1 DOCUMENT RESUME .,3 . ED '217009' SP 020 185 AUTHOR Hale, Jame; R.; Spanjer, R. Allan TITLE Systematic and Objective Analysis of Instruction. .. Training Manual. INSTITUTION . Northwest Regional Educational Lab., Portland, Oreg. SPONS AGENCY Office of Educ ation (DREW), Washington, D.C. PUB DATE 72 .NOTE 273p.' EDRS PRICE MF01/PC11 Plus POstage. DESCRIPTORS *Classroom Techniques; Elementary School Teachers; Elementary Secondary Education; Group Instruction; *Inservice Teacher Education; Interpersonal Competence; Preservice Teacher Education; Secondary School Teachers; Self Evaluation (Individuals); *Student Teacher Relationship; *Teacher Behavior; *Teacher Role; Teacher Workshops ,ABSTRACT The_goal of this training manual is to improve teaching behavior through self analysis and through self-directed behavior. Designed for use by an experienced instructor, this manual c mbines theories of interpersonal relations, supervisory systems, a d teaching stAtegies in a 47-step, four-week course for either in ervice or preservice teachers. Procedures and content for each of th 47 steps is outlined, beginning with a program orientation and en ing with a perforwance evaluation by group members. Instruction con fists of lecture, seminar, and practicum activities, which are provided in the manual. Lecture and seminar topics are followed up by obs rved practicum expeiience in a laboratory setting. A bibliography of 1 items is listed for the trainers. (FG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 0 SYSTEMATIC AND OBJECTIVE ANALYSIS OF INSTRUCTION Training Manual "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY M. Mar Offe+ PC714 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." JAMES R. HALE U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTEOF EDUCATION R. ALLAN SPANJER EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as iceived from the personor organization uginatingit Minor changes have beenmade to improve reproduction quality points of view or opinions stated in this docu ment do not necessarily represent official NIE Position or peaty Northwest Regional Educational Laboratory 700 Lindsay Building/710 S.W. Second Avenue Portland, Oregon 97204 4. SYSTEMATIC AND'OBJECTIVE ANALYSIS OF INSTRUCTION This work was developed under a contract with the U. S. Office of Education, Department of Health, Education and Welfare.However, the content does not necessarily reflect the position or policy of that Agency, andno official endorsement of these materials should be inferred. 0 Copyright 1972 by the Northwest Regional EducationalLaboratory Copyright is claimed until October 1977. Thereafter, all portions of this work covered by this copyright will be in the public domain. All rights reserved. No part of this book maybe reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by Any information storage and retrieval system, without permission in writing from the Publisher. Edited by Saralie B. Northam Published by Commercial-Educational Distributing Services P. O. Box 3711 Portland, Oregon 97208 Printed in the United States of America ACKNOWLEDGMENTS The authors would like to acknowledge the contributions of Dr. Morris L. Cogan, University of Pittsburgh and Dr. John L. Wallen, Social Psychologist, Portland, Oregon, whose original ideas formed the foundations for a large portion of this manual. We would like to extend our gratitude to Mrs. Sue Buel of the Northwest Regional Educational"Laboratory, Dr. Ralph Farrow of the Oregon College of Education, Mrs. Georgie Mathews of the Portland Public Schools, Dr. John Suttle of the University of Oregon, and the many participants and trainers who have offered suggestions for the refinement of this program. A special thanks is due to Mrs. Saralie Northam for. editing the entire manual. James R. Hale R. Allan Spanjer Portland State University September 1972 Contents -Introduction Systematic and Objective xiv Analysis of Instruction Training Schedule Trainer's Bibliography xix Materials List xxi Step 1 Program Orientation 1 Program Orientation 2 Systematic and Objective Analysis of Instruction 5 Trainee'Program Schedule Directions for Trainee's Daily Log Trainee's Daily Log 9 Step 2 Lecture 10 An Introduction to Interpersonal Relations 11 (Trainee Content Outline) An Introduction to Interpersonal Relations 13 "Interpersonal Relations: Objectives and Method 20 Step 3 Practicum 21 Guidelines for Group Trainers 24 Growth of Groups 26 Group Agreements 27 Decision Making Procedures Check List 28 Group Atmosphere Check List 29 Step 4 Lecture 30 Group Processes 31 ,How to Recognize an Effective Group 37 Grdup Processes Self-Correcting