Appendixes
to the
Great Lakes Region
Repo JoShr^ Special Education
Instructional Materials Center
VOLUME II
Append^ B (pp. 433-669)
anSkC (pp. 671-890)
M.C. MIGEL MEMORIAL LIBRARY
American Foundation for the Blind
15 West 16th Street. New York, New York
10011
Final Technical Report
Project Number 322005
Grant Number OEG-3-6-062377-1557-607
Continuation of
Appendixes to the Final Report of the
Great Lakes Region Speoiat Education
Instructional Materials Center
Appendix B, pages ^33 - 669
Appendix C^ pages 671 - 890
(Appendix C is continued in a separate volume)
Ml 'i\
Digitized by the Internet Archive
in 2011 with funding from
Lyrasis IVIembers and Sloan Foundation
http://www.archive.org/details/appendixestofOOgrea
Materials from In-Service Workshops: A Final Report
OF THE Leadership Workshop; Planning, Report and
Evaluation Forms from Various Workshops; and
Some Workshop Agenda
433
I'SOl 'MSI!
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I I M I k [I )K
II \M)|( \PV\ I)
([IJllJKI N
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ii»|M*'dli'<K V\'h '1 ,1.- ,». I
FINAL REPORT
Leadership Workshop
February 14-15, 1972
This report Is a compilation of a series of papers that
describe the Leadership Workshop held at Michigan State University in
February of 1972. Forty-three participants from six states attended
this workshop. The focus of the workshop was on the development of
in-service training competencies.
The report consists of the following sections:
A. Pre-Workshop Information
R. Schedule ot Workshop Activities
C. Description of Workshop Activities
D. Participant Profile
E. Evaluation Studies
Study //I - Workshop Contract
Study #2 - Cognitive Change
Study //3 - Participant Reactions
Study /'A - Long Term Contract
F. List of Participants
G. Post-Workshop Correspondence
S. Joseph Levine
June 1972
435
^t \Vml»«'t ln\Tu
■r.,*U Nrh»i>ft. ti'i Hj-^'ii .4(>r"'
,i.iil tr.Mih I ^ i,»tti.
USOE/MSU
REGIONAL
INSTRUCTIONAL
MAItRIAlS
CENHK FOR
HANDirAPPEI)
SL CHILDKIN
AND VOL'TH
January 10, 1972
Happy New Year! I hope your holidays were as restful and relajcing as
mine were! 3y now, I'm sure you're well into the swing of things once
again and are looking forward to another break! Well, I think I have
a solution!
Because of numerous requests from teacher-trainers in our three-state
region, the RIMC staff will host a conference here at Michigan State
University. The conference will be a two-day intensive session focusing
on conducting, designing, and evaluating in-service teacher-training
experiences and you are invited to attend. So, mark Monday and Tuesday,
February lU and 15, 1972, on your calendar! The conference will be
held at the University Inn in East Lansing, and will begin promptly at
8:30 am on Monday, Feb. lU and will end at 3:00 pm Tuesday, Feb. 15.
Due to the importance of this conference, we have made arrangements to
subsidize the participants' expenses. The RIMC will take care of your
room and board expenses and mileage costs. (Included is a list of
others in your area who have been invited. You might want to utilize
this in making arrangements to travel with others.)
Please RSVP! Because of the pressure of time, we need to know IMMEDIATELY
if you are going to be able to attend. Therefore, please complete the
enclosed card and return it to me ON OR BEFORE TUESDAY, JANUARY 25. 1972.
Upon receipt of your caxd, detailed information will be sent.
Looking forward to hearing from you soon!
Sincerely,
Sue Ann Yovanovich
Field Consultant and Coordinator of
Human Resources for Dissemination
SAY:ss 436
"•pr< lal lau> a I ion Nelwu'k - Bui<-Ju ol Kluc^lion fm rhf Mjndu dUPi-d
USOE/MSU
REGIONAL
INSTRUCT lONAl
MATIRIAIS
CiNTtR fOK
HANDlCAPPin
CHIIORIN
AND \n{ IH
January ?1 , 1972
Dear Institute Participant:
Thank you for your proT.ptness in returning your reservation card for
the Special Education Leadership Conference : In-cervi ce Training
Techniques.
As stated in my initial correspondence, the conference will begin
sharply at 3:30 am on Monda;y , February lU. The session? will be
held in the conference rooms at the Starboard Tack, which is located
on the grounds of the University Inn. Lunch will be served in the
same building. The afternoon session will conclude at approximately
3:30 pm, at which time you will be given an opportunity to visit the
regional center (optional). Dinner will be at your leisure (Included
in conference expenses only if you eat at the Starboard Tack).
There will be a required evening session which will begin promptly
at 7^00 pm, followed by a social hour. On Wednesda;,', we will again
begin at 8: 30 am, and will conclude before 3:30 pm. The institute
staff is planning two days of intense activities, but feel that by
concluding at 3:30, you will have ample time to begin your journey
homeward. Therefore , we strongly urge you to plan to remain for the
entire session.
Enclosed are some maps which we think night be helpful to you in
planning your trip.
Also included is a pre-assessment form and a self-addressed, stamped
return envelope. In order for the institute staff to most effectively
and efficiently meet the needs of the participants, we ask your
cooperation in completing the pre-assessment form and returning it
on or before February 8, 1972.
437
Page 2
January 31, 1972
All participants who attend the entire session vill be jjrovided with
a complete set of workshop materials. Thes^^ material:- will De in a
form whii^h will permit participants to fully repl'cate them for their
own individual use.
Looking forward to receiving your pre-assessment form and to seeing
you on the lUth!
Sincerely ,
U^jC
(I"liss) Sue Ann Yovanovich
Field Consultant end Coordinator of
Human Reso\arces for Dissemination
SAY:ss
Enclosures
438
SPECIAL EDUCATION LEADERSHIP WORKSHOP
In-Service Training Techniques
USOE/MSU RIMC-HCY
F'eb. 14-15, 1972
SCHEDULE
Handout Monday
#1-Leader's Guide 8:30
Activity
Get-acquainted activities
--Ward, Yovanovich
WHO ARE WE?
#2-Program
#3-Participant List
& Profile
#4-0b jectives
#5-Learning Contract
9:00 Examine and personalize
objectives
--Levine
WHY ARE WE
HERE?
#6-Instructional
Strategies*
10:00 BREAK
10:15 Classifying in-service
leadership problems
(an instructional game)
--Carlson, Ward
11:00 Revision of game, useful
to introduce an in-
service session on
instructional strategies
--Ward, Carlson
WHAT HELP
DO WE NEED
TO GET?
WHAT CAN WE
LEARN FROM
EACH OTHER?
12:00 LUNCH
1:20 Karnak the Great tells how
to use a kit to create
an experience
— Levine, Carlson
Yovanovich
WHAT CAN KITS
DO? WHAT CAN
WE DO TO KITS?
#7-Kits Available,
List
#8-How to Preview
a Kit*
2:20 BREAK
2:30 Previewing kits of materials LET'S LOOK AT
for workshops SOME KITS!
HOW DO YOU
DECIDE IF YOU
COULD USE ONE?
#9-Hints for Preparing 3:30
Kit Materials
Lab . I-preparing ditto
masters & overhead
transparencies
Lab . Il-handling audio
cassettes
Lab. Ill-Regional IMC/HCY
facilities
*To be distributed later,
439
Handout
#10-Planning Kit
#ll-You Are!
#12-Evaluation
#13-Learning Contract
# 14-Long-term Contract
#15-Basic Reading List
Monday
7:00
8:15
Tuesday
8:30
10:00
10:15
12:00
1:15
2:00
2:45
3:15
Activity
Instructional Games for
Observation skills
Social Hour
Use WORKSHOP PLANNING KIT
to design a plan for a
workshop, given one of
two simulated requests
BREAK
Work on new book on work-
shop planning
LUNCH
Sharing experiences in
problem- solving
Summation, oral and
written
Contract for implementation
of follow-up
Departure
FUN AND GAMES
EMPHASIS: GAMES |
FUN AND GAMES
EMPHASIS: FUN
CAN WE GET
A MORE PRECISE
APPROACH TO
PLANNING?
LET'S ALSO
TRY TO HELP
PEOPLE WHO
AREN'T here:
HOW DO OUR
EXPERIENCES
RELATE TO OUR
NEEDS?
WHAT HAS
HAPPENED?
PUT LEARNING
INTO practice:
440
IlESCRIPTia'l OF L£ADER^f!IP :'0R'(Si'OD /\mVITIES
L^eadei's'iip Workshop
February i4-i5, 1972
FIRST DAY
GET ACQUAnm^ ACTIVITIES 8 = 30 - 9:00 a.^n.
Consisted of three structured exTjeriences .
Experience #1 - Small Groups
In a small gr^up, each particijiant introduced himself/herself by saying
his/her first name and repeating the names of those who preceded him.
Experience #2 - Total Group
Participants were instructed to find another person wi^h whom he ''she had
something: in common, sit together and tell the entire group ^ibout them-
selves ,
Experience #3 - Workshop Leader
The workshop leader explained the roler. and positions of the participants
and introduced each group of participants, i.e. IRMC .coordinators are in-
service educators of an I;.structional Resource and Materials Center in
Ohiti; .I'urriculuir. Resource Consultants (CRCs; -are in-service eluca'.ors in
Michigan; Teacher-trainers are in-service educators in Indiana.
The IMC liaison staff members from each state depa;tment of education were
also introduced and the leader briefly explained how this person cooperates
with the RIMC.
The leader explained the participant profile which was constructed from the
pre-assessment inforir.ation completed by the participants prior to the work-
shop.
EXMNF. m PERSOriAIIZE 0B,JECTIVE5 9:oo - io:oo a.m.
Workshop participants were given an opportunity to examine the stated
objectives .
The participants were given a learning contract and wei-e asked to check
those tasks which they would be expected to complete during the two-day
workshop.
441
-2-
CLASSIFYIN6 I\LSERVICE LEADERSHIP PRORLEJIS - An instructional Game 10:15 - 11:00 a.m.
The partic ip-i.nt, s we.-'e ':iven a ret of -' x ■■ ■ •. o.' written problems
which mighL he enccunt^ "ed in pianriin^r ar.d j ■. ^'tinr: 'in in-service
progfajn. The rx^'Mp wif Instructed to c,!i;-:-i*\v t ne prrtle.-ri ■ i nt j trouble-
some and non-tr "uMesc'r. ■ :atep;ories, and to vn-in'- additional rr'",b].em£ on
blank cards.
The leader askei the participants 'o chc'ose '.hree oi' the most troublesome
problem." nnd to write f-.iu'^ions for theue [. :'oblemb for the rr :ui) to
di SCUSE .
REVISION OF r#1E - instructional Strategies 11:00 - l?:00 a.m.
The instruct i.nal game consisted of two par-ts, each lasting 30 minutes.
The participants were divided in teams of two. Each team was riven an
instruction sheet and a deck of cards with an instructi-'inal strategy.
The tefu"! was directed to crjtegorize the cards and complete a recording
form .
After the first y minutes, the teams were Ins'-.ructed to e;<ch:ini:e decKS,
sort the exchanged deck, and complete the second half of the recording
form. After sec; ing recording form #r, pairs of teams compared scores
and a -^roup discussion followed.
YARW. THE GREAT - "How To use A Kit To Create An Experience" 1:20 - 2:00 p.m.
This activity presented Karnak the Jr^^at with nis crystal baJ ^ in which
{ he found solutions to problems posed by his helper. In his crystal ball,
.\arnak was able *^^n see what purposes kits can ser\ - and r. w they can be
adapted to fit a particuxai' need.
PPB/IEWI^IG KITS 2:30 - 3:3C p.m.
Participants were given a list of kits which are available on Imn from
the Regional IMC.
Workshop leaders led a discussion on:
How to preview kits?
What questions to ask to determine the choice of a particulir kit?
When to use it?
How to usp it?
Participants examined the training kits and were given a handout, "How "!'o
Preview A Kit."
442
-3-
LAR SESSIONS ^:-0 - U:00 p.m.
Part i cifantG vere allowed t j },-:rticipat,e i r. ri' "f r.ore of Ihree labs.
Lab I Instruction i how ti i-irecare 'ii'to ..■;;•.. ;t era us. i t* a thermo-
fax machine
How tc prepar-,^ overhead transbarer^-ies .
How to use a jopyin,- maoiiine.
Lab II Provided hin'.s for pmducin,^ audio c'iE3ette taoes .
Lab III Provided an opportunity to tour the Ret^ional IMC facilities;
to meet with the RT>iC support personnel (data processor,
librarian clerk,etc.); use the library; cl^eck out materials,
etc .
I^KTRUainr^IAL mTS FOR OHSEPVATION SKILLS ■:-:oo - 8:is p.m.
This activity, entitled "A Wa^k Through Penaiu^," eiuphasizes observation
skills. It consists of three games utilizing a set of l8 s.i'ies (a
simixJated hike through the ^'ty of Penang); participant worksheets, a.nd
leader instructions.
Game ="1 : SCAN PENANG
Eac.\ slide is projected n the screen for 10 -econds; eac}. j..f-..rticipant
indei.endently completes the "Worksheet for Scanning ienang," ind the group
dlscusse.' responses.
Game ^2: ANOTHER LOOK
Group' is divided into two equal teams; one team receives a copy of the
Secret Instructions for Another Look; sliues are shown ag-iin; participants
independently complete "Worksheet for Another Look; ' and the group discusses
the I'ollowine; questions:
1. Was there any relationshic between the ability to recall additional
observations and the particular sort of motive that people had
when they took a further ^ook?
