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Cutts, Brenda; and Others House and Home Furnishings Curriculum

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Cutts, Brenda; and Others House and Home Furnishings Curriculum DOCUMENT RESUME ED 090 40i CE 001 268 AUTHOR Cutts, Brenda; And Others TITLE House and Home Furnishings Curriculum Guide. Basic Unit, Advanced Unit, and Semester Course. Draft. INSTITUTION CleMson Univ., S.C. Vocational Education Media Center.; South Carolina Si-ate Dept. of Education, Columbia. Office of Vocational Education. PUB DATE 72 NOTE 72p.; For other guides in the unit, see CE 001 266 and 267 and CE 001 269-277 EDRS PRICE MF-$0.75 HC-$3.15 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Consumer Education; Curriculum Development; *Curriculum Guides; Educational Resources; Evaluation Methods; *High School Curriculum; *Home Furnishings; Homemaking Education; *Housing; Learning Experience; *Secondary Grades; Teacher Developed Materials IDENTIFIERS South Carolina ABSTRACT The housing and home furnishings guide, part of a consumer and homemaking education unit, was developed in ,a 3-week curriculum workshop at Winthrop College in June 1972. The identified objectives and learning experiences have been developed with basic reference to developrental tasks, needs, interests, capacities, and prior learning experiences of students. The purpose of the mate ial is to develop an awareness in which the home and its furnishings contribute to a satisfying life through fulfillment of indftAfidual and family goals. The grade 9 basic unit and grade 10 advanced unit consider various aspects of housing and home furnishings. The semester unit4 grades 10-12, examines integration of housing selection factOiS, financial and legal aspects, house plan evaluation, home furnishings, physical care, and career opportunities in,housing and home furnishings. Under each concept, three columns list behavioral objectives, learning and evaluation-,experiences, and teaching resources. (AG) V Housing and Home Furnishings Curriculum Guide Draft SemesterAdvancedBasic UnitCourseUnit Prepared by: ConsumerColumbia,OfficeState and Department HomemakingofSouth Vocational Carolina of Education Education Education29201 Section VocationalInClemson Cooperation Education University Mediawith: Center Clemson, South1972 Carolina 29631 - . at WinthropThe guide College for HousingIn June, and 1972. Home FurnishingsAcknowledgements was developed ina three week curriculum workshop of theBarnwell;Mrs.Grateful guide: Brenda appreciationand Cutts, Mrs. MattieLexington is extendedSaxon, High J. School,to L. the Mann followingLexington; Hign School,persons Mrs. Greenville, Emma who Christie,contributedwho Barnwellwrote to thethe High developmentHousing School, workshop.gaveDr.and Home Twylaleadership Furnishings Shear, in Professor the guide. development of Home ofEconomics the guide Education, and servedPennsylvaniaas curriculum State consultant University, for whothe Dr.Carolinathe Helen.Janeguide. atCrow, Loftis, Greensboro, Chairman Professor whoand servedProfessorof Home as Economics consultantof Housing Education, inand housing Management andArea,home furnishingsUniversity andof Northreviewed whoPersonnelarrangements gave support of thefor andStatethe encouzagementcurriculum Department workshop ofin Education,the anddevelopment reviewed especially ofthe Winthropthe guide.the guide. Office College, of Vocational who assisted Education, with Contents Use of the Guide Page EstimatedInterest ApproachesLength of Unitsand Courses 1171 BasicConceptualRationale Unit Framework 1513 AdvancedResourcesContentConcepts Unit 352119 SemesterResourcesContentConcepts Course 554139 ResourcesContentConcepts 836361 The identified objectives and learningUseexperiences of the Guide have been developed with norm,pointcurriculumdevelopmental andfor whothe resource tasks,asteacher individuals materialsneeds, in planning interests, willserve reflectfor as the thecapacities,a Learning instructionalrange including ofand students prior program both,sides learning who formay all experiencesasof studentsathe groupnorm. basic notandof students.represent arereference a beginning Thethe to andobjectivesplan learning Withfor learninga specified. variety experiences based of Pre-testingstudentsuponare recommendeda priorin ofa assessmentclassroom,students f ',r theand ofit homemaking