I ‘ i I H v‘il H | 1| l‘ l l I fl \ l «WWW ( l H — — _.—’_ — * \INHWWUHHW fiESCEEPTWE AHRLYSIS 0F IMPLEMENTATEGN 0F CONTENUOUS PROGRESS SYSTEM 1?? BASEC TYPEWMTWG CGUESE if BLOOSQFEEEB HEELS LAESER BEER SCHWL An Emécmwéwi‘ Sfuéeg WEEEMN STETE UMVEESEW Betty J". Leavitt 1969‘ THESIS runsgnf 5“ OT E mam»: L5 ll“ ATE 13:5;‘4'EPSHY [1:45er 90 PLACE IN RETURN BOX to remove this checkout from your record. To AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 6/01 c/CIRCIDateDuepes-pJS DESCRIPTIVE ANALYSIS OF IMPLEMLNTATION OF CONTIRUOUS PR’GRLSS u QTL N bASIC TYPLWRITING COURSE AT bLOOHFILLD HILLS LARGER HIGH SChOOL An Independent Study Presented to Lusines s and Distributive Lu ducation hiokl gan State University In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education by Betty J. Leavitt August 1969 THEM!) OF COLJTEiJ'i‘S CHAPTER I. DESCRIPTION OF THE SITUATION . . . . . . . . II 0 THE PAOBLEI'T - o o o o o o a o o o a o o o 0 III. DESCRIPTIVE ANALYSIS OF CONTINUOUS PROGRESS IN BASIC TYPLNHITING CLASSROOM . . . . . . Performance Objectives . . . . . . . . . . Task . . . . . . . . . . . . . . . . . . Criteria . . . . . . . . . . . . . . . . Conditions . . . . . . . . . . . . . . . Hierarchy of Perfo nance Objectives . . . Terminal Performance ijective . . . . . Interim Performance Objective . . . . . Coufise Objective . . . . . . . . . . . . Discipline Objective . . . . . . . . . . System Objective . . . . . . . . . . . . Evaluation . . . . . . . . . . . . . . . . Pretest . . . . . . . . . . . . . . . . Interim Performance Objective Test . . . Course Objective Post Test . . . . . . . Terminal Performance Objective Post Test Grades . . . . . . . . . . . . . . . . . Reporting System . . . . . . . . . . . . . Number of Objectives To be Completed . . CHAPTER PAGE Number of Objectives Completed . . . . . . . . 29 Quality of Work on Objectives Completed . . . 30 Final Grade . . . . . . . . . . . . . . . . . 30 Lack of Effort . . . . . . . . . . . . . . . . 30 Record System . . . . . . . . . . . . . . . . . 31 Progress Chart . . . . . . . . . . . . . . . . 31 Activity Sheet . . . . . . . . . . . . . . . . 31 Profile Sheet . . . . . . . . . . . . . . . . 3“ Administrative Procedures . . . . . . . . . . . 3“ Attendance . . . . . . .y. . . . . . . . . . . 38 Student File . . . . . . . . . . . . . . . . . 38 Teacher-Student File . . . . . . . . . . . . . ”0 Test Bank . . . . . . . . . . . . . . . . . . 40 Student Packet . . . . . . . . . . . . . . . . “0 Supplementary Materials . . . . . . . . . . . “0 Equipment Maintenance . . . . . . . . . . . . Al Instructional Procedures . . . . . . . . . . . . Al Preliminary Grouping . . . . . . . . . . . . . Al Pretesting . . . . . . . . . . . . . . . . . . “3 Student File . . . . . . . . . . . . . . . . . “3 Instructional Groups . . . . . . . . . . . . . . H3 Group I . . . . . . . . . . . . . . . . . . . #5 GrOUpII........oo......o..u5 CLAPTER Group III . . . . . . . . . . . . . . . . . Contract Students . . . . . . . . . . . . . Individualized Instruction . . . . . . . . . . Group Instruction . . . . . . . . . . . . . Individualized Instruction . . . .,. . . . . Student Knowledge of Objectives '. . . . . . . Testing Procedure . . . . . . . . . . . . . . Remedial Work . . . . . . . . . . . . . . . . Instructional fiaterials . . . . . . . . . . . Basic Text . . . . . . . . . . . . . . . . . "Learning Guide to basic Typewriting skills" Instructional Tares . . . . . . . . . . . . Transparencies . . . . . . . . 1 . . . . . . Student Packet . . . . . . . . . . . . . . . Index to Instructional Materials . . . . . . Evaluation . . . . . . . . . . . . . . . . . Supplementary Naterials . . . . . . . . . . IV. SUHHARY . . . . . . . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . . . . BIBLIOGRAPHY o o a o o o o o o o ., I o o o o o o o o o Other Sources . . . . . . . . . . . . . . . . FACE L71 U1 U1 U1 0\ 63 7O 72 73 .7“ LIST OF DIAGR MS DIAGRAMS PA; 1. Hierarchy of Performance Objectives when Course Objectives are Sequential . . . . . . . . . . . . 19 2. Hierarchy of Performance Objectives when Course Objectives are not Sequential . . . . . . . . . . 20 3. Hierarchy of Performance Objectives when a Course Objective is a Subdivision of Interim Performance Objectives for Two or Lore Terminal-Performance Objectives . . . . . . . . . . . . . . . . . . . . 21 A. Hierarchy of Performance Objectives for the basic Typewriting Course . . . . . . . . . . . . . . . . 23 - .9 ‘4' LIST OF ILLUSTRATION LU UJ N U. D #706 O N O\ U; 3 '8b 10 ll 12 13 in 15 Progress Chart . . . ACtiVity She‘t o o 0 Profile Sheet (Conmuni ILLUSTRATICKS cation Skills) . . . . . . . Profile Sheet (Communication Skills Code) . . . . . Profile Sheet (Laturity Factors) . . . . . . . . . Attendance Card Form Typewriter Maintenance Questionnaire . . . . :5} equisition Form . . Instructional fiaterials Objectives 5.1—5.4) O O O 0 Card . Instructional Materials Index Objective 5.5) . . Instructional Units — Instructional Units — Instructional Units ~ Post Test 5a . . . . Evaluation Criterion Form —- P Post Test Sb . . . . Supplementary Text —~ 0 O 0 I Group I Group II (Interim Performance (Interim Performance Group III . . . . . . . . . . v instructional fiaterial Index \n o: C\ cm on k” u H C) ~c . .._, ‘DESCRIPTION or THE SITUATION Equal educational Opportunities for all citizens has been a goal or American education. According to statistics gathered by UNESCO, the United States leads all other coun— tries in the world with eighty-one per cent of all seventeen year—olds enrolled in full-time education. Almost seventy per cent of the children who start school at the age of six actually graduate with a high school diploma.1 However, although statistics may show that more young people in America than the youth of any other nation in the world are enrolled in a school, the statistics do not necessarily in— dicate that our educational system provides opportunities for all citizens to receive equal education. The definition of an educated man is a philoSOphical question, the answer to which has been avoided by educators by a vague definition of educational goals. The goal of American education is generally defined in educational texts as a process of changing the behavior of an individual so as to enable that individual to become a participating member I. Isorgan, Robert M. and David s. Bushnell, "Designing An Organic Curriculum" (Washington, D. C.: Bureau of Research, United States Office of Education, 1967), p. 1 (Mimeographed) ’l 'P . . n . . u .v «f s f I C . ~ V y . f v .. i . I a; v u‘ .p . l '— . ... . ¢ - r A: I‘ r. . . . r. . _ la. n . l h . , . Y. . n- h \ ~ . . . L . . i v . v . ,ni . L. ‘ l g . y l _ . t. . a . . ’ a i . . . ‘ 8 ' .5 . ., I. . . c . 4 . r . . . . . . .1 . . x n*. _ u . oL . h i. ' . x . 0 t , .3 Q s - u lvk . a . I n . . \ . ,4 . . Ll. \ v i u D I x r . . _ _, i e . ‘ a . l . v. .. .4 . .\.. . s f. l a P a 0'.“ . c s r.‘ a 3.. l 1.... .a 41.5 J a I: 1 1 I . _ .0 . ,I/ l). C p . . I. . i o I . . . . . -.._- w - -r—V‘H .. . . r l D \x . . , I . u . . v. _ \I ~ . lair ‘ix‘ m I t t D u l v k. p i .. .I I f r . . o e 2 of a society. A change in behavior is demonstrated through the attainment of skills, knowledge, and/or attitudes. The answer to the question of whether the educational system in the United States provides equal opportunities for all citi- zens to receive the same education is dependent on the defi- nition of "participating" and whether or not each individual actually has the Opportunity to attain the skills necessary to allow him to become a participating member of our society. What an individual contributes to a society and what he takes from society is his individual decision as long as he keeps his behavior within the reasonable limits of the acceptable norms of the society. The skills and knowledge necessary for an individual to make this basic decision and to fulfill his objectives become the responsibility of the educational system. To what extent does the present United States' system of educating our youth meet these needs? What, then, are these skills and who determines these to be the skills? In 1966 a committee composed of citizens, educators, and other professional people was established to determine whether or not the educational system in the Bloomfield Hills Public School District, Bloomfield Hills, Michigan, was meet- ing the needs of the youth in the community. The findings and recommendations of this committee resulted in the construction and installation of a Continuous Progress Curriculum (Kindergarten - Twelth Grade). Two distinctive features of the design of the Continuous Progress Curriculum are: (l) the educational goals are defined in the eXplicit terminology of performance objectives and (2) the instru- tion provides for individual differences of the students. The major task in the develOpment of the Continuous Pregress Curriculum to meet the design involved the identi- fication of educational goals and the description of desired outcomes in the language of performance objectives. Although educational goals remain a philosophical question among edu— cators, a study group composed of teachers and administrators of the Bloomfield Hills Public School District eXplored the issue and concluded that the primary objective of the local school system should be to develop life-long learners. The rate at which our society changes and the many implications of the constant change dictates that individuals living in today's society must be prepared to meet an unknown future. The skills necessary for being a life—long learner were identified and categorized by the study group to be (1) the skills-of inquiry and (2) the skills of communication. The goals, therefore, of the Continuous Progress Curriculum in Bloomfield Hills are to develop the skills of inquiry and communication. ._ . . . .v . . . . . .— . ' I c ‘A I r r . r14 . . . v r 1 . as. . . r. . . ‘u . a k . ~ I , t , . A . y . ,, 1, n A . . . A t t . . n r. . . . . V _ . I . I . v .. .9 . . . r. . e .nt - . .. v __ . . . . . . a . n ‘ .v . . . v _ V... _ ._. g I a. as ... . . ; .4 . . .. 3. .3 .. ' I o .. ~ . A .t. , H .J n. A . .. . . t . o a a a 1,. H. , . . V v u .1 1 ‘ L411 ‘ (I t .‘ c t. K _ . t r ; I . . r .L A . ._ . \» ,v I l W . A. .r f. . , . . . K .. A r I . L. a . . . a. u . . , s < Q _ . . . . o .. . t . A“ . a A .r _ . . . x, . t i . I u . . . , _ _ . . a . . . .2 . : . , I i i s . I o . A: L .. . . .. .I o. 3 . . . r c «I v. o - e , . . . u . . , . . _ . i . r . . L . . . . The skills of inquiry and communication cannot be deveIOped in and of themselves. Therefore, in the Continuous Progress Curriculum, content or subject matter common to the traditional school is used as the vehicle. The second phase of the curriculum develOpnent called for the identification of tasks within each course in each discipline that were two— fold in nature. First of all, the tasks should contribute to the development and the fortification of inquiry and communi— cation skills and, secondly, the tasks should contribute to the develOpment of competencies which are a part of a course or a discipline in the traditional curriculum. The primary difference in the content of the Continuous Progress Curri— culum and that of the traditional curriculum is that emphasis is placed on skill develOpment rather than the content per se. Educational psychologists have conducted many experi— mental studies which support theories of learning relative to the variables influencing an individual's capacity to learn. For the most part, however, educators have given only lip service to efficient manipulation of these variables although one must readily admit that compensating for all the learning variables on a one-to-one basis in the classroom would result in an impossible task for the classroom teacher. In a Con— tinuous Progress Curriculum, provision is made to accept each child as an individual, determine his present level of deveIOpment, and help him progress as far as he can toward his Optimum potential. The instructional program is indi- vidualized so that each child is provided with apprOpriate materials to allow him to begin at the point of his develop- ment and continue from that point at his own rate. This strategy compensates for many of the individual, task, and environmental variables facing he learner in the learning experience. ) I)... I \. ‘ .u a . a. ? .ru ‘4. . x ' . a... u . .. a . v i It .1; .Q i , . V _ V . ., A . . o I . . . q. «I _ u .n . ‘ v.1 C 1'1 ._t CEAPTLR II Tin: Faisal rm! -.J_o .