2. Were those who fo2 lowed the secret instructions also able to con-
firm some of their uncertainties f >• :m the first worksheet?
Game ^3: EDUCATED GUESSES ABOUT PENANG
Participants independently ccmplete workshee' for "Educated Guesses About
Penang." Slides are shown again while worksneets are being completed.
Activity is concluded with group discussion on what hac been learned about
taking an "observaticn hike."
443
SECOND DAY
WORKSHOP PLANNING KIT 8:-'0 - 10:00 a.r..
This experien-^e active. y involved the p': r-ti'-ij.-iiits in plann'n,^ -i workshop.
Each team was given a .e' of cards, ea.-h 'f which stated ai; ac+ivity
necessary to plan a woj-kr,hop, and two simulated workshop requests. After
deciding!; upun a workshop request, tie team proceede:! to lay cut the
activity cards in the f c rm of a few chart. i.p-r. .•ompieti-.n of the flow
chart, they explained it to another team, 'ictal rr up iisrussi^n followed
this intyrr-hange of infirmation.
WORK ON NB^I BOOK Ofl ICRKSHOP PLA.'Jr>IIfJ6 io:i5 - 12:00 a.m.
Participants were given the booklet, "Az An In-Service Educator, YOU ARE...''
This guide was developed to highlight the many and varying roles of an
in-service leader. The workshop leaders talked through the guide; then t-ach
team member was asked to share a personal experience in whi^h, as an in-
service educator, he had been a teacher, change-agent, discussion leader,
evaluato'-, reporter, planner, communicator, manager, organizer, trouble-
shooter or host. :.ach tea-'.'i was instructed to choose one person who would
relate this experience to the total grcp.
The workshop xeader, acuing as a facilitator, brought all the teams together
an-, the chcsen team member shared his experience with •;he total group. This
part cf ■ ne a:tivity was video-taped for later use.
SHARIffj E>PERIENCES IN PRO^.LEM -SOLVIfl] i:i5 - 2:00 p.m.
Participants •. iewed the video tape which they made earlier and shared
experiences in problem solving, focusin*-: on the relat icrship cf experiences
V.-.. needs.
3UWATI0N - ORAL m 'IRITTE:^ 2:00 - 2=1^ p.m.
The workshop leaders reviewed the stated objectives of the workshop; the
activities in which the participants had been involved; and discussed the
relationship of the two. Participants were asked to complete a follow-up
learning contract in which they indicated the degree to which they felt
they had accomplished each task they had checked.
F-vrticipants completed a written evaluation cf the two-day activities. They
also completed a Participant Reaction Form, a short questionnaire about the
general reactions to the workshop.
444
-5-
COrn'RACr for I^PLBEfTATinN OF FOLLnfl-P ■>-M - 3:15 I .m,
The participants were given a ioi.^-'.erir. r'rT.jvic' •:.nJ w -re 'iskei t: check
thie t'lskr which they v„uid t.cpe tc &"■• ^nplis:. sf+er th'. :, workshop.
The "rntract in-iuaei i'.'-r.s which hnd a two cr • :,ret: n^onth t:.-ne Jimit;
(a ffjilow-uT. f^pcrt wi : 1 be :jent -ii'ter- ' r.e spe 'i-T'ied lenfrth ■ '■ '-irae to
detern.ine t!.e extent i t- t -irticip-ints hfid aofomplishftd (he checked items).
This at_5ree7r.ent ti.?-.. inv.^lven resj)or ■ib:'i:ty on th«- ": -irt of the Re^^icnal
-enter staff as many itens indicated ■., resp.->r.se W(Vi^d he received from the
PIMC within a two-week reriod.
The part J ,:ip.-irit 3 were alst. give:, a Basic PeadinR List c;i "'In-Service
Traininr, of '^eTchers" and exam; i es of the '"ollowine; items: T;re-!)Ost tests;
in-meetin?; anTi post-meeti np; •^i-,' ect Lves; behavior i-nntract; sel f-se.". e.'ted
pos*-meeting .-^b,; ecti-.'es ; and i.anned .lutcomes "f in-se.-vice training.
S. Joseph Levine
Sue Ann Yovancvich
May 15, 1972
445
SPECIAL I'DUCATIO;; LL'vJERSHIP WORKSHOP
In-Service Truining Techniques
Feb. lU-15, 1972
usoe/;'su ^imc-hcy
participa:]T profile
All participants at the V/orkshop received a Pre-Asscssment Forni prior to the
Workshop. T-v/enty three (23) of the thirty-nine participants returned these
f orins .
59. 0% response
of the twenty-three replies.
18 (78.3%) are eriploijed in a teaahav trainini capacitu,
and all of these participants have conducted workshops. In fact, one participant
not employed as a teacher trainer., has also conducted workshops.
19 (82. 6Z) nave aonduated in-sarvice teacher- training workshops.
These 19 participants have conducted aijproximately 390 workshops. The range
is from 1 x/orkshop for some to 150 workshops for a single participant.
ZOO/19 = average of 20.5 workshops per experienced p a.-pticipant
Of the twenty- three replies, a little more than half have attended a trainer
conference .
13 (50.5") have attended a tr-ziner conference
Most of the respondents use small group'' and interaction techniques for
their workshops .
19 (35.8%) Small Group
15 (28. 3%) Interaction
9 (17.0%) Lecture
5(9. 4%) Large Group
3 ( 5. 7%) Mediated
2 ( 3. 8%) Slide/Tape
446
Participant Profile
Page 2
There is not a threat deal of frj.ili- rity aincnr, the jifirtic-ir'nnts vii-.h th*? training
materials developed by the L'EOi:/ TU ?i::C-HCY
10
9,
8:
7 :<
5 A
V
u jsr :' X
3' ;? A' A' a:
2 A' jsr A" -V A'
1_ _-^ A Z _-Y X
"' 1 " 2 3 "' ^ 5
less f?jniliar more familiar
There is a moderate de,;;ree of familiarity vith instructionril objectives.
10
X
Q
X
8
X
#
7
5]
X
X
X
X
X
X
3
X
X
:•:
X
X
X
X
X
X
1_
X
A
X
X
X
1
9
->
k
q
less
fanil
iar
more fa:niliar
Yet, they are more often used in planning for their workshop".
10
9
c
X
7
6
X
X
5'
X
X
X
X
3
X
X
X
X
2.
X
X
X
X
X
1_
X
X
X
X
X
1
2
3
\
5
less oft
en
more often
447
Participant Profile
Page 3
The respondents were as);ed to list t:ie specific content areas in vhich they
receive workshop requests. Twenty-five (25) different areas vsre listed with
the nost frequent being the c-rea of instructional, '-^rerj^als (l^ rer.p^-nr.os )
and followed by behavior r:.ar:a.'rer.ent (7 responses).
^ of responses
12
7
3
3
2
2
2
2
2
2
1
1
1
1
1
2
1
J.
1
1
1
1
1
content area
instructional nnterials (evaluating ^ selection,
cons truc:,ion, i r.fomati on )
behavior management (ncdifi cation^ control, and
analysis)
objectives (behavioral., i irttructicnaZ)
inJivi lual assessment
parent involvement
occupational information
leam.ing disabilities
pnysical education
individualized instruction
progran development
special education teckniaucs for regular class
teachers
cogni tive devel opnen t
non-verbal cormunication
description of role
art
perception
trainable retarded
deaf
multi-media
learning problems
precision teaching
interactioyi analysis
creativity
affective development
mxilti-sensory approach to reading
13 of the respondents (33.") indicated that they have specialty areas,
snecialties include;
These
instructional materials
behavior management
use of tapes
interaction analysis
cognitive development
programed material
use of overhead projectors
independent activities
individual assessment
physical education
multi-sensory approach to reading
448
Participant Profile
Page k
art
niai'o- teaching
leaminj disabilities
precision teaching
language development
prading
The respondents' own objectives for the training session fall into four primary
categories .
17
14
6
to leavi about new (and currently used) training
procedures
to be able tc design (conduct, plan) a uoi'-kGhop
to be able to evah^ate the effectiveness of a
workshop
to interact with ot^^er trainers
449
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CLNTFR FOR
HANDICAf'Ptn
(HIIDRIN
AND YOUIH
LEADERSHIP WORKSHOP
F.valuation Study ^■ 1
SUMMARY
S. Joseph Levine
Sue Ann Vovanovich
All participants at the Leadership Workshop were asked
at the beginning of the workshop to "contract" a scries of
activities tliat they would accomplish during the two days.
(See Appendix A). A copy of this contract was collected by the
workshop staff and a copy was retained by the participant.
At the conclusion of the workshop, the participants
were asked to examine the list of activities and rate each
one according to the degree to which it was accomplished.
(See Appendix B) . They were asked not to consult their earlier
contract, nor limit their rating to only those activities
contracted .
PURPOSE
purpos
part ic
staff-
light
obj ect
obj ect
design
the pa
involv
ideas
This CO
e . Firs
ipants t
selected
on the n
ive will
ive than
ed as a
rticipan
ed with
that wou
ntra
t, i
owar
) ob
otio
hav
tho
proc
ts i
teac
Id b
ct in
t wa
d th
j ect
n th
e a
se w
edur
n a
her
e us
g/ra
s de
e ac
ives
at t
high
ho d
aim
"doi
trai
able
ting
sign
comp
. S
hose
er p
id n
odel
ng"
ning
in
activity had a three-fold
ed to promote involvement of
lishment of individual (yet
econdly, it was designed to shed
"learners" who contract for an
robability of attaining that
ot contract. Finally, it was
that could be demonstrated to
manner. (All participants were
and were in fact looking for
their own setting.)
RESULTS
1) It is questionable whether this procedure created a
very large amount of participant involvement in the
attainment of individual obj eatives . This is due
primarily to the tight scheduling of the two day session
and the lack of appropriate "work times" where
participants might be able to pursue their own objectives
'Member — Sp«ci«l Education
i ivifc
450
Mer^orli — Bureau ol Education foi ihr Handxapped-
Dlhcp o< Idut^io
2)
3)
The results of the comparative study (those that
contracted an item versus. those that did not contract
that item) indicate tliat j If ohu'-ng pur t. tar' pants to
aontvaat .:r J eot' ■^■- i^ > -ijnr-. ;■ the ' r at.' ziii-vi-'' ''
thcsp ob,' CO n'.ves.
Ot the 2 1 objectives, 15 show
definite differences between grouj
that contracts. (U, "3, M, ''6, - '
m, M 5, #16, 17, (<18, #20, '^2]) ;
differences bet w-. en groups in lavor
not contract ; " i o , ^\^]\ and 4 shou
between groups ["2, '^5, s <j , ;/ I 9 ) .
in favor of thuse
f S , - 1 : , "12,
2 show definite
of
no
those that did
real differences
o puvtiairantp.
Thu use . ;■ ^hiiS procedure in i p ."t .;'
f.;.7o' j.n pJ'^f-^atiV'. 'nanner in "suggest '.ng'
that thei) utilize a cimilar prco'dure ■>■? th-' ir ou'\
vcrksh->ps . This was evaluated on the basis of the
large number of requests for an "extra co]i\'" of the
rating sheet by individual participants. Most all
participants reiiuesting the extra copy \olunteered that
they wanted to use this procedure.
D \TA
The following is the data collected as a result of this
stud). The 21 objectives are listed in the left column. To
the right of each objective are j^ercentages of those that
contracted the item (A) for each level of fulfillment, and (Bl
percenta",es of those that did not contract the item for each
level of fulfillment.
r.xample: For obiective #1, 33.31 oi' those that
---^ -"-- ' -'--- -,-•---.■--- !-ul filled It
contracted that objective fulfilled i
at the 100% level; 16. "'i fulfilled it
at the 80% level; etc. For the .^arr.e
objective, 1 .h% of those that did not
objective, 1 . h',
contract that objective
t the 1007» l^vel; Lli.'"<7» ful:"l'ed it
80% level, e^c
a
at the
fulfilled it
»
39
#1- I will sketch out the
planning steps that will
be needed for my next
workshop .
#2- I will discuss with two
other participants how
to plan a workshop.
#3- I will write a set of
objectives for my next
workshop .
LEVEl
. OF
Fill
flLLMFNT
Mot
100%
80%
50%
Attempted
A
33.3
16.^
33.3
16.7
B
l.h
lU.8
lU.8
59.3
A
78.3
21 .7
0.0
0.0
B
68.8
12.5
6.3
6.3
A
0.0
20.0
40.0
40.0
B
R.8
0.0
11 .8
73.5
A51
#4- I will check off the
objectives on Handout ■• 4
as they are met.
ft 5- 1 will clarify my use of
objectives in plannii:, i
workshop .
!t6- ] will sketch out my
concerns for m\' next
workshop .
#7- I will briefly list some
procedures for assessing
the needs of teachers in
my area.
#8- I will take notes on two
procedures used at this
workshop and how they
can be modified to
better suit my needs.
#9- I will learn the meaning
of "the medium is the
message . "
#10- I will list five aspe^.ts
of workshop leadership
that are the same as
teaching .
^11- 1 will list three of my
leadership behaviors that
need improving.
mZ- I will list three workshop
leadership behaviors that
1 would like to begin
using .
#13- I will get to know three
other participants whom I
have not previously known.
#14- I will list five ideas
related to worksliops that
1 gleaned from other
participants .
