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a

W16 AN STATE UN'NERSI‘W

A STUDY OF GROUP-PROCESS METHODS

GAIL JOANNA WEBER If”;

.'.
I

BUREAU OF EDU"AT!ONAL RESEARCH
cow-:3;- ..F gaucmou' '
MIL) .56 H Smut. Univ/ENEMY!
EAST LANDING, MiCHiGAN

A PROBLEM

Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

MAS TER OF AR TS

Department of Elementary Education

1953

 

( - .7-
/ 7";‘~ 1' I-

The Topic

TABLE OF CONTENTS

The Purpose .................................

School B ackg round, .............................

Group Planning and Procedures ....................

Pictures of the Committees .......................

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

ii

40

44

46

 

THE TOPIC

4;

THE TOPIC

Beginning teachers of the middle grades often ask: How can
we bring together children and social-studies materials into learning
situations which are challenging?

Professional books often explain with excellent detail the
setting—up of objectives and methods of carrying through pupil-teacher
planning with continuous evaluation. But after the objectives have
been established the teachers find themselves lapsing into a monot—
onous daily carry-through of study assignments.

In the educational writing of the last generation the terms
"unit method" and "project method'I have been found with increasing
frequency. These are outgrowths of Dewey's early methods in his
experimental elementary school. He constructed a course based
largely on occupations, projects, and social demands, and continually
calling for expression rather than receptivity. In his school, the
teacher's work was largely that of planning and guiding to direct the
activities of the children along lines that would be helpful and educa-

_ l
tionally p rof1table .

 

l
E. P. Cubberly, Public Education in the United States (Bos—

ton: Houghton Mifflin Company, 1919), p. 445.

 

2

The teacher who wishes to organize her classroom on a proj—
ect basis should first make sure of her own genuine desire for this
type of experience and of her belief in it. As a guide and leader,
the teacher should believe that the program will give better oppor-
tunities for developing the whole child. She also should realize the
potentials for growth in the subject matter. As Gustin and Hayes
state:

This will include the development of such qualities as
originality, cooperation, ability to follow as well as to lead,
persistence in worth—while tasks, habits of facing reality and
accepting responsibility, and proper appreciation of the oppor—
tunities offered by society.

The importance of the teacher is increased when she teaches
the use of democratic principles. Children like to think that they
can help plan their own work, and they should be allowed to partici—
pate in planning. It is an educational opportunity suited to their
needs. A great deal of leadership is required to guide a group like

this into pooling its knowledge and experience, resolving its differ—

ences, and agreeing upon a constructive plan of action.

 

Margaret Gustin and Margaret Hayes, Activities in the Public

 

Schools (Chapel Hill: The University of North Carolina Press, 1934),
p. 20. '

National Education Association, Learning the Ways of De-
mocracy, Educational Policies Commission, 1941, pp. 374—7.

However, if the teacher wants to use such a course as the
democratic principles in her teachind, she must see that it is used
in all phases of her school program, rather than as an isolated
principle carried out in one situation only.

Many opportunities exist in the social studies to develop the
kind of thinking that is desirable in a democratic society such as
ours. The teacher who emphasizes the acquisition of facts and study
skills in the social studies holds different educational values from
the teacher who emphasizes not only these two objectives but also
interests, attitudes, powers of critical thinking, and social adjust~
ment to help children to adapt to the changing world. By the choice
of vital and comprehensive objectives, the second teacher is prepar—
ing pupils to live more effectively in a democracy.

John Michaelis believes that in the schools of today the social-
studies curriculum is putting an increasing emphasis upon democratic

. . 5
behavior, ideals, and processes. He also states:

 

4
J. W. Wrightstone, Appraisal of Newer Elementay School

Practices (New York: Bureau of Publications, Teachers College,
Columbia University, 1938), pp. 40—47.

 

5 John U. Michaelis, Social Studies for Children in a Democ-

racy (New York: Prentice-Hall, Inc., 1950), p. 25.

