DOCUMENT RESUME

ED 074 279 VT 019 719

AUTHCR Doty, Charles R.TITLE Workshop Report on the Education of

Vocational-Technical Teacher Educators UsingMicroteaching, Video Feedback, andMicrosupervision.

INSTITUTION Rutgers, The State Univ., New Brunswick, N.J.Graduate School of Education.

SPONS AGENCY New Jersey State Dept. of Education, Trenton. Div. ofVocational Education.

PUB BATE Jan 73NOTE 66p.; Proceedings of Workshop, "Recent Developments

in Technical Education - Priority Teaching Skills"(Rutgers University, July 10-21, 1972)

EERS PRICE MF-$0.65 HC-$3.29DESCRIPTCRS Closed Circuit Television; Educational Objectives;

Feedback; Group Discussion; Microteaching;Participant Satisfaction; Skill Development; *SummerWorkshops; *Supervisory Training; *Teacher EducatorEducation; Teacher Educators; Teaching Skills;*Training Techniques; Vocational Development;*Vocational Education Teachers

IDENTIFIERS *New Jersey

ABSTRACTThis 10-day workshop, offered during the 1972 summer

session at a state university, was intended to provide practice inteaching and supervisory techniques for persons preparing to beteacher educators in vocational education. Specific educationalobjectives for workshop participants were to: CO write student andteacher performance objectives, (2) analyze a teaching skill todefine necessary behavioral objectives for the teachers, (3)demonstrate proficiency in teaching skills selected by the student,(4) provide supervision in a face-to-face conference, via remoteclosed circuit television, and in a group supervisory conference, (5)write a script for a television presentation, and (6) provide atelevision program illustrating a teaching or supervisory skill.Microteaching, video feedback, instructor feedback,micro- supervision, video recorded teaching, and supervisory modelswere used as training techniques. Instruments that providedbehavioral objectives for teaching and supervisory techniques weregiven. Participant evaluation of the workshop was positive, ,lthoughmore time is needed to practice these techniques. Also, theparticipants were too busy to analyze a teaching or supervisorytechnique in a group session. (AG)

ACKNOWLEDGMENTS

Grateful acknowledgment is extended to the New Jersey StateDivision of Vocational Education for funding the workshop.The following provided free use of their closed,circuittelevision systems - which was very much appreciated:

Performance Evaluation ProjectRutgers CollegeDepartment of EducationRutgers University

Mr. Joseph DurandDepartment of Instructional TelevisionKilmer CampusRutgers University

Students who participated were:

Sanford Heiman

Raymond "Ii_lardJames '

Florenar:- fLatz

Frank TorLnsonFrank RozmanJoseph Hopkins

Ruth Malmstrom

Roger GustafsonGay Welborn

Middlesex County College,New Jersey

Lc7.PDA Fe'_Jow -Tloctora-, t u de

Rut ge.rs v e r- t7Rumble 012 and 1.-a.fining Co.EPDA Fellow - PennsylvaniaMartin Luther King FellowSouth CarolinaSomerset County College,New JerseyEPDA Fellow - MichiganEPDA Fel:ow - Florida

Mr. Myron Corman who photographed the various phases ofthe workshop is cordially thanked.

Thanics is extended to Mr. William Lau:fon of the Departmentof Instructional Television for assisting the students inwriting a television script and managing the televisionstudio to record the teaching and supervisory sessions.

Charles R. DotyWorkshop Director,Department of Vocationaland Technical EducationRutgers University

ii

TABLE OF CONTENTS

Page

ACKNOWLEDGMENT ii

SUMMARY

INTRODUCTION 1

PURPOSE OF WORKSHOP 1

PARTICIPANTS 2

WORKSHOP STRUCTURE

Orientation 5

Work 5

Strategy 5

Schedule 6

DEFINITIONS 6

FACILITIES AND MEDIA

PARTICIPANT BEHAVIOR 10

Critical Incidents 10Micro-Teaching 11Analysis of 11Face-To-Face Supervision 11Remote Supervision by James C. O'Brien 11Group Supervision 14

TELEVISION SCRIPT 14

MODEL DEVELOPMENT 14

DIARY OF FEELINGS BY SANFORD HELMAN 15

INSTRUCTIONAL STRATEGIES SESSION BY RAYMONDHUBBARD 15

EVALUATION 17

FUTURE WORKSHOPS 17

iii

REFERENCES

APPENDIX A -

APPENDIX B -

APPENDIX C -

Prospectus

Television Release

Developing Performance Objecti -'es

Page

18

20

23

for Vocational Education 24

APPENDIX D - Writing Educational Objectives . 34

APPENDIX E - Lesson Plan 35

APPENDIX F - Video Recording Equipment : . . 37

APPENDIX G Teaching a Complete Lesson . . 38

APPENDIX H - Identify the Specific Objectivesfor a LeF-=on 41

APPENDIX I - Directing Student LbaratoryExperience 43

APPENDIX J - Oral Questioning 44

APPENDIX K - Summarizing a Lesson 46

APPENDIX L - Supervisory Protocol 47

APPENDIX M - Introduction of a Conference . 48

/ APPENDIX N - Body of a Conference 49

APPENDIX 0 - Closure of a Conference 51

APPENDIX P - Diary of Feelings by FlorenceMintz 52

APPENDIX Q - Participant Questionnaire 54

APPENDIX R - Darts-Dice Game 56

iv

SUMMARY

This workshop was offered during the 1972 summersession, July 10-21, under the title "Recent Developmentsin Technical Education - Priority Teaching Skills." Theworkshop lasted two weeks (ten days) with sessions from1:00 until 4:00. Specific educational objectives forstudent performance were:

1. Write educational objctive for .stA;dent per-formance.

Z. Write instructional c.'jectives for instructorperformance.

3. Demonstrate.proficiency in teaching skillsselected by the student_

4_ Analyze a teaching 7.u72atency to O.fine thebehaviors necessary Ear the teachef, tDaccomplish the competency.

5. Provide supervisio faceto-acconference.

6. Pro7dde supervision using remote supervisionvia closed circuit television.

7. Provide supervision in a group supervisoryconference.

8. Write a script for a television presentation.9. Provide a television program illustrating a

teaching skill or supervisory skill.

To provide the students with an opportunity topractice and accomplish the objectives, micro teaching,video feedback, instructor feedback, micro supervision,video recorded teaching and supervisory models wereprovided and instruments providing exact behaviors forteaching and supervisory techniques were given. TheInstructional Television Studio was scheduled forcommercial recording for students achieving objectiveeight and nine. In addition, seventeen and eighteenyear old persons were employed to provide real "students"for the teaching sessions.

Student evaluation of the workshop was very positive.Most indicated a desire for more instruction in teachingand supervisory techniques. There was a definite needfor more time to practice these techniques. Of the ob-jectives listed above, all were achieved except numberfour. The students were so involved in planning to teachor supervise that they could not effectively work in agroup session to analyze a teaching or supervisory technique.

INTRODUCTION

Despite the tremendous concern to improve instruction,the preparation of teacher educators is sadly lacking.University or college courses on supervision provide little,if any, provision for a potential teacher educator topractice teaching and supervisory techniques. Theory ofsupervision is lectured c:1 and discussed. But -there is noprovision for placing theory into practice w±thin thecourses.

Shirley Chase reflects the flame concern in her -17-port onM1cro-Supervion (1971,

As the need increes fiLlr more- ,ind be-7ter Ld_learedthe fidId vocational and technical

education, a greater burden is placed on vocationalteacher education programs. The crux of the problemof providing effective teacher education programsfor preservice and inservice teachers may be theeducational preparation and qualifications of theteacher educators. To cope with the increasingpressures for efficiency and effectiveness, vo-cational teacher education personnel must beadequately prepared to supervise both new and ex-perienced vocational teachers.

Just as teachers practice teaching skills, teachereducators should have opportunities for practicingtheir supervisory skills. Therefore, the conceptof using micro-teaching and video recording at thehigher level of preparing teacher educators wasconceived. Although teacher educators readilyperceive the usefulness of micro-teaching and videorecording when working with pre-service and in-service teachers, they do not ordinarily use thesetechniques as media for improving their own per-formance and behavior during supervisory conferenceswith teachers.

PURPOSE OF THE WORKSHOP

The primary purpose of this workshop was to provide,persons preparing to be teacher educators, practice inteaching and supervisory techniques. The educationalobjectives derived from this purpose were that eachstudent by the end of the workshop be able to:

1. Write educational objectives for student per-formance.

2. Write educational objectives for instructorperformance.

3. Demonstrate proficiency in teaching skillsselected by the student.

4. Analyze a teaching competency to define thebehaviors necessary for the teacher to accomplishthe competency.

5. Provide supervision in a face-to-face conference.6. Provide supervision using remote supervision via

closed circuit television.7. Provide supervision in a Group Supervisory

Conf:-en_ .

8. Write a script for a television presentation.9. Produce a television program illustrating a

teaching skill or supervisory skill.

PARTICIPANTS

The original intent of the workshop was that therewould be an equal number of beginning teachers and personspreparing to be teacher educators. This situation wouldhave allowed the beginning teachers to mainly practiceteaching techniques and the potential teacher educatorsto practice supervisory techniques. However, those enrolledfor the workshop were all preparing to be supervisors.

Due to the type of participant enrolled, this work-shop was restructured so that each person's role wasrotatorl, i.e., first a teacher then a teacher educator.This rotation of roles, hopefully, would provide theparticipants with a background of knowledge, practiceand feelings of both positions, teacher and teachereducator.