-.u -.- 3—43.. The teacher in a Continuous Progress classroom must possess specific skills to irplenent performance objective based instruction and to individualize the classroom. These skills include: 1.0 2. 3. 9. 10. 11. 12. Kenning and interpreting performance objectives for desired outcomes. Selecting materials which are matched to (l) the desired outcome prescribed by the perform- ance objective and (2) the abilities of the learner. Using methods which capitalize on the capacity of the individual learner to learn. Prescribing activities which will develop pro- ficienciea and correct learner deficiencies. Evaluating student performance. Analyzing evaluations for deficiencies of the learner. Prescribing remedial instruction. DevelOping interest and motivation for the learner. Maintaining pregress records. Organizing classroom activities and procedures to allow for individualized instruction. Providing for student interaction groups in an individualized setting. Reporting student progress. 7 Although many of these skills are not different from those used in a traditional classroom, the procedures for carrying out the activities are unique to the Continuous Progress classroom. The techniques for individualizing instruction and using performance objectives are not now taught in college classrooms nor are they extensively used by teachers throughout the country. Therefore, a teacher coming into a system using performance objectives in an individualized instructional program must be given extensive inservice training and individual help in adepting to the system and in implementing the system in the classroom. If a teacher is to become the writer of performance objectives and the designer of instructional materials, there are com- petencies other than those required in the classroom that need to be acquired in another type of training program. he purpose of this study is to prepare a manual in which information is given to aid a business teacher in using the performance objectives and instructional materials designed for the Basic Typewriting Course at Bloomfield Hills Lahser High School. The objectives and accompanying materials have been developed previously, tested in the classroom, and twice revised on the results of classroom use as well as im- provements in the curricular design. The objectives and materials, therefore, constitute a complete course in basic A A. I ‘ I ‘ , ‘ v _ ‘ v ‘ ‘ . ' ' ’ r. V r ‘ J . , - . L . 1 I I“ ‘ . . . ‘ I ' . r i I I I . r A .I 7 _- . ‘ b7 , I - . . V“ , . _ V . L I ’ . - . ‘ ( ' y I ' b 7| < . . J \v > ‘ v ' _ > . .' L , L . r J - I k V . ‘ I . I o . A 7 I .- ~ L l l ‘ 7‘ ‘ - ~ I . . - ' O I ’ . \ . K . . - h - 1 M v ‘ ‘ f ‘ I ~ ‘ J a u a .- I I » L A i . . I ’ ‘ I - . w ’ r - ‘:. I ‘ y ‘ ‘ I ,; ¥ ‘ I x ‘ v. , ' ' .' ¢ ‘ ' ‘ ’ r . '~ v ‘ r J L I ' ’ . ’ I v I i . I. .‘ 'L 11' . . ‘ ' . ' ‘ J A - .- ’ I - ‘ - I O ‘ ‘ v 1 I . . .a .. . . . 5/ ~ ‘ K H ‘ ~ . V , ‘ - . ' ' . n -O’ ’ . U ’ '\ ‘ r . . . , - _ > . :‘-' ' J H ‘ . .7 f" - - . C ’ . a". . V b r o .- 7 ’ o - { I , . n, ‘ ‘ ' '- ' 2 M ' ‘ ‘ V n ‘ i I - k . I ‘ r‘ . f r ' r :,\- ~ I . ’ Ti; ' - ‘8 ' . . . _ a _ .l ' h v . I l .A t . . ‘ h ‘ ’ ‘- -' ‘ ~ \ . z, ‘ y ‘ ' '1‘ . v A . :- I , ’ _ . - I b I‘ ‘r‘ 1 - v “: WI- . . | I _ 7 - ' r, , . . v y ‘ . “ I 3 ~ ‘ . ‘ - a v- I l — I ' . -r ‘ . . o r C F I . . u _ . g ' 4 I V “I. - ‘ . ‘ ‘ I A '4 I 5 ' , ~ A n - -” ’ f ‘l a' .‘ '5 t.‘ I , ' , ‘ I V . r \ . . .A . _ - . t . .,. ’ I. a ‘ A . ’ . ‘ ‘ _ ‘ v L ' I ‘ I ‘ V 1 !‘ 1- ‘. n \ . ‘ . . U ’ - E l h — -“ \ ~ ' - . . . - r " ‘ i I H ) . r l A ‘ r?- . ' I ‘ ‘ I h. ‘ VA typewriting requiring only a manual for training new per- sonnel in the implementation of the system in the classroom. In this study, no attempt will be made to: l. 2. 3. Provide a background of the philOSOphy or rationale of the system. Instruct in the process of writing perform- ance objectives. Instruct in the preparation of individualized materials to the specifications of the per- formance objectives. Evaluate the oesign of the system and/or the performance objectives and accompanying materials for the Basic Typewriting course. ‘ ~ .- l . .A . a . ~ 7 . .1 ~. . ‘ . r .I. Q I v . 1 A. _ | o...- . I. I‘ CHAPTER III ‘ESCRIPTIVE ANALYSIS OF CONTINUOUS PROGRESS SYSTEM IN BASIC TYPEERITING CLASSROOM The BASIC TYPEWRITING INSTRUCTIONAL MANUAL will con- sist of the performance objectives for the basic typewriting course, an index of accompanying instructional materials, and an interpretation of their use as tools for individu- alizing classroom instruction. The items to be included are technical in the sense that some of the terminology is unique to the Continuous Progress System Just as an operator's manual is unique to the equipment for which it is written. Therefore, the initial introduction to the course must in- clude a definition of the technical terminology necessary to the classroom teacher. The first chapter of the manual will be concerned primarily with the definition of a performance objective, the hierarchy of performance objectives for the basic typewriting course, and the actual objectives for the course. This information is basic to the introduction of the evaluation system, instructional procedures, reporting system, and the utilization of instructional materials. This chapter of the Independent Study will summarize the contents of the BASIC TYPEWRITING INSTRUCTIONAL MANUAL. The design of the Continuous Progress Curriculum, the perform- ance objectives for Basic Typewriting, and the indexing of e . 4 a J ale .- 4 Q v. I . A fl ‘ . x. . i. o . .. c , _ ‘ a fix! I ~ .- o f I a 2 WM. . .. u or . ‘.\ f | _ l.- . 2,. _.. . fi \ . r a 1‘ . . o. t . ‘ . a . . I u ‘9. 1r. I I . .o > _ 4 y 9 ' v . t a _ , . .1 § l a I. . . . . 0 I w a. r ‘ . i i . I . 5 . . .. .. A .. .3, _ .c .4 .y Q .P . .. .( _ . ~ D ‘0 V W A» .s .. . V NA . .1 . u .. p4 . .- . 3.!!! t. u . X. .. P. ~ .. .1 I A 1 .LI . . w o .C . _ . a . 9.4 . .. v a . h I . u A . r .v . I . ‘ . _ C q. .1 a . H u .- 7 . .o ‘ \y e l\ . i, a a . _ u s. o. y. y. . '- . _ .p. , . . I- . a , : a C .. . v . \u. l... r . .l . . ,x. x 4 . 1 l. . . .. 9 . .. 1.1 4.. . r1 _ . lO instructional materials to the performance objectives are not public domain materials and, therefore, will not be included in the Independent Study in their entirety. A. snsommlcs OBJECTIVES Performance objectives are innovative in the schools across the nation even though objectives have always existed in education. Regardless of the term used to refer to the objectives, such as philosophies or goals, objectives do exist for the school system, for the individual school with- in the system, for the department, for the classroom, and perhaps even for the teacher. Definition. A performance objective is more explicit than these traditional-type objectives. A performance ob- jective is defined as: ...an unambiguous statement which prescribes: A TASK——--that activity in which the student is to be involved in order to achieve educational objectives CONDITIONS OF PERFORMANCE--——a description of information, materials, and procedures the student will use in the activity which is necessary to attain objectives CRITERIA----a definition for determining if the student has achieved the defined objectives--it may state the accuracy, quality, or quantity necessary for accept— able performance r 4 v . - . - . A v - x . \ I ‘1 J. . p“ I . .e . i—«" "3 l ‘ I .‘ 'A o .- - . I . A v . 9 i . ' s 11 THE LEARNER---—reference is made in the per- formance objective to the individual who is to perform the task as specified in the objective. A ter. used to describe the student is the learner.2 Given below is an example of a performance objective which may be analyzed for the components as described in the definition. Given a dictionary for reference and a list of ten words (a), the learner (b) will demon— strate procedures necessary to divide the words into syllables (c) with 100% accuracy.(d) An analysis of the components as contained in the objective given above is as follows: (a) ————— the CONDITIONS (b) ----- the LEARNER (c) ----- the TASK (d) ----- the CRITERIA Eggg. The task, that which the learner is to do, is an activity which is used to develop skills and knowledges relevant to the overall objectives of the curriculum or the course. The task is determined by going through the process of 3335 Analysis which involves a thorough analysis of the usual activities of a course in relationship to the needs of 2Boston, Robert E. "Criteria for the Writing of Performance Objectives" (Bloomfield Hills Public Schools, Bloomfield Hills, Michigan), p. 2. (An unpublished pro- grammed learner for instructional designers) ' . ‘ , I l ‘ \ ‘ ' . _. i ’ ' J 1 1 . ,~ ‘ . . . A c. v ‘ . v A . ~ ‘ v r A I ! , .. r . 'v a . \, v V -4 - ‘ . _ . . 3 L t P - . ’-4- I v \. I 1 . ‘ . -‘ ‘ . .i e, f I‘ _‘a_. “‘.r- e' ‘l e. 1 - _o¢~ LA _ l2 today's youth. The performance objective is the tool used by an instructional designer to communicate. If a perform— ance objective were thought of as a formula, prescription, or recipe, the product or outcome of the objective may be called behavior. The term "desired behavior" can be des- cribed as that which a learner is able to do after the task that he could not do before the task. This behavior should be consistent with the general educational goals. The task described in the performance objective must be stated in terms of observable and measurable behav~. ior. This observable and measurable behavior is overt as opposed to covert behavior. For example, words such as gonstruct, order, or describe are examples of overt behavior whereas words such as understand, appreciate, or know are covert. With a slight stretch of the imagination, a change in the behavior of an individual described as understand, appreciate, or know can be noted over a period of time as the learner probably exhibits an overt behavior which demon— strates his understanding, appreciation, or knowleige; but, this behavior must be described in the performance objective in quantitative terms. Criteria. A performance objective states the exact criteria for measuring the success of the learner when he has performed the task. Words used to express criteria must n: ... .2 N . _ . p a 1 a 4 : ... u, .-.. ., .2. WI. 4 . .. :.ru 9 I 1. Ltd "w 1 . .. . 1. . J L... ‘ I n , .3 3 3 . .. 2 {u x p 1 Ha . 9. .1.— . § -1 r . e . I ’, 4 . t l a. .- a. d . ‘ . ...... -- 0. ea. .0 u .u- ... ----. .. . ... -4 x \ I . it .u:. c n. . n).- ‘4/ f v. .r o {It a 9‘. .43 .a I a. _ .b m. ... I.. .q _ u; 0— . c . .. ' D 0.. \ I . . .ll .. .. b 4 s-a 0--“r .— "- 13 be explicit so as to leave no doubt in the reader's mind nor any room for individual interpretation. Units of measure related to time, quantity, or accuracy are measurable units which can be used to describe criteria. For example, in measuring the typist ability, words per minute or net words per minute are used to express time, accuracy, and quantity. If a student is given objective-type questions, quantity and accuracy are appropriate units of measure. The minimum level of performance acceptable for suc- cessful completion of a task is a decision that must be made by the local school. National standards are not apprOpriate because of regional differences in ability of students and requirements of a community. Therefore, those requirements appropriate to the abilities of the students and the require- ments of the community are used to establish minimum criteria in that particular school. Conditions. Conditions of performance, the third component of a performance objective, names the materials, equipment, and directions given to the learner during the evaluation of his performance. The "givens" may include: 1. Items of reference, information, and supplies. 