#15- I will critically examine
two training kits devel-
oped by the USOE/MSU
RIMC-HCY.
100%
80%
50%
Not 1
Attempted
A
B
21.4
4 2.9
0 . )
14.3
2g .0
21.4
5 2.0
A
B
2 5.'/
:, 0 . 0
16.:'
0.0
1 * .s
A
B
28.6
8.0
21.4
7. 1
L 6 . 0
4 2.9
56.0
A
B
26.3
10.0
-1 .1
5.0
26.3
1 ' ^ . 0
26.3
7 0. r
A 91.3
B 68.8
4.3
4.5
18.8
0.0
6.3
A
70.8
12.5
12.5
4.2
B
k6 .7
;; 0 . 0
13. J
13.3
A
53.3
0.0
11.1
55.6
B
26.7
10.0
i 6 . 7
h3.i
A
45.5
13.6
15.6
27.2
B
0.0
5.9
29. i*
5^.8
A
43.5
30.4
8.7
17.4
B
12.5
25 .0
: ? . 5
1+3.8
A
100.0
0.0
0.0
0.0
B
88.9
11 .1
0.0
0.0
A
30.8
5 0.8
7.7
30.8
B
26.9
23. 1
,-,0.8
19.2
A
92.6
7,4
0.0
0.0
B
83.3
8.3
0.0
8.3
452
#16- I will suggest in writing
two topics for training
kits 1 would like to sec
developed .
#17- I will take notes on mv
reactions to Jifferenr
leadership styles used
during the worksliop.
#18- I will be perceptive to
the other participants
and their reactions
during the workshop.
^ 19 - I will list five areas
that sliould be evaluated
at a workshop.
#20- 1 will outline a pro-
cedure for assessing
individual pa rt i c i i.int
learning.
#21- I will list two different
types of participant
assessment measures.
100°o
8 05o
sn?„
Not
Attempted
A
E
12.5
0 . "'
6.5
12.5
68.8
73.9
A
B
A
23.1
7. 7
54.8
7 . 7
8.7
15.5
- :: . s
4.5
37 . '.
8 5 . 5
16.7
o.n
0.0
b6. 7
) . ''.'
.1 i . 3
CO
\
E
18.2
■ . 6
18.2
7.1
9. 1
25.0
54.5
57.:
A
B
14.5
28.6
0.0
9.'t
42.9
7S.1
55.8
69.2
April, 10-
453
Appendix B Leadership Worksiiop Handout i^l3
LD\RN1NG co':t;',act
Foil -u ■ :
In the spnce precoedin;' i;_m _ '.'i' cK. ■ i t^s , ■-•ti"cr "hv. bi'.fr wh i c!i
most closely c.^rresp.'" ■: c'le ■'■ .i.-o ■ ■ . -. • i ■• ' •■ \'\' \\': •■.\r\ irem
during .he works'.-, p.
A = 100% fulrillcd . . ■ v.! ;. >; •
B - 30"' ful'IiUe-: -.J
i wi.ll sl-.etih ''ij: r'le \ . •■■nin-.; ?Lep: '.!■.!-. ■.; i 1 ; .c-', for r.y nexL workr-ho;
P "' '.;ill discuss '-.'ith '.' ■'"her p.ir t ic ip.'inc _; hew i. ■ •) i : •, * ...'•^r !<:•". ;ip .
L 1 will write I s(i! oi ohjectivoj Tor r.y n 'xt v.m i ;;:. |,
I will ci-.eck .^:f Lho cibic.rtives on H ind.^ut ■ '^ p ■ h--- ire > et.
^ 1 will clirify rr.- use cf objectives in plannin,; i w rkshop
N 1 wili sKftch nu^ my concerns t')r ny next '.^■>rl<cii--iiv .
1 I '■•'iil briefly list so-Tie procc' ures or ssessin/. tiu"; iiue is of to icncrs
in r.v irei.
1 will take nctc-s or ? proceoures used at ■ .is ■.••"'rk:- ifp .ir'-.i h .-.w thev cm
be mt^iditied :o ;>etter "uit my needs.
T I will le-irn the •■ce ii-. ini'; d "the r.iediuTi is ^\\^: nies;? !;',e .'
a I will list 5 ispects Df workshop le;iiters!i ir> '1..U .Te L'-e s iv.X' ^s tcichinu.
^ I ivTill list 3 01 my lenders'iip behiviors thii : wc.v. improvi ar; .
C I will 11 ri t 3 'orkshop le.i<!ership bei: iviors t:ia' 1 woild like to be,;in usinj;,
H ___ T will get tr know 3 c:rhier participints whom I !: >ve not T^reviously known.
I i will list 3 ideis rel.ced to workshops Lh.t I .zleiucd iron other
H part icipants .
G
-..-•A->-.V-**VrttvV);:-V*-,'--..-..-*V.--..--,V-.V* •r-i': > .■•.■.•■.V)ir-.''*Vr .■<■•>•> -rV. V(-*-,V**T^iif Vi- ;, ■,•-■• >i i-,V-;. V V .■ VrVv', A-'.-..- ..- .,•■.'- .V-.V^r. V«* .'. ;(***-A*****-.'!"k-*
E I will critically ex.inine .' trUninj; kits Jcvelcpod by the USOE-F.SU RIMCVHCY.
V 1 will suggest in writing 2 topics for tr-iiiimj kito I w"iijld like to see
^. deve loped .
L I will take notes on my re-'.ctions to -.iffer^-nt leider.hip styles used
'.I during it.e u'orkshop.
.A I u'ill be perceptive to the other p^r ;. ic ip >;Uh and their reactions durin,";
T the wor'.' ihop .
I I will list 5 jroas that should be evalu.ateJ i i. t v'orkthop.
N I will outline a procedure for .issessin^ individual participant learning.
" I will list 1 different types of participint asscs^trent trie isures .
I Will
0
T
H
E _ I will
R
454 (signiture)
Leadership Workshop Handout #5
Appendix A
LEARNING CONTRACT
Read through the following list of items ind check (^ those chat you will com-
plete during this two day workshop. You must check at least 3 items in each of the
three categories. You will be expected to complete those items that you check,
P I will sketch out the planning steps that will be needed for my next workshop
L I will discuss with 2 other participants how to plan a workshop.
A I will write a set of objectives for my next workshop.
N I will check off the objectives on Handout /M as they are met.
N I will clarify my use of objectives in planning a workshop.
I I will sketch out my concerns for my next workshop.
N I will briefly list some procedures for assessing the needs of teachers in
G my area .
I will take notes on 2 procedures used at this workshop and how they can be
modified to better suit my needs.
T I will learn the meaning of "the medium is the message."
E I will list 5 aspects of workshop leadership that are the same as teaching.
A I will list 3 of my leadership behaviors that need improving.
C I will list 3 workshop lea(!ership behaviors that I would like to begin using.
H I will get to know 3 other participants whom I have not previously known.
I I will list 5 ideas related to w kshops that I gleaned from other
N participants.
G
ii***ir**irk***ic***irk*itirk*******ie**1ck****ick*irk**it**iHrkiririrkit*
E I will critically examine 2 training kits developed by the USOE-MSU RIMCAlCY.
V I will suggest In writing 2 topics for training kits I would like to see
A developed.
L I will take notes on my reactions to different leadership styles used
U during the workshop.
A I will be perceptive to the other participants and their reactions during
T the workshop.
I I will list 5 areas that should be evaluated at a workshop.
N I will outline a procedure for assessing individual participant learning.
G I will list 2 different types of participant assessment measures.
******** *1Hrk**ir*1rk*irk**ir********1rk*irk*irk1rkirk********irk**irk**^ * A A A A irk-k*
I will
0
T
H
E __ I will
R
(signature)
455
USOE/MSU
RFCIONAl
INSTRUCTIONAL
MAliRIAIS
CENliR yoR
HANOICAPPII)
SL < HI! IIKtN
-\NU v(X!rn
LEADERSHIP WORKSHOP
Evaluation Study #2
S. Joseph Levine
Sue Ann Yovanovich
SUMMARY
The initial and final activities of the workshop
asked the participants to complete an evaluation form.
The evaluation consisted of a series of questions that
called for factual responses. The same form was used for
both the pre-test and the post-test. Participants were
asked to write an identifying number on their form. In this
way it would be possible to match each participant's pre-test
and post-test without disclosing the identity of the
respondent.
PURPOSE
This activity was designed to reflect any cognitive
change that was brought about through the two days of the
workshop. It was hoped that participant responses would be
"better" on the post-test than they were on the pre-test.
RESULTS (n = 40)
Question #1:
"What are 7 roles of a good in-service
educator?"
Pre-test
An average of 5.425
correct responses per
respondent .
Post-test
An average of 6.925
correct responses per
respondent .
This question was designed to assess the participant's
awareness of the many roles of an in-service educator.
— ^[Ject*l Educilion
456
NeN»orli— Burr«u ot I due 4 1 tun lu
Th.;
:1 Y" 1 7. <i 7 1 a-'t."? /, ft. '.■;'»; .-
f . ■ ■ 'r^.' " .■•• ■■ ! as
- .■' i J' ■ ,'':-.;• >•■'■.•■ '. • • :' . 'I'h. i ,, Lri an exuecte:'.
result siiice the entire aftornoo;-i activity directly
prior to ttie pos' -tc.-st .vas devoted ' . Jef inin-i and
discussin; tfiese roles. It's in'.c-i:- ring to note that
many participant -■ extended their lis' beyond se'/en in
the post-test (ti'ose "extra" responses were not
tabulated) wheri_'a£ no one went beyond seven in the pre-
test .
. ... . er t ii',
:r':;er . (1
wing IV.
lorst ial
iu.t)
ley.j .-n •rtrPK:-ho;p ■ ' ■
•:cic'-. t ii-rrr.-i' J .
develop woi -:; h ">■.■ ohj'
V'-'-'iy-e WDrks- -■:.» acti-.-
c-nr u:r w-;ik3hop
.1 or cedure
This ]U(?stion was designed to reflect the participant's
awareness ol." the sequence of events that go into the
development of a workshop. (if particular interest were
the sequence of "develop workshop evaluation procedure"
prior to "design v;orkshop activities," and "conduct
workshop" prior to "revise workshou activities."
Respondents were given a score of "2" if they got both
sequences correct, a score of "1" ior a single correct
sequence, and a score of "0" if both were incorrect.
Pre- test
0
score n
= 16
1
score n
= 22
2
score n
= 2
TOTAL
= 26
Post-test
0 score n = 12
1 score n = 22
2 score n = 6
TOTAL =34
The J .iPti -iipant ' ^: uh:(i yenesis ?r t/zw ;
r.hat ..T i'l'o y:lj.nninj a icorkshcp '.».■
two dj-ys.
reasea
ev-jnts
i'.- ; the
'>.estion ^3 : "What ace 2 reasons for "--di^vlnc^
workshoi:; rna'eriala?"
Pre-test
Post-test
15 respondents were
able to list 2
acceptable responses.
20 respondents were
able to list 2
acceptable responses.
A57
This question indicates that- r.:)ye vavtiaipants v.e'ce better
able to cite r..:s'>t- ;' r 'nrdif;jinj .■^r'kskui- -^.at^rialc at
the conclusion of the two days. It' should be noted, however,
that the number of acceptable response;; in both the pre-test
and the post-test, are equal to or less than half of all of
those responding. Consequently, it is frit that •i:s rrea
ic, still I'elow a:-:! i^t-ibl.
.' ^ iy C
Quest ion ^U : "y.isc 6 ciiteri.^. I'D!" eva.! udt ,' n, wor KShc.p r:;aterialG.
This question was not evaluated due to the diversity of
resporises in both the pre-test and the post-test.
Quest i'-.n ^ S : "Of -^he foilowinr w■^^k^.hop oro-.edures, which are
the best 2_ 'cr use in a workshsp on "he sub'iecr
ol "Pr .cedur-.s ; or /-.-isessing riassioo:r; Per f crmance" ?
a handout
a workshop pre-iett
a viL.iting lecturer
an ob'jervaticn game
di?cu:ision er'O'j". :'"■
The correct responses to this question are "a workshop
pre-test" and "an observation game." An acceptable response
is "discussion groups."
Pre-test Post-test
4 - Handout 1^ - Handout
15 - Pre-test 2_0 - Pre-test
3_ - Lecturer 0 - Lecturer
28 - Observation Game 3_3 - Observation Game
28 - Discussion Groups 2T - Discussion Groups
The responses to this question indicate an impfcvement in
the participant's understanding of the appropr-i ateness of
worksh.rp procedures for the accomplishment of objectives.
The workshop was designed to support the concept that the
design of activities should support the desired learning.
Question #6: "Interaction of workshop p.>,rt icipants can best
be developed through
activities . "
Responses to this item were scored as "acceptable" or
"non-acceptable." Acceptable responses were those that
directly related to involvement (doing, group participan-*
discussion, etc.) Non-acceptable responses were those
that did not directly relate to involvement (pre-planne
individual, informal, etc.)
458
Pre-test Post-test
27 acceptable 31 acceptable
responses responses
An analysis of t'ne responses indicate that more participants
responded with an involvement -- related response at the
conclusion of the worksho^^ than at the beginning. It is felt
that ikr uU.r''-'nho: vidcd t Iip .■a-"i: ? 'i ;*;if^ ,v /.'.-.■■.',. ■• un.Ier-
•1-
Question '''; : "Whit is the Eticnresr 'n^.:.^ r ' : i
re -nrded presentation on "t"*-, - x" ■ide.j)-
t ipe 'jquipmenl ':' " Check one.
use ol television
use of tap-= I'eccrleis
u^:e of video tr. es
This question was designed to probe the participant's
understanding of the concept that a delivery mode can
be more powerful than the instruction that is delivered
through the mode.