WORKSHOP STRUCTURE

Each participant practiced teaching, face-to-facesupervision, remote supervision and group supervision(see definitions following this section). In addition,the participant was involved in group sessions with theother participants when not scheduled for an activity and,also, produced a television script and video recordedmodel of a teaching or supervisory technique. All parti-cipants received information from Dr. Richard Carlson on"Instructional Strategies" and "How to Write a TelevisionScript" by Mr. William Lauzon. Figure 1 illustrates theschedule.

2

Day

12

34

56

78

910

Participant

10

TRT

TFS

RT

FS

TRS

LRRS

LGS

MParticipant

2R

TRT

TFS

RT

FS

TRS

ERRS

EGS

M

Participant

3I

TRT

TFS

RT

FS

TRS

CRRS

CGS

MParticipant

4E

TRT

TFS

RT

FS

TRS

TFRS

TGS

MParticipant

5N

TRT

TFS

RT

FS

TRS

URRS

UGS

MParticipant

6T

TRT

TFS

RT

FS

TRS

RRRS

RGS

MParticipant

7A

TRT

TFS

RT

FS

TRS

ERRS

EGS

MParticipant

8T

TRT

TFS

RT

FS

TRS

#RRS

#GS

M

Participant

9I

TRT

TFS

RT

FS

TRS

1RRS

2GS

MParticipant

10

0T

RT

TFS

RT

FS

TRS

RRS

GS

MN

T=

Teaching session

RT=

Reteaching session

FS=

Face-to-Face Supervision

RS=

Remote supervision

RRS=

Review Remote Supervision Feedback

LECTURE #1=

Dr. Carlson

LECTURE #2=

Mr. Lauzon

GS=

Group Supervision

M=

Model Development

Figure 1 Schedule

,--..-A k -

.0

--".116r

y.171%0" :7'

SELF CRITIQUING VIA VIDEO FEEDBACK (JOSEPH HOPKINS)

MICRO-TEACHING LAB (JAMES O'BRIEN)

Orientation. The orientation began with an ex-planat:7.on of the purposes of the workshop, a filmed modelof microteaching and a video recorded model of a microsupervision session. Participants then received an audiorecorded lecture with overhead projected illustrations.The lecture was concerned with educational objectiveswhich the participants were to use in their instructionand supervision. Appendix C contains the script for thelecture. Participants were requested to practice writingeducational objectives (see Appendix D). A format forlesson plans was given to the participants for their use(Appendix E). A brief discussion of the techniques ofvideo recording followed (Appendix F). Participants wereassigned the task of preparing a micro lesson, theory ormanipulative, to be taught the next day.

Work. The participants were only required to preparethree different lessons because of the teach, replan,reteach microteaching format. They also practiced face-to-face twice. They prepared one remote supervisorysession on television and, also, received feedback on oneteaching session via remote supervision. They receivedinformation (lecture #2) on television script writing,prepared a script and produced a model teaching or super-visory technique. One group supervision session was alsoa part of their experience.

In addition to this practice the participants wereasked to keep a diary of their feelings as they wentthrough these experiences.

Strategy. The strategy of instruction by the work-shop director was to allow the participants to first teachand supervise and then supply the instruments (see AppendixG and M) containing behaviors necessary to achieve certaintechniques to the participants. This method allowed theparticipants the opportunity to measure their capabilitiesbrought to the workshop against the behaviors given in theinstruments. All first sessions, teaching or supervision,were saved so the participants could view their per-formance at a later date, e.g., six months later to de-termine behavior change.

The participants were allowed to self critique theirown performance on the first teach, reteach sessions.Self critiquing was done to reduce tension and allow theparticipants to practice observing specific behaviors.

Scheduling. A person preparing a master scheduleshould allow twelve minutes for a teaching session, twentyminutes for a face-to-face Fupervisory session and thirtyminutes for a remote supeiwisory session, i.e. in which aperson is reviewing a teaching session and placing acritique on tape. Twenty minutes should be allowed for aperson to review remote supervision feedback.

DEFINITIONS

Face-to-Face Supervision with Video Feedback. Theteacher had a conference with the teacher educator, withvideo feedback. The teacher educator personally observedthe teaching session which was video recorded. Imrhediatlyfollowing the teaching session, the teacher and teachereducator, used a critique form on a selected teaching skillto evaluate the teacher's performance. The teacher edu-cator reviewed the teacher's self critique. The studentsleft the classroom, and the teacher and teacher educatorviewed the replay of the teaching session. No commentswere made by either person during the first viewing; sub-sequently, the session was analyzed and discussed. Thevideo feedback was used to solve any disagreements betweenthe teacher and teacher educator on what had actuallyoccurred.

Group Supervision. After the participants have hadthe experience of teaching, supervising and having theirperformance critiqu3d, group superv.ision is appropriate.This assumes that the participants have learned to acceptcriticism. Group supervision involves three or morepersons who show a video recording of one or more of theirperformances for analysis by the group. The workshopdirector strives for participant interaction in thissetting and must play a low profile chairmanship position,i.e., not dominate the performance analyses.

Microteaching. Cooper and Allen gave the followingdefiniTion of microteaching (1971, 1-2):

Defined most succinctly, microteaching is a teachingsituation which is scaled down in terms of Lime andnumbers of students. Usually, this has meant a 4-20minute lesson involving from three to ten students.The lesson is scaled down to reduce some of thecomplexities of the teaching act, thus allowing theteacher to focus on selected aspects of teaching.Frequently, one microteaching episode includesteaching a lesson and immediate feedback on the

6

teacher's effectiveness. This feedback may comefrom 1:;_deotape or audiotape recordings, supervisors,pupils, colleagues, or from the teacher's self-perceptions. Some of the variable aspects of micro-teaching include lesson length, number of reteaches,the amount and kind of supervision, the use ofvideotape or audiotape recordings, and number andtypes of pupils.

Microteaching is not synonymous with simulatedteaching. Rather, the teacher is a real teacher,the students are real students, and learning doesoccur in the short lessons. Many reports of micro-teaching programs describe the students as peers,that is, fellow student teachers. The authors ofthis paper do not consider this to be microteaching.In many cases, the peers are usually role playing:they are acting as they think secondary or elementaryschool students would behave. Even if they are notrole playing, but behaving naturally, they are stillnot part of the population the student teachers arepreparing to teach. While peer teaching can be avery valuable experience, the authors believe itshould not be equated with microteaching, where thestudents are "real."

In this workshop the teaching sessions were limitedto seven minutes. Students, aged 17 and 13, were employedfor the workshop.

Micro-supervision. A scaled down experience (15minutes maximum) in supervision which employs the princi-ples of microteaching in the preparation of teacher ed-ucators. In this workshop, micro-supervision involved thepractice of the skills of conducting supervisory con-ferences.

Model. A video recording of a complete or partialteaching or supervisory session which illustrates aselected skill, e.g. oral questioning or introductionof a conference.

Remote supervision. A technique whereby a teacherreceived supervision via a teacher educator's commentsrecorded on the video tape. These comments were recordedimmediately following the recording of the teacher'steaching session. This allowed the teacher to view histeaching session and then the critique. There was nopersonal contact between the teacher and teacher educator.

7

Video feedback. The procedure involved preparingvideo recordings of all micro teaching and micro-supervisionsessions to provide opportunities for participants to viewreplays of the sessions during the critique and analysisportion of the micro-teaching cycle and to evaluate changein teaching and supervisory performance.

FACILITIES AND MEDIA

Three rooms are needed for this type of workshop.One room is needed for planning and group work. Theother two rooms should each have two complete closedcircuit television systems. This arrangement allowsteaching, supervision or video feedback to be heldsimultaneously in two rooms. Also, if a set breaksdown all one needs to do is place tape on the operatingmachine and continue with a minimum amount of lost time.Time limitations must be rigorously enforced by a work-shop director.

Each room where recording is to occur should containa chalk board, flip chart, overhead projector and screen.A rug is also desirable to reduce noise.

Video tape should be calculated for use at the rateof ten minutes for each teaching session and fifteenminutes for each supervisory session planned for theparticipants. It is especially desirable to retain theparticipant's first performance/s so they can determineat a later time their behavior change. An extra tapeshould be provided for this.

GROUP SUPERVISION HELMAN , GUSTP

PLANNING ( MINTZ , GUSTAFSON , TOM',

-

7

- -

PA'ITICIPANT BEHAVIOR

Th _rector recorded critical incidentsand the participants' reactions and behavior during theworkshop. Also noted were improvements that should bemade in future workshops.

Critical Incidents. The following were the director'snotes:

1. Tendency to throw as much information at thestudents as can be done in 5-7 minutes.

2. Realization that none of the participants hadreceived any supervision after receiving theirformal education or student teaching.

3. Realization that they never had the opportunityto really "practice teach." In student teachingor supervised teaching there was no opportunityto experiment.

4. Engineering students and faculty began cominginto the rooms to ask questions about videorecorders and teaching skills. (Workshop wasconducted in the Rutgers Engineering Building).

5. Resistance to change. One student said, "Youcan't change me after all these years ofteaching."

6. Increased conversation among the participantsconcerning basic human drives and learning theory.

7. An anxiety to perform which blocked out anyattempt by the instructor to have them analyzeteaching skills.

8. An inability to break down subject content intoteachable units.

9. Minimum of involvement of students.10. Poor use of questioning techniques among some

participants.11. The expression of thanks for the opportunity to

learn to use the equipment.12. Comments on voice, appearance, cosmetic effects.13. Possible over complimenting the teacher in

supervisory sessions.14. After three teaching sessions and one face-to-

face supervisory session an expression of moreneed for feedback. In other words, theparticipants were beginning to want to changetheir behavior.

