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Ed 064 244 Author Title Institution Spons A3ency DOCUMENT RESUME ED 064 244 SP 005 736 AUTHOR Twelker, Paul A.; And Others TITLE The Development of Protocol Materials. Final Report. INSTITUTION Oregon State System of Higher Education, Monmouth. Teaching Research Div. SPONS A3ENCY Office of Education (DHrW), Washington, D.C. Bureau of Research. REPORT NO P-003422 PUB DATE Jul 71 GRANT OEG-0-70-4048 NOTE 293p. EDRS PRICE MF-$0.6D HC-$9.87 DESCRIPTORS *Educational Innovation; *Educational Programs; *Instructional Programs; *Protocol Materials; *Teacher Education ABSTRACT The Oregon ?roject focuses on the development of protocol materials as a means to bridge the gap between instructional goals and instructional strategies. Educational concepts were distilled from the goals and objectives of the teacher training aivision of two participating institutions. These concepts were letermined as part of a needs assessment carried out at each institution. The cognitive concepts of analysis and evaluation and the affective concepts of commitment to learning and constructive sense of self were considered of thehighest priority. Learner outcomes which represented these concepts were filmed. An instructional system was subsequently built around the film with a series of three films developed for each concept. An additionaltask involved efforts in developing a taxonomy of learner outcomes enabling the trainee to place learned concepts into anevolving conceptual system. An extensive field trial of the system wasplanned at several teacher training institutions; however,implementation of the evaluative plan was uncompleted during the project year.Results of existing data indicated that in their design theprotocol materials did not enable students to reach the desiredproficiency in concept discrimination. Recommendations suggest aclose integration into existing educational programs and closer relation toprevious knowledge and training programs of the students. A 35-item bibliography and appendixes are included. (Author/MJM) C1 .4- .0 Final Report C:30 U.S. DEPARTMENT OF HEALTH, C21 EDUCATION WELFARE Project No. 003422 OFFICE OF EDUCATION Contract No. 0EG-0-70-4048 THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. The Development of Protocol Materials Paul A. Twelker Helen L. K. Farr Donald F. Eixenherger Teaching Research Oregon State System of Higher Education Monmouth, Oregon 97361 July, 1971 The research reported herein was performed pursuant to a contract with the Office of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the con- duct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U.S:DVARTMENT OF HEALTH, EDUCATION, AND WMLFARE Office of Education Bureau of Research TABLE OF CONTENTS Page Foreword Summary ii I. The Substantive Focus 1 Introduction . 1 The Nature of Protocol Materials 1 The Sustantive Focus of the Oregon Protocol Project . 6 II. The Development of Protocol Materials 15 A Model for the Systematic Development of Instructional . 15 Experiences The Needs Assessment Effort 19 Specific Objectives of the System 21 Specification of the Protocol Experiences 23 Rational for the Appropriatness of Motion Pictures 26 A Thumbnail Sketch of the Protocol System . .. 28 The Fabrication of the Protocol Materials 29 Prototype Tryout and Assessment 33 III. The Evaluation Results 38 Design 43 Strength 44 Affectivity 45 IV. Conclusions and Recommendations 46 Design 46 Strength 49 Affectivity 50 References Appendices A, User's Guide and Supplements B. Faculty Trial Evaluation Guide C. Field Trial Site Visit Interviewer Guide D. Student Adjunct Materials E. Comments from the Student Analysis Form F. Correspondence to the Field Trial Sites G. Reports from the Needs Assessment Phase of the Project. H. Flow Charts for On Location Filming List of Tables Table 1. Illustrative Developmental Outcomes Ordered . 12 According to the Adaptive Systems in Which They Load Table 2. Instructional Development System 16 Table 3. Summary of Data from the Student Analysis Form 39 Table 4. Summary of Findings on the Factor of Design . 