And Closing the Projectall from the Viewpcint of an Integrated Plan to Understand Potential. Clossaries for Vocational Instructi
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DOCUMENT RESUME ED 026 562 AC 003 125 Basic-Remedial Education; Handbook for MDT Instructors. Tennessee State Board for Vocational Education, Nashville. Pub Date 68 Note 271p. EDRS Price MF -$125 HC-S13.65 Descriptors-AbilityIdentification, *Adult Basic Education, Bibliographies,Classroom Environment, Course Organization, *Curriculum Guides, Evaluation,Glossaries,IndividualDifferences,Instructional Materials, Learning Motivation, LearningProcesses, *Student Teacher Relationship Identifiers-*Manpower Development and Training Act,Tennessee To provide information, examples, and ideasfor teachers involved in Manpower Development Training programs, thishandbook discusses many important aspectsof such programs; basic philosophy, basicremedial education, the learning process. individual variations, classroom environment, courseoutline, lesson plans, the first and second weeks of classes, progressionOf instrUction, instructional materials and aids. and closing the projectallfrom the viewpcint of an integrated plan tounderstand and treat the trainee as anindividual, who should be helped todevelop his full potential. ClOssaries for vocational instructionand examples of evaluation and information forms are included in the appendix.Extensive references for books. materials, and films are given. cif) . U.S. DEPARTMENT OF NAMEDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. /,/ STATE BOARD FOR VOCATIONAL EDUCATION NASHVILLE 37219 BASIC-REMEDIAL EDUCATION HANDBOOK FOR MDT INSTRUCTORS STATE BOARD FOR VOCATIONAL EDUCATION NASHVILLE 37219 PREFACE This handbook has been developed as the result of a need expressed byinstructors in Tennessee Man- power Development Training programs, and waswritten as a part of the MDT instructional materials de- velopment program. As presented, the content is an attempt to satisfy the need for aguide, and to serve as a form of assistance, toBasic-Remedial Education instructors.Though Tennessee MDT curriculum materials are developed continually, until now the effort in regard toBasic-Remedial Education has been somewhat neglected to expedite the writing of occupational guides. Experience with MDT trainees has shown evidence that occupationaltraining alone is not enough to develop individuals sufficiently well rounded to maintain employment.Basic-Remedial Educationtogether with guidance and counseling services have become integral parts of thedesign engineered to fill the multiple needs of the trainee. This publication prepared as a guide for instructors of Basic-Remedial Educationshould ease new personnel through the transitional period, assist in developing course content,aid in understanding train- ee background and necds, helpin the selection and use of instructional materials and aids, and serve as a flexible guide for the training program.Though primarily intended for instructors this handbook also provides to administrators, guidance personnel, and occupational teachers,information to assist in under- standing the Basic-Remedial Education objectives and training program. It would be incorrect to assume that this handbook includes answers toall the problems of the Basic- Remedial Education instructor.However, an attempt has been made to cover the major areas ofim- portance, to include practical suggestions, and to provideforms and suggested lists of materials, aids, and references. Of course, many other items could have beenincluded both in the body of the handbook and in the appendix as well. Recommendations, both general and specific, have been stated, but allshould be interpreted with flexi- bility and latitude. If implemented with ingenuity, imagination, and concernfor the characteristics of the local group, the activities considered suggest additional oneswhich should be explored freely.In this way the handbookmaterial comes alive through contribution of useful, lasting knowledgeand skills. Also considered in depth in the handbook are the intangibles ofeducation,the ethical, moral, and cultural values typical of democratic living. Learning related to theseshould arise from realistic appli- cations which should be incorporated into the life and training ofthe individual. The handbook offers a suggested course outline, sample lessonplans, lists of instructional materials and aids, ability levels and pertinent characteristics ofeach, enrichment materials, suggested references for professional concern, forms, and numerous shopglossaries for correlation usage as well as to proffer background information for maximum understanding and successful teachingof the trainee. The handbook covers all levels of