Teacher's Role: 8th Grade Mathematics (Spanish, 1960s)

Mathemat. Matria responding. Guess. Fore material. Fore instruction. for Brianch. Catalina. forch. in particular. for Brian. for [Music] experience. Intersect. Fore! Foreign! Foreign! for group of group. Fore individuals. instruction. Foreign The five films in this series illustrate a variety of ways in which teachers can incorporate programmed instruction into their total curriculum. The purpose of these films is to encourage comparison of different teaching methods rather than to recommend one specific approach. Mrs. Kaplan is using an eighth grade vocabulary program with her talented fourth grade class, a part of the Farmingdale Long Island program for gifted students. Her students are working independently on their programmed instruction assignment in preparation for general class discussion. You finished part D. How many of you found that it was more difficult than previous parts that you've had? Oh, well then perhaps if we go over some of the words a little bit, it'll be more clear. How many of you discovered a new route today? Michael Fus fuse. Fuse. Can you tell me what fuse means, Mitchell? It means um poor or poured. Okay. Poured. Let's take a word where we just add a suffix to the root fuse. And let's take the word fusion. What would you say fusion means, Rosemary? The act of pouring. Yes. When metals are melted together, we have fusion. They're actually poured or spread together. What prefix would you like to suggest to add to the root fuse? Barbara, infuse. Infuse. You're adding the prefix in. Why didn't I spell it with a double f? I spelled suffuse with a double F. Duh. Well, in suffus you um change the B into an F. So the F is doubled. But in infused the N doesn't turn into an F, so it's one F. There's no need for it, is there? Let's think of the meaning for infuse. Let's take it apart just by its parts. Barry, pour into. to spread into or to pour into. All right, let me give you two sentences and see if you can see the difference between a word like infuse and a word like inject. If I were to give a little talk to you and if I were to put words that were joke kinds of expressions into the speech and you were to laugh every once in a while, would my speech be infused with humor or would I have injected some little jokes into my talk? Stephen, you would have you would have injected. Actually, what does inject mean? Throw or cast into. Yes, it's taking something and stopping it and casting or throwing an alien thing into it. And that has its effect. We do like to hear a speaker that tells jokes, don't we? But there's another kind of speech where you don't laugh every once in a while. You may not laugh at all, but you kind of chuckle inside through the whole speech. Humor has been what? Into that speech, Marilyn? Infused. Yes, it's been poured into or spread into that speech. We can't quite put our finger on exactly where it was injected into the speech, yet it's there. So, infuse is a little different in that sense than inject. All right, let's get rid of inject since we're only working with the fuse family today. Can you give me another prefix and build another word for me in the fuse family? Because the vocabulary program was designed for older students with much wider experience. Mrs. Kaplan spends a considerable amount of time reviewing and expanding upon material covered in the program, relating the new words to everyday experience. The students make their own dictionaries of new roots, prefixes, and suffixes. Each student then combines these word parts to invent new words which their classmates critique for pronunciation, spelling, and meaning. Jur Posit AB P O S I T and it means to put away. I will add part of it at my games. Would anybody like to improve this word, Joanne? Well, I think ab positive is too hard to say since ab and a or a mean the same thing away. Maybe you should take out the B. Jerry, what do you think of that? I like it better with the B. I think app aosit is even harder than harder than adoset. Anybody else like to make another improvement, dick? Well, we could do what Joanne said and pronounce the a short a so it have a a posit. Jerry, do you like this way? Yeah. Okay. I think Stephen, maybe we could double the p. Uh, a p o s i t. The newly invented words are recorded in the class's Wildcat dictionary. Students go over these words as a way to review the roots, prefixes, and suffixes taught in the program. Steve, would you like to be our chairman and help us review the Wildcat word of words? Okay. Okay. Now, who would like to do the first word? Condict. Danny. Well, the root means talk and the prefix con means together. Altogether it means talk together and in a sentence um you could use it that class condicts that is our class condict. Okay. Who'd like to do the next word? Diane The the root dict means to talk and the suffix less means without. Alto together it means without talk. Would you please use it in a sentence? That boy is Okay. The next word Elaine redict. Well the the root dict means to talk and the prefix three means back. Altogether it means talk back. Don't redict your mother. When we did part A in program learning today we discovered a new route. Can you tell me what the new route was, Larry? Spect. Yes. What does spec mean? Barbara, look. To look. We went right into words like inspect, which is an easy word. You're all pretty familiar with it. What does inspect mean when we add the prefix in, Steven? Look into. Yes. Supposing we inspect this dictionary. What would we be doing to the dictionary? Bob, looking into it or examining it. Yes. Let's take another prefix, a prefix intro, and put it with the root spec. What word do we come up with, Lynn? Introspect, right? Well, intro means what, Lynn? Into. Yes. Well, are we introspecting the dictionary at the same time that we're inspecting the dictionary? In other words, what's the difference between a word like inspect and a word like introspect? Robert, the word intro, inspect means look into the something like a book. A a while part of the class works independently. Mrs. Kaplan discusses a lesson with a small group. This gives each child greater opportunity to participate in the discussion. In order to keep closer track of each student's progress than is possible in small groupoup discussions, Mrs. Kaplan holds regular individual counseling sessions. Let's look at your graph where you've been evaluating how many mistakes you made at the end of each part and let's see how you've been coming along. What do you think? Well, it's been getting