In addition to using democratic values in the school pro-
gram, the teacher must be aware of the kind of behavior which
is consistent with democratic values. The teacher must be
able to recognize democratic behavior in various situations in
order to make effective plans, to guide children to higher levels
of development, and to evaluate their growth. After all the acid
test of learning is the behavior of the child. Implicit in the
preceding statement of democratic values and processes are the
following general categories of behavior: social adjustment,
cooperation, participation, self-direction, responsibility, open-
mindedness, creativeness, concern for others, and group action.

the major outcome of experiences in the social
studies, in fact of the entire school program, is to develop
democratic individuals. This is the goal toward which all
teachers should strive. While this is idealistic, it is emphatically
stated that this fact makes it all the more challenging. Democ-
racy itself is based upon high ideals which have grown in influ—
ence and significance through the years. Let us continue to pro—
mote the growth of democratic ideals by guiding the children of
America in such a way that they develop the attributes of the

democratic person.7

BUREAU OF EDUCATIONAL RESEARCH
COLLEGE {IF EDUCATION
Mil-LEG nu STAiE UNIVERSITY

msr mama, MICHIGAN

 

6
Ibid., p. 36.

7 Ibid., p. 47.

THE PURPOSE

THE PURPOSE

It is the purpose of this study to evaluate the use of the
group-process method in the fourth grade at South Elementary School,
Warren Consolidated Schools, Warren, Michigan.

Although there has not been a great deal of research done on
the use of group processes in the social studies, there are available
many helpful studies for planning and executing programs using the
group-activity method. Ideally, the school curriculum provides an
opportunity to preserve and extend the democratic ideals. In imme—
diate practice, however, it often tends to become an instrument for

the mastery of a selected course of study.
Plans for the Study

In the elementary school, work is often planned around prob-
lems or units. These problems or units many times follow no logical
arrangement or pattern. If a person is exposed to teaching without
any clear bearing on anything real in his life, the "learning" is

8
merely an act of memorization. Carleton Washburne maintains

 

Carleton Washburne, What is Progressive Education (New
York: The John Day Company, 1952), p. 17.

 

7

that, in educating a person, we must have in mind the whole person.
One cannot isolate intellectual education. A person's body, emotions,
and experiences are all parts of the whole. He goes on to say:
We know through careful scientific research that the
more connections there are between what is learned and a
variety of experiences, the more permanent and understanding
that learning is, and the more readily it is applied to life sit-
uations.
. . . 10
According to John Michaelis, there are several background
factors teachers should keep in mind when using group processes
with elementary school children. All of them are essential consider-
ations to keep in mind in group work. They include the following:
1. Democratic group processes improve individual and group
efficiency.
2. Interaction among all members of the group facilitates
group processes.
3. Clearly stated goals should be established by the group
to guide planning, action, and evaluation.

4. Critical thinking should permeate all phases of group ac-

tion as children work to achieve common purposes.

 

9 Ibid., p. 91.

10
Michaelis, op. cit., pp. 175-78.

5. The teacher must understand and use sound problem—

solving procedures if effective group action is to be achieved.

SCHOOL BACKGROUND

10

SCHOOL BACKG ROUND

The South Elementary School is one of the newest school
plants in the Warren Consolidated System. It, as the name implies,
services the southern part of the school district. The school was
erected in 1945, and was the first school to be built under the new
consolidated district. This school district is located in the booming
Township of Warren, in Macomb County. The area has grown in
size from the time of World War 11 until the population has nearly
doubled. Several industrial plants are in the vicinity, including the
modern research technical center of General Motors Corporation.
These industrial plants provide employment for the majority of the
families in the area.

