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Show ; - - - ' - . . .z .. ,. j Bj The National Education Association has cited 210 schools for their creative approach to teaching z and hopes parents and educators will use the innovations tojmprove their OWnIassrdoms - By CLAIRE SAFRAN forrtwrfMateitentiwiittAf school clock and rewind it in more modern which can be used singly or in combinations. When time became flexible, so did the schooTa space and size of classes. Groups can come together for special films or lectures; split apart for longer periods of study of science, shop, or home economics; use shorter periods when they are called for, Under this system, a student in-dep- th ' 'of his school day in might spend one-thiindependent study. n notion of independent study springs . h from the difference between teaching and learning. One can often take place without - theitherrAt:1ttieJCedar:FallsrIowa,-hig- h school, studentsgo to an Individual Learning Center. They come by their own choice or by teacher assignment to improve individual skills, do research, or chase their own rain- - bows. Within easy reach are all the tools of learning: books, records, tapes, transparencies, film strips, accelerators, projectors of all kinds, programmed materials, etc 1 At Van Antwerp Junior High in Schenec-tad- y, N.Y., teachers have found a new way to . to know each child better and give get : him more individual attention. Four teachers, each a specialist in English, social studies, ' math, or science, meet with the same four student sections. Three timesa week, the teachers meet with each other to exchange Jnionnationjand insights abouthese young---i stersrA guidance counselor joins them reg-- I ularly. When needed, parents are called in, or the team may confer with the school .psychologist or reading or speech specialist. takes At Owensboro, Ky., another form. A team of science specialists meets with a large class of students who have been grouped by their ability. Lectures, films, and demonstrations are given before : , the whole group. Then, since there's a team instead of just one lone teacher, the group break apart for. smaller discussion groups . t - L. j.' tj l rctearcu, anaj lnaiviauai :. rd . , .; ri-T- J r ol - .;can "' .... WyrrT Like all cities, Cheyenne, Wyo., wanted to do something about its dropouts.-Th- ey also wanted to help children who were hav? ing problems with learningLandJwere-n- ot achieving what they should. The result: an Educational Diagnostic and Planning Center. Teachers from 30 schools in the district refer children to the Center. Here, individual problems can be diagnosed early and then special curricular. remedial, and counseling profor the child. grams can be tailor-mad- e did break the city's center not Cheyenne's education budget Most of. the 210 model schools used more imagination than money. But where it was needrSbney was always where a smart principal could find it Some prospected the rich lodes offered under Titles I, II, and III of the Elementary and Secondary Education Act. These make Federal funds available for such things as after-schoprograms for disadvantaged children, guidance programs, remedial reading plans, library improvements, visual aids, and other equipment and materials. Team teaching in Owensboro, Ky., sparks curiosity, Othor principals tapped the many private- s- fheirhelpt a boyomrsue-hi- s individual'project foundations that, like the government are J eager to help finance almost any plan that shows imagination and promises to lead to better learning. It's no longer a matter of whether your school can afford to be better. Some recent research showed that American youngsters are lagging near the bottom of the international list far, far behind the Russians So now the vital question in math know-hohas to be : Can your school afford not to improve itself? .1 . team-teachi- teaming ot Schenectady;tf.Y7 . patterns. The day is now organized into . fcey to -- ,( - w. ng . like more information on how you can help to get a better education for - your own child or if L you'd like to know how to visit a Demonstration Center near- If you'd est youvmteJojJames Olivera, National Commission on Teacher Education and Standards,J)ept. FW, 1201 16th SireeTNWr Washington, D7CT200if Pro-Session- Wf4: al Behind the "mobile" method in Provo, Utah, are Family Weekly, September S, 1967 |