Individualized Eading, Lancuage Instruction, Authors Covers
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DOCUMENT RESUME OU6 122 'A 003 2uP AUTIMP Neutell, v.Allen, r(1. -ITLF Indivi_duali703 Curriculum and Instruction. 7NSTI711:197! Alberta Univ., Edmonton. Dept. of Elementary rducat.;on. T1113 DATE Jun Nn-t" 22nn.: Procep,;3nos ofInvitaticnal conference en 'Elementary Education prd, Panff, Alberta, nctober 20-November 1, 19F 4) AVV_IABLF rpcy, Conference OA rlerentary rducation, Dept. of Elementary Education, University of Alberta, Fdloutop. Alhor+u (Tana la)(!g.()O, handling cv,argeF ner volume) EDP, PETC! EDRS Price MF-$0.Af, PC-t0. P' nESCPIPTORS Art rlucation, 'Individual Differences, *Individualized Curriculum, hTndiviluali7ed instruction, *individualized Programs, Individualized eading, Lancuage instruction, library Instruction, Iatheratics Instruction, Physical Education, reading TrIrtructiot. science !nstructiot, Social Stu iier, Teacher vlucatiar, 'reaching Ttchniques AYSTPACT This collection of conference papers by various authors covers the fancying aspects of individualized curriculum and instruction: (1) research trenr1s,(2) applicability to specific su!,lect areas, and (1)implications for teacher education. (tI,F) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION rI THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE %CI PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS MATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. INDIVIDUALIZED CURRICULUM AND INSTRUCTION Proceedings Third Invitational Conference on Elementary Education Banff, Alberta, October 29- November 1,1969 EDITOR: M. ALLEN NEUFELD DEPAPTNITNT OF ELEMENTA3Y EDUCATION THE UNIVER.SITY OF ALBERTA 0 Eomoxrovi,ALBERTA 1 CONTENTS I.KEYNOTE ADDRESS Schools for the 70's Ralph IV. Tyler II.RESEARCH AND REALITY Individual Differences in Learning 17 Robert Glaser Is there a Best Wpy of Teaching Harold Bateman? 32 Philip Jackson III. RESEARCH IN INDIVIDUALIZED CURRICULUM AND INSIRUCTION IN SUBJECT AREASIMPLICATIONS FOR 11ILCLASSROOM Reading 43 Marion D. Jenkinson, Robert K. Jackson and M. Patricia Browne Science 60 Neil M. Purvis and Kenneth G. Jacknicke Social Studies 69 Edna C. Wilson Mathematics 75 W. George Cathcart Language 89 Patricia A. Isfcretridge, Peter Etylnechko, 0. J. flamattik, Lloyd Brown IV. TRANSLATING THEORY INTO PRACTICE IndividuallyPrescribed InstructionCurricular Organization and Research Findings 106 J. 0. Bolvin An Instructional Organization to Facilitate Individually Guided Education 121 Herbert IV. Kkusnicier V. INDIVIDUALIZED CURRICULAR TECHNIQUES IN SUBJECT AREAS Reading 143 JeanE. Robertson and Aficriel A. Ai/leek Science 151 Willard F. Reese Social Studies 158 Joseph M. Kirman Mathematics 165 Thomas P. Atkiuson Art 170 James B. Lombard Early Childhood Education 185 Jean Braithwaite. Janis Blakey, Lorene Everett and Jane Pforr Physical Education 203 Stuart Robbins The School Library 205 Laurence G. IViedrick and John G. Wright VI.INDIVIDUALIZED CUPPICULVM AND INSTRUCTION--'" IMPLICATIONS FOR TEACHER EDUCATION 217 Myer Horowitz 0 d' INTRODUCTION The Third invitational Conference on Elementary Education WP3 sponsored by the Department of Elementary Education, The University of Alberta, and was held at the Banff School of Fine Arts from October 29 to November 1, 1969. The theme, Individualized Curriculum and Instroction, was chosen because educators at all levels are becoming increasingly aware of their responsibilities in meeting the individual needs of the student. Teachers and administrators are interested in plan:ling curricular programs and instructional techniques which will allow each child to maximize his learning potential. Teacher educators are revising their programs so that the pre-service education of teachers may be a model which the teachers-to-be may emulate in their future classrooms. The plan of the Proceedings, printed here, follows the plan of the Conference. Ralph W. Tyler, in the keynote address, outlines procedures for attacking the educational problems which face us as we enter a new decade. Robert Glaser reviews the research literature on individual differences in learning and stresses the need for continued research in .