Pre-test Post-test
2 - use of television 2 - use of television
13 - use of tape recorders 12 - use of tape recorders
25 - use of video-tapes 26 - use of video-tapes
According to the responses, tlu par-tiaipan^s havt a 'ess
than acceptable undei'stand 'ng cf th? .-jcnaept. (The -nedium
is the 'recsage.) Als-^,, there is ■■...■ diffeven.'.-'.is in their
understanding as a result of zh^ uorksho; .
Question #8 : "It is important, when evaluatin,-^ a workshop,
to consider the following 3 aspects:"
a .
b.
c .
This question was not evaluated due to the diversity of
responses in both the pre-test and post-test.
Q u c o L i ^ . . <f '"' : "T;.- be.:! wtv t-Q evaluate 'our el tt^ f^ . ei.ess as
3 workc'" ". eudor Is '. . . ^^urh t..-'; use of pre-
assessment rvc-edures . "
True F^l'^'e
This question was designed to .assess the participant's
459
understanding of the use of assessment procedures. The
answer is "false."
Pre-test Post- test
19 responded 2 4 responded
correctly corractly
The responses to this question indicate that the vai't ic ' •. an - i^
bettei- judin'vf iriu ri:-' usi, ;" j ,•• s, ;<>■.•.•'■) ^ '. • :•)" . .^e ;',< j"t--.- t chouse
5/ the ^hofkph-'!. The number of correct responses indicate,
however, that a larje nu-ihey nf par i^irjyita t^tiil io r: ^ t
under .i t ind ih^ ust >f <! ssefisment pr:-*, ■Ki;'.:;; .
r ':est ion //lO : "Tht. most imi-ortant .i^oai of '-i >.''■• rV 3 hor is
transfer o." 1 earn ! n,f, . "
v.- 1
:ru'i f a ! "ze
This question was designed to assc;ss the participants under-
standing of the concept of transfer as the most imi'ortant
goal of a workshop. The answer is "true."
Pre-test Post-test
10 responded correctly 5 responaed correctly
The responses to this question indicate that the f jr * tcfpaw ts
d'd r.-'t learr. this acnacpt 2t the •■• : ■.■kn nr n and ^.?i. . !'.d njt
kn . -J -it pri:r to the wjpksh:,i .
April, 1972
460
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTLR t^OR
HANDICAPPrD
^ CHII HKEN
AND "lOL'TH
i"del'l ^ '.111 -.'»\.f'
i W.lh N'^h- t>epjtl-i'
LEADERSHIP
Evaluation
S. Joseph
Sue Ann Yov
KORKSHOF>
Study PI,
Lcvine
anovich
SUMMARY
A "Participant Reaction Form" was used at the conclusion
of the workshop to assess the reactions of the participants
to the workshop in general and any of the specific activities
Participants were asked not to identify themselves on the
form.
PURPOSE
This activity was designed as a procedure to allow the
individual participants to react in writing to those aspects
of the workshop to which they had particularly strong feelings
The structure of the form was utilized to channel their
thinking in very general areas without channeling the exact
nature of their response.
RESULTS
Question #1: "Use descriptive words to describe your
reactions to this Workshop. List the words
as fast as they come to you. Limit one
minute I No sentences, please."
A total of 319 words were elicited by this question. Of
these, 302 (94.7%) were positive and 17 (5.31) were negative.
Those words that were elicited 10 or more times were
interesting (16), informative (15), planned (13), helpful (12),
good (11) , and organized (10) .
The response to this question indicates that the
participants left the workshop with exceptionally positive
feelings. The response also indicates that a number of the
objectives of the workshop were met, especially those that
were related through modeling behavior.
■M«mb«( — Special fdut^ii
461
Setwiirli— itue^u qI (du< jlion fo> Ihe HjrHlii. jpprtJ -
llflKr Ol tdutal'OO— An {gud- Oppof" ur..t» I mplovn
Question #2: "What do you feel were the two most
valuable aspects of the Workshop?"
This question uas designed to as.~-cs-< '.vhetlier the planned
objective? of the workshop were met ;i ; uirceived by the
participants. The responses to this iT?;: indicate that the
participants did peiteivc the obiectives through tb^' workshop
and that they fell 1 liev were met. The niost Significant aspect
of the workshop, as seen by the participants was "MeetJnij
and interacting with other teaclier trainers."
Question #3: "If this Workshop were to be offered again
for a different group of participants,
what one thing should he eliminated?"
This question was included to find out those aspects of
the worksiiop that should be modified or eliminated. A total
of 13 responses (32.51) indicated that nothing should be
changed. Seven responses (17. S"'. I identified the video taping
activity as unnecessary and the same number |17.5ii) felt
the "Karnak" skit could be eliminated. Six responses flSo)
felt the examination of the Kits should be changed.
Question #4: "What was omitted, yet should liave been
included in this Workshop?"
This question allowed the individual participants to
recommend additions to the workshop. It was hoped that this
question would provide input that would clarify participant
needs that were not met by the workshop and should be included
in a future workshop . Sixteen of the responses Mil) indicated
that there was nothing omitted. Nine (23%) asked that more
time be allowed for individual work. Five responses (13°)
highlighted "evaluation of worksiiop materials" as needed in
future workshops. This last item, evaluation of materials,
is seen as an area for increased focus in the future.
Question #5: "Suggestions or comments:"
This question was included as a "catch all" to allow the
participants an opportunity to react on any aspect of the
workshop not previously mentioned. Besides the general -posit ive
comments, the most significant response to this question is
the number of respondents who mentioned the lack of time to
fulfill their contracts. It's interesting to note that the
comments were not against the idea of the contract, but rather
frustrated about the lack of time to work on the contracts.
APRIL 197 2
462
PARTICIPANT RESPONSES
Use descriptive wjvds t :> desar!h,3 i,l.av reactions to this
W?rkshjp . List the ^^ords as far.t a.- th^y come to you.
Limit one minute.' Nc sentenjei
<li
lise
(16) interesting
(interested)
(interests)
(15) informative
(informed)
(13) planned
(planning)
(well planned)
(12) helpful
(11) good
(10) organized
(8) fun
(8) meaningful
(meaning)
(7) structured
(6) enjoyable
(6) excellent
(6) useful
(5) motivating
(motivated)
(motivational)
(4) great
(4) interaction
(interactive)
(4) involvement
(involved)
(4) learning
(4) people
(4) stimulating
(4) valuable
(3) boring
(bored)
(3) exciting
(3) friendly
( 3 ) humor
(humorous) .,
(3) ideas
(3) innovative
(3) relax
(relaxed)
(relaxing)
(3) repeat
(3) varied
(var j '=»ty)
(3) work
(3) worthwhile
(2) active
(2) busy
(2) clear
(2) comfortable
(2) confusion
(confusing)
(2) creativity
(creative)
(2) developed
(2) different
(2) dynamic
(2) effective
(2) enthusiastic
(2) fast
(2) frustrated
(frustrating)
(2) groups
(2) materials
(2) model
(modeling)
(2) needed
(needs)
(2) prepared
(2) presentation
(2) professional
(2) profitable
(2) reactionary
(react)
(2) relevant
(2) timed
(2) timely
(2) usable
(2) well done
(1) activities
(1) ambiguous
(1) appropriate
(1)
awake
(1)
awakening
(1)
aware
(1)
best
(1)
bewildered
(11
carry over
(1)
cold
(1]
committed
(1)
comprehensive
(11
concise
(11
convenient
(1
crisp
(11
curious
(11
demonstrative
(11
descriptive
(11
directive
(1^
dull
(1
encouraging
(1
enlightening
(1
eventful
(1
experience
(1
expertise
(1^
food
(1
format
(1
fruitful
(1
fulfilling
(1
functional
(1
generous
(1
gracious
(1
improvement
(1
insightful
(1
instructional
(1
intrigued
(1
kits
(1
lag
(1
1 leadership
(1
1 lively
(1
long
(1
media
(1
more
(1
moving
463
(1)
muddy
(1)
multi-media
(1)
objectivity
(1)
okay
(1)
paced
(1)
participant
(1)
personalities
(1)
pleasant
(1)
pleasurable
(1)
practical
(1) precise
(1) productive
(1) purpose
(1) reassuring
(1) reinforcing
(1) resentful
(1) rcvealinc
(1) roles
[' )
rushed
(i)
setting
( .)
sharing
( )
smooth
(1)
successful
(1)
suitable
(1)
superb
(1) tantalized
(1) techniques
(1) thinking
(1) thorough
(1) thought provoking
(1)
unanticipated
(1)
uncertain
(1)
ur.clear
(I)
understanding
(1)
unique
(1)
unprofound
(1)
unused
What In yo'i feel ^ere the tco mc-c-t v-iluabl -.i -srec^ts ;' the
W j!-k,:h :>p?
(26) Meeting and interacting with other teacher trainers.
(18) The replicable training materials that were provided.
(4) Workshop Kits
(4) Workshop Planning Kits
(1) Instructional Strategy Activity
(14) The information that was provided.
(13) Experiencing a workshop led by other trainers.
(12) Involvement activities.
(4) Video tape activity
(3) You Are. . . activity
(2) Visiting the Regional IMC.
If this Workchop u^ere to be cffeved i.jair. for a d'j'ferent gvohp
of partiaipayits, what one thing sh'ULo ht cliriir.aied?
NOTHING (n == 13)
Nothing
Nothing as far as I am concerned as of this moment.
At this time I'm not sure if anything should be eliminated,
Nothing
Keep as is
Nothing
Nothing should be eliminated.
Nothing
464
(Question 3 continued)
Nothing - keep all components
Nothing
Nothing
Nothing
Nothing
VIDEO TAPING (n = 7)
The video tape of personal experiences
The video taping procedure. Obviously it didn't suit
as many needs as the other sessions. It's just not
your style.
While filming people having non-participants receiving
some other input elsewhere.
Felt "You Are" activity too lengthy and TV taping long,
not that informative and pressure to get it organized.
Use of video-tape in contrived situation.
Video-taping
The entire video-tape activity
KARNAK (n = 7)
Karnak - cute but not needed at that point. Good
experience for first time contact.
Karnak
Not sure I saw relationship to Karnak ' s performance and
time it took and value received.
Karnak
Re-tool Karnak skit - not necessarily omit.
The Karnak routine was excellent, but could be shortened
time-wise .
If anything, the time with Karnak could be modified to be
more effective.
465
(Question 3 continued)
USE OF THE KITS (n = 6)
Reviewing kits (su'^qpst ' i^.a t it :^- r. total jroup
activity with nore introduction '■ t i^e activity.)
Evaluating tht kits yesterday. Activity not claril'ied
enough or sin iify it.
Observing kits rather 1 b.an using in gioups.
The locking at kits - I felt that there was not enough
t:nie to understand many o<^ th<.' kits as there were no
cassettes available to hear then an 1 ge' total
understanding .
Looking at kits instead of actually wo: kin^^* v;ith one kit.
Reliaice on kits - should be an adjvinct not a .najor focus.
EVENING ACTIVITY (n - 2)
The Monday evening activities should be done in terms
of needs of the group - this could be changed.
The evening n.eeting - really very rushed and some
people 'who couldn't get to the meeting on time due to
slow service were quite unhappy.
MEETING FACILITY (n - 1)
The Iniversity Inn
SEQUENCING GAME (n = 1)
Sequencing games
TIMING (n = 1)
The close timing which at least on one occasion during
this session was too short to allow for closure.
LENGTH OF WORKSHOP (n = 1)
I would like to have more time - 3 full days perhaps
STARTING TIME (n = 1)
You covered the ground well, but how about 9 AM instead
of 8:30.
A66
4. What TJas omittedy yet should hav,'' been included in this
Workshop?
(16) Nothing
(9) Needed more time to work on individual objectives
(contract)
(5) More information on evaluating workshop materials
(and workshops)
(2) Actual demonstration of kits.
(2) More individual participation.
(1) Actually adapting a kit.
(1) Teacher made materials.
(1) More discussion of interlock between local IMC's.
(1) More discussion of "Yours for a Better Workshop"
booklet.
(1) More shifting between groups.
5. Suggestions or comments :
Allow time to work through rather than just read through
kits - active participation.
There should be a multi-county-statewide workshop next year
for IRMC coordinators. Provide continuous inservice.
The follow-up on the contract which involved lettering each
item on whether the task was completed was poorly designed
because of the words "list, sketch," etc. These items should
be changed to terms which do not require actual writing.
Use of overhead projector was not as effective as it could be -
e.g. size of image on screen, clarity, overflow of light,
(beyond screen) , etc.
Believe there will be excellent transfer.
Excellent workshop. I am glad I was invited.
An excellent workshop.
Make participants aware at the outset that some time should be
set aside for evaluating of material.
467
Keep up the good work I You practice what you preach I
Foster the 'seed' of competition between groups that you
began to introduce. e.g. silly little award for group
that accumulates most 'points,' etc.
This was a most rewarding experience. Thctnk you for a most
informative, well oroanized learning experience.
In pre-conf erence contract, some explanation should accompany.
In addition, items should be altered some way to allow
completion in spite of tight time schedule of sessions.
Keep up the good work.
Different facilities where you didn't have to go outside for
everything .