2. Directions for performing the task. 3. Special procedures to be followed in perform- ing the t38k e 14 The conditions under which a task is performed governs the complexity of the task. For example: The following are conditions of a task requiring the student to hyphenate words given to him in a list. 1. Given ten words with the syllables indicated, the rules for word division, and the direc- tions to hyphenate the words, 2. Given ten words with syllables indicated and directions to hyphenate the words, 3. Given ten words and directions to hyphenate the words, The tasks as given above are ordered with the most complex stated last. In the first example, the learner is given a list of words already divided into syllables and the rules for word division, which is a less complex task than the second example in which no rules are given. The third ex- ample requires the most skill because not only does the learner have to syllabicate the words but he must hyphenate them without the aid of the rules. B. HIERARCHY OF PERFORMANCE OBJECTIVES The process of writing performance objectives and identifying all of the skills or tasks as simple as learning to syllabicate words to skills and tasks as complex as learning to typewrite results in a mass of objectives not conducive as instructional tools unless they can be 15 organized into a system. The objectives in the Continuous Progress Curriculum are arranged in a hierarchy. Each ob- jective in the hierarchy has a purpose in relationship to the total hierarchy. Of the five types of objectives in the hierarchy in the design, only three are used by the class- room teacher. Each of these three objectives describes who is to perform a task, what task is to be performed, the con— ditions under which the task will be performed, and the criteria for evaluating the performance. Terminal Performance Objective. The first type of objective in the hierarchy with which the classroom teacher is concerned is the Terminal Performance Objective. This objective specifies the end results the learner is expected to attain in each subject area. Furthermore, a terminal performance objective may become an interim performance objective in the total sequence. In other words, learning goes on forever and is terminal only in relation to a given skill at a given point in time. If, for example, an objective were written to des- cribe the terminal performance of a student in a basic type- writing course, it may be written in reference to the skills relevant to the touch-typing method. This terminal perform- ance objective is interim to terminal performance objectives at the second level of typewriting. ? inte 16 rim Performance Objective. In order for the learner to perform the task as described in a terminal performance objective, he must pass through a series of interim steps which are called Interim Performance Objec— tives. This sequence of objectives may be illustrated by the following example of a terminal performance objective and the interim performance objectives to the terminal. TFO 2.0 IPO Given a typewriter, necessary supplies, and data for performing a task requiring (l) a personal note on a postal card; (2) a personal business letter and enveIOpe; and (3) a one—page left-bound report with two or more footnotes and two or more tabu- lated columns with headings, at his level of instruction, the learner will demon- strate the typewriting of the tasks as directed and as the problems relate/ translate to principles/procedures for manipulating data into a specific form with 80% accuracy or greater as determined by a rating on the Evaluation Specifications Form. Given a typewriter, necessary supplies, specific directions and data for perform- ing a task requiring the manipulation of data into a Specific format, at his level of instruction, the learner will: 2.1 name the specific components to be included in the typewritten copy with 100% accuracy. 2.2 describe the contents of each of the components named in IPO 2.1 with 100% accuracy. 2.3 describe the relationship between the components and contents of the same to be included in the typewritten copy with 100% accuracy. 17 2.4 state rule(s) for constructing the typewritten forms as they relate/ translate to vertical and horizontal placement of the components, place- ment styles, punctuation styles, and procedures for manipulating data into a specific format with 901 accuracy or greater. 2.5 demonstrate procedures for manipulating data into a specific format based on given data and rules for vertical and horizontal placement of the components, placement styles, punctuation styles with 90% accuracy or greater as deter- mined by a rating on the Evaluations Specifications Form. Interim performance objectives are always sequential in nature; that is, there is a systematic order in which the interim steps are arranged. The number of steps in the sequence, however, may vary with the task. Course Objective. Interim performance objectives may be clustered together to form units of study. To shorten the learning units (for motivational reasons) and to provide reasonable units on which to give progress re- ports, the hierarchy of objectives includes a third type. This type is known as a Course Objective. The skills involved in learning to typewrite cannot be developed in and of themselves. The learner must type "something" in the process of learning the keyboard and learning how to manipulate the Operational components on the typewriter. Therefore, when interim performance objectives k - - l - 4 - - ~ ‘ K - ! , .9 . ‘. .. 0 v V ‘ - ‘I‘ ' . - A. . .< A . i ’ ,. . J ' ‘ . i 4 ‘ ’7 I r r h,- . ‘ ‘ _ _ _ .. — _\.., ".— _...- .- .‘ _~ ." I " o' I n ‘ A . . . ‘ ,. . .' '. i . ‘ s v 7 I. A ' ’ A, ‘ 4 q .1 ‘ ; ’ s? . . ,. C-u ' ‘ 0 ‘ ‘ -' c’. .. '. .‘ v Q a - I“ I u “ - I >- : . D I . l r. o H . L. - ‘ ; ' r‘ I ’. - u . I. I r ‘1 ‘ . _ 9 I as J r ~ ~ _’ ‘ _. e a3 a. o d w. . ’ . ‘ l r v ‘ . 4v - u ’ I . 5‘ n I . " 0": _ . .4 K p ‘ .,.. . 18 are clustered together to form course objectives, specific content is translated into the objectives. Given below is Course Objective 5.0 for Basic Typewriting concerning per- sonal business letters. This course objective is a trans- lation of the interim performance objectives for Terminal Performance Objective 2.0 (see pages 16 and 17). 0/0 Given a typewriter, necessary supplies, and 5.0 specific content for a personal business letter and/or a problem situation requiring composition of a personal business letter at his level of instruction, the learner will demonstrate procedures to type a per— sonal business letter based on given data as it relates/translates to principles/ procedures for arranging and typing per- sonal business letters with 90% accuracy or greater as determined by a rating on the Evaluation Specifications Form. IPO Given a typewriter, necessary supplies, and specific content for a personal business letter and/or a problem situation requiring composition of a personal business letter, at his level of instruction, the learner will: 5.1 name the heading, Opening, body, and closing as the components of a per- sonal business letter with 100% accuracy. 5.2 describe the contents of each of the components named in IPO 5.1 with 100% accuracy. 5.3 describe the relationship between the given data and the components of a personal business let as with 100% accuracy. l9 5.“ state rule(s) for placement, style, and punctuation of components based on word count, punctuation styles, ' and letter styles with 100% accuracy. 5.5 demonstrate procedures for typing the letter based on given data as it relates/translates to rules for verti- cal and horizontal placement, letter styles, and punctuation styles with 90% accuracy or greater as determined by rating on Evaluation Specifications Form. Course objectives may be sequential in nature-that . is, more than one course objective is required to complete the interim steps to a terminal performance objective and the course objectives leading to the completion of the I interim performance objectives must be presented in a specific order. This hierarchy of objectives may be dia- grammed as follows: TERMINAL PERFORMANCE OBJECTIVE 2.0 Interim Performance Objectives + (2.1 - 2.5) Course Objective 1.0 A I Course Objective 2.0 Diagram 1: Hierarchy of Performance Objectives when Course Objectives are sequential. *. a \ . v . ,. . - . I .. , . . »- .' 7 . - n - , ,7 ‘ ' 1 . '!‘ . ¢-_ ‘ f I ' . ,1 ‘w l ' ' ‘ “‘a=”-~ 4- . .. r ’ I ‘. . o - . M...~ . .. ,_ w... --_....~_-, - . . I... a . - . . - q..- .5- . ‘ . . e - . .L ’1 I ' Ce. . . . _, ' 1 l .‘ Y - . . . y . ‘| . ‘ __ . - . _. v F - . ' ' ' J D ‘J I 1 I '.~ . I €, ' 3 r: | ‘ J r U‘ , . ‘ t I - l a. - ur . ,. g r , .. , 0 .Q J' ‘ . | (V, . l 1 l _._-':,- r' I - . I . .-_.,_.. .- -. . <) .--v. , . ‘ i I L o , o . '- .. .' i -.‘ r 4 ‘ . 1 . - \. . p . .. - - , .. t’ ‘ .. . . 6r » _o o , x I O - 0 . -‘ O 0' . 0“ .. -_ -‘ 1‘ ¢ . , - " I. ~-I r" .‘ 1. f L] - ‘ I v I C \ V" . (a x . a ‘r . . .- a i _. as.-- .4“..- -. ‘,_ -- ,,-_ ‘ I . - . . r fV." c v ‘ i 2 5 - - . n... . “A. .. - - . . . . . > , ‘ . .. - . .. H O . . - — — — n- ,, -a- l l ‘I- -.. _. s“ -‘a‘-—.nu —.._.‘n-—‘ .—.« “no . . . »‘. , -~_ ~- .- ‘ . . - . ‘ . a - - u. y . A. - _~ . a \ .l ‘ ' ' u . - ‘ a --' {A o. a J j .-,..se-~-.--s. l-‘ q“, _--,m-“ V . C . ‘ go. i . . . U . .' I . _ . _ . .. I’ .; J ,‘ _ -» ‘4.- .‘o I ‘..‘P . L. .‘ r .. -« vs ' I - l 7 ‘. " x‘ 4—2 .4 -.0 . V _ g}.- .\ .. .J - - (, “ \‘I.’ ‘ ~ . ~ "s '0 . . . - ' r \ . . - A ‘ i ‘ . l ‘ J‘I . r . __ _ .1 . ., .‘ , =4 . ._ _ 1““ I' .' v Q ‘ - .- . ‘~ ‘. ‘ I ,. .r .. - u ‘ -5. - I . - ’~ ,‘ ... f o... ,'; ‘ 4 - ‘ i f , . p 7, V («I ~ I . . '. r"; . . 9': . r‘ .7 ...: .J. Ibr- .- s! I. u- ,._..,o f. ‘. _. (J .1 ‘. 1.. ‘ 's. a ... 20 Course objectives may_not be sequential in nature-- that is, some of the course objectives require no order in their presentation. This sequence may be diagrammed as follows: TERMINAL PERFORMANCE OBJECTIVE 2.0 Interim Performance —>-Course Objective 1.0 Objectives I (2.1 "’ 205) ‘ Course Objective 2.0 Diagram 2: Hierarchy of Performance Objectives when Course Objectives are not sequential. A course objective may be the subdivision of the interim performance objectives of two or more terminal performance objectives. A combination of the skills des— cribed in the interim performance objectives for each of the terminal performance objectives involved enable the learner to perform the task described in the course objective. This sequence of course objectives is shown in Diagram 3 at the top of the next page. Discipline Objectives. A fourth type of objective in the hierarchy of performance objectives is known as a -. v ’ .; . l v. u o l . _. . a. t . ,v.-— » ..- q”. A , ‘7 I ~ ‘— ’ ' -. ‘ 44:3 | i . -.- q...‘ -u \ _ _ - _ . - -e- x . .0 . . ~ . ‘1 , 1’ ' “~ *. 0‘ - .—~ . _ .7 .- -4»~ -. ‘- J 7 ‘ '- _ ..’ ~ A v A. - ‘ , ‘ .7 , . - . f r" \ .~ L . ‘ L r x o , , . ., .k ' 7‘ u‘ I v . \ J l ,3 l I i ' t I Y ‘ P L I - ~ I - " . I b I A‘ V o _ u ‘ i_ . ' _ . ,—‘ ‘ A A v n . '. _ a ‘ ¢no . s g . - cunn- ‘ -. ‘ - _.. an- _.- _ — a 'o t. r v 0.0.0... v— I y—fiu- - ...-- “nor-_ 4 - . .i I | .- --.| . s.‘ A- nu; nann— ... .a-cl " . ‘ X 7 - J» . ‘ ' v - ’ ‘ a‘. I, . s ‘ ‘ a - ? I ; 0' A, h I :4 1 §' ' ~ ‘- .. o .. j t I .uv-.—.-. s a..— “—4.. ---0- w ’ ' Q i a v4.0 ‘ ' _ ', . ‘ _.‘ ‘. ._. . ' '5‘ -"-f I" I: .' ‘ * ‘ \‘~"1“-". .1! 'V O‘-"’. j" ‘ ". _ L‘- ’ 1 ‘ - I .4.- \. 1‘ ‘I 1 - -. I. ' aAUO ‘ ' l ' \ , ‘ r" E A? If £4 - . , y- n. t ,4- 2.” '. - 31.1.. ' ' L 4 o - . .4 d---~- - K a ‘ . ' v I‘ ‘Q .“ !"\ ' . . 1.} l‘) . .t a l '4‘ .V C.- ”‘ r3" . ‘ ..‘ ‘ 5‘ -‘L.v . ) - ’ ‘ ' ’ n r-\- r f _ _ i l. *. ——-_._.. _...r_ r- ‘ ' 1’ $ . -‘ v ( 'r I ‘ ‘ r « '. ’ . J. . .31 3 ! ‘1 at #4. (o g) -l e... 21 TERMINAL PERFORMANCE TERMINAL PERFORMANCE OBJEC“IVE 1.0 OeJhC”IVh 2.0 Interim Performance Interim Performance Objectives Objectives (1.]- "" 1.5) (201 "' 205) I i W I Course Objective 1.0 Diagram 3: Hierarchy of Performance Objectives when a Course Objective is a subdivision of Interim Performance Objectives of two or more Terminal Performance Objectives. Discipline Objective. This type of objective defines the over-all content or skills of a given discipline and also reflects a cognitive learning process used in the design of instructional materials. It is not necessary that a class— room teacher be familiar with this type of objective except to know that terminal performance objectives are categorized under the discipline objectives. The skills in Business Education are defined by discipline objectives as: (1) principles and procedures related to the manipulation of data and (2) principles and procedures related to .... (specific skills or concepts to be deve10ped in a course). ._.. c .