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Show ducafion Task Force visual information placed into "interest centers" for the students individual learning. Even though a student may work by himself, a group participation role is set aside for him. As we were watching the students in school, our attention was directed to use. At Webster we saw the students go to these centers and work out of the packets. They see pictures and word associations not knowing at the time that the centers were teaching them skills while at the same time providing entertainment. One teacher said that her students can go to the various interest points most any time they want. As the students in the big rooms wandered about from station to station, the teacher said the students are still controlled but are able to experience the learning processes After the results of the experiment on the students, and the tabulation of the projects' "cost feasibility, the new student will probably have a chance to enhance educative processes. to pick out a place for in himself the community, and take his awareness of i ISiSl ' ' He will be able away from school "realistic presentations of knowledge he can endeavour is a use. The courageous one, and from the observations of it at work at Webster School, a new system of learning for the new student of today. $ a new perspective to learning. Perry Shaw Mrs. Carma Hales, "We are pulling students out of the 'learning ditch.' " a himself working. When he finished his work the boy got up and weht to a work area where a teacher was preparing a film strip presentation. He likes to come down here and do his work," a teacher said. "When he finishes , the student likes to help the teachers and by Kirk Terry When we toured the Webster a Elementary School, Utah System Approach to Individualized test school, a Learning large open classroom with three or four different groups of children met us. On the tables were reading workbooks, a Sullivan system, and little spinner boards crowded about by children spinning the pointer and adjusting the board top to make up words from the letters indicated. (U-SAI- Other children from the kindergarten age to second graders were using other spinners to work addition and subtraction exercises in the same manner. We were told by Mrs. Carma that the Hales, director of a reality project curriculum has base", and the project will elevate the young student out of the "learning ditch. By starting the student with a pre-tes- said Perry t, humanities branch Shaw, director, the teacher can evaluate the students capabilities, and design a curriculum to best suit the pupil. One of the concepts of is the teacher orientation to the project. The inservice training headed by Mrs. Maurine Jones, and in a series of workshops presents to the teacher packets of prepared materials in mathematics, the humanities and science. Dr. section is David Nelson, a research psychiatrist, said that once a pre-tehas been administered the student may be channeled into any number st of basic learning experience catagories. He said that the math area falls into the manipulating experiences" of the spinner wheels. A student may also use a lanuage arts spinning wheel. By seeing on a more realisitc plane the math structures of numbers, or the sentence and word construction of language, Dr. Nelson said, the young student experiences the involvement of the processess." The humanities section under Mr. Shaw has put together packets of young boy sitting by The spinners in language arts help the student 'create' the words of his language other students, or goes back upstairs to his class." The boy is very Dr. David Nelson intelligent and thoroughly enjoys school. The test project has they enjoy the most. made the learning process an exciting experience for all the In the kindergarten section there was a "smell and touch station where the children, through their senses, learned new and fascinating things about themselves and their senses. Later in the same section these children were taught Spanish and students we observed. Whether they were using the spinners, counting with special blocks, or absorbed at one of the interest stations, has brought to them an entirely different perspective of learning. their response to answering Seeing mathematics at work. The spinner visualizes the process. questions or speaking Spanish was incredible. is the Another part of "teacher-ett- " system of tutoring. When we moved to another part of the building a teacher was instructing two fourth graders. Later these young students will help younger students learn. Cheating isn't permitted, but a student may help another on a test for the mutual benefit of both. The Model Cities Agency is The program is in its funding first year of development and is also being tested in Jefferson and other schools. When results are complete the program will be offered to the whole state and all school districts. The program, as stressed by Mr. Shaw, is not to be confused by encourages student relationships by teaching each other and learning together. a Q tr 5 -- Model City is on the move. Move with it. Join a task force. be- - helping You'll yourself, your family, your neighbors, your community. The Model City task forces are planning programs to meet your needs. You can help in any area that interests you . . . housing, education, employment, health, crime and recredelinquency, and ation health & social services. Model City needs residents who care about and today tomorrow. This is your program. By joining a task force, you'll be insuring your future. We need your support in order to support your needs. Drop by our Community Office at 119 E. 21st So., or call us at 467-941- Do it . . . 6. today! This is your chance to speak up, have your say, to contribute your talents and energies to your community. Come on ... to the task force meetings. |