There are, on the average, 210 children enrolled in the school.
Many of these children come from families that migrated to the dis-
trict from the South, during the war. They live in rented homes,
or dwellings of substandard quality—~many in trailers; very few fam—
ilies own their own homes. The community, although only fifteen
miles from a large city, has no direct public transportation to the
City. Many of the children had only visited the city once or twice

in their lifetime.
ll

12
The South School has six teachers teaching the kindergarten
through the fifth grade. These teachers for the most part are young,
and recent graduates of teachers' colleges. Consequently, they are
schooled in the more-modern trends of education. The administra—
tion also is anxious to have teachers try out new ideas, and develop

them in the classroom.

GROUP PLANNING AND PROCEDURES

13

GROUP PLANNING AND PROCEDURES

After approximately a month of review and adjustment, the
pupils in the fourth grade at the South School still seemed to have
no true feeling for geography. The subject, as such, had not been
offered in their former classes.” The concepts were new to them,
and the children were not sure that‘it was going to be such a wel~
come experience. The teacher recognized the inherent problems that
could evolve from such a situation and decided that the pupils might
become more interested in the subject if it were made more mean-
ingful in the lives of the children involved. Consequently, she brought
forth the problem for the discussion of the entire group. (In this
discussion period, the children were given an opportunity to express
their feelings about the subject. Unfortunately, however, many of
the children had had no previous experience with being allowed a
voice in the planning procedures of the school program. They were
at first skeptical of the teacher's motives. Even after reasurances,
many were inclined to bring forth ideals which they thought would
please the teacher. These were the ones who indicated that geography

was a course that had to be endured, and that they really didn't

14

15
think the pupils would have a chance to say much about it. Others,
however, began to experience a feeling of wanting to know what the
class could do and how they could go about it. They were guided
to further discussion by the following questions: Why do we study
geography? Why doesn't it seem interesting? What would we like
to know most about geography? How can we make the study of
geography more interesting to us?

The children, in answering these questions, appeared to be

at the peak of an imaginative stage. The ”far away and long ago"
was infinitely more appealing than the ”here and now." The answers

also seemed to indicate that mere reading from a textbook did not
satisfy their desire for a close relationship with the subject matter.
There are two ways in which familiarity with such relationships

'5 own com~

may be acquired: (1) through personal experience in one
munity circles-—family, neighborhood, town or city, state and nation;
and (2.) through knowledge of other communities of which one is not
a member. For the fortunate few, the latter may be acquired first-
hand by world—wide travel. For the vast majority it must come
wholly or largely through reading and study. In View of the fact
that the class as a whole could not experience firsthand travel, the

class decided that an imaginary trip might help to make the studies

more interesting and challenging.

16

Many of the children in the group had had no previous ex-
perience in group work; therefore, the teacher suggested that the
entire class work as a committee to determine the scope of future
studies. Their lack of experience necessitated direction and discus~
sion of the work and responsibility necessary for good committee
work. It was necessary to acquaint the children with the purposes
of having committees, such as to promote economy of effort in solv-
ing problems, to enable a wider range of problems to be solved,
and to provide for sharing of experiences.

After gaining knowledge of committee work, the group began
to make plans for the imaginary trip. The children wanted to de-
cide what countries they were going to visit, and how they were going
to travel. The geography books contained many colorful pictures of
countries in other parts of the world. Billy said he would like to
visit some of these countries. Gale wanted to see some of the South
American countries. They decided to make a list of these countries,
on the board, and have a vote. Dennis, who was class secretary,
wrote down the suggested countries, and then by pbpular vote the
choices were narrowed to four. These were the countries of Mexico,
China, India, and Norway. Next on the list came the important

question of travel. The teacher suggested that the pupils find out

17
from their friends and parents just what would be needed to take
such a trip as was being planned. The ideas were to be brought
back.to class and shared vdth the group as a “dude. Then.they
would be ready to start further planning.