cooperativetheseems performance imperative teacher.planning,status forMany thein ofgroup relation teacherstudents teaching-learning toto relative developobjectives ato the ofandexperiences self-paced learningAs the teacher may experienceslearning be necessarybecomes packages, which skilled withinmayprogrammed be inthe providedclassroom materials, for butin numeroussomepaired-learner learnersways, willincludingteams,require and independent individuallearning contracts.study, objectivesuse whichinthe their eachtask can class, respectiveisbe forachieved shelearners can roles onlyextend toin through becometheindividualizationprocess,but experience.increasinglyproviding the Bothindependentto teacherfor otaer teachersthe learnersisindividual andresponsible andself-directive inlearners learninga given have class.needs into theirlearnofA abasic ownfewto functionlearninglearnerspart of asthe a premiseslearnerSince a inbasicand seeking strategies principle methods for of tolearningindividualizing individualizeis to startinstruction.instruction. where the Priorlearner experiencesis,in theeducating teacher with herselfclothing can be regardingviewedcon- behaviorisaturemethodsstruction much on moreforallindividualizing activities. meetingatfeasible once. individual forhome instructionboth experiences, needs.teachermay Aand cooperativecomparisonhelp students to decide thanplanning,of theupon is analyses aa totalandfirst FHA immersion step.withactivitiesguidelinesTaking into can onea newfrombe step analyzedchange the :at liter- ain astime Behaviona Objectives: orsought cognitiveEducational as a resultbehaviors, objectives of teaching-learning feeling areorspecifications affectiveexperiences. behaviors, of behaviorBehaviors and outcomesdoing soughtor orpsychomotor includepost-instructionala behaviors.range of intellectualbehavior componentsaboutstruction Bywhich definition, ofmay or an bewithin individual added educational which to givelearnerthe precisionbehaviorobjectivesor of is.a togivenmust anWhen objective. havegroup the two objectivesof components:learnersThe two are byadditional amadebehavior, given operational teacher,components and content twoforare othertheor thein-context istermsconditions madeMaking or operational in inanverbal whicheducational or whenthe non-verbal learning objectiveobservableis tooperational be demonstrated behavioral also callsterms.and standardsforForstating example,of theperformance "Knowbehavior sources tocomponent be achieved.ofvitamin inaction C" meansobjectiveeducationalC." 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The nextobjective step isin tocomplete state theformtheobservablemay Burton read: familybehavior. and usingIn this the example,criteria Given three house plans and a description ofthe Burton Success in this example choicethefamily,is thecriteria relativeperformanceselect established theto eachbest of thecriterion. housein taskclass. plan as forspecified.Statethe the Burtons basis usingfor LearningthroughA learning learnerExperiences: experience andis thethrough activityreflectionengaged upon in bythe the experience. learner to learn.The selectedLearning learning occurs only maytheThelearningexperiences learn.picturesteacher's experiences For inare task theseinstance, to isbe andmaterials toanalyzed. providedeterminea learning area supplyherwritten experience role ofwith aspictures facilitatorreadsthis premise that"Analyze representsof in the amind. supply students' the Theof range pictures teacherexperiencing of qualitiescanof housinglookso thatat for .the theywhich." whichroom Anclimateserves '_'interest toconducive introduce approach" to learning.the ortopic motivational ofThe the interest lesson Interestdevice andapproach is establish Approachesa teaching is a abrief techniquepositive learning emotionalwhich activity serves climate. forto establisha dailyAn interest lesson a class- stageapproachto comeKnowledge for into islearning. not the of the classroomthe main multiple, learning from diverseimmediately experience nature priorand of is adolescentsactivities not intended andindicates tobe teachmentally that a concept, aand teacher emotionally but cannot rather preparedexpect to set a tostudentthe Theirbutroomisparticipate thethey toexperiences responsibility facilitatecome in fromparticular run learning theof thegarnetlearningclassrooms,
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