— -a -o 22 System Objective. The fifth type of objective which has an umbrella effect over all other objectives is the System Objective. All disciplines and all courses within a discipline seek to develop and fortify the skills of inquiry and the skills of communication-~the skills of learning how to learn. Diagram 4 illustrates the total hierarchy of objectives for the Basic Typewriting course including the sequential order of the course objectives. A brief outline of the content of each of the course objectives is given below: C/O Techniques of Touch Typewriting. The con— 1.0 tent includes the Operation of the manipu~ lative parts of the typewriter by touch, control of alphabetic and numeric keys, back- space key, carriage release lever, carriage return lever, cylinder knobs, shift keys, space bar, tabulator, margin sets, tab clear and set keys, line-space regulator, cylinder, paper release lever, paper bail, ratchet release, carriage return lever or key, margin release, ribbon position indicator, and variable line spacer. C/O E§£.9£ the Typewriter gs'a Tool. The con- 2.0 tents includes the manipulation of the type- writer to perform tasks requiring the use of the Operational components listed in 0/0 1.0. The specific types of tasks in- clude: typing of straight cepy, listening for the bell, typing outside the margin, inserting and removing paper, backspacing, drawing vertical and horizontal lines, typing on different ribbon positions, aligning and typing on lines, measuring on the typewriter, and tabulating. ‘I SYSTEM OBJECTIVES Inquiry- Communication 23 Discipline Objective Manipulation of Data ' I l Discipline Objective Principle-Procedures Terminal Performance Objective 1.0 Terminal Performance Objective 2.0 Terminal Performance Objective 3.0 IPO r—e IPO “4* IPO v Course Objective . 1.0 *“l V ' Course V “ Objective _J Course [ Course 2.0 Objective [ Objective 3.0 ' 9.0 ""' 1 t 1 Course Course Course Objective __ Objective Objective 0 6.0 1.9 r v Course Course Course Objective Objective Objective _* 500 8.0 10.0 Diagram 3: Hierarchy of Performance Objectives for the Basic Typewriting Course. a . ., ._ . _ u u D o _ u . . z _. D _n. - t v. Q I 7 . 1 l . _ . + . . . . . . . . ,v . _. . , _ . . h n a . _ . a i \ \ g . I L a a . .I. F . ~ . v i ., a llimli t ”J3 . . . . . F a I _ _ . I u . v.7 , w l - 1‘1. .1 , . _. , fl C/O 0/0 7.0 9/0 8.0 0/0 C/Ot 10.0 24 Centering. The content includes vertical and horizontal centering on all sizes of paper, locating the center of a given area, and centering in reading position. Instruc- tion is given in both the backspace and mathematical methods of centering. gerscnal hopes. The content includes the typewriting of personal notes in both block and modified block styles with mixed and Open punctuation. Notes may be composed at the typewriter or all information will be given. EnvelOpes are also included in this objective. Eersonal Business Letters. The contents of this objective include the composition and typing of business letters in blocked and modified block styles with mixed and Open punctuation. Outlines and Reports. The simple outlines and reports included in this objective stress form and location of title, body, subdivision headings and/or numbers. Tabulated Reports. The contents of this course objective concentrates on the form and location of titles, subtitles, columnar headings, and placement of columns. Manuscripts. The learner becomes involved in the specifications of typing long manu- scripts with footnotes, title pages, and bibliographies. Copy Mechanics. This objective is develOped throughout Course Objectives 1.0 - 8.0. The student is involed in word division, number expression, capitalization, proofreading, punctuation, and special characters. Speed. This Objective is also developed throughout the total course. The student is involved in the traditional practice of building speed and accuracy on straight copy. 25 C. EVALUATION In the Continuous Progress Curriculum a student is evaluated at the beginning of each unit of study and at the end of the learning experience. Also, a student may possibly be evaluated at an interim step in the learning process. The performance Objectives for that unit Of study in essence be- come the test items in that they describe in detail the con- ditions of the testing situation, the content of the test (the type Of task the learner is to perform) and the criteria for measuring the success Of the learner. Pretest. Learners bring many experiences and know- ledges with them to the typewriting class. Some Of these experiences may include a short course in typewriting, self— instruction, or perhaps only a strong academic background. Therefore, to capitalise on previous experiences and to make the new learning experiences relevant to the learner's needs, a pretest develOped from the contents Of a course objective is administered. The test items on the pretest reflect the skills and content of the Interim Performance Objectives as well as the Course Objective. A pretest must be a detailed test to include prerequisite and requisite skills defined by the performance objectives so hat an accurate analysis may be made of the skills the learner brings into the learning *7 7 I- fill-gt-nz“ § _ _ -___Wi ya..- - 26 experience. In this way, instructional activities nay'be selected on an individual basis to develop student prefi- ciencos in areas analyzed as below the minimum prescribed by the performance objectives. A student may protect out of a particular course objective because of adequate pre- vious experiences.- Wren -Intcrin Forfcrlcnee Objective $533. The learning process is a sequential-process. Therefore, to insuriithlnt the learner arrives at the course objective level or taus‘hfi torminal performance objective level with apprOpriate skills to enable him to perform with at least minimum success, a tcst may be given at any one of the interim steps. For example, an objective test on the components of a personal business letter may be desirable before a student begins couposing personal business letters. Many of the tests of Itudont prOgress with each of the interim steps may be made fiith'l self-check form of evaluation. Course Objeegive Post Test. After the learner com- plate: the instructional materials prescribed for a given course objective, he is ready for the post test. This test and the evaluation of the test will be identical to the task,-conditions, and criteria described by the course ob- jcctivc. According to the nature of the task, the test may be an objective-type test, an application test, or perhaps v , .4 . v v 7 . 7 . ¢ .. 1 (l ‘ . . L , ‘ J . 4 0 . v . p , Y . , 1 . 27 an oral test. A student who performs at the minimum level or above is given an appropriate letter grade and is allowed to continue to the next course objective. A student who does not meet the minimum requirements is provided with a plan for remedial work to correct his deficiencies. Terminal Performance Objective Post Tests. Upon the student's completion of all course objectives leading to a terminal performance objective, he is given a post test which is a composite of all of all the interim steps leading to a terminal performance objective. This post test grade carries the weight of one course objective grade and is used to determine the average grade for the quality of work done on all objectives. Test Bank. A test exists in a bank for each objec— tive for which an evaluation is necessary. because a student must meet the minimum requirement for each objective, the test bank consists of several forms of the same test. Each time that a student takes a test he is given a different form of the same test or portions of a test required to measure his performance. ho test is placed in circulation among students although the results of each test are dis- cussed with the student. he may not take the test form from the classroom nor can he take his copy of the test from the room after it has been evaluated. ; . ,. I I; \ a " O 0 ¢ I u ' a I . l ' . L . A ' I ~u" .) 3‘ F_ . .J . \ u a I . I T ' ‘ .0 ... ,y ‘ , U ~ I D A l L . r 4 .- . > I -3 ., I u . ‘ O - 1 v. V A . .. .9 n. I—. l JL‘ \, l1- ru- '1 .’ A '4 J_ ‘I ‘ \ ‘1 . _, (. w .‘. O . . 4 3. . ‘n w‘ J . a ' '- ' ' V I . 8 } . . .. . -. . I" . _ ‘ " . , '\ ‘~- ‘1 f A o .. -.l .H. ' 'I . ‘ '3 ._. 5' - - u 0 . a! ...‘ .. . ‘. " I I a . l g ; ‘ v ‘8 Y . .. V . m 7.. I ~ I - fl 1 ., u 4- 28 Grades. Students are given grades only on post test evaluations. The activities within the learning experiences ‘prescribed for each student are treated as learning experi- ences; the activities, however, are carefully checked for errors and the results discussed with the student. The Criterion Evaluation Form that accompanies each post test in the Basic Typewriting course describes in detail the grading scale and the criterion on which the evaluation is based. The minimum performance described in the perform— ance objectives are equivalent to a letter grade of g_in most cases. In instances where the level of proficiency is high (i.e. 97%), the minimum performance may be equivalent” to a letter grade of A.or g, D. REPORTING SYSTEM Reports of the student's progress in a course are made in terms of his success in completing course objectives and terminal performance objectives. The report is based on the following types of information: 1) Number of objectives expected to be completed 2) Number of objectives completed 3) Quality of work on objectives completed The continuous progress schools are on a quarter system so that the information is reported officially to the parents 29 every ten weeks. In addition, five—week progress forms are sent to parents of students who are not performing at the eXpected rate. Number of Objectives EXPected t e Com leted. Each student is given a time line for the course objectives for which he is responsible. The time line is established in terms of the learner's skills relative to the course objec- tive and his ability to perform the tasks required by the course objective. A minimum time line is established for each course objective in the basic Typewriting course for the course was originally established for the minimum level student who may enroll in the course. he minimum time line is not suggested for all students; an individualized time line needs to be established at a time in the course when the teacher and the student can evaluate together the student's capabilities. Such a time line can usually be established within the first four weeks of the course. From that time to the completion of the course, the student is expected to maintain his individual time line. The time line can, of course, be altered due to circumstances unforeseen at the time the original time line was established. Number of Objectives Completed. The actual number of objectives :hich a student finishes during a marking period is the number reported on the grade card. A student may 30 start an objective in one marking period but not complete that objective until the next marking period. however, no grade is given for the objective until it is actually com» pleted. Qualitv g3 Work on Objectives Completed. The grade reported for the objectives is the grade received on the evaluation. The grade is not altered to compensate for ‘ early completion of the objective, good behavior, or quality of work done on learning activities. The letter grade reported each marking period consists of the letter grades received on only those objectives completed during that quarter. Final Grades. Final grades are given and credit is issued only Upon the completion of all objectives designed for a course. In the basic Typewriting course, credit is given for the completion of ten objectives. The letter grade is an average of all grades received on course objectives in addition to the grades received on terminal performance objective post tests. One unit of credit is given for the completion of the Basic Typewriting course. £223 2: Effort. At times a student fails to perform as-oXpected due to lack of effort on his part. Regardless of the grades received on objectives which he may have completed during the quarter, a letter grade of g may be given to I. ‘.l k§‘ ._ ~ 34' 31 indicated to the parents that the student is not performing as expected. A letter grade of g for a quarter grade will not be averaged into the final grade upon completion of the course 0 E. RECORD S’STEH Progress Chart. A loose-leaf binder consisting of a progress chart for each student becomes the teacher's record book. A progress chart (Illustration 1) enables the teacher to record the date on which a student begins Basic Type- writing, the date on which each course objective is started and completed, and the letter grade of the student's perform— ance on the course objective. Information such as time lines, quarter grades, terminal performance objective grades and final grades are also recorded on the form. The student is supplied with a duplicate progress chart on which he also records his progress. Activitszheet. A record of a student's progress in performing the individual activities within a course objec— tive are maintained on a separate form called an Activity Sheet (Illustration 2). The student is responsible for maintaining this form in a special file folder. The work completed by the student and the activity chart are checked at regular intervals by the teacher. 