harder towards the end because the words are much harder to understand. I noticed that. I see that you have quite a few mistake in chapter 5, parts D through F. F especially. Shall we look through those parts and see if we can't make sure that you understand why you made those mistakes now? [Applause] Okay. Let's see. Here's one. Frame 108. Supposing you read for me the critical item that they presented to you in this frame. and let's track down how come you made that mistake and see if we can't fix it up. Composure and composition are two different results of composing. When you compose a tune, you get a And what would you like to put there now that you reread it for yourself? Composition. Yes. How can you take apart the parts of the prefix and the root and the suffix? What definition will you come up with for composition? the act of put putting together. And when you compose a tune, don't you aren't you really in the act of putting things together? Yes. So, that's a better choice than the one you chose. Now, let's see what the next one should be. Continue reading. When you compose yourself, you get a No, there's no A here. There was an A in front of composition because that was the noun form of the word. You get now this is referring to yourself. You put yourself together within yourself. So then you have what? Composure, right? Not composition. So you have them just reversed, didn't you? In the Do you understand now the difference between the two? Yes. Composure refers to who? When you're putting something together? Yourself. Right. It's within you. Classroom use of programmed instruction offers the teacher a wide variety of possible roles. Mrs. Kaplan's choice of teaching methods is based on several years of experience with this unusual student program combination. Worthy of discussion is her use of large group instruction, small groupoup discussions, individual counseling sessions, and creative supplementary activities. We suggest that you discuss the relative merits of these methods and compare them with the methods illustrated in other films in this series. The five films in this series illustrate a variety of ways in which teachers can incorporate programmed instruction into their total curriculum. The purpose of these films is to encourage comparison of different teaching methods rather than to recommend one specific approach. Miss Langden's third grade class is working on a science program which was developed by the curriculum coordinator and a number of teachers in the Menllo Park School District. Miss Langden normally begins the science period with an introductory session in which she reviews relevant material and previews the work to be done. Boys and girls, I would like to go over with you now the scientific method. Who remembers what the scientific method is? What is the first thing that's involved in this? Ken, that you find out something new that you haven't found out before. All right. How else can we say that we have a what, Valerie? Once we have the problem, then what do we do? DDA, we do the hypothesis. We have an a hypothesis. What is a hypothesis? Who remembers? Robert McConey. Taking a guess at something. Taking a guess at something. Is this the real answer? Are we sure that this is going to be the right answer, Nancy? No, we're not. So then what do we have to do? Then what do we have to do? We have the problem. We have the hypothesis. What comes next, David? We get the right equipment for the experiment. We have to get the equipment, don't we? Once we have the equipment, then what do we do? Who remembers? Barry. solve the problem. All right. Now, today in your program material that you will be working in, you will be solving different problems during the course of our science period. And I'd like to put some of them up here on the board. The first one says, does air have weight? How many of you think that air does have weight? Well, most of you do, don't you? But you will be doing some experiments that will prove that it either does or it does not weigh anything. Another problem that you will be working with is where is air found? Is air found only in certain places? I don't want the answer right now. I want you to find out. After Miss Langden's introduction, the children work together on their programs. Although it is usually desirable to have students work on programs independently, some of the less able students do not pace themselves sensibly when working alone. They tend to read through the program too quickly to learn the material. Miss Langden has eliminated this problem by having her students work together in small heterogeneous groups. As a result, children who would otherwise rush through the program are paced by their fellow group members. Problem: Put a crumpled paper towel in the bottom of a dry glass. Put the glass upside down in a larger water container. What will happen to the paper? Hypothesis: A. Water will enter the glass and wet the paper as an ax. B. It will not enter the glass as in Y. See, it will go into the glass part way as in Z. At many points throughout the program, the children perform experiments as a team. The paper didn't get wet, Beverly. Are you straight? There's two problem. If you place an empty balloon under a book on a table and blow air into the balloon, what will happen? Hypothesis: A, you will not be able to blow air into the balloon because the book is too heavy. B, the air you blow into the balloon will lift the book off the table. Okay. [Applause] What does this prove? This proves that air takes up space and can lift things. Um, problem. Slice an onion into four sections and leave these on a plate in a room. After a while, what will happen? Hypothesis. No one will smell the onion. Only those near the onion will smell it. Or after a while, the whole room will smell of onion. I bet after a while, the whole room will smell like an onion. Can you both smell it? I sure can smell it. Groups which finish the assigned section of the program before the end of the work session look at film strips on related material. This the football weighs more when we can balance we can make them balance by adding weight to the dish until it weighs. After the work session, group representatives report what their groups have accomplished to the class, and Miss Langden summarizes the lesson. I would like reports now from the evaluators, please. Carol, we like the onion experiment the best. We cut it up in four slices and leave it at our desk. We thought you could only smell the onion if you were standing around it. So m So Mr. Cioli took Shel outside and