The next morning David entered the classroom with a down-
hearted look and blurted out, "Teacher, my Daddy says we need a
thing called a passport to take a trip. We don't have anything like
that, so I guess we'll have to study our geography the old way after
all." With this pronouncement David sat down, and immediately
thirty crestfallen, though hopeful, faces turned to the teacher for
guidance. Having anticipated such a crisis, the teacher sat down to
talk with the children. She knew that the class would have to be
guided step by step if they were to form habits that lead to orderly
ways of thinking and systematic ways of working. The teacher re-
minded them that they were all working together, and that now was
a time to discuss and get ideas from all members of the group. She
also reminded them that their trip was to be an imaginary one.
Once more the faces brightened, and a lively discussion was held,
with David as the chairman. It was finally decided that, in as much
as theirs. was to be an imaginary adventure, they could make imag—

inary pas spo rts .

18
The next step was to decide how the trip was going to de—
velop. The class decided to make a list and keep it for future ref-
erence. Sandra was chosen to write the suggestions on the black—
board because she wrote neatly and spelled very well. This is the
list decided upon by the group and the teacher:
1. Why do we need passports?
2. What does a passport look like?

How shall we make our passports?

U)

4. What clothes will we need on our trip?

5. What other things do we need for the trip?
6. How will we take our clothes?

7. What country shall we visit first?

8. How are we going to travel?

The class then made plans as to the best way to find the an-
swers to these problems. The idea of separate committees was sug-
gested and agreed upon. Each child was ready to start on the pro—
posed adventure and readily volunteered for committee work. David
was named chairman of the passport committee, as he had first
brought the problem to the attention of the group. Another commit-
tee had the responsibility of mapping the itinerary for the trip. A
third committee was to explore the question of clothing and luggage

for the trip.

19

Another discussion was held at this time as to possible sources
of information. The children decided to consult their families, friends,
and teachers who might have traveled. Reference books and resource
material from the room library were to be used, also. The teacher
had gathered an extensive library with information on the wanted
subject, and had already placed them in the library. These required
a wide range of reading ability, to serve all the pupils.

While the pupils were experiencing their first committee meet-—
ings, the (teacher was also busy. She was formulating plans for fur-
ther group study to be used when the group was ready to learn about
the people in other countries. The teacher realized that preparation
on her part was of extreme importance in the success of the study.
To further the growth of democratic principles in the children, she
must be ready to advise and give help at all) times. This was at
times more time—consuming than other ways of teaching, but the ex-
pected end result compensated for the time spent.

Each group met in a specified area of the room. There they
studied books and maps to gather information. They also combined
information received in interviews, and gradually the information was
categorized and shaped into a report to be presented to the class.

If problems arose, the teacher was on hand as a resource person.

 

 

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u.

L',‘
‘

 

20
She was able to circulate about the room, offering suggestions or giv-
ing information upon request. Often this information was a recom-
mendation to look in a certain book on the library shelf. In this
way the children were learning the techniques of using reference ma—
terial. By making the discoveries themselves, they also experienced
the .thrill'of exploring and attaining a coveted goal by their own ef-
forts. With these techniques, too, the groups were beginning to see
and make generalizations of their own.

After several days of committee meetings, the groups decided
they would like to make a report to the class. They first agreed
that all plans would have to be approved by the majority of the class
members. This was another step in their growth of democratic
processes. David's group was the first to report. They felt they
had done a good job, and were quite excited with the results. In
their own words they explained to the class the reasons for the need
of a paSSport. As they put it, "Our government wants to know where
all the people are, and they ask you to fill-out a book to tell them
when you leave the country." One boy on the committee had an uncle
who had once visited England. Jerry had borrowed his uncle's pass-
port, and brought it to school for all to see. The group had used

this paSSport as a working model, and now proudly presented a

Zl
tentative model of one that the class could make. This passport
and correspondent application were later refined for each child to
take home. There the parents helped with the correct information.
Copies of these documents have been placed in the Appendix of this
report.