32 LAHSER HIGH SCHOOL Name Hour PROGRESS CHART - BASIC TYPEWRITING Grade Max. Your Course Objective Time Time Date Post Test 0/0 No. Description Line ine Started Date/QRMXE Grade 1 Operational Techniques 5 2 Skill 1: / ( Development ____/”__—1b) 3 Centering 3 / / ( ) ___./—".._....- . l »- -. - . - ._ , . \ . F, _ _ 1- ’ r 1 . 0 V . a; u n: c . .- -. ' .- i, ; ; . - Q ‘ ‘~‘..L .- .' - -- - .- ‘ . . . :- , : “vitio'ID-ouw-IJQ. _..¢. , s i d a- --.- . _. A v P- . ‘ l . ' u 1 K IOJ-vi-Iv tattooed" ‘. -Jit. '- 4-~.'..'.. ..‘.-.-—. ~ 0.... '1'. a .. .r r -« ‘ '. ' 1 ‘. *¢0-~eooav..ue....‘. ‘ . .;‘ -‘-~—.fiuu on “v ‘ . ,t , _ s r ‘ - . , ' .9‘( a ’ ‘v Q I“ J 'o . o ‘ \l U I ' e U - ’ vac- '- v ;-->’— -.1 “ X ‘ - i , I . e’ ' x ~0v453-cd-3’.I-3:.p¢¢~.‘e'1-ap-‘ )v'. .. : . fl—.‘—'~v "gm-g ‘ J ‘ ~ !' ' . . f r J a ' I J 0- w‘fi . a - . ‘ 3 1. g j‘) v ‘ .v I ‘ .a.. . . _,- —'-'v-OU .fl 0 “M‘- s, 'r r ." er? . 0.4 - I‘ .5 o- . t - ‘ _. I t- -u- ."'7"'.~.... . -. ‘-- an.- fi' . . . _ r . , ‘ '-‘. ‘ , . l ' - Fflu- 3‘ .- ,....., --~-’ v..-u ‘ '.- . ~._ = t ‘ w n a o _ ..-*-.- ’O- -.--'~--~ .d F - u-.." _ ‘ . l -. i ' ' ’ ‘ I ‘ -) -' ’ I ‘ l t . ’ ‘um .Ofi-~-r“-~-gt4_~ .1 . , | a ' . - . ' ' ' v. I . , O n . .- ‘ f - r A I ' . " ‘ _ . ' ‘ _ l . J - i ., . : a J . ‘ t I . . t .- ' W ' . : ' ' xr - I . . ~.. _ . , v ' - ., _1 > . 33 ACTIVITY SHEET Name Course Objective 5 Hour Group I Inst: { _pay a. Programmed Activities Other (gpecifyz 1 __Introduction to Packet 5 I __yarm-up' __§tep 1, page R l '3 ”Step 2, page h '__Timings' LA _ __§tep 3, page 5 W8 ___Other 2 _Step M, page 5 __Harm-up' :Step 5, page 5 ' :Self-Check, page 5 ._Timings' \' 1] “Other u 3 *Post Test Sa, page 5 ' __flarm~up' :Step 1, page 6 ' __Timings' ‘\ I __pther r 1 3 _Introduction to Learning r __Warm—up' *Design III, pages 6—7 I __§tep 1, page 7 H __Timings' \~ v' l g _épther 5 *Step 2, page 7 __Harm~up' :Step 3, page 8 I :Step 4, page 8 __Timings' \] __Other 6 ‘__?ost Test 5b, page 8 __flarm—up' 'fiive number of paragraph and page Illustration 2: Activity Sheet prepared daily by student to indicate daily progress toward completion of objective. ,‘ - .. . . A. - an.-- “no—A our - n. o . . v . . , . A - _ .. --a, o . . . . - v k . K " s 3. ‘ (- . I I _,. , _ _.- - . . - --— m.- u—o- 4...; - - u "‘ . ' ‘ -‘ - f_ , . - 4 .l O. - -' l . ‘ _ .__..- ‘ . ‘ . J ‘ v: ,I . i i v _ ‘ ._..L A 3 fl, . e t -- .» -{r‘d —-._- .u‘ ——. —. -w-...-a-._.n.. -— .. . , 7' 7 r‘ . .i' W ' . ~ - A ‘ ‘. ‘_- _ .. r... . - - V , . V M - . v I . ‘ 'p’ - - l A-‘- - -- ~4 ..—‘—. .0 - _-I..‘- ,1 . . ’ » . 1 h -a-s.“ . . ‘ ‘. 7 v I . . n*‘ ' I 1 i O . i r ._ -_ n... O <7-—-#.Qou§ V- - . -v . . ‘ - ._- -- 1' o . a . ~ .- . I ‘ _-.. I ' .. O | . . ..-- .- >--~ -. y...“ -A ~.~— . . . . . . .4 . , - . —-- h a- -.... - -.- - . .' ' . V I - n - - - . ' -. . ' ‘ " ’ e ‘ ' | _ . . . P Fr _ .. ,‘ . \ t v . . - 3“ Profile Sheet. A third type of form is maintained by the teacher for each student in the classroom. A profile sheet contains an evaluation of the student's learning habits, personal characteristics, and social relationships which are pertinent to the control of the learning situation. The information contained on this form (Illustration 3) is cumulative; therefore, it indicates a pattern of maturation and consequent changes in learning habits. The use of this form will be discussed in detail later in the description of instructional materials and instructional procedures. A file folder is maintained for each student who enters a class in the business curriculum- Upon completion of a course, the profile sheet and the progress chart are filed in this folder for reference when the student enters another business class. In addition to these records, the counseling office maintains a complete file of test scores and the standard counselinfi records. F. ADMIN STRATIVE PHOCEDURSS The establishment of an individualized classroom can be extremely confusing and frustrating unless the procedures and materials have been properly organized. Some adminis- trative procedures are unique to a teaching assignment in a Continuous Progress Curriculum and/or to Basic Typewriting. 35 STUDENT PROFILE Name Grade Year Teacher Grade Level A _ 10 11 12 1 a Below 2 - Averam 3 - Above Rating 1 PO 3123 123123 12; COMMUNICATION SKILLS Oral 02.0 03-0 II: II: II: II: II: 04.0 ____ _______ ______ ____~_ ........ 05.0 ______ _.__. ____ ______ ______ writing $11.0 ______ ___~ ______ _______ _____ W1.30 _____ ______ _____ _______ ___,,_ 911.31 ______ “__ ______ _____ ______ Wl.32 ____ ______ ___. ________ ______ Research Location RL3.0 _____. ___.._ __.___ ___’__ ._‘_._ RLu.o,h.5 ______ _______ ____ _____ ___._ RL7.0 , “_ ______ _______ Hit-8.0 II: II: I..- ........ ..._...._ RL9.0 _____ “____ __~~ _“___ _____ Listening Skills_ ‘LSl.0 _. .. ._.... ~._. _‘..‘. ._..‘_ LS2.0 _____ _____ ______ ______ ______ LSHQO -“ on-.. ‘.~ I...“ -““ Reading Rl.l§ F“ ____. __.__ ______ ______ ____. 111.111 ......... _~__ ___‘__ __.___ ____ R2.0, 3.0 ______ _____ _____ _____ ______ mm. 5.0 ........ __,__ ._____ ____ ____,_ R800, 900 10.0, 11.0, 12.0, 13.0, 1L0 ____ ______ ______ ____ _____ R17.0 ____ ______ _____ ___.__ _____ $118.0 ___.___ “___ ______ _____ _______ R20.0 ~____ _____ ”fl” ____‘__ ______ I11ustration'33: Student Profile Form used by teachers for rating student's communication skills. _. --.. .I.: .04 .. I o x o a . . COMMUNICATION SKILLS Oral 02.0 03.0 0Q.0 05.0 Writing Wl.0 W1.30 Wl.3l W1.32 Besearch Location 'RL3.0 ELMO, 11.5 nL7.o RL8.0 P.L9.0 Listenin558kills LSl.O LSZ.0 LSH.0 Readin538kills Illustration 3b: El.l3 Rl.lfl a1.o, 3 RH.O, 5 R8.0, 9 36 Code Informal discussion Formal discussion (seminar) Extemporaneous speech Expository speech 700 word essay Theme Outline Outline and report Thesaurus Card Catalog Reader's Guide Reference Tools Reference Tools - Current topics Courtesy Follow directions Main and subordinate ideas (Notes) Figures of Speech Word Origin Main and subordinate ideas Summarizing and drawing conclusions Perceiving relationships Author's purpose Plot structure Propaganda Bloomfield Hills Public Schools Copyright (c) 1968 All Rights Reserved Code identifying communication skills as contained on the Student Profile Form. -h .w'. .9-- . _ _ . . . 4 . . .2 . .. a i .. s e . a o u t . a a I a o . I . it . . t p _ X. _ .f t. t . s A .. 0 § . . l . _ t L ‘ . 3 n . . o, u . . D I II ‘- 1 . a r .. , . . n - J V u‘l r b , 37 STUDENT PROFILE (Continued) Name Grade Level . 10 ll 12 Rating 'MATURITY FACTORS l Comes to class 2 Completes work 3 Works beyond basic require- ment 8 h Responsibility 5 Attention and interest Maturity (Total of above rating) Maturity Total 1 - 5 A 6 — 10 B 11 - 15 C 1'Se1dom ZuFrequently §-Usuall§# l 2 3 l 2 3 1 2 3 1 2 3 l 2_1_ Degree of Individualization Individualization under direct teacher supervision Performs approximately one~halr of his tasks with teacher supervision and one- half independently Individualization with a minimum of teacher supervision 'Code: 1 Comes to class with the necessary materials. Completes curriculum work at his instructional level and rate. Indicates a desire to do individual work beyond bas- ic requirements. a student c 2 3 4 Indicates responsibility in carrying out his role as 5 Demonstrate adequate attention and interest span. Bloomfield Hills Public Schools Cepyright (c) 1968 All Rights Reserved Illustration 3c: Student Profile Form used by teachers for rating student's maturity. .-o—-~ 39 This portion of the BASIC TYPEWRITING INSTRUCTIONAL MANUAL describes the details of these procedures and gives suggest- ions which relate primarily to the individualized, multi- media classroom. Attendance. The Continuous Progress Curriculum adapts easily to flexibility in the scheduling of students. As a result, attendance records may become timeeconsuming and inadequate if they, too, are not flexible. A card system such as the one in Illustration R has flexibility to allow for changes in student schedules. The exact days of. the semester are given on the card along with data pertinent to the student‘s scheduled hours in the typing classroom. A student's absence is noted by a diagonal line through the date of his absence and his return to the classroom is noted by a second diagonal line through the absence date. Student File. An individual file folder for activity charts and completed work for each student is kept within the typing room and are easily accessible to both the teacher and the student. The student removes his file folder from the file each day upon entering the classroom and returns it to the preper position at the close of the class period. The student may keep all student packets, progress charts, and completed activities in the file. The teacher checks the contents of each file at regular .V I. . 38 .uvhooom conducouu¢ madness you can: ease Mecca an a so 4 «a coauaAaasaam mu mm Hm ow ma ma ma an MA «A m m h w m hhwscmh ma ma ha we ma NH AH on a w m m a m N nonseooo mm hm mm mm cm Hm om an an ea an ma NH HM ca 5 w m t m penee>oz Hm cm mm mm am am mm «N am on 5H ma ma ca ma ea m m s e m m H om mm honouoo mm mm :m mm mm ma ma 5H ma ma NH Ha on m m m 3 mm m awesoaaom m “a 3 a E nsom IIN.INHHIvepoaasoo even use: \ cmHHOHcm oucn I. - E . . p ..l‘r. ' vln A ‘I l. ‘ lallluly in a . . . , . .... u . . v , . . .. 1:. |. F I. . I t ‘ I .l .I. I. l 5:. r 5"! . a a 1. n .. . r a , . :l) '1..- II . .41... ..I. «I « v1 _. I I. . p . . L . 4 u . u I. p» . 1‘ I r 1 z . . r ; . . . . . q 1 . . . i . - . . , i A . . . . + . a f _ k. t . \ . p . - _ I a. . i r I. l 1 u.. c .. I u A l I .0 l I V 1 l.!: .u . c . . x a i o . o: HO intervals and removes completed assignments after they have been checked for errors and corrected by the student when necessary. Teacher—Student File. An individual file folder is maintained by the teacher for each student. It contains progress charts, test forms, and profile sheets; therefore, this file is locked and is accessible to only teachers. Test Bank. A file with the evaluation instruments for each of the objectives is maintained within the typing room. Tests are pulled from this file by the teacher when they are needed and refiled after the test has been com- pleted. Students do not have access to this file. Student Packets. Student packets are kept within the room although they are not accessible to the students. Packets are issued to the student only when he is ready for a specific course objective and only after a decision has been made that the student will work from the packet rather than some other instructional method. Supplementary Materials. All supplementary mate- rials and equipment are kept within the room and accessible to students. Students are instructed on the use and care of the materials and equipment are are responsible for their use and care. Directions for operating equipment and pro— cedures for checking out materials and equipment are w M2 contained in either student packets or on separate hand—out sheets. Y“ equipment Maintenance. To aid the teacher and service personnel in the repair and maintenance of the equip- ment in the typing classroom, a file of cards containing information about each piece of equipment is kept in the typing room. If a typewriter or other equipment is in need of repair, the information is recorded on the appropriate card (Illustration 5) and is placed behind the "repair" guide in the file. Upon repair of the equipment, he card is returned to the preper position in the file. G. INSTRUCTIONAL PROCEDURES The first few days of teaching in a Continuous Progress classroom are not much different than the first few days of teaching in a traditional classroom. Time is spent in establishing classroom rules and procedures, introducing the students to the course, and getting to know the students. In the individualized classroom, getting to know the students is the key to the success of the course. There are several things that a teacher must do to prepare for the individualization of instruction. Preliminarydrouping. Initially, the students entering a basic typewriting course can be grouped into Q .. L \s \ . .Io. w . .1 t .1 . . . t cf A t} .l v. .