEVELOPING OBSERVATIONAL SKILLSThis workshop materials package is design-ed to provide training in the skills ofdirect observation. It contains threeskills development themes.

I. Improving basic observational skills.II. Learning to recognize, analyze, and

alter patterns of observation.Learning how direct observation canhelp you answer questions aboutschools.

The workshop package is made up of fivetwo-hour sessions.

Project in Ethnography in EducationDepartment of AnthropologyState University of New York at Buffalo4242 Ridge Lea RoadAmherst, New York 14226

GUIDED SELF-ANALYSISThis system of teacher training and eval-uation makes use of videotape techniques.Guided Self-Analysis (GSA) consists of aseries of taping sessions in the classroomfollowed by sessions in which the teachercodes his own teaching behavior. The

teacher may work on improving classroomperformance in language training, teachingconcepts, or stimulating classroom dis-

cussion.

03A RECIPROCATING BEHAVIORConcept: Reciprocating Behavior

Behavior through which one voluntarilygives of one's own ideas, emotions,skills and personal resources in ex-change for those of another is calledreciprocating behavior. The recipro-cating behaviors between teachers andpupils establish transactions throughwhich learning occurs.(USC) 1 of 7LE to MS - 16mm - C - 3 6 minAvailable for purchase

04A SUPPORTING BEHAVIORConcept: Supporting Behavior

It is the responsibility of the teacherto support the child, to sustain, up-hold and defend him in the expressionof his emotions, skills, and ideas.When pupils in a class are generallyconfident, the teacher provides supportby managing the classroom in a waywhich provides equal opportunity forall.(USC) 1 of 7LE to MS - 16mm - C - 3 6 minAvailable for purchase

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Dr. Theodore W. ParsonsProfessional Development SystemsSuite 9042140 Shattuck AvenueBerkeley, California 94704

TRANSITIONS IN THE CLASSROOM OF THEEARLY CHILD

These materials focus upon the movementfrom one condition to another. Whenlooking at and classifying a transitionthere are six decision levels to be con-sidered. These decision levels are:

I. Source of transitionII. Nature of transition

III. Type of transitionIV. Effect of transitionV. Number of actorsVI. InclusivenessCarl D. SmithDirector of Child Care TrainingPsychology DepartmentSalem State CollegeSalem, Massachusetts 01970

ORDERING INFORMATION

For further information, purchase, or rental contact:

1. BU - Bucknell UniversityDr. William HeinerDepartment of EducationLewisburg, Pennsylvania 17837

2. CSU,N - California State UniversityNo rth ri dge

Protocol Materials in EnglishArnold HouseNorthridge, California 91234

3. EDC - Educational Development CenterDistribution CenterSocial Studies Program55 Chapel StreetNewton, Massachusetts 02160

4. FWL - Far West Laboratory forEducational R&D

1855 Folsom StreetSan Francisco, California 94103

5. IU - Indiana UniversityDr. David GleissmanSchool of EducationBloomington, Indiana 47401

6. MSU - Mi chi gan State University

Dr. Henrietta BarnesCollege of Education518 Erickson HallEast Lansing, Michigan 48823

7. OSU - Ohio State UniversityDr. Frank ZidonisCollege of Education1945 N. High StreetColumbus, Ohio 43210

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8. SIU - Southern Illinois Universityat Edwardsville

Dr. Theresa LoveEdwardsville, Illinois 62025

9. TR - Teaching ResearchOregon State System of HigherEducation

Monmouth, Oregon 97361

10. UC - University of ColoradoProtocol Materials DevelopmentProject970 AuroraBoulder, Colorado 80302

11. UP - University of PittsburgCampus Films Distribution Corp -orati on

20 East 46th StreetNew York, New York 10017

12. USC - University of SouthernCalifornia

Prismatica International2041 Rosecrans AvenueContinental ParkEl Segundo, California 90245

13. USU - Utah State UniversityDr. Walter BorgUtah Protocol Materials ProjectDepartment of PsychologyLogan, Utah 84322

14. G. Michael Kuhn, DirectorProtocol Materials ProjectDepartment of EducationSuite 10, Miles-JohnsonTallahassee, Florida 32304(904) 488-2084

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protocol catalog; materials for teacher education ...the episode enables the viewer to concentrate...

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