The committee on transportation then reported that it had a
plan for the trip. All countries to be visited had been located on
the classroom globe and maps. On one large map, provided by the
teacher, Jimmy had drawn lines to indicate the route. The first stop
was to be in our neighbor nation of Mexico. Recrossing the border,
the next stop would be California, from which point they would ern-
bark for China. Leaving China, they would then proceed to India,
and then on to Norway. In locating these countries, the committee
had also studied their physical design, and suggested ways of trans—
portation to be used. These included the use of buses, trains, and
planes.

The rest of the class accepted this route of travel, and be-
came quite excited at the prospect of using all types of transportation.
Their one thought was to get started on the journey. This, however,
called for some sort of luggage. Now was the time for the third

committee to report. The idea of separate scrapbooks was proposed.

22

These books would act as suitcases. In them each person could place
pictures of articles to be packed. They also would provide a place
to preserve the passport.

By the end of the week, feverish activity could be observed
in the fourth-grade room. Each child had brought a scrapbook to
school, and was busily filling it with clothes and miscellaneous ar—
ticles he felt would be needed. Many children brought store catalogues
from which they clipped the things they needed. Others gathered pic—
tures from magazines. There ensued a fine atmosphere of sharing
and helping one another. Catalogues, and even various articles of
clothing were exchanged. In this way each child was able to "pack"
most of the articles he or she would need.

The teacher at this time suggested that the pupils decide
what type of clothes would be needed on the trip. By many people
contributing ideas, the children were soon able to see that one of
each article of clothing would not be enough. They were helped to
organize their thinking into long—range planning. It became apparent
that a supply of‘clean clothing would be beneficial to their health
and well-being. Parents suggested ideas, too, such as warm clothes
for the cold days in Norway and China. Frank said he was going to

take some soap powder along to do laundry, and to keep his clothes

clean. All these ideas and more began to have an effect on the
children. They began to look for practical items to be placed in
their books. The girls took combs and curlers to keep up good
grooming. The boys did likewise, and also included balls and games
to amuse themselves. The children were beginning to feel a sense
ofgroup planning, yet were still able to retain their individuality.

Barbara brought pictures of the suitcases and trunks she would
like to use. Others brought copies of airline schedules to be used
for flights. Many children began to include pictures of the countries
that were to be visited. All these articles were placed in the proper
place in the books, which were rapidly becoming a storage spot for
knowledge gained. Neatness, too, was stressed when placing the ar—
ticles on the page. This brought out the fact that in packing a real
suitcase the clothes must be neat so that they will not wrinkle. It
also afforded an opportunity for an incidental study of the art de-
partment's manner of balance and form upon the page.

While these activities continued in the classroom, the child-
ren had also started to work with the teacher and the art supervisor,
on a suitable cover for the passports. These were made from pieces
of shirt cardboard covered with construction paper. Ordinary mask-

ing tape was used for the binding.

 

 

 

24
During this period of preparation, the children were asked to

have their blood typed. It was easy for the teacher to help the active
minds to imagine that this was one of the many "shots" needed be—

fore a trip in foreign countries is undertaken.
The Trip Begins

Now that passports were finished and the bags all packed, the
class was ready to board the train that would take it on the first
leg of the journey. It was decided that the class should have a set
of values on which to base the study of each country. Once again,
suggestions were offered from the class and placed on the board.
Here are the suggested phases of study:

1. What are the people like in this country?

2. What is the main occupation of people in this country?

3. What do their houses look like and what are they made of?

4. How do they travel in this country?

5. What are the common animals to be seen in this country?

6. What manner of trade do they use to get things that they
need?

7. What is the weather like in this land?

8. What does the country and land look like?

25

The group and the teacher discussed these topics and decided
it would be easier if some questions could be combined for study by
smaller groups. These combinations were made so that they came
under the headings of (1) food, (2) clothing, (3) shelter, (4) land and
climate, (5) culture, and (6) transportation.

Now the class was ready to make a first and second choice,
according to its interests. Lorna was chosen to be class chairman,
and she in turn chose Donald and Charles to be the tellers, and tally
the choices. Once again an opportunity came for the children to gain
in their group thinking. The teacher reminded the class that, in a
democracy, the majority rules. She took this chance to tell them
that not everyone would get what he wanted. They agreed that they
couldn't always be first in games, either, and so now would accept
the decision of the tellers.