— 0u (I. a ,- at . I ‘ .t . . . . . 9o (Datefiof Purchase) (Serial Number of tA Machine) (Number of Machine) Repair Fate Problem Illustration 5: Typewriter Maintenance Card Ml A.-...4 A .u -77- ._V.—‘. __. -vo- 0‘ -- -- .‘A -7- —.-- ._... 43 three groups: (1) those who have had formal instruction in typewriting, (2) those who have some skill on the type- writer but have had no formal instruction, and (3) those who have no skill on the typewriter. A questionnaire given (Illustration 6) in the class on the first day of school will help to identify the three groups. The information obtained from the questionnaire may be used to arrange the seating of the students so that the teacher may begin with instructional activities. fretesting. A pretest is administered to those students who indicated on the questionnaire that they had some skill on the typewriter. Analysis of the pretest should result in placement of the students in course objec- tives commensurate with their skills. Student fills. The student begins keeping daily record of his activities immediately after entering the classroom. is should become acquainted with the file pro- cedures and adhere to them daily. H. INSTRUCTIONAL GROUPS After the initial analysis of students' abilities, the students should be placed in instructional groups. These groups can be designated by their location within the room. Basically, the students will fall into three new NU BASIC TYPEWRITING Name . {our QUESTIONNAIRE Grade Directions: ___ ‘__ 1. Yes No 2. Yes HS Yes fig . Place a checkmark on the appropriate blank. Have you taken a class in typewriting before enrolling in this class? If your answer is N If yes , a. Where did you take this class? East Hills Junior high School ::Lahser High School Summer School (Where?) __cher (Specify) b. How long were you enrolled in the class? __Qne Semester __pne Year ~_pther (Specify) c. When did you take this class? __Fall, 1967 __Spring, 1968 __Fall, 1968 __Spring, 1969 __Summer, l9__ Do you know how to type even though you have not had a class in typewriting? Do you have a typewriter at home that you can use to type school assignments? If yes, is your typewriter _;hanua1? __£lectric? Illa-tration 6: Questionnaire given to students enrolled in ‘ Basic Typewriting to help determine student placement. 45 groups: Group I, Group II, and Group III. Profile sheets (Illustration 3) and pretest results help to determine the placement of students into groups. Qgggp_l, The students who have the maturation and the ability to proceed independently in their learning activities are placed in Group I. If the student's profile sheet indicates a 9 Rating in Maturation and £2212 Average Rating in Communication Skills, the student can generally be placed in Group I. £3232 II. This group consists of average students who need more guidance and are not quite as strong academi- cally as those students in Group I. The majority of the students in this group are able to progress independently if given the Opportunity and if placed under controls such as being required to hand work to the teacher at shorter time intervals than students in Group I. Group II students generally receive a g Rating in Maturation and Average Ratings in Communication Skills on the profile sheet. I Q5232_£I£. Students in Group III require constant teacher supervision and are probably not able to work in a totally independent atmosphere; however, their instruction can be individualized on a one-to-one basis. These students usually receive an 5_Rating in Maturation and have gglgg Average Ratings in Communication Skills on the profile sheet. . a.” rv ...n* .1“ .nc . l’l _ - ... F _.J ._ .5. v C. . t .l \ ». ., I I . , f. a, . l: .e" a n . i w L . . . t . I _ . . \ . . r . . . V/ ,1} ,\. .\ , .. .x‘ -- 4 ‘ . n r _ i . . .. .. ‘v . . _ 1 TA . . .. f." - c n . i . . IJ . . . .1. . a 4 . I I . . ‘ . . . t I n I .41 c . a . . . .. l v o I ,. . . r r J . l a _ ‘ , a . 4 d . . . I. . . . . _ . . . , . z . . a .. . _ r , , a. . x a .u v. , i . . . ax .. I . i ‘ e, . . J . . . A. , y . a. . s a . e A. m . .m--. 46 Group III may also include students who are able to achieve at a high level but who tend to "goof off" in the classroom unless placed under strict guidance. Group III students benefit most from demonstrations and teacher contact. Contract Students. The Continuous Progress Curri- culum is designed for flexibility in the scheduling of stu~ dents and for individualization of instruction in the class~ room. Consequently, all students do not start all classes on Day 1 of the school year nor do they all come to the class— room for typewriting instruction during a regularly scheduled typing class. These students are usually Above Average in Communication Skills and must receive at least 9 Ratings in Maturation on the profile sheet. Upon recommendation of the student's counselor and after approval of the teacher, the student may be issued a student contract for independent study. After completion of the contract form by the student and after obtaining the signatures of his parents and the admin- istrator, the student may begin his instruction. There is no minimum number of hours that a student must spend in the classroom to receive this instruction although there must be a definite amount of time set aside for contact with the teacher. These details are included in the contract. A student contract may be discharged either by completion of the course or my mutual decision of the teacher and the student. ’V n ,‘ .l . A I g- ,. .p; , 6 , v n -/ ‘»J b { 47 I. IKDIVIDUALIZED INSTRUCTION Total group instruction or small group instruction adds structure to an individualized classroom. The learning activities which take into consideration the individual differences in students are not,in all instances, aided by the grouping of students; however, in many situations more than one student has the same type of problem and requires the same type of instruction. These and other activities can be and should be performed as a group. Generally, forty per cent of the class time is spent in group interaction or group work-instruction while sixty per cent of the time is spent in individualised instruction. The time lines for course objectives are based on sixty per cent of class time. Group Instruction. Group instruction at the very beginning of the class period encourages students to pre- pare and begin working sooner than if the students are allowed to start independent of teacher direction. Therefore, group-conducted warm-up drills or special technique improve- ment drills are advisable. Timed writings are most easily given as a group and are given at least once a week. A competitive and motivational atmOSphere results in this type of situation even through the student competes primarily with himself and his past record. '1 L b I ..,_ M8 The timing of the instructional program may be such that two or more students need to listen to a specific tape or receive instruction on a specific concept on a given day. When the students are required to exchange work stations to allow group instruction, grouping is more easily handled. Individualized Instructiog. Individualisation of instruction takes place in several different ways, depending upon the group to which reference is made. For example, Group I is most easily individualized through the student packet approach. Individual student packets are prepared for each course objective in the Basic Typewriting course. A student packet serves as an assignment sheet, supplementary instructional material, self-checking device, and programmer of instruction. Basically, the student may obtain all the ‘ information necessary for completion of each course objective from a specific packet and the suggested references without the aid of the teacher. The student needs the help of the» teacher when he has difficulty with a concept or his type- writer and when an evaluation of his performance is necessary. Individualisation of instruction for Group II is a modified version of the approach taken with Group I. Instead of allowing the student to pace himself through the packet and perform all of the self-checks on his own, the teacher assists the student by discussing his progress and checking ' 4 ' ‘ ‘. - Q 9 ‘ ‘ ‘ 'II ‘ , - . . , .. -_' i . ' l ‘ . I ‘ 0 C ‘4 ‘ ’ e ' ' .‘l u . . .. __ L , .. . 7 . . Q 4 . I . n - s -_ K‘ - . ‘ s . 'w v . . l I . v . . ‘ n . . _ u - . , . . ' ’ . A -’ - H' v J J c _ r ‘ , . . . A . g . , _ A c- . \ r V x _ -. ..' J~ " 1‘ . 9 u I v ' ‘x . e ’ t g . A Q . . ' 3 A . L . . t . r . ; 4 ' - . . A - ~ . .. . _ _ , . .- . J _ 1 ~ ‘ ~ ‘ i u . . -. . . 4 . , _ . _ l - | . I p‘ - Q - I . . . . . ‘ n 4 - .4 1 L , . ' - - _ « _ A 9 . . . . . g ‘ .. . I . . . . ' I ‘ ' _ u r I r —— O u‘. - . , _ - — n , ' 1 ' ' o , — O ' . . J, - . f, _ . i . , ‘ .4 . . , . . I . ' . z u . t. ‘ . .L A. J . . 3 \- O i . — r- . g. ; e I . v .‘ A 4 - l -e 3 u y ‘ , a v , . u no" e‘ '— V . . .' L" .I _ ' . ,) i . J .7 .. . . - r . , ' I . .4 -_. . I i D . . , C . - n ~ - - Q A r .. ‘ i > v ‘ . .5 g ' . A . I r ' ‘ .v‘ . .‘ L" 3 r . ._ ‘. 3 r 149 his work with him personally each day. Teacher demonstra- tion is often substituted for self-instructional materials used by Group I. Individualization of Group III is guided daily by the teacher. The student packet may be used as a reference, but each step that the student is to take is outlined by the teacher at the beginning of each instructional period and is completed by the student and checked by the teacher during the same period. Teacher demonstration and individual help is more common in this group than in the other two groups. J. STUDENT KNOWLEDGE 0F OBJECTIVE The performance objective is written as a tool for the teacher and is treated as such. The student is given a description of the objective in student language either in the student packet, on an assignment sheet, or verbally by the teacher. Before a student begins a course objective, he is made aware of the nature of the task he is to perform, how he is to perform, and with what degree of success he is to perform. The relationship between the instructional materials and the interim steps to the course objective is also described for the student. The student needs to know at all times where he stands in relationship to the success- ful completion of a course objective. 50 K. TESTING PROCEDURE At the time when a student has completed all of the assigned learning activities for a course objective or a terminal performance objective and has indicated to the teacher that he is ready for the post test, the test may be administered. Not until all of the assignments have been completed can a student ask to be evaluated on a post test. On the day before the student is ready for the post test he fills out a Requisition Form (Illustration 7), asking for the test for which he is ready. The teacher then pulls the apprOpriate test form and gives the test to the student at the beginning of the next class period. The test is evalu- ated as soon as possible and the results made known to the student. His continued progress is dependent upon the re- sults of the post test as he may not continue to the next objective until he has successfully completed the work on the current objective. An Evaluation Specifications Form accompanies each performance objective which describes a task in which the learner must demonstrate technique in operating the type- writer or skill in manipulating data into a specific form such as a letter, manuscript, or outline. The Evaluation Specifications Form describes in detail the criteria on o . l‘l . . 