Two more meetings here, two in our own states.
Continue use of groups, discussions, summaries. Another choice
of motel could have been more physically comfortable. Cold
floor! Better than I anticipated. Excellent:!
It would have been helpful to go through a kit completely and
discuss its contents. Tuesdays sessions were far more
meaningful for the contents related to frustrations of in-
service coordinator.
Good job. Semi-annual involvement of 3-state group using
people from the states to assist implementation of the program.
Perhaps an IRMC - CRC - ETC. membership unit in CEC. Perhaps
a summary of our skills.
Let's do this again real sooni
A most beneficial workshop.
Experience, if nothing else, has taught most in-service trainers
how to conduct training sessions. I thought most of the activity
was not particularly profound or new. The materials used were
excellent and the organization of the two days was good. Private
discussions with participants were particularly helpful.
Meeting was very worthwhile at times. However, there were times
when I felt that the MSU staff talked very abstractive in order
to sound impressive. Small words are always understood.
Follow-ups where at least part of group could get back together
to refresh ideas and the urge to really try some of the
suggested innovations. A very well-planned session - most
enjoyable and full of ideas which have multiple use in
adaptability.
468
Time to fulfill the "written" parts of the contract if one
selected that as I did. Similar to work sessions we had in
June .
This has been a valuable experience in m.iny ways. I most
appreciated meeting staff and participants, and obtaining
such good ideas for our own inservice. I would like more
direct information on group dynamics, and how to anticipate
some of the feeling generated by inservice activities.
Thanks to all the Michigan Regional IMC staff.
All roles of v7orkshop leaders were demonstrated by the staff -
except for the reporting, which will be sent to us. Good job.
Thanks.
I feel I am leaving better informed this time.
Please, expand into content areas. If you can do the perceptual
kit you can do kits such as "Reading, Phonics, Linguistics
and look say" etc. Why not another workshop where we are
the leaders using the kits that we have.
Very good workshop for in-service trainers.
It is a pleasure to do business with you folks - may I return
the favor at a later date.
A very well planned conference.
I feel my time was very well spent. Would like to see any
follow-up workshop keying in on specific workshop skills, i.e.
change agent, communicating, etc.
The workshop was excellent and most helpful to me. It may have
been helpful to provide time in the middle of the workshop to
have people reflect on contracts. A reaction sheet following
each package would have provided opportunity for feed back
on items that may need change. Since it was not provided, many
comments that were made during examination of kits were lost.
Lodge us in a cleaner motel.
I do have a need to see and use your instructional material
center has. Time did not allow me to use it as I would have.
More time to overlook the Centers when workshops are held in
the area.
I think that we should have new leaders. It seems that the
leaders techniques are repeated to some of us who have been
with them before. The leaders do not show any new areas that
have not been used before. We need many people that show
different techniques. Retool.
469
should there 1:^ annth:'r >--,''■'
nature n-:xi year'/
(37) Yes
(1) True
(1) Certainly
(1) Perhaps
(1) Yes - with new leaders
■- rk;-h Jp of this
470
USOE/MSU
REGIONAL
INSTRI'CTK5NA1
MATERIALS
CfNHR FOR
HANDICAPPLO
^ CHILDREN
\NI) VOL'IH
Jlr, I'K V<uin Mftll Mil hlK.I" Mrtif \. 'ivl"».H ^^sl .«' -^ -lt(*'iK<tr> J
LEADERSHIP WORKSHOP
Evaluation Study #4
S. Joseph Levine
Sue Ann Yovanovich
SUMMARY
At the conclusion of the LEADERSHIP WORKSHOP all partic-
ipants were asked to make out a "LONG TERM CONTRACT". Contained
within this contract were a series of 14 possible items that a
participant could check as activities that they would fulfill
following the workshop. Some of these items were expected to be
fulfilled at the end of two months and some were expected to be
fulfilled by the end of three months. A blank space was provided
at the bottom of the contract for each participant to enter any
other item that they would like to contract for.
Two separate follow-ups were made of the LONG TERM CONTRACT.
The first follow-up, at the end of two months, asked each partic-
ipant that had contracted for two month items the level to which
"-.hey had accomplished those items which they had contracted. The
second follow-up, at the end of three months, asked for level of
accomplishment on the three month items.
PURPOSE
This contracting activity was designed for two primary
reasons. First, it was used to demonstrate to the participants
a procedure for promoting some degree of particinant accountability
after the conclusion of a workshop. In this way, the participants
could get a better feel for the use of long term contracts. The
second motive behind the use of this contract procedure was to
create a vehicle for subtle reinforcement of concepts and content
that occurred during the two day workshop. The use of the two and
three month follow-up letters provided an opportunity to remind the
participants that they had in fact attended a workshop that they
should continue to think about.
471
^t SVnihcr ln\liui:liiinal M*I#-'.jK ■•(>r\fc.wk tor Haniln jc>f>eil ' hiMfen J»nd >outh -US O'tm' i>l tiliiirflicm Hun-Jii iil i<luc Jlii"^
RESULTS
1) Those contract items that did n- t i ■ luire a direct contact
with the REGIONAL CEMEH show a hi.j-.cr level rf accomplish-
ment than those items that did !'.^qu:re contaci . This can
be explained in two possible ways. First, those items that
required contacting the REGIONAL CENTER could be considered
harder than the other items and therefore not as easily
accomplished. Second, the respondent had to be truthful in
his response to contact items since his reply could easily
be checked. This second possibility could infer questionable
reliability on the non-contact items.
2) Two contract items on the TWO MONTH FOLLOW-UP appear to be
significant. Meeting with a "local ad'vini strator" and with
a "local group of teachers" seem to be two activities that
the participants contracted f?r and did accomplish to a
high degree.
3) The use of the FOLLOW-UP CONTRACT resulted in a large number
of feedback letters directed to the REGIONAL CENTER. Most
of these letters provided workshop staff with good feedback
on the content and techniques from the workshop. These
letters were primarily stimulated by the use of the contract.
As such, the contract stimulated valuable feedback that
might not have been stimulated if the contract hadn't been
used ,
DATA
The following two pages show the data from the two and
three month follow-up studies. An explanation of "COMPLETION
INDEX" is shown at the bottom of the first page.
472
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Leadership Workshop Handout #14
LONG TERM CONTRACT
Please check those items that you feel you will accomplish after this Workshop.
A follow-up will be sent to you after the specified length of time to find out to
what degree you have .iccomplished those that you have checked.
I will relate in writing to the Regional Center my reactions to the
Leadership Workshop. (Time limit: 2 months)
I will contact the Regional Center in writing for more information about
conducting my own workshops. (Time limit: 2 months)
I will request in writing one of the Regional Center Workshop Kits for
more detailed inspection. (Time limit: 2 months)
___ I will meet with a local administrator to discuss the possibility of a
workshop for his teachers. (Time limit: 2 months)
___ I will meet with a local group of teachers to plan a workshop. (Time
limit: ? months)
_^__ I will develop a "profile" of a group of teachers in my area that better
defines their instructional needs. (Time limit: 2 months)
___ I will develop a detailed plan for a workshop and send it to the Regional
Center for feedback. (Time limit: 2 months) Note: The Regional Center
will reply to me within 2 weeks.
___ I will modify an available or existing set of workshop materials to
better meet my own needs. (Time limit: 2 months)
___ I will send a copy of my next Workshop Pre-Assessment Form to the Regional
Center for their reaction. (Time limit: 3 months) Note: The Regional
Center will reply to me within 2 weeks.
___ 1 will Incorporate at least 3 new ideas learned during these 2 days into
a workshop that I conduct. (Time limit: 3 months)
___ I will use one of the Regional Center Workshop Kits at a workshop.
(Time limit: 3 months)
____ I will conduct two workshops that I have designed. (Time limit: 3 months)
___ I will send a copy of my next Workshop Evaluation Form to the Regional
Center for their reaction. (Time limit: 3 months) Note: The Regional
Center will reply to me within 2 weeks.
I will
(Time limit: months)
Name Date
\.t.3&-o«a 475
LEADERSHIP WORKSHOP
February 14-15, 1972
Two Month Follov-Up
Long Term Contract
At the end of the Leadership Workshop you checked some i<i: the items below
as ones that you would be able to accomplish after returning home. Two months
have gone by and we're wondering what's happened. Please enter a letter by
each checked item that reflects your level of accomplishment. Return this form
to us in the enclosed envelope.
A = 100% accomplished
B = 807« accomplished
C = 507o accomplished
D = Not accomplished
I will relate in writing to the Regional Center my reactions to the
Leadership Workshop. (Time limit: 2 months)
1 will contact the Regional Center in writing for more information
about conducting my own workshops. (Time limit: 2 months)
I will request in writing one of the Regional Center Workshop Kits
for more detailed inspection. (Time limit: 2 months)
I will meet with a local administrator to discuss the possibility of
a workshop for his teachers. (Time limit: 2 months)
I will meet with a local group of teachers to plan a workshop. (Time
limit: 2 months)
1 will develop a "profile" of a group of teachers in my area that
better defines their instructional needs. (Time limit: 2 months)
I will develop a detailed plan for a workshop and send it to the
Regional Center for feedback. (Time limit: 2 months) Note: The
Regional Center will reply to me within 2 weeks.
I will modify an available or existing set of workshop materials to
better meet my own needs. (Time limit: 2 months)
I will
(Time limit: months)
Name Date_
Address
P.S. A copy of the results of the Follow-Up Study will be sent to you!
LEADERSHIP WORKSHOP
February 14-15, 1972
Three Month Fol low-Up
Long Term Contract
At the end of the Leadership Workshop you checked some of the items below
as ones that you would be able to accomplish after returning home. Three months
have gone by and we're wondering what's happened. Please enter a letter by
each checked item that reflects your level of accomplishment. Return this form
to us in the enclosed envelope.
A = 1007. accomplished
B = 807o accomplished
C = 507> accomplished
D = Not accomplished
I will send a copy of my next Workshop Pre-Assessment Form to the
Regional Center for their reaction. (Time limit: 3 months) Note:
The Regional Center will reply to me within 2 weeks.
I will incorporate at least 3 new ideas learned during these 2 days
into a workshop that I conduct. (Time limit: 3 months)
I will use one of the Regional Center Workshop Kits as a workshop,
(Time limit: 3 months)
1 will conduct two workshops that I have designed. (Time limit:
3 months)
I will send a copy of my next Workshop Evaluation Form to the
Regional Center for their reaction. (Time limit: 3 months) Note:
The Regional Center will reply to me within 2 weeks.
I will
(Time limit: months)
Name Date
Address
P.S. A copy of the results of the Follow-Up Study will be sent to youl
477
SPECIAL EDUCATION LEADERSHIP WORKSHOP
In-Service Training Techniques
USOE/IC;U RIMC-HCY
Feb. ll*-15, 1972
List of Participants
Betsy Ross
CRC
Hillcrest School
lliOl Cherry Street
Kalamazoo, Mich. 149001
Fred Parker
CRC
2 30 1*3 Lalcevay
Farmington, Mich. U802l*
313-1*76- 8676
Mrs. Blanche G. Benwire
CRC
R 03
Paw, Paw, Mich. 1*9079
616-628-2606
Gail Wiemer
CRC
Charlevoix- Bmnet
Lnt ' !--"«> df. ate School Dist.
Charlevoix, Mich. 1*9720
Peggy Sue Tenney
CRC
1650 Wa-okazoo Drive
Holland, .'I'.ch. 1*91*23
61—335-9167
Janet Fortenbacher
CRC
Kalamazoo VcLlley Int. Dist.
Box 2025
50S E. Dutton
Kalar:?azoO: Mich. 1*9003
6l6-36l--5910
Jeaie Walline
CRC
tUchi^an Dept. of Education
Special Ed. Services
Box 1*20
Lans5n,i, Mich. U8902
517-373-0923
Dennis J. Tomaaallo
IT
Diagnostic Teachin<5 Center
725 K. New Jersey Ave.
Indianapolis, Ind. 1*6219
317-635-1*557
Lowell B. Smith
TT
Box lUO
School Administration
New Albany, Ind. 1*7150
812-91^5-6631
i'lrs. Josephine K. Mosby
TT
Diagnostic Teaching Center
725 i. New Jersey
Indianapolis, Ind. 1*6202
Paul Ash
IMC Co or.
Division of Special Education
Ind. Dept. of Public Instruction
Bex 100
Butler University
U600 Sunset
Indianapolis, Ind. 1*6208
317-633-5259
Beverley J. Farr
CRC
Box 155
Plainwell, Mich. U908O
616-673-3703
William C. Soudera
TT
22I* N. Delaware
Hobp.rt, Ind. 1*631*2
219-91*2-6729
* IT - Teacher-Trainer
* CRC - Cu-riculun Resource Consultant
* IRMC Coor. -Instructional Resource Se >!aterials Center Coordinator
* IRC Coor. - Instructional Resource Coordinator
478
-2-
David E. Gre«»nburg
TT
120 E. Walnut St.
Indianapolis, Ind. U620U
317_63li-238l
Robert E. Kritkausky
IRC Coor.
Saint Francis College
2701 Spring Street
Fort Wayne, Ind. l*6808
219- 1*32-3551
Glen Taylor
TT
Sp. Ed. Regional Consultant
(North Central Indiana)
1836 College Ave.
Huntington, Ind. 1*6750
219-356-5180
Robert J. Robertson
TT
Sp. Ed. Regional Consultant
(northern Indiana)
Northern Regional Service Ctr.