Once again the committees were ready to meet. Before going
to assigned places in the room, a review was held as to the duties
of each committee. Then the group work started in earnest. Each
committee chose a chairman and a secretary. They reviewed the
task to be accomplished and started on the work. In the following
periods before the committees met, the teacher had the chairman

give a review of the work that had been accomplished, and also

Z6
outline the work to be accomplished that day. Each day saw new
problems to be handled, and each day the children were learning
more and more the satisfaction that comes with working on an inter-
esting project.

At this time the author would like to describe the work of
the class when studying the country of China. At all times during
the study the teacher had attempted to lead the thinking of the child-
ren away from culture—imposed sterotypes. She worked out plans
and provided materials that would help to stimulate understanding
and sympathy toward other people.11

By the time the study of China came about, the children were
happily forming the habits of good group work. It was not unusual
to walk intothe fourth—grade room and see chairs pulled into a
circle. They were learning that groups are able to work much bet—
ter when the formalized pattern of seating is abandoned. The fourth—
graders and their teacher had also set up a plan for discussion within

the groups, and the quality of work that should be expected from each

member. These are the principles set up by the group:

1
Ralph C. Preston, Teaching Social Studies in the Elemen-
tary School (New York: Rhinehart and Company, 1950), p. 158.

 

 

 

27

1. Everyone should share in the planning.

2. A record should be kept of the group planning.

3. The problem must be clarified.

4. Constructive criticism should come from the group.

5. The teacher may be used as a guide and a resource per-
son.

6. Group decisions from the planning should lead to specific
plans of action..

7. Each person should work as a member of the group.

During the discussion periods and the following work periods,
the teacher was able to observe the groups to determine if effective
learning was taking place. The teacher moved about the. room at
all times, and gave suggestions as the need arose. In this way the
children felt a need, and thus richer learning was taking place. The
teacher was also able to determine the work habits of the children.
This observation helped the teacher in evaluating the success of the
project and the particular phase of the work.

The group on Culture in China reported the first day that it

would like to give a play. The play was to depict a school in China.

They hoped to include facts about the schools, the language, and the

flag of the country. The girls in the group volunteered to write

28
and stage the play. They gathered many books that showed the
Chinese way of writing with characters. They also studied some of.
the common customs of the people, and incorporated these into the
script. While the girls were busy on the play, the boys also had
work to do. Their job was to make the background scenery, and
also a copy of the Chinese flag, to hang in the schoolroom. This
flag was made by painting an old sheet that had been donated by one
of the mothers.

The Food committee wanted to keep its final presentation
secret. They studied the agriculture of the country, and learned
that brown rice was a staple of China. 50 they planned to cook and
serve rice and tea to the assembled class. Posters were also made
with samples of the grains raised in that country. One item of
special interest was a pair of chopsticks that had been loaned to
the class. These brought many peals of laughter from the class
as they tried to manipulate the sticks. There was a note of respect
added, too, for people who could use chopsticks all the time and still
have enough to eat.

Several girls were on the Clothing committee. They were
interested in’all types of clothing that the Chinese people might

wear. They studied books and pictures for styles, and to find out

29
the types of materials used. Then these girls collected articles of
clothing that had come from the Orient. They fixed these clothes
to fit themselves in the style of the Chinese. A style show was
then presented to the rest of the class members. The girls ex-
plained that they were showing clothes worn by the wealthy people.
The poorer people would probably be wearing cotton clothes in a
much simpler pattern.

Many parts of China are rainy. The group on Shelter found
that the roofs of the houses were slanted because of this fact. They
constructed a model of an old-time country home formed around a
courtyard. Peep shows were also made to show the many different
types of shelters to be found in this ancient country. In their dis-
cussion group, the children decided that they should show the kinds
of buildings found in the cities, where the Western influence was
felt. These also were shown in the peep shows.