when she was at the door, she could smell the onion. Carol, what was the purpose of this experiment? Well, see if onion molecules would spread through the air. Did you work well together? Do you feel this time? Mhm. You all kept up together? Yes. Good. I would like to have another evaluation report, please. Could I have hands, David? Well, today we learned that um uh that we had a balloon experiment to see um what um and we popped one balloon and then the balloon that wasn't popped um went down and we that uh um we wanted to know if air had weight. So, we did that experiment and uh also today uh we learned what air was made up is made up of. Uh it's air molecules, oxygen and nitrogen, and there's some other gases. Uh and we also learned that if you had two plants, put one in a jar and put a lid over the jar um and then the other one just out in the room, uh the one in the um the one in the jar would die first because uh plants need air. And we learned that a claim often made for programmed instruction is that each student can work at his own pace. However, Miss Langden has found that some students do not choose a sensible pace when working individually. Having students work through the program together has effectively eliminated this problem and provides a convenient basis for carrying out the experiments in the program. Worthy of discussion are Miss Langden's introductory lectures, group pacing of small heterogeneous groups, and summary sessions in which the children rather than the teacher draw conclusions. We suggest you discuss the relative merits of these methods and compare them with the methods illustrated in other films in this series. The five films in this series illustrate a variety of ways in which teachers can incorporate programmed instruction into their total curriculum. The purpose of these films is to encourage comparison of different teaching methods rather than to recommend one specific approach. Miss Shed has been trained to provide an unusual learning environment for her students so they can work independently on their reading program. The children all had difficulty adjusting to kindergarten and were thought unready for first grade reading instruction because they tended to become overstimulated in a normal classroom environment. Miss Shed uses the difficult technique of not responding to many of their actions in order not to encourage attention-seeking behavior. She ignores George's bid for attention with his drawing. He soon puts it away and takes out his reading book and pencil. Fold your hands and sit quietly. Miss Shed controls the class so that the children will feel safe. She starts a new activity by asking the children to fold their hands and sit quietly. You may begin. Because they work independently, the children are at different levels in the reading program. All have completed books one and two in which they learn to discriminate among letters. They are now working at different points in later books. Bruce is discriminating among words in book three. John is discriminating among sentences in book five. Desmond is matching patterns before starting manuscript writing. Later he will learn to draw letters using the dots as guideposts. Cheryl is writing the sentences she has just learned to read. Many of the children have short attention spans. They change activities whenever they feel tired. A child may change to clay work after a few minutes or may stay with a book for a long time. Children who are working on the same material practice reading aloud to one another. I can skip and run. I can skip. I can skip run. When they are ready, they demonstrate mastery to Miss Shed. I can skip and run. I can walk. I can walk and skip. I can skip. I can run too. This step occurs about four weeks after starting the program. She neither praises nor criticizes them. At all times, the children evaluate themselves. She relies on their success in the program to motivate them. He can fall. She can't walk or run. But I can fall. Put it underneath your desk. Fold your hands and sit quietly. Students are also given training in listening. Because this work does not require specific reading skills, the class proceeds as a group. I am going to say a sentence. If you hear shoe in the sentence, draw a circle around the word. If you don't hear shoe, draw a circle around the no number one. The baby lost her shoe. Did you hear shoe? Then circle the word. She continues her regular pace of presentation and ignores the spontaneous remarks of the children which experience has shown will stop occurring. Three. Jack and Sandy, did you did you hear you? Yeah. Four. No, but we can look. Did you hear? Look. The program has been thoroughly tested to make sure the children can do the work all by themselves, but sometimes they ask for help anyway. To foster independence, Miss Shed manages not to see them. Oh well, I guess it doesn't need to be sharpened. As individual students reach appropriate points in the reading program, Miss Shed gives them practice in combining their work in reading and listening. I am going to say a sentence. If it is the same as the sentence on your paper, circle the sentence. If it is not the same, circle the no number one. No. But we can look two. The baby lost her shoe. Three. We will find it. Some of the children become too nervous to work if they are closely watched. When presenting material to small groups, she looks away so they can do their best. Now, I would like you to tell me a sentence using the word walk. Desmond, I can walk. In conjunction with the reading program, Miss Shed carries on a systematic oral composition program. Desmond, would you like to come down and find the word walk in your sentence? Linda, would you like to tell a sentence using walk? Fanny can't walk. Classroom use of programmed instruction offers the teacher a wide variety of possible teacher roles. Miss Shed's role has been carefully planned on the basis of experience with this reading program in the classroom so that children thought unready for reading instruction can work independently and successfully. Worthy of discussion are Miss Shed's restraint in not responding to attention-seeking behavior. The fact that the children work on the program at their own pace and are free to change activities at will. Careful integration of the teachers oral presentations with the written parts of the program and reliance on success in the program to motivate the students. We suggest that you discuss the relative merits of these methods and compare them with the methods illustrated in other films in this series.