635 South Main St.
South Berd, Ind. k6G23
219-289-7901*
I*frs. Laura Doeden
TT
P.O. Box 513
Plymouth, Ind. I46563
219-936-2627
Carol Weller
TT, IRC
St. Francis Collsie
Ft. Wayne, Ind. 1*6305
219-1*32-3551 Set. 208
Thomas E. Fisher
Ed. Consultant
Ohio Dept. of Education
Dlv. of Special Education
3201 Alberta St.
Columbus , Ohio l*320l*
61U-I69-265O
Howard G. Ball
Ed. Consultant
Ohio Dept. of IMucatin
Div. of Special Education
3201 Alberta St.
Colunbun Ohio l*320l*
61I4.H69-265O
Weston Orloff
ir::c Coor.
7090 Hopl'ins Rd.
^tentor, Ohio UlO'^O
2I0 -255-92U8
Mary Crocker
IRMC Director
County Office Eld'^.
Jefferson, Ohio Ui*Ol*l
216-576-1*085
Dan Brown
IB:!C Coor.
County Office Bldg.
Jefferson , Ohio 1*1*01*1
216-576-1*085
Erma B. Thomas
IRi:C Coor.
2100 Frank Road
Columbus , Ohio 1*3223
6ll*-276-81*01
Betty Ausenheimer
IKjMC Coor.
791 Williamsburg Dr.
Galion, Ohio 1*1*833
l*lo..l;68-61*l*7
Betty McMillin
IRYiC Coor.
Tracy Elementeiry School Bldg.
Tracy Road
Toledo, Ohio U3605
1*19-372-2958
Don Reynolds
TT
Sp. Ed. Regional Consultant
(Southeastern Indiana)
1*00 Jackson Park Dr.
Seyrour, Ind. l*727l*
812-522-3280
479
-3-
Sberyl Kaye Nelson
IRMC Coor.
UOO Holmes Ave.
Lima, Ohio U580U
Ul 9-22 3- 39 5 5
llorraa Jane Zappin
IRMC Coor.
15 N. -lain St. - Rm. 317
Dayton, Ohio li5'402
513-'*6l-3996
Wallace P. Coleman
IRMC Coor.
Lorain Co. Pub. Sch.
k?.0 W. Third Street
Elyria, Ohio 1+U035
216-323-7518
G. Wayne Swezig
IRMC Director
576 W. Main Street
Wilmington, Ohio 1*5177
513-385-891*7
Lee Debnar
ir;;c Coor.
261 W. Higli Street
I'lew Philadelphia, Ohio kkh63
2l6-36k-2(^lh
Dave Braukman
IRirc Coor.
3101 Clifton Ave.
Cincinnati , Ohio !*5220
513-861-1*953
John Opperman
IRMC Coor.
A. G. Bell School for the Deaf
11815 Woodland Avenue
Cleveland, Ohio 1*1*120
216-229-6966
Gary Dutey
IRMC Coor.
Second S: Chillicothe Streets
Portsmouth, Ohio 1*5662
61I+..35U-I4526
'-■lildred Rowland
Miss. Learning Resources System
Special Education Section
Dept . of Education
P.O. Box 771
Jackson, Miss. 39205
601-3514-6905
Judy Wilson
Special Education IMC
University of Texas
2613 Wichita Street
Austin, Texas 78712
512-1*71-311*5
Dainey Lege
Texas Bd. Agency
201 E. 11th
Austin, Texas 787OI
512-1*75-3507
Tom fferedith
Instructional Materials Center
1020 South Spring St.
Springfield, 111. 62706
217-525-21*36
Ms . Lee Patton
Instructional Materials Center
1020 S. Spring St.
Springfield, 111. 62706
217-525-21*36
Doris Stone
Dept. of Education
Bovling Green State University
Bowling Green, Ohio 1*31*03
Joseph George
ira-lC Coor.
13200 Pearl Road
Strongsville , Ohio 1*1*136
216-238-6991
480
Bowling Green Slate University
Department of Education
Bowling Green. Ohio 43403
^^c:^^
Kay 5, 1972
Miss Sue Ann Yovanovich
USOE/MSU
Hogional Instructional Materials Center
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
Dear Sue,
The February leadership workshop on In-Service Training
Techniques Is clearly the outstanding experience of its type
that I have participated in since beginning my study of con-
ferences and workshops. Because it has so effectively pro-
vided direction and resources I feel doubly apologetic that
I have not told you this earlier.
After this lapse of time I would judge the following
workshop experiences remain the most profitable for me, in
terms of my professional needs:
a) The carefully timed participant involvement,
followed by discussion, which occurred consistently through-
out the workshop. The use of on-going evaluation was demon-
strated effectively,
b) All participants were viewed by the leaders as
potential resource persons. This attitude freed the participants
to really contribute to the total program.
c) The notebook of mimeographed materials, organizaed,
numbered, useable, provide a continuing source for classroom
teaching and in-service meetings. The usefulness of this
material is by no means limited to working with special class
teachers.
d) The participation in the video-taping session, plus
the demonstration-discussion of its use was valuable.
e) The opportunity to "live" with the group for two
days was tremendous fun.
Thank you for Including me in this workshop and making
me feel so very welcome. I look forward to receiving information
on the follow-up study.
Deris' W. ' Stone
P.S. Behavior change in me: The workshop pushed me to invest in
a tape recorder, which I now use in teaching and some of
my group work. Next on the list is a cameral
481
State
State Superintendent of public instrjction
JOHN J LOUGHLIN
INDIANAPOLIS 46204
PIVISION OF SPFCIAL I DLCA floN
KooM ins sfAri oi I ici, m.ix..
PHONf (-il7if,T! 47A-1
April 13, 1972
Miss Sue Yovanovich
Field Consultant and Co-ordinator
US0E/>BU Instructional Materials Center
213 Erickson Hall
Michigan State University
East Lansing, MI 48823
Dear Sue,
To keep you informed as to progress made since the leadership workshop
relative to In^ervice Training Techniques held February 14-15, many of the
concepts and ideas have been used since the vrorkshop.
Of special value has been techniques learned for stimulating group inter-
action, conducting, designing and evaluating in-service training workshops,
exploration of curriculum materials and information through bulletins
issued by the RIMC staff.
I trust in the future you will be able to provide the kinds of services
currently being offered as I personally view your "total operation" as
an integral part for a total system in helping individuals such as myself
to acquire ideas and concepts. As you know, with the manditory special
education law coming in 1973 in Indiana, many of the concepts and ideas,
in my opinion, will be useful in helping me working with school personnel
to "gear up" for the meeting of the requirements of the law.
In summary, I hope to be able to use the resources from the RIMC in the
future to a greate- extent than in the past. I am looking forward to working
with you and your staff at Michigan State as I personally feel the RIMC
is definitely needed.
Sincerely yo
Glen Taylor
North Central gifegional Consultant
Dept. of Public Instruction
Division of Special Education
482
State
Indiana
State Superintendent or Public instruction
John J. Loughlin. Superintendent
Room p^s State house
Are* Code 3I7 633 66lC
April 18, 1972
INDIANAPOLIS 46204
Nnrlhcin Rc^icjii.il ( iiiur
); ; .irliiK-nl ut I'uMii InsliiHlum
h\^ Soiilli M.iMi Slr.cl
Siiiilh Hi nil Indunj 4hh:A
PhiHi. :i'» 2H'I ''<ii4
•MIr.il bi'C.k. I)it..:ni
USOE/MSU
Regional Instructional Materials Center
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
Dear Sue :
I'm sorry that I have not coitutiunicated with you
since the workshop.
In response to my contract, I have marked it and
am including it with this letter. My reactions to the
workshop are all in one word - terrific - after that I
can't say anymore. It really gave me confidence in
planning workshops. I have communicated this material
from the workshop to my fellow consultants in Indiana-
polis, froip this we planned a three day workshop that
just finished last week. We did not use any game
simulations. The evaluation of the workshop made us
feel real good about our. planning.
I have not met with a local group of teachers, so
1 have to default myself on this contract.
Thanks ,
'-'-tr)u-^i,-3^
Bill Souders
Field Consultant
Psychological Services
BS:as
P.S. I don't have the word power to really tell you
what I got out of the workshop, except Thanks!
483
NORTHWESTERN OHIO INSTRUCTIONAL MATERIALS CENTER
FOR HANDICAPPED CHILDREN
aitle Vl-A, E5EA)
library 141, B. G. $ U.
Bowling Or««n, Ohio 43402
Phono: 419-353-8411, oxt. 34<2
Bolty McMillin, Diroctor
.^pril 19,1972
USOE/MSU Regional
Instinictional Materials Center
213 Erickscn llall
Michigan State University
East Lansing, Michigan 4^825
Dear Sue,
I am sorry I have been so late in vo-iting this letter
but as you know when I attended the Leadershop Workshoo they
had just moved our Center. Needless to say, the past few
weeks have been "hectic" (hiring a secretary, writing a
proposal, getting boxes impacked, neiterials on shelves, etc.).
At the time I felt the workshop was very worthwhile but
in thinking back about it now I even feel more that way. The
idesis ajid materials I received can be of great help to me and
all I need now is some time to use them.
At the end of a workshop of this type I think we all feel
rather "saturated" as there is so much given to us in such a
short period of time. I realize this is necessary if the work-
shop is going to be worthwhile. With such a full schedule I
felt you people did a fine job of keeping a relaxed atmosphere
throughout the conference.
Thanks again for everything and I hope you will have more
of this type of thing for us.
Sincerely,
Betty McMillin
lilMC Coordinator
484
Texas Education Agency 201 East n* stre«
Austin, Texas
• STATE BOARD OF EDUCATION
78701
.STATE COMMISSIONER OF EDUCATION
•
STATE DEPARTMENT OF EDUCATION
April 26, 1972
Miss Sue Ann Yovanovich
Field Consultant & Coordinator of
Human Resources for Dissemination
USOE/MSU Regional Instructional
Materials Center
Michigan State University
213 Erickson Hall
East Lansing, Michigan 48823
Dear Sue:
Thank you so much for sending me the copy of the letter sent to Ben Hodge,
El Paso. He has been in contact with me several times, but I am not cer-
tain why he wrote you. He has only one instructional game available to ray
knowledge.
The Leadership Workshop Judy and I attended in February was excellent. 1
can't express how much I gained from the session. In fact, Judy and I are
hard at work making final plans for a training session for the Texas System
scheduled May 22-24 in Austin. Many of the ideas we learned from you will
be included. Thank you again for allowing me to attend.
1 was delighted to note in your letter that you plan two follow-up workshops
next year. I would be most greatful if you would again allow me to attend.
Would it be possible for you to let me know the dates as soon as they are
firm.? I must request permission in August so it can be included in next
year's budget.
Sorry we didn't have time for a visit in Washington.
Sincerely,
(Mrs.) Dainey Lege', Director
Texas System of Special Education
Instructional Materials Centers
Division of Special Education
Development
DL:cn
485
PliANNING FORM
SPECIAL EDUCATION INSTRUCTIONAL ,^4ATKRIAI.■ CEN^FER
Universaty of Texas
Request Received From:
Analysis of request by:
Plan designed by:
Who are the trainees?
How many?
What is the mission?
What objectives can be
achieved?
What procedures'
What evaluation?
Generated in l.ouse
Training Coordinator
Judy Wilson
Lou Alonso, Ted Ward, Joe Levine,
Nancy Carlson, Sue Yovanovich et.al,
The whole staff of the MSU RIMC
To express thanks for the training,
the information, the ideas, the
visit, the taxi service, and the
Tender Loving Care.
Cognitive: Recall level of events
that made up a successful workshop,
level - 100%
Affective: Pleasure in knowing
you did a good job.
A note to convey my appreciation
by mail an' 'i personal thanks the
next time I see each of you. (1)
Subjective - IT WAS GREAT 1
1. Visual Aid - the smile on my face
DATE 2/29/72
PARDON THE PLAGIARISM
A86
■" :'6, 1972
lis.' bus ,'vnn Yov-:.r\-v:\r.r.
Rer/iovxl Tnp.tnjct 'nn.'Ll ''r. '.'••• J ".Ir; C'^'itrr
for Tardicap'od ChJldr^n ..! Yout':.
213 F,ricT,on'!!ali '
Michi^-'n 3t~.tf.' Univori'Tty
y.rxst T.an3in,3, ! iichi ;3 n
Doar .jue,
Think you rnr -jo^ir- letter f^f Febni:.ry '^A "h. r. '>lr;.-i"e(^ •'.'^
1 oirn 'IV fef?'' ' rr's rn-irdir ■ the ■; •.oce'ss of t'v" ■.-.'ork? :■ '-/gt'-."' t*- r-""^
by the R'J'C 3t'ifr. For ••-.e, it i-n- .1 trepp- do:,) o; yc-i"t';;v ty *'cr "
conoc't'^'^ tei J ".r.-dfT't'' ex'^orien"?* )n t-:'" 'rro" of ','■'' r'""'" ■i""'^ Cf=;'^"-^r-
tcac'i^r ednc t'on f::e?d.
As you jiro: -ibly knov.' '• y nc.-', T a-' f ■.•';■ .1]y ; ari cf f- .■ P.. C
tea." ir Ohio, Ho-'ever, t!:f? c'ran^.e has net cct'": "^b'lut '.■ri.t'.!~'-t "nnrl.l-'-itirn-:
Rather thin 2cin^ into det-i?. - v;hich would u.'3e up '-.cr-T r:. rr-T tk'n •.•e
have in stock ri "ht row - let r^e .'-av th.-.t ' 'e *^-ave ni^t ar.