Transportation in China ranges from the most primitive to the
very modern. The group on Transportation for the country showed
some of the old forms of travel, by the use of a modified diorama.
They made small models of sedan chairs and rickshaws. This group

also used the medium of peep shows to illustrate their subject.

30

In the study of the land and climate of China, the group quite
naturally came to the construction of maps. One map was flat, show—
ing the shape of the country. Another was a relief map to show the
mountains and rivers. Both of these maps were made so that loca—
tions could be marked on them. A roller movie was also devised.
This showed in picture form the various land forms. It also gave
the children an insight into the use of the land.

Each group was assigned a certain day on which it was to
present its specific material. On this day, reports were given and
projects shown. Each group composed a small test covering the
most important phases of its study. These tests were administered
to the rest of the grade and the teacher, and later evaluated. This
provided the teacher with one more criterion for judging the learning
of the class. To tie together the study of China, each group con—
tributed to the making of a model of a Chinese village. This model
was placed on the sand table, and the other grades in the school
were invited into the room for a formal presentation of the learning
that had taken place.

At the end of the school year, the fourth grade was fortunate
enough to be allowed to visit Michigan State College. The college

sponsored an International Festival, in which students from all nations

31

represented at the college were participating. This gave the fourth-
graders a chance to see and talk to people from the countries that
they had been studying about. It helped to round off the trip with
a satisfying culmination. Each child was sure that he really knew

about (geography, and some of the foreign lands in our wide world.

PICTURES OF THE COMMITTEES

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EVALUATION

37

EVALUATION

Pupil Participation

When the school year was coming to a close, the teacher
asked the class to aid her in evaluating the process by which they
had been learning. Sandra and Lorna passed out slips of paper on
which each child was to write his reactions. The specific questions
to be answered were:

1. Did we find out what we wanted to know?
2. Did we gain any new sources of study?
3. Did you like to work in groups?

4. Did you have fun?

Evaluation is something that is closely related to the learning
process, and not something to be found outside the learning experience.
These questions were intended to help the children be critical in their

appraisal over something about which they were directly concerned.

38

39

Te ac he r '3 Evaluation

After looking the papers over, the teacher could see that the
Children had gained information, as well as enjoyed the study of
geography. In further evaluation, these points of growth and im-
provement seemed inxportant:

1. The program grew out of the natural interest of the
children.

2. It was a cooperative effort on the part of everyone.

The children shared ideas and materials.

b.»

4. Each one had. given constructive criticisms and had ac-

cepted them as well.

5. Geography became meaningful.

6. Research and reports to the class gave a definite re—
sponsibility.

7. Being part of an integrated group where one's contribution
was recognized had therapeutic value.

8. Definite pupil—teacher rapport had developed through the

group's planning togethe r.

CONCLUSIONS

40

CONCLUSIONS

The Association for Supervision and Curriculum Development
believes the schools of today can achieve democracy through the use
of these:

--pupils, teachers, and administrators grow in understanding
what life is all about.

-—everyone has a chance to test for himself what is important
and what isn't.

-—youngsters learn by making choices and seeing how they work.

“youngsters have a chance to think and talk about our social
structure and decide how it may be improved.

-——what happens in the school is determined by what boys and
girls need individually and in groups, now and tomorrow.

-—the curriculum—-what boys and girls do in school——has meaning
and significance for the youngsters.

——all community agencies, including our homes and schools, work
together for better education.

--there is mutual respect and confidence as we work together to
improve our schools.

--school programs are continually being weighed and improved
in the light of tested ways of working.

-«parents and citizens are helped to understand what their young-
sters need to learn and how it can be taught.

—-state and federal aid goes to communities which can not pay
for good schools.

 

12
National Education Association, Leadership Through Supei—

vision, Association for Supervision and Curriculum Development, 1946,
p. 123.