1; Q! a f u . l I C. er.- a) . .l . a s . ~ . W i K .. .. f f - . .. _ . . a C .l f‘ - ; f. - . . v . . . rr . I. . ‘4 x. a .1 do 9 o z 3.... . . . r. . . e. ; i. . m . _ . . n . .. _ . n _ u , . ., w REQUISITION FORM 2 Name i Class Hour Date Test Date Post Test ; (Give Post Test Number) ‘ Teacher Comments: Illustration 7: Form used by a student to requisition a post test at the time work is completed on a Course Objective. 51 -..» ..e- 52 which the task will be evaluated and includes a point system for calculating the letter grade. The Evaluation Specifi~ cations Form for Post Test SD for Course Objective 5 will be described in more detail later. L . mi {13.1)}: AL. I‘d Uiii‘. A student who does not successfully complete the work of a particular course objective as determined by the post test must be assigned appropriate remedial work to correct the deficiencies in his skill. Upon completion of the necessary work, the learner again requisitions another form of the test for the objective. After successfully completing the test, the learner may continue to the next course objective. A variety of supplementary books in addition to the basic classroom text are used for remedial assignments. Socetimes an explanation of the type of error and one addi~ tional exercise is all that is required to enable the stu— dent to meet the minimum performance objective requirements. Therefore, remedial exercises are keyed to each of the per- formance objectives for the Basic Typewriting course. M. INSTEUCTIONAL MATERIALS A multi—mcdia approach is utilized to individualize classroom instruction. Multi-media simply means that as .‘u , . « 4‘ I ,‘ 1 if" I 53 many methods of presentinq information are made available as possible so as to capitalize on a student's abilities. For example, some students are poor readers so they have less difficulty in learning from diagrams, tapes, or transparen~ cies than from books unless the books are written at the stu- dents instructional level. The materials available for the Basic Typewriting course are varied and include a basic text, a learning guide, listening tapes, transparencies, student packets, and teacher demonstration equipment and materials. The instructional materials available for use are indexed to each of the interim performance objectives encompassed by each course objective. N. COURSE OB ECTIVE FIVE Course Objective Five-~Personal business Letters, an explanation of the types of instructional materials available for instructional use in Course Objective Five and an index of these materials to the interim performance objectives included within the course objective will serve to illustrate the relationship between the roles of performance objectives and'instructional materials in a Continuous Progress Curri~ culum. Course Objective Five and the interim performance objectives are given on pages 18 and 19. A detailed descrip- tion of the media and an index of the media to the interim *— ______ ~—-.——«-—_._..._A. ,, 54 performance objectives are included in the remaining pages in this chapter. Basic Text. The basic text presently used in the Basic Typewriting course is the Ninth Edition of 20th Centuny Typewriting_by South-Western Publishing Company. Lech stu— dent is responsible for his own text. "Learning Guide to Basic Typewriting Skills". This unpublished reference manual has been specifically designed to supplement information available in text books. The manual is supplied to each student enrolled in Basic Type- writing. One of the chapters contained in this reference, for example, describes and illustrates the components of a personal business letter as well as letter styles and styles of punctuation. Instructional Tapes. International Business Machines Executory Equipment is available for instructional use in Basic Typewriting. The dictation-transcription units combined with accessories provide individual listening stations or may be assembled for group instruction. The following tapes are included in the instructional materials unit for Course Objec— tive Five: Tape and Guide Bt 51: Lecture tape and accompanying guide describes the heading, Opening, body, and closing as components of a personal business letter. Tape and Guide Bt 52: Lecture tapes describes hori- zontal and vertical placement of personal business 55 styles of punctuation, and letter styles apprOpriate to a personal business letter. Tape Bt 53: Dictation of two personal business letters: (1) in modified block style with mixed punctuation and (2) blocked style with open punctu- ation. These letters correspond to the letters prov fed on pages ME and 47 in the "Learning Guide to basic Typewriting Skills." The student will type from dictation while following the examples in the manual. The tape stresses the vertical and hori~ zontal placement of the letters. Blank tapes and a microphone are available for the production of additional lessons. Transparencies. The teacher may find use of trans— parencies desirable in the instructional activities related to personal business letters. An overhead projector and screen are available for group instruction as well as the following transparencies. 5t 51: Diagram of the components of a personal business letter. St 52: Description of the contents of the heading, Openina. body, and closing of a personal business letter. Bt 53: Illustration of Block Style. St 5”: Illustration of Open Punctuation fit 55: Letter Placement Chart fit 56: Illustration of Modified Block Style Bt 57: Illustration of Hixed Punctuation Student Packet: A student packet is available for use in Course Objective Five. This packet will enable a H 56 student to perform all of the tasks described by the Interim Performance Objectives included in Course Objective Five. The contents of this packet include: 1) Statement of the Course Objective 2) Information about the contents and procedures for typing a personal business letter 3) Step—by—step instruction which includes refer- ence to: a) reference materials b) instructional tapes c) application problems ) self-checking evaluations H) Information concerning the two post tests. Index to Instructional Materials. The learning activities wbich will prepare the learner to perform the tasks as described in the performance objectives are con— tained in the Student Packet or they may be selected from the Index of Instructional Materials (Illustrations 8a and 8b). Selection of instructional materials for each of the interim steps included in the Course Objective is imperative. IlluStrations 9, 10, and 11 contain surgested methods, materials, and time lines for Instructional Group I, II, or III. Evaluation. Two evaluations are given on Course Objective Five. The first evaluation is an objective~type test given after the completion of Interim Performance Objec- tive 5.“. A samnle form of Post Test 5a is shown in . ‘ l . k 1 . A ’ h . ‘ n . K ‘ , v . _ t ‘l ‘ . J s A i > I . V , .— ‘ . , . . . ' ' v A l . ’ h o , ~ . x ‘ - . x . . Q. ‘ I . . , V ‘ I ' ‘ 2 ~ 1. i ' ' O . e . I ' Y I .1- . J 1 _ ‘ A o 1 . . 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L ‘. .J t. .' . .,»\ 1 e .31) MI. :31 E.» 1.» 6O INSTRUCTIONAL UNITS ~ GROUP II Course Objective 5 Suggested Methods - Materials - Time Lines Inst. __IPO__ A_Activity Dex 5.1-5.R Tape and Guide Bt 51 1 Student Pacfiet Introduction (pp.3-h) Steps 1—2 (pp. “-5) 5.l~5.5 Student Packet 2 Steps 3-4 (p. 5) 5.1-5.5 Student Packet 3-4 Step 5 (Po 5) Self-Check (p. S) 5.1-5.5 Post Test Ea 5-6 Student Packet Introduction—-Lesrning Design II (p. 6) Step 1 (p. 6) 5.5 Student Packet 7-8 Introduction—~Learning Design III (p. 6) Step 1 (pp. 6-7) 5.5 ' Student Packet Steps 2~U (pp. 7-8) 9—10 5.5 ' Post Test 5b 11 -------------u-~——--~—--—--~--—--—---——----~---~-’4---——-e----UO Illustration 10: Suggested Lesson Plan to aid Teacher in Pro- gramming Group II Students through Course Objective 5. '- ¢ .44 *4.— -— e A p. * i’ g o. I ' I I n . no-a - t . - ... 4-— . . u . ._ -7 ‘.. , .; ~ I . .u~. . _.... . “ ._...,..-.-¢-—o ~1“-"" - u .. 7--~ . I , - .-. in— _‘ v.___ .—.- _.—.- — , ‘ -. ‘ I O , ‘ K __ I“ _ - o- -_.- ' o O ., .. — .‘ - - ' " _ .— A' —- ' a C ,_ . . .- - . r - I e -- . .. ‘ . . _ , ,.-- au- 5 ,. -.. - ---o.-— -j’. .— 61 INSTRUCTIONAL UNITS — GROUP III Course Objective 5 Suggested Methods - Materials — Time Lines Inst. IPO Activity . Day 5.l~5.fl Lecture with use of Transparencies St 51, 1 52, 53, 5“, and 55. Tape and Guide St 53 Homework Assignment: Read Learning Guides No. 23, 2h. and 25. 5.1—5.5 Lecture with use of Transparencies St 56, 2 57. Application Problem: Pb l, p. 85 5.5 Application Problems: Pb 2, p. 85 3 Pb 1, p. 87 5.5 Application Problems: Pb l, p. 89 N 5.1-5.5 Review and Drill 5 5.5 Learning Guides No. 6 and 18 6 Application Problems: Pb 2, p. 91 (Postal Card) Pb 3, p. 85 5.5 Application Problem: Pb l, p. 223 (Letter 7 of Application) 5.5 Application Problem: Pb 2, p. 223 (Data 8 Sheet) 5.1-5." Post Test 5a 9 Tape Bt S3 (Continued) Isa lea» - . -... ». ..- s .. . s.- ,. - . - _.... ._. .. O . . e v...... . ~. . '1'- . L. . - LI. 0 I . Instructional Units — Group III (continued) 62 Inst. IPO Activity Dal 5.1-5.“ Review and Drill 10 5.5 * Application Problem: Pb 7, p. 116 11 5.5 Original Composition of Letter of Inquiry 12 5.5 fl Original Composition of Adjustment Letter 13 5.5 Review and Drill l“ 5.5 Original Composition of Letter of Appli- 15 cation (Rough Draft only) 5.5 Final Draft of Letter of Application 16 5.5 Oriainal Composition of Data Sheet 17 5 1-5.fl Review and Drill 18 5.5 Post Test 5b 19 Illustration 11: Suggested Lesson Plan to aid Teacher in Pro- gramming Group III Students through Course Objective 5. .m— _m—‘ ' - - .vh'—-v—v * . - - w > ' n ‘ A' .. . l . ‘- a . - v D' I. — I ,, aw .. —- v- —‘ I I O ,A- \ ‘ -‘ . u e .- .0... .. .- -. >qw—u - I ‘\ \ x - . 1" '->'~“ . r» . I - ._, .....~ - -u. 4- . 0 x. V. - .u.- o'- _. ,, - . ,, . a . A ' - , ..- -.—.‘.—- . : \ . ’_.--. 4.‘_----~.- I .. ‘ .<_— b - , , . .. -q 63 Illustration 12. The learner must complete this post test with 100% accuracy. Post Test 5b is an evaluation of the student's performance after Interim Performance Objective 5.5. Evaluation of Post Test Sb is made by the teacher on the Evaluation Specifications Form whi h is given in Illus- tration 13. A sample of Post Test 5b is given in Illustra- tion 1'4. $4- Supplementarl Mater als. The materials indexed to the objectives as shown in Illustration 8a and 8h may not meet the needs of all leainers. Therefore, copies of the following supplementary texts are available for classroom use: Rowe, John L., Alan C. Lloyd, and Fred S. Winfier, Gregg Typinr I, McGraN—hill hook Company, New York, 1967. The H. M. Home Company, Chicago, 1967. Reiqner, Charles 8., Fowe Typing, Sixth Edition, Wanous, S. 3., Personal and Profrssional Typing, Third Edition, The South—nestern Publishing Company, Cincinnati, 1907. The contents of these supplementary texts which apply to each of the Interim Performance Objectives are indexed and shown in Illustration 1?. 5..» 64 PERSONAL E‘SINESS LETTERS NAss OquCTIvs Ea POST Tsar BASIC TYPENSITING DIRECTIONS: Answer each of the following questions by typing the information asked for by each individual question. 1. Name the four basic parts of a personal business letter in the order in which each appears in the letter. a) b) e) d) 2. Name the location of each of the following items that would appear in a personal business letter by typing the letter of the basic part (as given in Question 1) on the line provided. 1. Dear Er. Thomas 2. Sincerely yours 3. We will be most happy to describe the details... 4. Mr. Therman Thomas. 