;!1-^ to
off in: illy be^^in oprr-^tion. r^etv/cjr th.9 Clovol- id ?ca'"d '-f .viuoaticn
and the Div::-;ion of jpeci:-.! iCiur.ation in C'0-."-.hr.'-, and tie r.il'.-r of r=d
t^jpo " joiriin-3"the tv;o, '.-re ':v-.ve yet to I'e able to ^yr v-.d fu'^dr. for
inservic? oxporionce.s, e-_'..r. nont, r.-!at -rials, and ot); r '-uch — archa::o"''
( H von s t •! t :. c n t? ry ) .
I hav? hov/ever been v.">r ir;f; vnth our nuj ■■>nr"' -ors nnd con.-ultan'n
in .'peci-,?. education and 1I.00 with :-o!ne of cur ''r:e ' un<^r d p"'-:-: tenc'v-rr
V/e hor-,? to : 0 r-.hl/i V^ reilly " t novin^' perhaps by the f:'rr.t of next
v/eok.
For the reason.'^ noted "hove, I hope "ou vv"'"'! ur'lerst-r.d '-.'hy I •■•■■z
not 'b^e to dn as ruch '•■ri.th my lon^ ter>n ccntr''Ct a:; I ' '.d ■ r.nt'id to.
The "D"s recorded on the shoe+ certainly -io not r^font any I-^ck nf
inti^rest or ccncern. It is -ny hope to b^'.^n t'-^ beco:-'-^ rore 'nvolved ■.-'i th
your center an I he/^-.n to smooth o\it the rou -.h ed^es of "v '^ erntlcn.
Ry the :-'r-.y, T looked for you at the niiiC "'^et to£;et'-'?r" -^n :''riday
ev'^ai:.,- •■■t t' <? 3hcrehar, I •••"i.s s-r.rry n')t t^' )--'.vci h'.d the '^;rcrtv-"ty
to tali, v.'ith ,'0-1 t"^re. T did nee ".-ncy Car!' :r:n, trio'^h, ri«ai-.e s-'v "H'."
t; h-^r fcr ro.
T do appreci'.te the ."up;~ortj encoura 3 ^."'ent ar.d r" i "t '.i^ce "' h-ive
r 'Ceived fro-: both y:.v. -m.'i the TiJU Center. It ha?? h--'"'. per! ■v.f' -; -rent
de-'l in lockin.'^ teyond ry i-vnediate prov'ie--::: to v/hat our pro ■r.ar, '.vill
( I hope!) be in tie future.
"•incerely,
(John J. Opperr.an
Coordinator Ti'J'C
A87
FItCIl INKT ^ TIUfMKI:
LOMAIN COUNTY ^M Lor»in |21B| 24*. 1668
■ OARO OF EDUCATION mI '^'" 2«* 1«eO
Elyrla (216) 322-4924
(2161 322 1200
'^;'i.
-"»'^-
MultJCounty
SPECIAL EDUCATION
PregraiR Center
West 3rii Street-Elyria, Ohio 44035
February 25, 1972
M.S.U. RIMC-HCY
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
To All the Fine People at Your Center:
As a participant in your In-service Workshop held February
14, 15, 1972 I wish to extend my sincere appreciation as
to how well it was handled.
Your Workshop possessed all the qualities that anyone
could ask for regarding the presentation, content, and
evaluation.
I was very pleased to attend.
Sincerely,
Wallace P. Coleman, Director
Regional Special Education Center
WPC/lcw
488
DEPARTMENT OF EDUCATION
G. H. Johnston. Superintendent
DIVISION OF INSTRUCTION
JOE E HOUOWAY, Director
P O. Box 771
JACKSON. MISS. 39205
February 23, 1972
Miss Sue Yovanovich
USOE - MSU
Regional Instructional Materials Center for
Handicapped Children and Youth
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
Dear Sue:
You are to be congratulated on managing an excellent workshop.
It was really a pleasure and a privilege to join you and the
staff at the MSU - IMC. I am deeply in your debt, it was one
of the best learning experiences I have had over these many
years. Your managerial and leadership ability are quite evi-
dent and although we heard tales of trouble behind the scene,
it was not evident within the working of the workshop itself.
The living quarters, the luncheon - everything was excellent,
and I think I can speak for the other members of the group.
We all enjoyed ourselves immensely and we learned an immeasur-
able amount of workshopmanship.
If in the future I can be of any service to you, please feel
free to call me. It is most stimulating to work with a group
such as yourselves; I came back to Mississippi with enthusiasm
restored and am busy plotting and planning ways to improve our
educational support systems here.
I am looking forward to talking with you at CEC in Washington.
Please save some time for me, unless my reservations are all
fouled up I will be at the Park Sheraton. I think I am also
tapped for time in the CEC booth. Now I am ready to whip off
another proposal with the accompanying CRAM form, I guess the
Feds want us to practice our cursive writing.
489
Miss Sue Yovanovich
Page 2
February 23, 1972
Thank you again for including me in the workshop activities,
They say you can't teach an old dog new tricks, but friend
they are so wrong. See you in Washington!
Affectionately ,
I
fl.'flM
(Mrs.) Mildred T. Rowland, Consultant
Mississippi Learning Resources System
Special Education Section
MTR:cmb
490
State
Indiana
State Superintendent of Pubuc Instruction
John J. Loughlin, Superintendent
Room 229 • State Hou3C
Area Code 3I7 ■ 633-66IO
March 28, 1972
INDIANAPOLIS 46204
Robert J. Robertson, Consultant
Northern Regional Center
Division of Special Education
635 S, Main St.
South Bend, Indiana 46623
Miss Sue Ann Yovanovich
U. S. 0. E.-MSU
Regional Instructional Material Center
For Handicapped Children and Youth
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
Dear Sue:
Please forgive the delay in responding in writing re-
garding the leadership workshop held in January at Michigan
State University. The workshop was tremendous. I feel
that it has done a great deal to help me-not only in terms
of planning and implementing in-service workshops, but also
in my daily routine as a Regional consultant. The workshop
was well planned. There was a great deal of involvement by
all the participants and it was enjoyable. The staff of
the Regional Instructional Materials Center are commended
for a job well done.
Perhaps one of the greatest benefits I received from the
workshop was the opportunity it presented me to interact and
discuss similiar problems with the participants from other
states, especially Ohio. Since the workshop, I have had
contact with Tom Fisher, who has been especially helpful in
providing our state with information about their financial
reimbursement formula and the methodology they followed in
securing adequate state funds for special education programs.
Weston Orloff, from Mentor, Ohio, has also been helpful by
providing me with specific information.
Looking at my long term contact and those items that
I checked, my general response is that I have, in fact, done
everything that I indicated I would do, excluding sending
a copy of my next workshop evaluation form (I will do this
in the forseeable future as we have a three day workshop
planned for May 3, 4, and 5 coming up.
1
491
- 2 -
Miss Yovanovich
The workshop coordinating kit that you and Nancy
designed for the motor perceptual training was recently
utilized at a South Bend workshop and was reasonably
successful. However, I had the feeling that the trainor
utilizing the kit, tended to rush too much and that didn't
allow appropriate time for the participants to complete the
test.
If it would be possible for you to meet with me at
sometime during the first three weeks in April to discuss
an upcoming workshop, it would be appreciated. There
are numerous things that I would like to discuss with
you relative to its implementation.
I am looking forward to hearing from you.
Sincerely,
Robert J. Robertson
Consultant
Special Education
RJR/as
492
.'^,'^(' : /--£', ^,..
^-^ -*> c_^
CENTRAL OHIO SPECIAL EDUCATION
PROGRAM PLANNING and MATERIAL CENTER
•,.^^
,^u:
EHA-B
February 28, 1972
Regional Instructional Materials Center
For Handicapped Children and Youth
213 Erickson Hall
Michigan State University-
East Lansing, Michigan 48823
ERMA B. THOMAS. DIRECTOR
Instructional Resource Material Center
2100 Prank Road
Columbus, Ohio 43223
Phone 276-8401
FISCAL AGENT
Southwestern City Schools
Dear Lou and staff;
I wish to express my sincere thanks to you for a
most informative and well planned two day in-
service training conference. As I expressed to
you while there, I feel that more of these kinds
of training sessions are needed.
Looking forward to receiving answers to some of
the requests which were made while in Lansing.
Again thanks.
Sincerely yours.
2nyyyUl^ /Q. -^/JutT^t^CC-a^
Erma Thomas, Director
IRMC
rho^
BT/ma
ROBERT C. CARLSON. DIRECtOR
Central Ohio Program Planning Project
52 Starling Street
Columbus, Ohio 43215
Phone : 463-9828
FISCAL AGENT
Franklin Co. Board of Education
493
THOM L. COOPER, DIRECTOR
Fairtield-Pickaway Program Plannir>g Project
710 North Broad Street
Lancaster. Ohio 43130
Phone 653-7119
FISCAL AGENT
Lancaster City Schools
SERVING HANDICAPPED CHILDREN IN DELAWARE. FAIRFIELD, FRANKLIN. LICKING. MADISON. PICKAWAY, UNION COUNTIES
EDUCATION
CENTER
Special Semces Difisioii
March 9, 197<^
,J't^
Miss Sue Yovanovich
USut/MSU HIMC-HCY
dl^ Erickson Hall
Michigan State University
East Lansing, Michigan 48823
Dear Sue:
Please convey my thanks to all who were involved in the February
l^-l^ workshop for the opportunity to be a participant. You've
pulled off another smooth-running session which was packed with
information and pointers in spite of the prearranged tirre schedule.
In short, it was exactly what I had expected from you and the rest
of the MSU HIMC staff.
One of the pleasant surprises which I had not necessarily ex-
pected was the contact I was able to establish with some of the
IMC personnel in both Ohio and Michigan. Since I am not directly
involved with these programs, I was unaware of the wealth of re-
sources they themselves could be. Interaction with them provided
not only the opportunity to discuss the processes involved in
arranging teacher-training, but also the realization that many
of them could serve in a consultant role on specific education
problems. I am exploring with my school administration the pos-
sibility of contacting a couple of the Ohio coordinators in par-
ticular to serve in this capacity.
The list of teacher training kits has given me several ideas for
sessions I would like to schedule. From tiiat list, I would like
to request initially Goals for Sducation^^IW ^712) and Designing
w^riterion Measures (IW '+710) .
Sincerely,
David Greenburg, Consultant
Special Education Office
494
State
Indiana
State Superintendent of Public Instbuction
JOHN J, LOUGHLIN
INDIANAPOLIS 46204
INS I Kl ( I lU.N MATFRKLS 1 1 \ 1 1 R
U,i\ Idil, buiUr UriHcrMtv
4(iiin Sunsci Ascnui
liidijnapoli^. Indiana 4h2()8
I'lioncliPi (.33-5259
February 21, 1972
Miss Sue Ann Yovanovlch
USOE/MSU RIMC - HCY
213 Erlckson Hall
Michigan State University
East Lansing, Michigan ^8823
Dear Sue:
I want to thank you and the staff of the RIMC for the
high-quality intensive workshop for in-service educators.
The multiplier-effect of such workshops will assume that,
eventually, all of Indiana's Special Educators will have the
opportunity to attend workshops conducted by our newly de-
fined core participants.
Also, Sue, I thought you might like to know that the
workshop on "Selection and Use of Instructional Materials"
has been replicated at Hammond and will be replicated
several times at Ball State University by workshop partici-
pants .
Sincerely,
^Z/ ^^
Paul Ash, Coordinator
Instructional Materials Center
PA/md
495
INSTRUCTIONAL RESOURCE CENTER FOR HANDICAPPED CHILDREN & YOUTH
SAINT FRANCIS COLLEGE
2701 SPRING STREET
FORT WAYNE, INDIANA 46808
PHONE 432-3551, EXT. 208
February 21, 1972
Sue Ann Yovanovich, Field Consultant - A
and Coordinator of Humein Resources for Dissemination - li JJ
USOE/MSU Regional Instructional Materials Center /V
for Handicapped Children and Youth .f^K
213 Erickson Hall M^ ^n
Michigan State University / /^
East Lansing, Michigan 48823
Dear Sue :
First of all I'd like to congratulate you and the rest of
the staff on a really fine workshop. I know /that all who attended
^felt it was very worth while.
Sue, I'll be conducting a workshop soon on instructional
^ objectives and would like to borrow your kit that was shown
^^ at the workshop: Workshop Coordinator Kit - "Toward an Under-
Ij'l.stouiding of Instructional Objectives" by Ted Ward and
y v^S. Joseph Levine. I believe there are three or four parts
to it. Could you send this as soon as possible?
Could you also send me eight copies of YOURS FOR A BETTER
WORKSHOP by Ted & Joe?
Thanks for your help.
Sincerely,
Robert E. Kritkausky, Coordinator
Instructional Resource Center
REK:kk
A CoopcTitive Pngnin: IihUuu Ofilce of the StaU Supe
496
ucHon, E«»t AUen County SchooU. S»lnt FrtncuCoUefe
State
Indiana
State Superintendent of Public Instruction
JOHN J LOUGHLIN
r^ .„-
INDIANAPOLIS 46204
c;iLBhRT A. BLITO.N, DIRECTOR
OIVISION OK SPECIAL EDUCATION
ROOM 108-STATEOFHCE BLDG.