-irder to understand better the needs of learners. Philip W. Jackson points out the dangers of recognizing our students only in the light of research implications for anonymous individuals. He emphasizes the need for us to give serious thought to the fact that our students are real persons who have uniqite personalities. Theory 5s translated into practice by John O. I3olvin and Herbert W. Klausmeier. Their presenta- tions deal with functional curricular and instructional organization, respectively. Subject area addresses are presented by members of the sponsoring department. These addresses feature recent research findings, implications for the classroom, and reports of techniques and procedures designed to enhance individual learning. Finally, Meer Horowitz sum- marizes the highlights of the Conference and presents important impli- cations for teacher education. The success of the conference can be attributed to a large group of people. The efforts of the whole staff of the Department of Elementary Education including the secretaries. and the graduate students were most commendable. The assistance of Myer Horowitz, Chairman of the Department, Herbert T. Coutts, Dean of the Faculty and Walter D. Neal. Vice-President of the University was much appreciated. The contributions of Bernard R. Corman, L. Doyal Nelson, and Neil M. Purvis who were chairmen of major sessions, and Laurence 0. Wiedrick, conference treasurer, helped to provide a smooth flow of operation. K. Allen Neufeld Edmonton, Alberta June, MO. SCHOOLS FOR THE 70's RALPH W. TYLER The title of my address may suggest that I am seeking to predict tho precise structures and practices of the schools during the next decade. This is not my intent. The rapid changes taking place in society and the continuing invention of new technologies make efforts at this kind of prejiction hazardous. Fortunately, the more basic matters that schools must deal with are not the forms but the purposes, the :--oblems and the guiding principles that aidin attacking the problems and achieving the purposes. Hence, my comments are directed at these more fundamental matter:: in the hope that the discussion and study that may be stimulated by such comments will help us to plan and develop schools in the 70's capable of performing the functions they are being called upon to serve. Educational Problems Faced The profound changes taking place in post-industrial nations like Canada and the United States are creating major problems for the schools. The applications of science and technology to agriculture, indus- try, business, defense and the health services have not only sharply increased per capita production and shifted the bala.lce of the economy in the direction of the production of non-material services, but they have greatly modliecl the composition of the labor force and markedly increased the demand for educated persons. The pattern of change in Canada is like that in the United States and since 1 have easier access to U.S. data, I shall cite them. A century ago more than eighty per cent of the li.S. labor force was engaged in producing and distributing material goods. This means ef production leaned heavily on unskilled and semi-skilled workers, who comprised three-fourths of the labor force. More than half was engaged in agriculture. Reaching Et-ery Child Today, the production and distribution of material goods requires only forty per cent of the U.S. labor force, while sixty per cent is em- ployed in furnishing non-material services: education, health services, recreation, the socialservices, science, engineering. accounting and administration. Less than seven per cent is engaged in agriculture, less Director Ernetehes, Centet feeAffronted Studs Mthe Beharfotal Sciences, Stanton,. ("anfornit. gt Ralph W. Tyler than five por cent is unskilled. Only a kw Canadians znd Americans without education can obtain employment. To qualify beyond the level of unskilled requires roughly the equivalent of a fifth grade education. Yet, heretofore. no nation has been able to reach and to educate all its children. In the United States today and in other western nations some- where between fifteen per cent and twenty-five per cent of the children do not gain the equivalent of a fifth-grade education. The elementary schools of postlildi strial liatiors are facing a very important task to reach every child and to enable him to gain an elementary ,education. Reaching Mn,, ! More in the Upper Grades Beyond the fifth grade, the developing opportunities available create the problem of effectively educating at least three-fourths of our youth to a higher level. The new jobs developing in our technolugicat society, are in occupations that depend heavily on intellectual and social ,kills as in the occupational areas mentioned earlier. Heretofore, most youth whose aspirations led to these occupations were either girls, or boys from homes in which one or more parents wore employed in these fields. Boys from working class homes generally aspired to jobs requiring physical strength or manual dexterity. Now, the demand for personnel for these new jobs is far greater than cm be supplied by youth who come from middle-class backgrounds. To reach youth from working class homes and to enable tl.to. to gain intellectual and social skills is a new task for the upper elementary school and the high school. New Educational