5. (Your Typowritten Same) 6. Current data 7. Your address 8. Mr. Thomas' address 9. (Your 8 gnature) . Enclosure C) UHHHH 3. Name the style of letter or style of punctuation used in each of the following examples. a) Sincerely yours, (punc tuat ion) b) Dear Mr. Thomas (punctuatIon) c) Dear fir. Thomas: T(punctuation) d) Sincerely yours (at left margin) " (Ietter style) e) Sincerely yours (punctuation) . s . \ - - - , . O . . - I I --. \ . . 7 M. .... \ .1 I . "0—. l — \ . g \ .0. o . O o ,. l v v I O u . . Q o O . . . o L - _- - . .. ‘. . _.. .. p, . _.,. —~.... a.-. ‘ I ‘ ‘ . l . . ‘h... . . .. "_ 65 Post Test 53 (Continued) f) He will be most happy to (letter style) describe in detail.... _ a) ----------------- (letter style) h) 2:: 4. What space line would you use with a letter with: 150 words in the body? 8” words in the body? 220 words in the body? 5. how many inches do you leave in the top margin of a per- sonal business letter on a full sheet of paper? Illustration 12: Sample test form for evaluation of student progress upon completion of Interim Performance 66 EVALUATION SPECIFICATIONS FORM Name Test Date /* / Course Objective 5b Personal Business Letters Your Score Evaluation of your performance on Post 98+ - A 100 Test Sb for Course Objective 5 will be 97 I A- based on the criterion and points out— 96-94 I B - lined below. There are a total of 100 93-90 - 0 possible points-~you need 90 points to ~-...-..--A* =——-_ meet minimum requirements. RETURN ADDRESS: «2 ~2 -2 ~2 —2 if tap margin is too wide or too narrow if return address does not include street address, city, state, and zip code if city is on same line with state and not followed by a comma if city is not on same line as state and is followed by a comma if date does not follow return address on next line -5 if return address is not in correct horizontal position INSIDE ADDRESS: -2 -2 -2 «2 —2 —2 ~2 if spacing between return address and inside address is too wide or too narrow if title and name of addresses is not included on Line 1 if inside address does not include street address, city, state, and zip code if city is on same line with state and not followed by a comma if city is not on the same line with state and followed by a comma if inside address does not contain three lines if inside address is not in correct horizontal position SALUTATION: -2 if salutation is not preceded and followed by a double space if salutation is not followed by punctuation apprOpriatc with letter style as directed if aalutation is not followed by punctuation consistent with style used in remainder of the letter if paragraphs are not indicated as directed or by double space if paragraphing style is inconsistent with letter style (Continued) -_...‘ - A u a v ( t c . o .. . . . V t I r _ . - . ~ _ - . ‘ ‘7 I I k '# \ A ‘ I ’ . u l . t , u I 1 . a y es . ‘> I. ~ - . I t . . . . r - -:‘ ¢ ' ’4 ‘ i- . ‘ e r: , ‘ 4 I . 'x - ‘.-> . . . , . . . ‘ p I , . o . _;' . ‘ l V . l .. A _ .. .‘ ' b .- T -: . ' . - A. - - ' - . I . . - > 4 . ‘ I . - L _ . . r . . . . , J -A v . . . 1‘ O < ’ . . , , Z " . t" . J , . , ‘ r \ I I . . . r ‘ r I u . - . . . . . . \ , A , § t , . _ . — . - . I \ . r , ‘v ‘ . , .4 p .w ‘ ‘ ' . . A v I ,7 n “ o . , . .. ‘kv ‘ s , A 0‘ 1 . ‘ - ' - .n. a 7 . . .< . _ ‘ s L .. u ,.. 67 EVALUATION SPECIFIcsTIons roan (Continued) Course Objective 5b -- Personal Business Letters BODY: -5 if right margin and left margins are not equal -2 for each error in word division -2 for each error in sentence structure (composition) CQMPLIMEMTARY CLOSE: —2 if not located a double space below body of letter —5 if not located in horizontal position consistent with letter style -5 if not followed by punctuation mark consistent with letter style -2 if typewritten signature is not located on the fourth line below complimentary close —2 if typewritten signature does not include title of woman (when appropriate) —2 if enclosure notation is not included (when appropriate) ERRORS: —2 for each typOgraphical error not corrected (if correct- able) -3 for each typographical error not correctable —2 for each poorly corrected error ~11 for each strikeover OTHER ERRORS: (Please Specify) Total Illustration 13: Form used by teacher for: (l) evaluating Post Test 5h; (2) reporting test results to students; and (3) selecting remedial work if necessary. PERSONAL DUB HESS LET OBJECTIVE 5b POST was? no NOT WRITE on THIS PAPER BASIC TYPiJRITIHG DIRECTIONS: The following personal business letter is to be typed in the modified block form with indexted paragraphs. Use mixed punctuation and your own name and'sddress. There are less than 100 words in the body of the letter. Mr. William w. Donnelly, Manager, Miramar Hotel & Bungalows, Nilshire Boulevard and Ocean Avenue, Santa Monica, California 78009. Dear Mr. Donnelly (P) Since the Miramar has been recommended to me as a delishtful "home away from home," I should like to stay there for the part of my vacation that will be spent in Santa Monica. (F) Will you, therefore, please reserve for me a single bedroom with adjoining sitting room for June 30 through July 5. I prefer accommodations with an ocean view. (P) When you confirm my reservation, I shall appre- ciate it if you will enclose any brochures you may have that include information on "where to no," "what to do," and "what to see" in the Southern California area. (P) Sincerely DIRECTIONS: Compose a letter asking for a catalogue for items of your choice. If you do not know the mailing address of a company, make up an address. The body of the letter must consist of two para- graphs. Prepare an enve10pe. Illustration 1“: Sample test form for evaluating student pro— gress upon completion of Interim Performance Objec- tive 5.4. 69 SUPPLEMENTARY TEXTS Instructional Materials Index Course Objective 5 - Personal Business Letters IPO Text 1' Text 2" Text "' 5.1 to Pb 1, pp. 8h-85 5.3 k -_ _._ __ __ .— _—__._.__ __‘ n“ —_ L— w — — — —_— —_ ~— —— —— ‘— 5.5 (Given Date) Job 9D, p. 76 Pb 1, p. 85 Applic. Exercises 9E. P0 77 2’ Do 88 7’ po 75 9F. po 77 ’1. po 91 8. Do 77 2, p. 92 9. p. 77 3. p. 92 ' 10. p. 77 1. p. 93 12, p. 79 2. p. 93 1“. p. 81 3, p. 9H 15, p. 81 1, p. 95 16, p. 81 (Composition) JOb 96. p. 78 9H, p. 78 'Rowe, John L., Allen C. Lloyd, and Fred 3. Winger, Grer Ezping I, McGraw-Hill Book Company, New York, 19 7. "Rei gner, Charles 6., Rows ,Sixth Edition, The H. M. Rowe Company, Chicago, 19 7. "'Wanous, S. J., Personal and Professional Ty1ping, Third Edition, The South~h estern Publishing Company, Cincinnati, 1967. Illustration 15: Index of Supplementary Texts to Interim Performance Objectives included in Course Objective 5, Personal Business Letters. . t .4 . v .v . 1 a ' V r . ,’ . v ‘i ,' I . ‘.‘ . ‘ 0 _~ . . ' ‘ I ’ v 5v *hflw -- > - A — o A A, - - .4 n — r’“‘.‘ .A _ E-.. _ - . _~‘m,_.,‘_ ._ ..- , . ‘ '- l C . .. .. - t - _, mun - e- - -, . ? v 9 n v . . I ‘ O ‘, . | ‘ .. l” | . - \ ‘ . - . ‘ \ ‘ - . a I ¢ . t )— I ‘ ' - J i C , .. ~ \' ,— . I u '- 3. -o d. - 4 - -u-- ‘.“...-. - .-. ‘. -c'au-u ~~n¢v¢n 0-. . .. a A . ‘ . . - i I '- ' ‘ x‘ ' g ‘ . o ' n- , '4- ‘ D -. -.._ V --.._. _ .- .. _ ‘ . - . v ‘ ' _ ' ' e. . - f A ' .' ,. ~ L I, ‘ 1 ~ ' , 't v ‘< - , \ \ '- '. ‘ A .I » ' F 9 U «- ' ‘.-.- J; . .- . I Q. | . ‘ I ' N U ' D r I I O . I ‘ . 1 - , .1 I . u , L.. It- .‘ 7' -r. p. , p. . .1- e . - i , - . ‘ l I I . 3 ‘ , 1- ‘ V .> ' CHAPTER IV SUMMARY A Continuous Progress Curriculum implemented in Basic Typewriting at Bloomfield Hills Lahser High School provides equal_0pportunities for all students to progress to their optimum potential. The curricular design makes provision to accept each child as an individual, determine his present level of development, and help him to progress as far as he can in a given period of time. The terminal performance objectives for the course describe the desired outcomes to be achieved by each child and the instructional program is so individualized that each child is provided with apprOpriate materials to allow him to begin at the point of his develop- ment and continue from that point at his own rate. This strategy compensates for many of the individual, task, and environmental variables facing the learner in the learning experience. The teacher in a Continuous Progress classroom be— comes an instructional technologists who must possess specific skills and knowledges to implement performance objective based instruction and to individualize the classroom. The purpose of this study was to develop a BASIC TYPEWRITING INSTRUCTIONAL MANUAL which would acquaint the business teacher with the 70 71 specific skills and knowledges pertinent to the classroom teacher. 9. ’10. 11.- 12. These skills and knowledges include: Reading and interpreting performance objectives for desired outcomes. Selecting materials which are matched to (l) the desired outcome prescribed by a performance objective and (2) the abilities of the learner. Using methods which capitalize on the capacity' of the individual learner to learn. Prescribing activities which will develop pro— ficiencies and correct learner deficiencies. Evaluating student performance. _ Analyzing evaluations for deficiencies of the learner. Prescribing remedial instruction. DevelOping interest and motivation for the learner.' Maintaining progress records. Organizing classroom activities and procedures to allow for individualised instruction. Providinm for student interaction groups in an individualized setting. Reporting student progress. In this study, no attempt was made to: 1. 2. 3. Provide a background of the philOSOphy or rationale for the system. Instruct in the process of writing performance objectives to the system's design. Instruct in the preparation of individualized instructional materials. i. . . a . . . I -4. _ I . . .A n ,r 'w 4.. Gila W . C . . o I n 4 . _ e . o A ‘ . I . ., VI A o a .. H .- OIL . _ l . 1_ , . x a i y W; . r A . . . , . . .1: I. r . . ._‘ ... . u . - .1 L: . . . . . \ ...l. . . i . . v _ . . n — r] I. . A . . _ , . x . . f . 4 . s v I I a . r a. . g .. 9.. A. . _ . . a _ n . l . .0 u \. . . . p . qr . : . . \ .J.‘ r. . O. s . .. . _ . u r . . . . .1 A A —~C . ill a 1 a . 3 p o .. .4 - f. Iv O A on .— .I; . I . v~ . 4 .>4 4.. n v . u , . l. . u. 1 A. L a r .0 .3. \ 1. Ir . n e . a 72 u. Evaluate the design of the system and/or the performance objectives and accompanying mate- rials for Basic Typewriting. Recommendations. Classroom experience with the de- sign, performance objectives, and instructional materials for Basic Typewriting and observation of student progress and success indicates that the Continuous Progress Curriculum, as applied in Basic Typewriting, does compensate for individ- ual differences among students and consequently has a favor— able effect on achievement and learner attitudes toward learn- ing. Performance objectives and the accompanying materials for Basic Typewriting, however, are of little value as instructional tools unless properly implemented in the class- room. Therefore, the BASIC TYPBHRITING INSTRUCTIOEAL M MUAL is recommended as a supplement to the inservice training of the classroom teacher in business education. The manual could be used specifically to: 1. Provide a new teacher of Basic Typewriting with a reference manual for use of performance objectives as an instructional tool. 2. Provide guidelines for implementing an individ~ ualized instruction in the classroom. 3. Provide Business Education Department with guidelines which add consistency to the instruc~ tional program in Basic Typewritinfi. 73 BIBLIOGRAPHY Unpublished Materials Boston, Boston, .1 ‘ 7-1 p. organ, Robert E. "Criteria for the Writing of Performance Objectives -- Part I." Unpublished Programmed Learner for nstructional Designers, Bloomfield hills Public Schools, Bloomfield hills, hichigan, 1969. Robert 3. "Criteria for the Writing of Ferformance Objectives ~~ Part II.” Unpublished Programmed Learner for Instructional Designers, Bloomfield Hiéls Public Schools, bloomfield hills, Michigan, 19 9. Robert M. and David S. Bushnell. "Designing An Organic Curriculum." hashinston, D. 0.: Bureau of Research, United Jtates Office of Education, 1967. 7 74 Curricular Design for Continuous Progress System by Robert E. boston, Assistant Sunerintendent—~Curriculum and Coordinator, Education for the Seventies, Bloomfield Hills Public Schools, Eloomfield Hills, Hichigan.