15. Voluntary viewing of teaching and supervisorysessions other than those required.

16. Wanting a clock on the wall to check theirteaching and supervisory time.

10

Microteaching. Participant behaviors when theyinitially used microteaching were:

1. High concern with subject content2. Repeated references to "we" rather than

what the student was to do3. Little involvement of students4. Usual 80% teacher talking5. Rambling in teaching - no structure of lesson

plan6. Tntroductibn of lesson virtually non-existent7. Some nervousness8. Inability to break subject content into

consumable parts for student learning9. If the time ran out the person teaching

"threw" what subject content was left atthe students.

10. Intent observation of performance on television

Needed to:

1. Give the instrument "Teaching a Complete Lesson"to the participants on the first .:ay

2. Sped more time in demonstrating the use ofthe video equipment

Analysis of Teaching/Supervision Techniques.Because of the fact that the participants would beteaching or supervising every day, they could not con-centrate to analyze techniques. They were concerned withpreparation. Group discussion always turned to presentproblems of graduate study'. One person expressed thisthought, "Practicing these techniques in this workshophas made me realize that all I have been getting is theory.I don't know how to perform. This scares me!"

Face-to-Face Supervision. Probably the greatestexpressed need was more instruction concerning supervision.Participants expressed anxiety when supervising but an-ticipated feedback on their teaching sessions. Someresistance to being critiqued was shown.

REMOTE SUPERVISIONby

James C. O'Brien, Workshop Participant

Supervision, according to Kyte (1930), is the "maximumdevelopment of the teacher into the most professionally

efficient person she is capable of becoming." Professionalefficiency was presumed when the teacher was competent inself-analysis, self-criticism and self-improvement. Kyte'stype of supervision was accomplished in a face-to-facesituation usually involving a classroom observation.

Remote supervision is a technique adapted from studiesdone by Chase, Doty and Cotrell (1971) at The Center forVocational and Technical Education, The Ohio State Univer-sity in Columbus, Ohio. This technique accomplished pro-fessional efficiency through the use of micro-teachingand video taping, the latter extending to the supervisoryconference as well.

The purpose of this paper is to relate remote super-vision as it was experienced by the participants in thisworkshop.

The preparation of the participants for remote super-vision began on the initial day of the conference. Thetechnique of micro-teaching was introduced by a filmedmodel. The participants then planned, taught and videotaped a short lesson, five to seven minutes in length,demonstrating a manipulative skill or explaining a theory.The student body consisted of four to five students atthe eleventh and twelfth grade level.

On the fourth day of the workshop this lesson, or asimilar one, was taught for remote supervision. Thetaped lesson was given to a participant assuming the roleof supervisor. The supervisor was alloted thirty minutesin which to view the tape, complete evaluation forms,formulate a criticism and tape the critique of the lessonon videotape. The tape was then returned to the teacheron the following day. The teacher was required to view

. the leSson and the critique of the supervisor, and torespond in writing to the supervisor's comments. Inaddition, the teacher had the opportunity to comment onthe supervisor's role performance, in other words, tocritique the supervisor.

The total activity provided feedback in both teacherand supervisor roles, thereby enabling the participantto receive instruction and practice in whatever role hewas playing. The schedule was so constructed that eachparticipant had an opportunity to act in both teacher andsupervisor positions. Each participant was asked torecord his feelings at the conclusion of each dailysession and to submit them at the conclusion of the work-shop.

12

Reactions and Feelings

The experience of the participants in the roles ofboth teacher and supervisor were quite candidly expressedin their commentary. A summarization of the feedbackfollows.

Participants in the teacher role generally commentedthat micro-teaching placed time restrictions upon themwhich caused them to render subpar performances. Mostteachers felt that the supervisor gave a fair and adequatecritique of their lesson. Most teachers felt that thesupervisor delivered the critique well. One personcommented negatively indicating that the supervisor seemedreluctant to criticize. This approach made the teacheruncomfortable. Only one teacher became argumentativeabout the supervisor's critique and offered severalrationalizations for his teaching behavior. Several par-ticipants expressed feelings of uneasiness before thecamera.

Participants in the supervisor role expressed concernabout how they would handle the supervisory task. Theyhad apprehensions about: 1) what to say, 2) how much tosay, and 3) how to organize it. Many of the supervisorsagain were uneasy before the camera. They expressednegative feelings about: 1) tension, 2) nervousness,3) inability to establish eye contact, and 4) difficultyin formulating and delivering commentary. However,despite these negative feelings, the teacher's responsesto their critiques were quite favorable.

Summary

The concluding remarks are drawn from the commentsmade both formally and informally throughout the remotesupervision activity. Most participants felt that themicro-teaching experience was very worthwhile and for mostof them it was an entirely new experience. They envisionedthe video-tape equipment as a very useful tool in super-vision, self-evaluation and teacher training. However,they expressed concern that too many teachers and super-visors were unfamiliar with its operation and potential use.Many participants perceived that video-taping enabled theteacher to maintain a record of progress and successfulperformance, thereby providing necessary feedback and-appropriate motivation. While participants acknowledgedthe value of video-tape and remote supervision in timeutilization for both teacher and supervisor, they did notperceive it as total replacement for face-to-face contactwith the supervisor.

13

Conclusion

The general consensus of the group was that theexperience was significantly rewarding in terms of ex-posure to new equipmeLt and new techniques. Many of themexpressed intentions of utilizing video-taping equipmentin their instructional activities for the coming year,and as a tool for se _f-improvement. Several participantsexpressed need for the workshop to be offered again inthe near future. Most participants exited the conferencewith greater appreciation for value of detailed planningand adequate supervision in the improvement of instruction,.This awareness may well be the key to their success inbecoming "professicially efficient" individuals.

group Supervision. This was evaluated by the par-ticipdnts as being extremely useful, especially theinteraction among all members. The main problem occurringin this session was the habit of participants to rationalizetheir not achieving some technique by saying, "If I had notbeen pressed for time by the micro (format) I would havesucceeded." One member finally told the group they wererationalizing - but no one seemed to listen to him.

TELEVISION SCRIPT

Mr. William Lauzon stated that pre productionrequires the planning of prop requirements, c.g., chairs,background or power. The approximate time of the programmust be known. Art work must be completed, e.g. titles,charts, pictures or working models.

There are 'three types cf scripts; 1) the fullyscripted show in which every word on the script is saidand audio and video cues plainly marked; 2) an outlinescript that shows the order of subjects to be coveredwith a general list of subjects where cues would berequired and 3) the semi scripted show that has openand close fully scripted material. The semi scriited isused for educational and var=iety shows which include ad-lib commentary and discussion. Semi scripts have definitecues, sentences or words, tha-t- allow the T.V. director tocontrol audio and video reccrding.

MODEL. DEVELOPMENT

Video recorded mo....--?1s developed :he televisionst Rio were: 1) comr°',_e lesson 2) r c..?gnizing verbalar,- non verbal cues wi-h supervis:_ry ft 'back, 3) oral

.,t_oning, 4) commol, mistakes in tear 1g, 5) intro-duc'ng a lesson and 6; Tving an assignmen-'.

14

One of the problems in producing a model in atelevision studio is the fact that if a teacher pointsto a visual aid, the studio director will focus thecamera on the visual aid. The workshop director shouldstay in the control room to direct which scenes are tobe recorded.

DIARY OF FEELINGSby

Sanford HeimanCounty College Instructor

I.was overwhelmed the first day, since this wasthe first course in Education. After the first week,I started to understand what was going on.

When Frank did my remote supervision I initiallyfelt hostile to him. I then replayed my tape and I sawa few minor mistakes that he saw. This calmed me down.Another thing that helped was no grade pressure. However,there was peer pressure. This was present and it aidedin keeping you alert.

Face-to-face supervision of Frank helped sharpensome other weak spots in presentations. Again I felt

. some hostility but it wasn't very much.

I felt the group remote session on supervision tobe most helpful.

One additional diary is in Appendix P for the readerwho may be interested in participant comments.

INSTRUCTIONAL STRATEGIES SESSIONby

Raymond Hubbard, Workshop Participant

Dr. Richard Carlson met with the participants of theRecent Developments in Technical Education Workshop onJuly 17, 1972. He introduced the participants to somenew instructional and achievement motivation strategies.These strategies can be used to help students assesstheir career goals by better understanding their ownbehavior in terms of their willingness to assume re-sponsibility and/or take chances. Three of these stra-tegies introduced were: 1) the forced learning exercise,2) memoriam, and 3) the darts-dice achievement game.

Briefly, the forced learning exercise was theinterative process of introducing each of the participants.

15

This accomplished the goal of not only getting the par-ticipants to better know each other, but tended to developa relaxed atmosphere for the remainder of the session.

The memoriam exercise allowed participants toproject long-term goals. Through a series of questions,the members had an opportunity to get personal insightinto their stated aspirations.

The darts-dice game is an achievement motivationstrategy that employs decision-making skills. The gameis a means of getting participants to discover and discussthe difference between taking personal responsibility fortheir decisions (actions) and leaving things to chance.*It is a simulation that allows the participant to ex-perience goal setting and its results.

Each participant in the game acts within threedifferent environments. The student first plays the gameisolated from other members of the group, except theinstructor. Second he plays the game while his groupobserves. He then participates as a member of a team.During these exercises participants exhibited highinvolvement.

After the exercises the participant'S had an oppor-tunity to discuss their experiences, and analyze theirbehavior. Through this discussion some specific conceptswere introduced. The main concepts covered were risktaking, feedback, and personal responsibility. Otherconcepts such as team affiliation, planning strategy,and learning through the group process were also discussed.