Exercise 40 Step 5 Practicum 42 Effettive Group Survey 44 Step 6 Practicum 45 Summary of Effective Group Survey 47 Step 7 Lecture ' 48 Communication Skills 49 Basic Skills for Discussing Interpersonal 54 Relations Communication Skills Self-Correcting Exercise 59 ----Stair-8----------Practictmi--- .Exercises in Communication Skills 63 Group Perception Survey 66 Contents 67 Step 9 Practicum Friendly Helper Exercise 69 Group Expectation Survey 71 Step 10 Lecture 72 The Constructive Use of Feelings 73 (Trainee Content Outline) The Constructive Use of Feelings 74 80 Step 11 Practicum Summary of Group Expectation Survey 81 Communication Ratings 82 Step 12 Lecture 84 The Interpersonal Effect of Responses 85 The Interpersonal Effect of Various Responses 93 Interpersonal Effect of Various Responses 94 Self-Correcting Exercise About Praise 96 Step 13 Practicum 99 Exercise in Freeing and Binding Responses 100 101 Step 14 Lecture Processes of Interpersonal Influence 102 Processes of Interpersonal Influence 108 Self-Correcting Exercise 110 Step 15 Practicum Processes of Interpersonal Influence: 111 Situational Exercise 115 Step 16 Practicum "Who I'm Like" Exercise 116 Hurt Feelings Exercise 116 117 Step 17 Lecture A Model for Systematically ImprovingInstruction 118 (Trainee Content Outline) A Model for Systematically ImprovingInstruction .119 Goals for Systematic and Objective Analysis 126 of Instruction 127 Step 18 Practicum vi Contents Step 19 Practicum 129 Science,'Second Grade 131 Reading, Fourth Grade 134 Science, Sixth Grade 137 Arithmetic, Eighth Grade 140 U.S. Government, Tenth Grade ' 143 American History, Eleventh Gr.Ide 144 Advanced Placement English, Twelfth Grade 147 Step 20 Practicum 150 Trainee Self-Evaluation Exercise I 151 Step 21 Practicum 153 Successive Approximation 154 Step 22 Practicum 159 Teaching Transcript: U. S. History, 160 Eleventh Grade Conference Transcript 163 Step 23 Prlcticum 170 Social Studies, Fourth Grade 171 English, Eleventh Grade 174 Step 24 Practicum 177' Step 25 Seminar 178 Planning 179 Planning Self-Corrgcting Exercise 184 Step 26 Practicum 187 Step 27 Practicum 188 Step 28 Practicum 189 Step 29 Practicum 190 Step 30 Seminar 192 Step 31 Practicum 193 Step 32 Practicum 194 Trainee Self-Evaluation Exercise II 195 Steps 33-34 Practicum 196 vii Contents Step 35 Seminar 197 Systematic Analysis of, Teaching Performance 199 A Method for Analyzing Teaching Performance 203 Miniprogram Number One: Analyzlng the Way a 204 Teacher Phrases Questions Miniprogram Number Two: Analyzing the Way 209 a TeacheroElicits Pupil Response Steps 36-37 Practicum 212 Miniprogiam Number Three: Analyzing the 213 Thought Level of Teacher Questions Step 38 Seminar 220 Strategy and the Conference 222 Step 39 Practicum 232 Step 40 Ptacticum 233 Trainee Self-Evaluation Exercise III 234 Steps 41-42 Practicum 235 Miniprogram Number Four: Analyzing the Way 236 a Teacher Gives Directions Step 43 9 Seminar 238 Steps 44-45 Practicum 239 Step 46 Seminar 240 Problems and Issues in Improving Instruction 241 and Supervision Step 47 Practicum 247 Trainee Evaluation Form 248 8 viii 7 INTRODUCTION This manual presents a carefully structured program for improving classroom teachirig. The program is designed to serve preservice education students and inservice teachers desiring a mans for self- improvement, as well as supervisors, administrators and educators. It will belof interest to all who are seeking ways to help teachers objectiiteiy study, analyze and improve classroom performance. The program's central theme is compatible with the ultimate goal of supervision: the facilitation of self-analyzed, self-directed teaching behavior. The content of Systematic and Objective Analysis of Instruction has been developed from research and empirical knowledge about interpersonal relations, supervisory systems and teaching strategies.Diagrammatically, it can be illustrated as follows: Interpersonal Systematic and Objective Relations Analysis of Istruction Supervisory Teaching Systems Strategies Separately, each component of this diagram serves as a source of information for the educational practitioner. Together, as illustrated, these components represent the sum and substance of this manual. They have been conceptualized into a rationale for modifying and impr-ving teaching behavior. C- Introduction Interpersonal relations or that body of knowledge which has to.do with human relations training and group experiences provides information on a means for facilitating constructive learning, grow'h and change. This,content is essential to building a climate of freedom for personal expression, exploration of feelings