 

41

42

Through the use of group planning and group—process methods
of teaching, the author is convinced that better learning has taken
place in this fourth grade. The children gained experience in cooper—-
ative, harmonious living with others. They had numerous opportunities
for sharing ideas, for listening to the suggestions of others, and for
agreeing or disagreeing courteously with suggested plans. Through
experiences in cooperative planning the children developed desirable
social traits essential to happy group living. Courtesy in speaking
and listening, thoughtful consideration of the opinions and ideas of
others, and willingness to abide cheerfully by the decision of the
majority are some other learning products that resulted from par—
ticipation in the making of group plans.

Another important value derived from the group planning was
that emotionally the children accepted the learning activities and
learning assignments involved in the class project because they helped
to plan it. The activities were truly functional in that they were di-
rectly related to the children's own interests and purposes. They
could see an immediate application which gave meaning to the geog-
raphy activities in the project. By participating, the child inevitably
recognized that the success or the plans largely depended on his

-¢.
ability to interpret and use geographical concepts and terms.

43

The ideas of group and committee work carried over into
other areas of the school program. To sum up, in the pupils' own
words:

1. We like to do our work this way.

2. It is more fun to work in a group.

3. We like to hear what other people have learned.

4. We like to study together.

5. The teacher isn't the only one who tells what she knows.

BIB LIOG RAP HY

44

BIBLIOGRAPHY

Cubberly, E. P., Public Education in___the United State}; (Boston:
Houghton Mifflin Company, 1919).

 

 

Gustin, Margaret, and Margaret L. Hayes, Activities in the Public
School (Chapel Hill: The University of North Carolina Press,
1934L 290 pp.

 

Jones, Arthur J., E. D. Grizzel, and Wren Jones Grinstead, Principles

 

9f_Unit Construction (New York: McGraw-Hill Book Company,
Inc., 1939). 231 pp.

 

Leadership Through Supervision. Association for Supervision and
Curriculum Development (Washington: National Education
Association, 1946). 123 pp.

Learning the Ways of Democracy. Educational Policies Commission,
1941. 478 pp.

 

Michaelis, John U., Social Studies for Children in a Democracy (New
York: Prentice—Hall, Inc., 1950). 466 pp.

 

Preston, Ralph C., Teaching Social Studies in the Elementagy School
(New York: Rhinehart and Company, Inc., 1950). 337 pp.

Social Studies for Older Children. National Council for the Social
Studies (Washington: National Education Association, 1953).

139 pp.

 

Washburne, Carleton, What Is Progressive Education (New York:
The John Day Company, 1952). 155 pp.

 

Wrightstone, J. Wayne, Appraisal of Newer Elementary School Prac-
tices (New York: Bureau of Publications, Teachers College,
Columbia University, 1938). 221 pp.

45

APPENDIX

46

47

PASSPOR T APPLICA TION

United States of America

State of

 

County of

 

I, , a pupil of the Warren Con—

 

solidated Schools, hereby apply to the Superintendent of the Warren

Consolidated Schools for a passport. I was born at ,

 

 

 

 

 

 

city
, on . My parent or guardian
state date
was born at , , and is now residing
city state
at , _ ,
address city state
I, , am about to go abroad in

 

imagination and intend to return to the United States within
months.

I expect to visit the country of

 

Being a minor, it is with the permission of the undersigned

that I take this trip in company with , a teacher

 

of the Warren South Elementary School.

 

Signature of parent or guardian
I solemnly affirm that the statements made on this application

are true and that the photograph attached hereto is a likeness of me.

 

Signature of applicant

Above statements subscribed and sworn to before me this

day of , 195

 

 

 

DESCRIP TION OF APPLICANT

Height:________Feet, “Inches. Age: Years
Hair
Eyes ______
Distinguishing marks or features
Place of birth

Date of birth

Place of birth of father

I intend to leave the South Elementary School for an imaginary

trip on , 195

 

—-—§

 

MICHIGAN STATE UNIVERSITY

 

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