Through this feedback critique the participantsdiscovered transferable applications for their own par-ticular teaching and/or counseling situations. Many ofthe workshop participants expressed interest in learningmore about achievement motivation strategies. It was theopinion of the participants that the presentation was a <worthwhile addition to the workshop.

* A detailed description of the darts-dice game is inAppendix R.

16

EVALUATION

The participants evaluated the workshop on thefinal day (see Appendix Q for evaluation instrument).The participant questionnaire is based directly on theworkshop objectives. All answers to all questions werepositive. "Overall, this workshop gave me a, greaterappreciation for precision and conciseness as a nec-essary part of teaching. It made me aware of theimportance of evaluation - both by myself and by others -in the teaching process" seems to sum up the evaluativecomments by the participants.

Future Workshops

This type of workshop will be offered in the futurebecause the participants recommended that it be offeredagain. Ruth Malmstrom wrote, "(I) Feel that it shouldbe required for everyone in the program." For others whomay want to conduct such a program heed the comments ofone participant who labeled one section of the diary offeelings - "Empathy for our Leader."

CoordinationScheduling classEmploying studentsScheduling studentsBusing studentsSupervisingTechnicianTechnical advising

Too Much!

PlanningContacting resource personsSecurity for equipmentCleaning equipmentConducting sessions on

vocational competenciesFather confessor

References

Chth.se, S. A., Doty, C. R. and Cotrell, C. J. Micro-`Supervision. Columbus, Ohio: Center for Vocationaland Technical Education, October, 1971.

Kyte, G. C. How to Supervise. Boston: Houghton -Mifflin Company, 1930.

Cooper, J. M. and Allen, D. W. "Microteaching: Historyand Present Status." In Cooper, J. M. et al.Microteaching: Selected Papers. Washington, D.C.:Association of Teacher Educators, September 1971,1-32. ED 055 960.

18

APPENDIX

To:

From:

Workshop Director:

APPENDIX A

PROSPECTUS

State of o-rseyDepartmen L, EducationDivision o, vocational EducationTrenton, New Jersey 08625

Rutgers University.The State University of New JerseyNew Brunswick, New Jersey 03903

Charles R. DotyDepartment of Vocational-Technical EducationThe Graduate School of EducationRutgers University10 Seminary PlaceNew Brunswick, New Jersey 08903Telephone (201) 247-1766 ext. 6937 or

(201) 247-7636

Title: Workshop for Vocational andTechnical Instructors

Funding Source:

Duration: Two Weeks

Purpose: In-service and pre-service instructors areto be provided instruction on teachingskills, behavioral objectives for courseconstruction and practical learning problemsof adolescent and adult students. Potentialteacher educators, if enrolled, would begiven instruction on supervisory skills.

Workshop Director:

Department Chairman:

University ContractOfficer:

Consulting AgencyRepresentative:

Charles R. Doty

Char: re,z(2

. Drawba

A. Hanna

20

ALE Li::

F IC

DAMES A. HAWORTH'Assistant Treasurer

ABSTRACT

Title: Workshop for Technical and VocationalInstructors

Workshop Director: Charles R. Doty, Ph.D.Adviser in Technical EducationDepartment of Vocational-TechnicalEducation

Graduate School of EducationRutgers UniversityNew Brunswick, New Jersey 08903

Duration: Two Weeks

Problem: Vocational instructors at the secondarylevel and technical instructors at thepost-secondary level have expressed theneed for the opportunity to upgradetheir skills in teaching. Principalsand community college presidents inthe State of New Jersey have also em-phasized this need due to, evidently,their observation of inadequate teach-ing competence of some instructors.

Purpose: The purpose of this workshopwill be1) to give the participants the oppor-tunity to practice specific teachingskills and to receive feedback viaclosed circuit television and 2) toobtain video recorded teaching andsupervisory sessions that may be usedby teacher education institutions inthe State of New Jersey and, possibly,the Performance Evaluation Project.

Contributions toEducation: Participants in this workshop will be

able to explore new teaching strategieswithout having to worry about makingmistakes. And, even more important, nothave to live with mistakes made as ifthey experiment in their regular teach-ing assignments. The video recordedsessions may be used to develop modelsof teaching and supervision forfurther use by teacher educators inthe State of New Jersey.

Procedures: Principals and community collegepresidents and department chairmenwill be notified of the workshop.Existing instruments giving specificbehaviors for selected teachingskills and new instruments to be pro-vided by the Performance EvaluationProject will be examined for possibleuse. Equipment will be rented andvideo tapes purchased. Teaching andsupervisory sessions will be scheduled.Supervisory strategies will be devel-oped. The workshop will be conducted.Evaluation will be conducted immediatelyafter the workshop and three monthsinto the following school year. Reportof the workshop and evaluations,immediate and delayed, will be submitted.

Budget

Twenty-two 1/2" 1/2 hour video tapes@ $21.50 each

Students, 8 x 3 hours per day x 8days x $3.00 an hour (eleven actuallyemployed at lower rate)

$473.00

576.00

Supplies 35.00Stencils, paper, pens, envelopes

CommunicationPostage

Typing Costs

Publishing cf Report

10.00

150.00

150.00

Total $1,394.00

APPEN- TX B

Rutgers UniversityDivision of Instructional Television

Date:

I authorize you to record on film, tape, or otherwise,my name, likeness, and performance; and I furtherauthorize you your successors or assigns to usesuch recordings or films for educational televisionbroadcasting and/or closed-circuit telecasting byRutgers - The State University or any other edu-cational broadcasting station or educational insti-tution and/or for non-profit audio-visual purposeswithout limitation.

Date of Performance:

Name of Program:

Signed:

Name Printed:

Address:

To be signed only if person signing the above is aminor:

I, the undersigned being the parent or guardian of theabove named infant, do hereby consent to the aboveauthorization and consent.

Parent or Guardian:

23

APPENDIX C

DEVELOPING PERFORMANCE OBJECTIVESFOR VOCATIONAL EDUCATION

byCharles R. Doty

The objective of this report is for you, at the endof the presentation, after listening carefully, askingquestions and discussing the subject, to be able to des-cribe the context in which developing performance ob-jectives for vocational education exists and list thethree components of an educational objective.

Management by objectives in education, business andindustry is in full motion. Educational accountabilityis being demanded. Performance contracting is in theheadlines. Over population of most types of teachersplaces the teachers in the position of producing orleaving. Turn-keying, education vouchers, incentive payare all attempts to increase educational efficiency.

Besides educational or behavioral objectives thereare PPBS (Planning, Programming, Budgeting System), needsassessments, systems analysis and PERT (Program Eval-uation and Review Technique) which are being introducedand used to increase educational efficiency. State plansare demanding that the school districts describe allprograms in proper educational (behavioral) terms.

These facts make it essential that each educator,whether administrator or teacher, learn to properly writeand use educational objectives in his work. It shouldbe pointed out that most research proposals and programproposals are being turned down because no or improperlystated objectives are included.

The recent initiator of educational objectives beingproperly used was Ralph W. TyleP. Later Robert F. Magerproduced his helpful text Preparing Instructional Objective,1962. He followed this one with the text, DevelopingVocational Instruction, 1967. The market is now beingflooded with self-instructional text and accompanyingslides and audio tapes. W. James Popham and Eva L. Bakerhave two texts on the market, Establishing InstructionalGoals and Systematic Instruction. These four texts should

give a good pif-_'1ure glf educational objective constructionand instrucTic

Educat Ts have ITeally been discovering America again.What we are dc_z_g hac been initiated by military educationyears ago. F.,..zaators- have resisted their system Becausethey viewed teaching as an art - and, therefore, almostruined it: this is partially the reason for the poorreputation of education methods courses.

The context, in which developing performance object-ives for vocational education exists, begins with the fivebasic institutions of man's society; economic, educational,family, political and religious. These institutionsexpress needs and wants. Their expressions run from talkto violence. Each including the educational institutionitself, makes demands upon the educational institution.The educational institution, if it is receptive, beginsthe process of developing potential solutions to satisfythese wants and needs. (If it is not receptive, the in-stitutions, as history shows set up their own educationalsystems.)

Assuming for purposes of this report that the edu-cational institution does pursue potential solutions, twobasic questions must be answered. These are, of course,"What to teach?" and "How toteach?" both of these questionsare of equal importance.

The answer or answers to the question, "How to teach?"are derived from philosophies of education and knowledgefrom psychology of learning. These sources should providethe criteria or guidelines for instruction.

The question "What to teach?" will receive the majorexplanation in this half of this report. For those ineducation to determine what to teach, if persons repre-senting the other institutions have not been specific intheir demands, they, the educators, must establish criteriafor structuring man's knowledge and realize that withineach institution there are four domains of knowledge.These domains are formal, descriptive, prescriptive andtechnological-

Formal kr.owle,nge provides the tools tW order allknowledge. It can best be described as logic. Descriptiveknowledge is La3 iLs term implies, descriptive. This domainprovides knowladge through the results of Dbservation ofnatural arr mar_ made phenomena.

25

Prescriptive knowledge is that which provides manwith values. Decisions concerning what is good for manare formulated in this domain.

Technological knowledge is the knowledge of practiceor application. Journalism, Law, Education and ElectricalTechnology are examples of this knowledge. Each of thesedomains can be viewed separately yet cannot survive, forlong, without the support of the others.

Examples of criteria to structure man's knowledgein the five institutions of man's society are:

It includes all practices which effect humans andThings (natural or man made)It has mutually exclusive categoriesIt is adequate for structuring instructional curricula

Once the criteria have been established each institu-tion should be examined to determine its basic components.Consider the economic institution. The purpose of theeconomic institution is to provide economic goods andservices to the consumer. It accomplishes this byproducing these goods through extractive, genetic, manu-facturing or construction. Goods may be delivered directlyto the consumer from the extractive or genetic industries(goods such as coal or wood) or they can be processed bymanufacturing or construction before consumer use.