BasicRemedial Education, grades 0-9, plus the developmental stage of self-under- standing and progressall a vital part of the total training program. This handbook, published with MDTA funds, may be obtained by writtenrequest to Mrs. Frances S. McDonough, Supervisor of Curriculum Development, MDTA, 598 JamesRobertson Parkwa, Nashville, Tennessee 37219. Any reproduction of this handbook content shall becredited to Tennessee Manpower Development Training. ACKNOWLEDGEMENTS Information and materials for this.Basic-Remedial Education Handbook have been submitted by teacher educators, Basic-Remedial instructors, guidance counselors, supervisorsand other interested MDT personnel.Mrs. Frances S. McDonough, Tennessee MDT Supervisor of Curriculum Development, organ- ized, compiled, and wrote this publication. Valuable materials and assistance were contributed by MDT personnel listed below. From the Nashville Occupational Training Center: Mrs. Harriet Allen, Mathematics instructor Mrs. Dorothy M. Brady, Basic-Remedial instructor Mr. John Brittle, Mathematics instructor Mr. Ray Connor, Mathematics instmctor Mr. Cliff Huddleston, Counselor Mrs. Barbara A. Jones, Communications instructor Mrs. Helen Watson, Communications instructor Fmm the Harriman MDT School: Mrs. Margaret Jones, Communications instructor From the Knoxville Occupational Training Center: Mr. Bob Ridenour, Communications instructor Fmm the Johnson City Vocational School: Mrs. Joyce Squibb, Communications instructor A preliminary review of the completed Handbook was made by many of the group already listed as well as by the following individuals from the Harriman MDTSchool: Mrs. Ellen Ellis, Supervisor Mrs. Margaret Jones, Communications instructor Mr. Carl Stephan, Mathematics instructor Mrs. Joseph H. Williams, Communications instructor Final review of the book was completed by State Staff Members as follows: Mr. Charlie M. Dunn, Assistant Commissioner for Tennessee Vocational-TechnicalEducation Mr. Henry A. Kennon, Tennessee MDT Director Mr. Charles R. Hale, Tennessee MDT Assistant Director Mr. John Brittle, Supervisor of Basic-Remedial Education Mrs. Lorene F. Caplenor, Basic-Remedial Education Consultant, MDT Mr. William Harrison, MDT Teacher Educator for East Tennessee Mr. Albert Newall, MDT Supervisor of Evaluation Mr. R. A. Phillips, MDT Teacher Educator for West Tennessee Mr. Vernon L. Williams, MDT Guidance Supervisor Recognition is extended to Mr. G. Walter Whiteside, instructor of Drafting, atthe Nashville Area Vo- cational-Technical School, and his trainees, for the lettering on the progress charts. The effective non-technical illustrations and chapter headings were drawn by theprofessional car- toonist and illustrator, Mr. Bill Dyer, of the Knoxville News Sentinel staff.These sketches emphasize thoughts of special importance in a manner planned to fix the ideasin the mind of the reader and pique interest. Sincere appreciation is expressed to all who contributed to the preparation and review ofthis handbook. Page PREFACE ii AC KNOW LE DGE MENT iv CONTENTS viii INTRODUCTION 1 Chapter I. AN OVERVIEW 1 Philosophy 4 Basic-Remedial EducationWhat isit? 5 Goals 6 Instructor Preparation 6 Trainee Characteristics 9 Inter-relationshipsTeacher-Trainee Among Faculty Personnel andSupervision 10 13 Chapter II. THE LEARNING PROCESS 14 The Laws of Learning 15 Blocks to Learning 16 Adult Learning 16 Motivation 18 Retention 18 Comprehension 18 Progression Rates 19 Applications 19 Individual Differences 20 The Exceptional Trainee 21 Academically Disadvantaged 24 Physically Handicapped iv ' Page Emotionally Disturbed 25 Psychology of the Exceptional Individual 25 Teaching the Trainee How to Study 26 Chapter III. THE CLIMATE FOR LEARNING 29 The Appearance of the Classroom 31 The Appearance of the Instructor 33 Instructor Attitude 33 Chapter IV. PREPARING TO INSTRUCT 37 The Course Outline 38 Suggested Course Outline for Basic-Remedial Education 39 Lesson Plans 63 Chapter V. THE FIRST WEEK IN THE CLASSROOM 81 First Impressions 81 Chapter VI. THE SECOND WEEK 85 The Basic-Remedial Education Inventory 86 Recognizing Ability Levels 86 Levels Defined 88 Trainee Progress Charts 89 Chapter VII. PROGRESSION OF INSTRUCTION 95 Class Organization 95 Individual Instruction 96 Learning Should Be Fun 101 The Reading Room 105 Correl ation of Instruction 110 Related Instruction 111 Page 113 Chapter VIII. INSTRUCTIONAL MATERIALSAND AIDS 114 Instructional Material s 128 Audio-Visual Aids 150 Models, Manipulative Materials,and Assorted Aids 156 Evaluation of Instructional Aids 157 Chapter IX. THE LAST WEEK (Closingthe Project) 165 Appendix 167 Forms for Basic-Remedial EducationCumulative Files Glossaries for Use in Related Instruction 185 187 Auto Body Repair 193 Auto Mechanics 199