11:35 Table 5. Summary of Findings on the Factor of Strength . Table 6. Summary of Data from Student Attitude 45 Questionnaire Table 7. Condensed Summary of the Importara: Characteristics. A-13 of Each Film. Table 8. Individual Learner Outcome Films A-24 Table 9. Illustrative Developmental Outcomes Ordered . According to the Adaptive Systems in Which They Load. 3 Foreword This document reports the Protocol Materials Development project initiated by Drs. H. Del Schalock, Paul A. Twelker, and Helen L.K. Farr of Teaching Research, a Division of the Oregon State System of Higher Education. Dr. Twelker and Dr. Farr were co-directors of the project. Two teacher training institutions also participated in the project. The Oregon College of Education effort was coordinated by Dr. Edwin L. Dale and assisted by Mt. James R. Hayden and Mr. Jake G. Womack. Participation with the John Adams Hgih School Clinical Training Division was coordinated by Mr. Donald F. Eixenberger. The theoretical contributions by Dr. H. Del Schalock, Dr. Allen Dobbins, Dr. Jerry Fletcher and Dr. John Parker proved immensely valuable. Mr. Harry Paget was the filming director, Mr. Milford Jones was the sound technician, and Mt. Warren Welch was the cameraman and film editor. Our special gratitude is extended to those numerous adults and young people who appear in the films as well as the secretaries and other support personnel who have made the completion of this project possible. Summary The foci of many teacher education programs throughout the past decade have been on the clarification of instructional goals and objectives and the development of instructional strategies de- signed to achieve them. However, there has been much less systematic development of methods to train prospective teachers in identifying those behaviors which indicate that the instructional goals and objectives have been reached and from which instructional strategies might be dedeloped. The Oregon Project focused on the development of protocol mate- rials as a means whereby the gap between instructional goals and objectives and instructional strategies might be bridged. The educational concepts inherent in the goals and objectives of the teacher training divisions of two participating institutions, Oregon College of Education and John Adams High School, were elicited. The concepts were determined as part of a needs assessment carried out at each institution. loe Oregon College of Education selected the cognitive concepts of analysis and evaluation; the John Adams High School selected the affective concepts of commitment to learning and constructive sense of self as being of highest priority. Learner outcomes whicreprcsented these concepts were then filmed. An in- structional system was subsequently built around the films.The objectives of this system were to enable the teacher trainee to identify from the film and the provided printed materials whether or not the learner outcome observed couldbe classed within the concept being represented. A series of three films was developed for each concept, each film providing an ascending order of complexity for the particular learner outcome involved. Two assessment films were also developed, each portraying all four concepts. The purpose of these films was to test the teacher trainee's ability todistinguish between classes of learner outcomes as well as to generalize between exampleswithin a single class of learner outcomes. An additional task of the project involved initialefforts in developing a taxonomy of learner outcomes which would enable the teacher trainee to place the learned concepts into an evolving con- ceptual system. However, the magnitude of this effort, given the restrictions of time and staff, made its development impossible. An extensive field trial of the system was planned atseveral teacher training institutions to evaluate the system.Unfortunately, the scheduling of the field trial dates without dueconsideration for the complexities of material development made a full and accurate 11'5 implementation of the evaluative plan impossible duriag the project year. However, data were secured which made it possible to draw conclusions about the design and outcomes of the instructional system. Results indicate that in their design, the protocol materials did not enable students to reach the desired proficiency in concept discrimination. The system clearly needs to be more closely inte- grated into existing educational programs and it must bemore closely related to the previous knowledge and training of the students. Des- pite various weaknesses in the system, student affect regarding the system was generally good. Chapter I. The Substantive Focus Introduction The purposes of this chapterare twofold: (1) to explicate the nature of protocol materials and (2) to describe thesubstantive focus of the Oregon Protocol Project. The former is accomplished by presenting three ways of construing protocol materials,by showing how protocols can be related to training materials,and by pointing out the assumptions about teaching which underlie protocoland training materials. The statement on the substantive
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