With this structure or/and an expanded one, the edu-cators can begin to develop a taxonomy. A taxonomy is alogical classification of functions and/or things, naturalor man made. It is not, for purposes of curriculumdevelopment, an occupational analysis.

Consider the question, "What happens to a workerduring his working career within the economic institution?"or "What practices are involved to provide a businessor industry with personnel?"

Following is a taxonomy of personnel practices. Majorfunctions are hiring, training, working, advancing andretiring. Logical expansion of these major functionsresults, for example, in hiring having three sub-categories;recruiting, selecting and inducting. These sub-categoriescan then be further analyzed. In the development of thetaxonomy at this level no particular occupation is con-sidered, i.e., personnel manager or education director.These practices or functions probably apply to any of theinstitutions of man's society.

26

are:A taxonomy in this form has many uses. A few of these

To structure instructional contentTo evaluate curriculaTo determine clusters of occupations

Also the taxonomy, if developed fully, gives acomplete picture of a field of knowledge within an insti-tution. This picture can be effectively used to view theentire spectrum of education. Unfortunately, such completetaxonomies are incomplete or non-existent.

Career analysis may be aided with the use of completetaxonomies. A person wanting to pursue a career inpersonnel management would be greatly aided just byseeing the taxonomy on personnel practices. This taxonomycoordinated with occupational titles with the functionslisted would show the number of career positions withinthe area.

Occupational analyses involve the thorough observa-tion and recording of all knowledge, attitudes and tasksneeded for an occupation. Techniques in analysis rangefrom the use of film, slide sequences, video recording,personal interviews, armchairing to personal observationof the worker on the job.

Occupations must be analyzed due to the fact thattitles of occupations are most inaccurate for classifyingfunctions. Titles range from custodians to systemsengineers, yet with the same functions.

Occupational analysis must move from identificationof major functions to specific tasks within those functions.For example, waiting on tables could be a major functionbut to wait on the table a task would be to set up theplace setting. In addition, the analysis must produceinformation on knowledge needed and attitudes needed.

The conversion of information from the taxonomy orthe analysis involves stating educational objectives,upon which all other educational endeavor rests. Theinformation on knowledge, functions and tasks and attitudesmust be converted to educational objectives in the cog-nitive, psychomotor and affective domains. Cognitive isknowledge. Psychomotor means manipulative skills andaffective represents attitudes.

2 7

Before one begins to immediately write these ed-ucational objectives more information or theory behindeducational objectives should be examined. If one wereto look at the first order matrix of objectives, notjust educational objectives, a person would realizethat there are various levels of influence on objectives,different types of objectives and societal applicationsof objectives. Going to the second order matrix ofobjectives one sees that objectives for any societalinstitution are affected by international, national,state, county, municipal, school, department, teacheror individual. Four types of educational objectivesexist, cognitive, affective, psychomotor and actionpattern which is a combination of the first three. Ofcourse, objectives are used by all five institutions ofman's society.

If one were to examine the cell of the matrix forthe teacher influencing the objective, the cognitiveobjective and the educational application of the object-ive a third matrix can be shown.

This third order matrix reveals that there areultimate and immediate cognitive objectives. Ultimateobjectives might be those that could be measured orwould occur in the student in the future, one week, onemonth, one year or decade from the time of the lessonor course of study. Immediate objectives would be thoseperformed by the student during the lesson or course ofstudy. Educational application of objectives would befor program planning, curriculum development of lessonsand courses, instructic., and evaluation.

Educational objectives must, therefore, be statedas ultimate or immediate, for program planning andcurriculum development.' Objectives are also stated forinstruction and evaluation. Probably the objectivesfor the prior elements would be used as guides for se-lecting instructional strategies and evaluation proce-dures. These objectives discussed apply only to thecognitive developed. When guidelines for the actionpattern become available these should also be developed.For a complete roster of educational objectives for eachfunction or task at the teacher level, thirty-two setsof mutually exclusive, yet dependent, educational objec-tives would be needed. A monumental job, but one thatmust be done in the future.

28

The development and or procurement of materialsincluding texts, laboratory manuals, equipment, supplies,selection or development of instructional strategiesand evaluation is then completed. These are piloted,revised and implemented. Evaluation occurs in theimmediate and ultimate levels. Revision or eliminationthen occurs.

Before moving into the next phase of this reporton the three components of an educational objective, itshould be pointed out that the examples to be shown arein the immediate evaluation and psychomotor levels.

Slide - Focus

Slide Blank

Slide - Title, developing learning objectives

Slide - Objectives are developed from the knowledge,values and skills needed or wanted by man'ssociety

Slide - Teachers either develop or receive these edu-cational objectives

Slide - The goals the teacher achieves depends upon histeaching objectives. Almost every beginningteacher is more concerned about what he is goingto do rather than the student. For example,you may soon find yourself saying "today I amgoing to give a lecture."

Slide - The goals the learner achieve depend upon thelearning or educational objectives.

Slide In other words the curriculum goals equal thelearner achievement.

Slide - Learning or educational objectives contain threecomponents: 1) behavior, 2) conditions, and3) standards

Slide - Behavior must be stated in specific action verbor verbs that are observable or measureable,both preferably. Immediate objectives may beobserved or measured during the course of studyor while the student is in school. Ultimateobjectives may or may not be observed or measuredby the school - but certainly will be by society.

29

Slide - Good examples of specific action verbs are:Draw a diagram forDistinguish between andWrite the definition forPoint to the

Slide Poor examples of action verbs are:Understands the constitutionIs aware of the theory of flightIs familiar with decimalsReally understands the constitution

Slide - Remember - the behavior must be an action verbthat is observable -and, hopefull, measureable.How else can you give the student and parentsa proper evaluation of student progress?

Slide - Consider the following behaviors:1) order objects by length from the shortest

to the longest.2) type a business letter.

Slide Conditions the second component of an objec-tive, define the aiding or limiting factorswhich influence the students performance orbehavior.

Slide - Consider the following conditions for the. twobehaviors stated previously:1) given 10 sticks varying in length from 2 to

12 inches, at least 1/2 inch between any twoand

Slide Again, remember that conditions define aidingor limiting factors which influence the studentsperformance or behavior.

Slide - Standards, the third component of an objective,define the accuracy or proficiency of the studentsperformances or behavior.

Slide - Standards are stated in specific terms of accuracyand time. Of the three components, this one willbe the most difficult to specify.

Slide - The two objectives, ordering objects and typinga letter, are completed with the addition of thestandards. For objective one, the student mustorder all objects in sequence in a time limit offive minutes.

30

For objective two, the format must be correct;one typographical error allowed; with a time often minutes.

Slide The learning objectives developed will be usedby the teacher to plan his lesson plans, instruc-tional strategies and evaluation procedures aswell as inform the learner what is expected of him.

Slide In summary, each learning or educational objectivehas three components: 1) behavior; 2) conditions;and 3) standards.

Slide - Learning objectives specify what is to be learnedand can guarantee more efficient learning, ifproperly written and implemented.

Writing them is not difficult as seen from thesamples included in this presentation.

Learning objectives, however, will not be anybetter than the manner in which they are implementedand used by instructors, learners and school staff.

INSTITUTIONS OF

MAN'S SOCIETY

ECONOMIC

HOW TO TEACH

EDUCATIONAL

NEEDS

FAMILY

EDUCATIONAL

WANTS

INSTITUTION

POLITICAL

WHAT TO TEACH?

RELIGIOUS

PHILOSOPHY OF EDUCATION

PSYCHOLOGY OF LEARNING

CRITERIA FOR STRUCTURING

MAN'S KNOWLEDGE

MAN'S KNOWLEDGE WITHIN

EACH INSTITUTION

FORMAL

DESCRIPTIVE

PRESCRIPTIVE

TECHNOLOGICAL

DEVELOPMENT OF

INSTRUCTIONAL

IMPLEMENTATION

EVALUATION

SATISFACTION OF

YES

STRATEGIES,

MATERIALS AND

IMMEDIATE

SOCIETAL

INSTITUTIONS

NO

EVALUATION

ULTIMATE

REVISION

OR

ELIMINATION

Cognitive

Psychomotor

Affective

Cognitive

Psychomotor

Affective

Cognitive

Psychomotor

Affective

APPENDIX D

WRITING EDUCATIONAL OBJECTIVES/INSTRUCTIONAL

STRATEGIES

CONDITIONS

BEHAVIOR1

STANDARDS

lTypes of behavior, discrimination,

problem solving, recall, manipulation

and speech, may be classified into the

cognitive, psychomotor or affective

domains.

APPENDIX E

LESSON PLAN

The lesson plan is the most ignored or misunderstood toolfor teaching and is probably the most important tool thata teacher can use. An accurate and complete lesson planwill provide: 1) a teaching guide, 2) a set of instructionalstrategies, 3) a set of educational objectives, 4) eval-uation strategies, 5) a record of teaching progress, 6)needed changes in instructional strategies and 7) afuture planning guide.

TASK/TOPIC

EDUCATIONAL OBJECTIVE FOR STUDENT

STUDENT PRIOR EDUCATION/ABILITY TO BE PRE-TESTED

INSTRUCTIONAL STRATEGY FOR INSTRUCTOR

EXECUTION OF INSTRUCTION

INTRODUCTION

PRESENTATION

STUDENT APPLICATION

SUMMARY

EVALUATION STRATEGY

SUPPLIES NEEDED

EQUIPMENT NEEDED

EVALUATION OF INSTRUCTION

36

APPENDIX F

Video Recording Equipment

Do not let the equipment become the focus of yourefforts. Set up the equipment. Focus the camera so allconcerned person, e.g. teacher and students, are includedin the picture, push the record button and leave theequipment alone until the session is completed. Do nottry close ups of persons.

Keep tapes away from heat and electrical apparatus.Play tapes that are at room temperature, 700+.Watch the rims of the reels. The tape will quickly

be ruined if the edges are cut and frayed.Clean the video recorder heads every hour.Vacuum the video recorder to remove dust.Pointing a camera at a bright light will cause a

burned spot in the vidicon tube and acorresponding black spot in the picture.

Begin recording ten to twenty turns on the tape.The first part of the tape is ruined by handling.Oil from the hands ruins tape and will reducethe life of lights if you handle them.

Do not snap controls on the recorder.Record all sessions on the tape jacket and mark

corresponding numbers on the jacket and reelso tapes will not be mixed up and recordingsaccidentaly destroyed.

When you purchase equipment make sure there is goodand fast maintenance available.

37

APPENDIX G

Instructor Teaching No.Tape No. Counter ToRater

CRITIQUE FORM 1TEACHING A COMPLETE LESSON

Directions: The following itemswill be used to analyze the teacher'steaching. If the teacher did notaccomplish the item, mark "Did NotAccomplish." If the teacher didaccomplish the item, mark "HowWell Accomplished."

HOW WELL

ACCOMPLISHED

aofEl

Did the teacher throughout the g4

w olesson: > o

(1.

1. use instructional materials that ( ) ( ) ( ) ( ) ( ) ( )

aided the student in learning(e.g., equipment, materials,audio-visual media)?

2. .provide opportunity for student ( ) P, ) ( ) ( ) ( ) ( )

response and participation?

3.

4.

5.

vary the pace and methods of (

presenting the lesson so thestudent remained interested?

react favorably toward student C

questions, answers and comments;and avoid repeating studentreplies?

present the lesson so the student (

)

)

)

(

(

(

could follow and understand thelesson from start to finish?

) ( ) ( ) ( ) ( )

) ( ) ( ) ( ) ( )

) ( ) ( ) ( ) ( )

1 Developed by Dr. Calvin J. Cotrell, Dr. Charles R. Doty,Dr. James L. Hoerner and Edward R. Hauck, The Center forVocational and Technical Education, Columbus, Ohio, March1968. Revision by Charles R. Doty, Rutgers University,August 1971.

38

..

M

HH HOW WELL5 ACCOMPLISHED0oo<

4-,0 0-1-; o w wo a ho H

m H71 s4 o co o C)Did the teacher in the introduction: 'H W 0 > 0 X

P-I < C.D f AI

1. link the lesson to student past ( ) ( ) ( ) ( ) ( ) ( )knowledge or experience so thestudent could accept the ob-jectives on his own terms?

2. state specifically what the ob- ( ) ( ) ( ) ( ) ( ) ( )jectives of the lesson were interms of student behavior?

3. state why the objectives were ( ) ( ) ( ) ( ) ( ) ( )important in terms of studentneeds?

4. state how the student would pro- ( ) ( ) ( ) ( ) ( ) ( )ceed in accomplishing the ob-jectives of the lessca?

5. state hoer le student would know ( ) ( ) ( ) ( ) ) ( )when he achieved the objectives of :-;1,,,--lesson?

Did the teacher in the presentation:

1. talk to student and not to.the(') ( ) ( ) ( ( ) ( )instrucu7LLual materials? (Note:In some prrE,:sentations, where ateacher is manipulating-materialsor machinery, the teacher mustdirect hi_ attention to these,but the -Leacher can also make thestudent f:lel he is receivingdirect attention.)

2. Iresent each idea or step in ( ) ( ) ( ) ( ) ( ) ( )the proper sequence, making eachstand out?

3. present only one idea, or method ( ) ( ) ( ) ( ) ( ) ( )of doing an operation, at a time?(Or did the teacher present twoor more ideas, or methods ofdoing an operation, which confusedthe student?)

39

U)

E000

P00

0 O4 bD

0P 0

>(1) 0

0> w < CD

4. present the information or skill ( ) ( ) ( ) ( ) ( ) ( )

with ease? (Indicating theteacher had practiced beforeattempting to teach.)

5. clarify any points not clear tothe student?

6. remain on the objective/s of thelesson? (Avoid introducingirrelevant information orskills.)

Did the teacher during ap.licationby the student:

1. observe the student practicing(mentally or physically apply-ing) and provide encouragement,correction or additional in-formation to guide the student?

Did the teacher in the summary:

1. have the student summarize keypoints rather than doing ithimself?

( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) (t" ) ( )

C. ) ( ) ( ) ( ) ( ) ( )

Comments: (What can the teacher do to improve the lesson?)

APPENDIX H

Instructor Teaching No.Tape No. Counter ToRater

IDENTIFY THE SPECIFIC OBJECTIVES FOR A LESSON1

A specific objective for a lesson is a statement describinga proposed change in a learner--a statement of what thelearner is to be like when he has successfully completed alearning experience. It is a description of a pattern ofbehavior (performance) the learner must be able to de-monstrate.2

The following items will be usedto analyze the teacher's teaching.If the teacher did not accomplishthe item, mark Did Not Accomplish.If the teacher Ha accomplish theitem, mark How Well Accomplished.

HOW WELLACCOMPLISHED

0o a)

LID

g4o

> oa <

Did the teacher in identifyingthe specific ' bjectives:

1. State the specific behavior ) ( ) ( ) ( ) ( ) ( )

that will be accepted asevidence that the learnerhas achieved the objective?

2. Specify what the learner will ( ) ( ) ( ) ( ) ( ) ( )

be provided?

3. Specify what the learner will ( ) ( ) ( ) ( ) ( ) ( )

be denied?

4. Specify unfavorable behavior ( ) ( ) ( ) ( ) ( ) ( )

to be avoided?

1Developed by the Performance Evaluation Project, VocationalTask Force, Charles R. Doty, Chairman, Rutgers University,February 1972. (Original work by Frank Blcu).

2Mager, R. F., Preparing Instructional Objectives, PaloAlto: Fearon Publishers, 1967, pp. 3-12.

41

HHOW WELL

424

E ACCOMPLISHED

0o

o a bo

g-1 g-1

g4 0 (1) 0H a) o > 0

rZ) P- =4

5. Specify the criteria of ac- ( ) ( ) ( ) ( ) ( ) ( )

cepLdble accuracy in performance?

6. Specify the criteria of ( ) ( ) ( ) ( ) ( ) ( )

acceptable time in performance?

APPENDIX I

InstructorTape No.Rater

Teaching Na.Counter To

DIRECTING STUDENT LABORATORY EXPERIENCE1

A student's laboratory experience should be care o7 ycoordinated with his prior instruction and should elearned--by doing.

The following items will be usedto evaluate the teacher's teeich.--ing. If the teacher did notaccomolish the item, mark DidNot Accomplish. If the teacherdid accomplish the item, mark

HOW WELLACCOMPLISHED

How Well Accomplished. ¢ s-,

oo w wa an .-1

'TT HDid the teacher during the lab-- >, P -- 'fci W

Ti g4 0 w o aoratory session: ,-1 a) o .,*- o x

1. Circulate among students to ( ) (.) ( ) ( ) ( ) ( )

observe student performance?

2. Periodically scan the lab- ( ) ( ) ) ( ) ( ) ( )

oratory even when given in-dividual instruction?

3. Immediately react to mal- ( ) ( ) ( ) ( ) ( ) ( )

function or improper use ofequipment, tools and supplies?

4. Provides individual instruc ( ) ( ) ) ( ) ( ) ( )

tion as needed?

5. Guides the student in thelaboratory experience ratherthan doing the work for thestudent?

( ) ( ) ( ) ( ) ( ) ( )

6. Systematically checks student ( ) ( ) ( ) ( ) ( ) ( )

progress?

7. Sequences laboratory work. ( ) ( ) ( ) ( ) ( ) ( )

1Developed by the Performance Evaluation Project, VocationalTask Force, Charles R. Doty, Chairman, Rutgers University,February 1972. 43

APPENDIX J

Instructor Teaching No.Tape No. Counter TORater

ORAL QUESTIONING1

A question is an act or instance of asking. Queati_cmdzi.the teacher promotes directed mental activity on ofthe student by providing opportunity for the student reactively involved in the lesson. The question may ha E-tar...ed.n words or may be simply an inquisitive facial exprs-__onor gesture. It requires some type of response on thaof the student: stating a fact; recalling a selecteithought; making a comparison of two things; making a Mact:za--ment; analyzing an attitude or appreciation; or, dirf-c-''-?=g-thought.

The effective use of questioning by the teacher incremstudent freedom of action, affords him more opportuni77:Easto express ideas, and makes him less dependent on theteacher..

When using questions during thelesson did the teacher:

The following items will be usedto evaluate the teacher's teach-ing. If the teacher did notaccomplish the item, mark DidNot Accomplish. If the teacheraTa accomplish the item, markHow Well Accomplished.

1. Use questions to draw in-formation from the students?

HOW WELLACCOMPLISHED

oo a) a)ra, an

rd r1>1 g4g4 0 W

P '0 W'0 0 0r-1 a) 0 ' 0 x.cz) > a ,,, c...D -gc

( ) ( ) ( ) ( ) ( )

2 Direct the questions to the ( ) ( ) ) ( ) ) ( )

entire class before callingupon an individual for aresponse?

3. Provide the student with an ( ) ( ) ( ) ( ) ( ) (

opportunity to think aboutthe question and to form-ulate an answer before re-quiring a response?

1Developed by the Performance Evaluation Project, Voca_Task Force, Charles R. Doty, Chairman, Rutgers Univerty,March 1972.

44

4HOW WELL

c), ACCOMPLISHED0

0

-I-3

o

Tig-100P

00O4

0>

0

0ta0

><

'00

00

a)

1-1

1-1

00

wX

4. Provide each student an ( ) ( ) ( ) ( ) ( ) ( )opportunity to participate?

5. Present the questions in a ( ) ( ) ( ) ( ) ( ) ( )logical order?

6. Have the student repeat his( ) ( ) ( ) ( ) ( ) ( )

answer if there was a needfor special emphasis orclarity?

7. Give attention and consi-deration to each student'sresponse?

8. Use a variety of concise,single idea, simple recalland thought-level questions?

45

( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

APPENDIX K

Instructor Teaching No.Tape No. Counter ToRater

SUMMARIZING A LESSON1

Summarizing a lesson enables the teacher to emphasize themain ideas covered in the lesson and aids him in deter-mining what the students have learned and what they needto learn.

The following items will beused to evaluate the teacher'stea4. .ing. If the teacher did "-I

1-1

not a,omplish the item, mark a HOW WELLDid Not Accomplish. If the teacher g ACCOMPLISHEDdid accomplish the item, mark How o

oWell Accomplished. < 4-,

o4-) o ad wo a.. to Hz cd H

Did the teacher in summarizing >, c..1 eo0co

qi o ou othe lesson: .r-loo>oxA > 04 < CD W

1, Provide time for a summary? ( ) ( ) ( ) ( ) ( ) ( )

2. Provide an opportunity forthe students to explain ordemonstrate the main pointsof the lesson?

3. Re-emphasize the main ideascovered in the lesson pre-sentation?

4. Reconstruct the flow of thelesson in a logical sequence?

5. Avoid introducing any newmajor ideas or concepts?

6. Provide continuity betweenthis lesson and future lessonsor experience?

( ) ( ) ( ) C ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

1Developed by the Performance Evaluation Project, VocationalTask Force, Charles R. Doty, Chairman, Rutgers University,March 1972.

46

APPENDIX L

SUPERVISORY PROTOCOL1

Because of the importance of feedback which the learnerreceives, the following guidelines may be used in super-visory conferences to produce change in behavior whetherthe learner is a teacher, teacher educator-in-trainingor coordinator.

The teacher educator and teacher should agree upon atleast one but not more than two behaviors of a skill forthe teacher to practice during the next teaching session.

The teacher educator and teacher should concentrate onlyupon the behavior of the particular skill being practicedby the teacher.

The teacher educator should avoid comments on mannerismsand cosmetic appearances. Those persons receiving videofeedback will probably notice inappropriate behaviorswithout the teacher educator's identifying them.

The teacher educator should avoid comments on sub.jectcontent except for clarity of presentation. (Thisapplies when teacher skills are being practiced.)

The person receiving video feedback should be allowed toview his session without his attention being distractedby the teacher educator's comments.

The teacher educator should assist and encourage theteacher to increase teacher - student and student - studentinteraction.

1Doty, Charles R. "Recent Experiments in Micro-Teaching."In Law, Gordon F. (Ed.) Contemporary Concepts in VocationalEducation. Washington, D.C.: American Vocational Associ-ation, 321-22.

APPENDIX M

Teacher Educator's Name

Teacher's Name Conf. No.

Rater (MTE,TE,T) Tape No.

CRITIQUE FORMINTRODUCTION OF A CONFERENCE

The introduction phase of a supervisory conference "setsthe stage" for teacher involvement in the body of theconference. The introduction should motivate the teacherto accomplish the objectives of the conference.

The following items will be usedto evaluate the teacher educator'sintroduction of the conference.

HOW WELLIf the teacher educator did notACCOMPLISHEDaccomplish the item, put an X in

the box below Did Not Accomplish.If the teacher educator did ac-complish the item, put an X in thebox which best describes How Wellthe teacher educator Accomplished P 4-1

0the item.

Did the teacher educator in the P Pe4 o ointroduction of the conference: o > o XA > P. <= C9

1. provide an appropriate physical ( ) ( ) ( ) ( ) ( ) ( )

setting? (e.g., quiet, private,comfortable atmosphere)

2. have all the necessary materials ( ) ( ) ( ) ( ) ( ) ( )

ready for use? (e.g., critiqueforms, aids, tape recordings)

3 exhibit behavior designed to ( ) ( ) ( ) ( ) ( ) ( )

relieve tension in the teacher?(e.g. informal, relaxed, andaccepting in manner)

4. communicate to the teacher the ( ) ( ) ( ) ( ) ( ) ( )

purpose of the conference?

5. relate the objectives of the ( ) ( ) ( ) ( ) ( ) ( )

,conference to previous con-ferences or experiences?

6. make a smooth transition into ( ) ( ) ( ) ( ) ( ) ( )

the body of the onnfrarpnr,p2

APPENDIX N

Teacher Educator's Name

Teacher's Name Conf. No.

Rater (MTE,TE,T) Tape No.

CRITIQUE FORMBODY OF CONFERENCE

Most of the discussion, planning, and evaluation shouldtake place during the body of the supervisory conference.It should be a time of teacher involvement and cooperativeendeavor.

The following items will be usedto evaluate how the teacher ed-ucator conducts the body of theconference. If the teacher ed-ucator did not accomplish anitem, put an X in the box belowDid Not Accomplish. If theteacher educator did accomplishthe item, put an X in the boxwhich best describes How Well theteacher educator Accomplished theitem.

During the body of the conferencedid the teacher educator:

HOW WELLACCOMPLISHED

g4.0o a)

LID rlrd

0 Q) 0 0Q) 0 > 0

41X> < CD

1. give the teacher an opportunity ( ) ( ) ( ) ( ) ( ) ( )

to express his ideas about histeaching performance? (e.g.,guided the teacher in self-evaluation)

2. identify a pattern of teaching ( ) ( ) ( ) ( ) ( ) ( )

behavior, and bring it to theteacher's attention? (e.g.,substantiate the teaching be-havior with tape recordings,records, aids, etc.)

3. offer constructive criticism in ( ) ( ) ( ) ( ) ( ) ( )

an empathetic manner? (e.g., wasspecific in evaluation of theteacher's strengths and weak-nesses)

49

HOW

WELL

ACCOMPLISHED

Oo

o.1-1 M

OOa

S-+0

00

O4

tio

WP

>

00

4J

W0Xw

4,

originate

and

suggest

new

ideas

( ) ( ) ( ) ( ) ( ) ( )

without

dominating

the

teacher's

thoughts

and

actions?

5. encourage

the

teacher

to

do

creative

thinking

and

planning?Ce.g.,

was

receptive

to

teach-

er's

ideas)

6. suggest

only

one

or

two

items

on

( ) ( ) ( ) ( ) ( ) ( )

which

the

teacher

should

con-

centrate

his

efforts

for

im-

provement?

(e.g.,

did

not

con-

fuse

the

teacher

with

too

many

ideas

at

one.time)

7. f

ollow

a logical

sequence?(e.g.,

in

discussion,

review

of

recordings,

etc.)

8.

make

good

use

of

available

time?

(e.g.,

kept

on

topic,

wasted

no

time

on

extraneous

talk)

( ) ( ) C)

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

APPENDIX 0

Teacher Educator's Name

Teacher's Name Conf. No.

Rater (MTE,TE,T) Tape No.

CRITIQUE FORMCLOSURE OF CONFERENCE

In addition to pulling together the major points of theconference and acting as a link between past and futureexperiences, the closure should leave the teacher witha feeling of achievement.

The following items will be usedto evaluate the teacher educator'sclosure of the conference. Ifthe teacher educator did not ac-complish the item, put an X in thebox below Did Not Accomplish. Ifthe teacher educator did accomplishthe item, put an X in the box whichbest describes How Well the teachereducator Accompihed the item.

During the closure of the conferencedid the teacher educator:

r

HOW WELLACCOMPLISHED

0

< g-1

0o

o a . boro

g4 0 W 0W o > 0

1. involve the teacher in reviewing ( ) ( ) ( ) ( ) ( ) ( )

the major points discussed? (e.g.,stressed important ideas andclarified any misunderstandings)

2. give the teacher an opportunity ( ) C. ) ( ) ( ) ( ) ( )

to determine and express futureobjectives? (e.g., reached anagreement on next steps to betaken)

3. keep a record of agreementsreached and make sure the teach-er had a comparable-record?

4. reinforce desirable behaviorpatterns that had been identi-fied? (e.g., ended the confer-ence on an encouraging noteand left the teacher with afeeling of accomplishment)

51

( ) ( ) ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

APPENDIX P

DIARY OF FEELINGSby

Florence Mintz

I worried at first about how I would appear - thisleft almost immediately. Should have had some visualaids - used chalkboard extensively and exclusively.Perhaps this could have been avoided if there were moretime to prepare for the first teaching sessions.

First session (demonstration of manipulative skill)a fiasco. Should have chosen one that did not requireuse of equipment. If this lesson is ever repeated, theskill should be one that can be accomplished realisticallywith what is readily available. I should have recognizedthis last evening when planning.

Second session (theory) also frustrating - couldn'tcomplete lesson in time allotted. Lesson must be re-planned. A question arises, however, as to the deter-mination of whether learning is really taking place. Ifno time is devoted to getting formative evaluation (feed-back) from students it would seem to defeat the purposeof microteaching. Should formative evaluation showlearning isnot taking place, does this not require theteacher to throw the lesson timing out and return to thepoint where learning stopped? Should not the behavioralobjectives be adapted to all learning styles as well asinnate aptitudes and abilities?

7-12 Supervised Teaching and Supervisor

First session as "Supervisor" went clumsily. Ifelt I needed some instruction. It was not until afterthe session when reading the instruments that some ofthe more important elements began to emerge. It is myopinion that the "Supervisor" should have been given theinstruments prior to the session. There are those amongus who have had supervisory experience and/or coursesin the supervision of instruction, thus they probablytend to avoid the non essential criticisms that thenovice falls prey to.

Despite my every attempt to remain non-threateningI did not succeed. The teacher whom I supervised wasdefensive and this should not be the case in a well-conducted supervisory session. Perhaps I did not compliment

52

the "good" aspects of the teaching session sufficientlyto establish the needed rapport. This requires moreattention on my part.

(In speaking with the "teacher" after the sessionhad been videotaped, his remarks to me tended to confirmmy earlier feelings i.e. he resented my comments butfelt the session was too brief to defend his teachingtechniques).

Second session as "supervised teacher," I was morecomfortable although I did not complete the lesson asintended. I have never been supervised except for abrief visit from the college supervisor during mypractice teaching days. It was not until after theteaching session was over that I gave any thought tothe "Supervisor" or his criticisms. Naturally, I worriedabout his good opinion; but after my earlier experienceas "Supervisor", I determined to take all criticism inthe spirit they were offered. I firmly believe thistakes some pre-conditioning. My "Supervisor" was ex-ceedIng kind, and I felt more at ease with him than Iimagined I would.

7-13 10 Minute Teaching Session 4

I was disappointed once more with my inability tocomplete the lesson in the time designated. Since I preferto involve students with question and answer methodrather than straight lecture the experience has shownI need practice in eliminating all but the most essentialpoints.

Although this was a session for remote supervision,someone rel:a.ined in the room to work the equipment (notDr. Doty) - this was the first time I got the sensationof role playing rather than a real teaching session. Ibelieve this feeling was heightened because I had not beenprepared to accept someone in the room other than thestudents or Dr. Doty.

PARTICIPANT QUESTIONNAIRE

Please comment on each item.

1. As a result of the orientations during theworkshop, did you understand:

A. Workshop objectives?

B. Micro-teaching procedures?

C. Supervision procedures?

D. Video feedback procedures?

2. Were you able to write educational objectivesfor student performance?

3. Were you able to write instructional objectivesfor teacher performance?

4. Were you able to efficiently practice teachingcompetencies using micro-teaching?

5. Were you able to analyze a teaching competency?

6. Were you able to efficiently practice supervisoryskills in the micro - supervision (face-to-face)conference?

54

7. Were you able to efficiently practice supervisolvskills using remote supervision via closed circuittelevision?

8. Were you able to write a television script?

9. Were you able to produce a model teaching skill?

10. Were you able to produce a model supervisoryskill? (optioidl for workshop)

11. What relevant learning did this workshop enableyou to do, if any?

55

APPENDIX R

DESCRIPTION OF THE DARTS-DICE GAME

The darts-dice game is a means of getting studentsto discover and discuss the difference between takingpersonal responsibility for their actions and leavingthings to chance. If they depend on their own skill towin the game--throwing the darts--they are taking personalresponsibility. If they choose to cast the dice, theyleave the outcome of the game to chance. Also during thegame the other two action characteristics of people withhigh n-ach (taking moderate risk and using concrete feed-back to modify behavior) are reintroduced.

I. Set-up and procedure

Game Equipment

1) Dartboard with seven possible scores (100, 80,60, 40, 30, 20, 10) and at least 6 darts.

2) Two oversized dice.

Regulations:

1) Darts are thrown from a distance of 12 feet. Thebull's -eye should be 4 feet 9 inches from thefloor.

2) The dice are cast from a shoebox.

The object of the game is to make points on eachthrow of the darts or dice. Points are made when theplayer makes his bid: i.e., before each throw, the playerbids for a certain score on the dartboard or one of severaloutcomes from rolling the dice.

If the player makes, or betters his bid, he receivesthe number of point5 he bid. If he does not make his bid,he receives 0 points. What must be achieved with thedarts and dice to obtain various numbers of points isgiven in the attached table. It should be noted and ex-plained to the players that the mathematical chances ofmaking a certain number of points are the same whetherthey cast dice or throw darts. Thus their basic choicesare how they want to earn points and how many points theybid for.

As with the ring toss game, players may strive tobetter their scores, to achieve unique results, or to dobetter than other players. Also, as in the ring tossgame, they have an opportunity to take moderate risks(i.e., to bid for scores between 30 7n) and to useconcrete feedback to modify their behavior (they maydecide to cnange their bids, to throw differently, tochange from darts to dice).

There are two basic rounds to the game, with po-tential variations in later rounds at the discretion ofthe teacher. Round one consists of six throws of eitherdarts or dice. Each player first decides whether tothrow the darts or to cast the dice. Once decided, hecannot change from darts to dice, or v se-versa, duringthe round. Before each throw the player states his bid.Bid and result are recorded on the attached record sheetfor each of the six throws. The second round is exactlylike the first. Players choose darts or dice, bid andthrow six times. A possible third round is team com-petition. Essentially it is played in the same Wayrounds one and two are played. However, each person isa member of one of two teams. Players are matched inpairs according to their total previous scores and di-vided into teams. Team points are totaled at the end.

II. Discussion

The discussion should help the students to clarifythe difference between personal responsibility andchance. Although statistically, the dice win the gameas surely as the darts, they do not demand personal skillor allow for the use of concrete feedback to modify be-havior. The students should analyze their behaviorduring the discussion after the game to see if they actuallyexhibited n-ach characteristics, and why or why not. Thefinal portion of the discussion should be devoted to thegeneralization of these ideas to their real life situations.

These questions might be used to start discussion:

1) Whom or what were you competing against?

2) Why did you choose the darts or dice?

3) Why did (didn't) you change you bid after thethrow?

4) Why did ,emu chang to darts (dice) after thefirsT'c zound7:

5) Who played the game most successfully? Whowon? How did he win?

6) Why did you choose the hie. (lair) risk bids?

7) Do you ThinY just :-e-s satisfying to winwith the dice as with the darts?

8) Can you think of other situations where youhave the choice of taking responsibility orleaving the result to chance? Which choicedo you usually make?

9) In what sittlatic,,,n have you taken the initiativeto 'milk things happen the way you wanted themto?

III. Additional comments

A few comments about "personal responsibility"may be of help to the teachers in regard to the dis-cussion. The essence of personal responsibility ishaving control over what happens: in the mozsT sparkLIngexamples, personal reponsihillity Ez taking the iniTiatLeto get thin:4-n, -Yeople Who take initiative do sowithout being compelled, assigned, or asked. They areself-starters", originators, organizers. People whoget ahead, people who are successful businessmen, tendto take initiative and personal responsibility. Theydon't like to leave things to chance.

In a sense this game illustrates only the mostrudimentary aspect of personal responsibility. Its othEr,and far more important aspects, must be taught in otherways: in the discussion following the game, through casestudies, through examples given by the teacher or identifiedin the students, through the self-change projects, etc.

As a general goal during the course the studentsshould be taking more and more personal responsibility,more and more initiative. In order for this to happen,teachers can provide opportunities for, but cannot ob-viously instruct students to take initiative. Spontaneousexamples of student initiative can be identified andrewarded. As a general rule, high standards are set, butthe students should be allowed to retain the initiative.

Exactly how this is implemented in class, of course, mustbe determined by the teacher in the particular teachingcontext.

2) High need-achievers take moderate risk. Theyset L:hallenging goals. (Depending on native talent,they stand from 6-10 feet or so.) Doing things thatare too simple doesn't give them much pleasure (standingat 1 foot). Doing things that are too hard or impossibledoesn't appeal to high achievers either. (They usuallydon't stand at 20 feet.)

2) High need-achievers make use of concrete feedback.They modify their behavior on the basis of results. Ifthey got zero ringers from 10 feet, they move up the nexttime. If they get four ringers from 5 feet, they moveback the next time to a more challenging distance.

3) They compete with some standard of excellence(to do better than others, or to get more than they gotthe previous tim:) .

4) People who take moderate risk tend to get ahead -e.g., in this game the people who got most points tookmoderate risk, etc.

During the discussion the words "moderate risk" and"using feedback" are introduced explicitly. At the endof the discussion an attempt is made to get students togeneralize these concepts to their own lives through avariety of questions. For example: "Can you think ofplaces in your life where you 'use feedback', take'moderate risk', areas where you are taking high or lowrisks? How would things change if you took moderaterisks? How might you use concrete feedbakc?" etc.

This session usually lasts an hour or more.

Name

DARTS-DICE SCORE SHEET ROUND

3

1\\\ Points

[bid results

Total

\I

/

.

If, \.

.

\\,

/

,.

.

y\ ,4

v, N V

\,

,,

k,ill4\, vA

\

WHAT MUST BE ACHIEVED TO EARN POINTS

POINTS DARTS DICE

100 100 2 on first dice and2 or 4 on second dice

80 80 or better 2 on one dice(throw only one)

60 60 or better 2 or 4 on one dice(throw one)

40 40 or better 2,4 or 6 on one dice(throw one)

30 30 or better 2,3,4, on one diceor 6 (throw one)

20 20 or better 2,3,4, on one dice5 or 6 (throw one)

10 Hit the board 2,3,4,5, or 6 on the firstdice or 2,3,4,5, or 6 on thesecond dice