PHONE (317) 633-4763
March 14, 1972
Mrs. Lou Alonso, Director
Regional Instructional Materials Center
213 trickson Hall
Michigan State University
East Lansing, Michigan 48B23
Dear Lou:
Thank you for your letter of March 2, 1972. I was pleased that
we had several persons in attendance at the recent workshop. I would
be happy to review the letters from the workshop participants if it
is not an inconvenience. I will also be looking forward to seeing
the evaluation when it is completed.
I am going' to try to make it to Lincoln in April
you there.
Sincerely,
Hone to see
S>^^
Gilbert A. Bliton, Director
Division of Special Education
GAB : s rm
497
Farmington Public Schools
23450 MIDDLE8ELT ROAD
FARMINGTON. MICHIGAN 48024
THBODORC r. CUNIO
JINftCTOR SPCCIAL EDUCATION
DOUGLAS H SMITH
"f»*VISOR -JPeCfAl. EDUCATION
^RED W PAWKER
t , UM Ht SOURCE CONSULTANT
March C, 1YI2
Miss Sue Ann ^. /anovich
r ieid .. onsuit-:-.nt and Coordinator
of Huinan Kesources "nr Disseminaticri
21^ Frickscn !,aii
Michigan State University
fast Lansing, Micnigan h^tV.i
Dear Sue :
Upon reviewing the long term contract of the Leaieratup
workshop, which, by the way, I feel was an excellent idea, I crjne upon
an item discussing a profile to define inctiructional neeas. Although
I did not check this item on the contract, I do feel it is an area 1
would like to explore further. With a total of seventy teachers on
different level? with different disability areas, •-, survey i -rm may
not be effective. If you have any hints or suggesLi .sis , 1 woula
appreciate hearing frcwi you.
Possibly some of our colleagues may have devcinped an
adequate survey form of how best to determine these neeir. 1 would like
to have some survey material before school closes in June in order to
spend the summer months planning for next year's in-servije.
Once again, I felt the leadershij- workshop was a tremendous
success. Thank you.
FWP/mjv
Sincerexy,
1
Fred W. Parker
Curriculum Resource 'Jonsultant
498
farmington Public schools
23430 MIDDLEBELT ROAD
FARMINGTON, MICHIGAN 48024
THEODORE F. CUNIO
DIRECTOR SPECIAL EDUCATION
DOUGLAS H SMITH
SUPERVISOR SPECIAL EDUCATION
FRED W. PARKER
CURRICULUM RESOURCE CONSULTANT
Februs.ry 21, 1972
Mr. S. Joseph Levine
Regional Instructional Materials Center
for Handicapped Children and Youth
State Departments of Education
U30EA1SU
Michigan State University
213 Erickson Hall
East Lansing, Michigan L(8823
Dear Joe :
Congratulations . The planning of the workshop was well done .
The physical structure of the University Inn Motel worked well to keep the
participants tuned in on the purpose of the workshop. I, for one, really
enjoyed cortacting the out of state group and feel that we shoiild repeat such
a combined workshop again. It was beneficial for me to meet people doing the
same kind of work in different situations.
I was particilarly interested ±n the instructional game -
INSTRUCTIONAL STRATEGIES - and hope to ijnplement it with the Special Education
staff here in Farmington. Since I'm new at this teacher training role and hope
to plan effective future workshops, the planning kit for planning workshops seems
to be a valuable tool. I can see how useful it will be in designing the overall
workshops. I felt the contract idea was a valuable one for me to adapt since
it makes the participant responsible for his own ivolvement in the activities.
The long-term contract is an excellent device to implement a commitment viiich
will effect change .
The evaluating portion of the February workshop was a helpful model
to me. In order to have meaningful closure to a workshop, the contract and
long-term contract ideas are excellent and I hope to use them both. Since my
background in leadership and teacher training is weak, I was most appreciative
of the reading list hand-out on Tuesday.
I really enjoyed the two-day session and feel it deserves a repeat
performance including the out-state folks. Possibly next year.
Sincerely,
tJ^L^
FWP/mjv
Fred W. Parker
Curriculum Resource Consultant
499
mniz of ^tssisstppi
DEPARTMENT OF EDUCATION
G. H. Johnston, Superintendent
DIVISION OF INSTRUCTION
JOt E HOUOWAY, Oir.ctor
P O Box 771
JACKSON. MISS. 3B205
February 23, 1972
(
I
I
Dr. Joe Levine and Dr. Ted Ward
USOE - MSU
Regional Instructional Materials Center for
Handicapped Children and Youth
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
Dear Joe and Ted :
You and your co-workers and staff at the IMC Center are to be commended
for the excellent teacher-trainer workshop you conducted on February 14
and 15. I have attended many workshops over the years and I can state
without reservation that this was one of the best learning experiences
I have been privileged to participate in. The material you presented is
pertinent and useable and I shall put it to practical use here in the
state of Mississippi. I am in your debt.
I
As I stated in my contract, I will keep in touch with you regarding the
progress I am making with the workshops and use of your materials here
in Mississippi. Any adaptations or modifications that I use in this state
I will forward to you for your information.
I am most impressed with your guidelines for the leader of in-service
education, YOU ARE . . . I can say sincerely that you have covered every
base. It is one of the most comprehensive guidelines I have seen to date,
and I think others in the field will view at in the same manner. It is
nice to know such talented people.
I am enclosing a copy of our remediation workbook that was developed out
of our Developmentally Delayed Workshop for your perusal. We will be
field testing this product for one year in the classrooms using thirty- |
five teachers employed in different sections in the state. At the end
of the year we will compile the corrections and additions and hopefully
put this into production. We think we have covered all bases, but you
never know.
500
Dr. Joe Levine and Dr. Ted Ward
Page 2
February 23, 1972
Thank you for including me in your workshop. The people that you are
working with in your three state area are excellent, and it was a very
stimulating experience. I am looking forward to working with you in
the future.
Sincerely yours, ,
(Mrs.) Mildred T. Rowland, Consultant
Special Education Section
Mississippi Learning Resources System
MTR : cmb
Enclosure
501
#1 of 2
IN-SERVICE EDUCATION PLANNING FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Mich. Div. of Sp. Ed. - Jane Walline
Analysis of request by: Levine & Ward
Plan designed by: Levine & Ward
Who are the trainees? Curriculum Resource Consultants
How many? 30
What is the mission? To prepare participants to conduct in-service training
with teachers (train participants in use of 12 training kits)
Time available? 1 week
Date: June 1I+-I8, 1971
Location: East Lansing, Michigan
What objectives can be achieved? Play roles of participant and leader of
in-service education experiences. Develop skills of leadership and
an \inder Stan ding of the affective aspects of the leader's role.
What instructional materials? Eleven in-service education kits including
one kit leading to independent design of in-service education workshop
experience.
What procedures? 3 days of intense involvement, preparing to present
experiences to one another in simulation of in-service workshops.
What evaluation? Prepared written form to assess participant preferences,
Also, provide opportunity for feedback re: participants' perception of
achieved objectives.
502
9/71
#1 of 2
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Mich. Dept. of Education - Jane Walline
Date: ^^^ l^-l8, 1971 '
Location: University Inn, East Lansing
Analysis of in-service program hy: Yovanovich
Who were the trainees? Prospective Curriculum Resource Consultants
How many? 30
What was the mission? To prepare participants to conduct in-service training
with teachers (train participants in use of 12 training kits )
Amount of time used: 1 week (see attached program)
What objectives were achieved? Played roles of participant and leader of
in-service education experiences. Developed skills of leadership and
an understanding of the affective aspects of the leader's role.
How were these objectives measured? Written evaluation; tape recording of
discussion on "How to Conduct a Workshop"
What existing instructional materials were used?
What materials were specially-designed? Tape for "Yours for a Better Workshop"
11 kits (see attached)
Comments : Verbal feedback of participants indicated that they felt thev had
developed self-confidence and expertise in conducting workshops and as a result
of the week's training, felt more secure in their role a.R an in-service educator.
503
SPECIAL STUDY INSTITUTE
'In-Service Techniques & Methods for Curriculum Resource Consultants"
June 14-18, 1971
INSTITUTE EVALUATION
The following evaluation is designed to provide us feedback regarding your
reactions to this Institute. The results of this evaluation will assist us in
planning future Institutes of this nature. (Please be candid in your remarks.)
1) Please rate each of the training kits in terms of their INTEREST to you.
Check the appropriate blank after each title.
1. Designing an Instructional Game
2. Defining Objectives for the
Teaching of Concepts
3. Designing Criterion Measures
4. Learners' Approaches to Learning
5. Goals for Education
6. Designing Objective-Oriented
Instruction
7. Focus on Feedback
8. Building a Perceptual -Motor
Experience
Mery Not
Interesting Interesting Interesting
23
18
17
22
19
17
17
10
10
_2L
2) a. How much did you know about in-service training procedures prior to
this Institute? Check the appropriate blank.
2 Considerable Amount
10 Moderate Amount
13 Small Amount
4 Nothing
504
SPECIAL STUDY INSTITUTE June 14-18, 1971
b. How much do you feel you now know about in-service training pro-
cedures? Check the appropriate blank.
19 Considerable Amount
10 Moderate Amount
Small Amount
Nothing
3) Have you conducted in-service training workshops prior to the Institute?
15 Yes 14 No
If yes, did the Institute assist in clarifying workshop procedures?
15 Yes ]_ No
4) When you return to your own locality you will be expected to offer in-
service training to teachers. How comfortable do you feel about carry-
ing out that training?
7 Very Comfortable
22 Comfortable
Not Comfortable
Comments :
5) a. What training kit did you lead? 18_
b. What training kit did you co-lead? 12_
c. What training kit did you evaluate? 18_
6) Would you please write a short statement regarding what you feel were the
objectives that we had for this Institute. (Complete sentences are not
necessary--an outline, short sentences, statements, etc. are sufficient.)
505
SPECIAL STUDY INSTITUTE June 14-18, 1971
■3-
7) Please rate each of the training kits in terms of their IMPORTANCE to
the teachers you work with. Check the appropriate blank after each
activity.
1. Designing an Instructional Game
2. Defining Objectives for the
Teaching of Concepts
3. Designing Criterion Measures
4. Learners' Approaches to Learning
5. Goals for Education
6. Designing Objective-Oriented
Instruction
7. Focus on Feedback
8. Building a Perceptual -Motor
Experience
Very Not
Important Important Important
19
21
20
23
22
25
19
11
10
10
14
8) General Comments :
506
Responses to Question Four
Question: When you return to your own locality, you will te expected to
offer in-service training to teachers. How comfortable do
you feel about carrying out that training?
VERY COMFORTABLE
COMFORTABLE
22
"I have a better idea of organization and the direction of specific
goals which must be developed."
NOT COMFORTABLE
507
Responses to Question Six
Question: Would you please write a short statement regarding what you feel
were the objectives that we had for this institute. (Complete
sentences are not necessary — an outline, short sentences, state-
ments, etc. are sufficient.)
The main objective that I see is preparing for workshops by learning
various in-service training procedures. The 8 kits did a good job in
setting the stage for this institute. A little social life was also
acquired through "Great Western" and "Jim and Jean." Thanks for a busy,
helpful, enjoyable week.
1. Planning
2. Organization
3. Flexibility
h. Frustration
The process by which one can teach a group the various processes,
methods, materials needed to improve instruction.
1. How to conduct a workshop
2. Help trainees feel comfortable in conducting workshops
3. Development of kits through process procedures using products
To prepare selected persons to conduct workshops
Define your goals and objectives of teaching in meaningful way
Leadership experiences
Organization
Methods or techniques of group conduct
People working with people who work with younger people
To understand process of:
1. Developing kits
2. Developing concepts with concrete examples
3. How to work successfully with groups
k. Getting output with teachers
To actively participate in and observe the process of conducting in-ser-
vice workshops
508
I
-2-
The objectives were to:
1. Give participants a better understanding of the mechanics
of preparing an in-service training meeting
2. Give participants an experience in conducting such a meeting
so that they could be more comfortable as well as competent
— Necessity for good structixring ahead of a workshop
— Responsibilities of leadership in same
— Need for evaluation to see if objectives of workshop were reached
1. Refine the writing of goals and objectives
2. Demonstrate the participant involvement in a workshop
3. Give practical experience in the conducting of a workshop
k. Have participants design and use a workshop
— Preparing, structure, informal views, of a workshop
— Interaction, leadership tips, do by experience
— Improve one ' s own teaching techniques
1. Understand and try to use techniques of the kits
2. Understand process rather than outcomes
— To prepare this group to assume CRC role in their local area.
Methods, techniques, modes, do's - don't 's - provide experiences
and develop some skills in teaching teachers.
— Show a variety of methods in handling sessions/problems that may
occur and techniques we could use to keep session along line of ob-
jectives
— Provide basic materials with which to begin with
Need for: objectives, planning, skills, good evaluation, in any
leadership role
To indoctrinate us with the fundamentals of good leadership practices
and policies, to expose us to some actual practice and application and
an experience in structuring some worthwhile project(s) for presentation.
Training procedures for during workshops
Awareness of need for planning and awareness of objectives
Experience with kits and learning by doing and sharing experiences
Self-evaluation of own goals, methods, etc.
509
■3-
I feel the primary objective was for participants to become familiar
with the processes involved in training programs.
Skills in evaluation techniques, feedback utilization and goals em-
phasis were sharpened. I believe I am better able to critically evaluate
and better prepared to lead workshops.
— To provide us with knowledge on how to develop workshops and carry-
out workshops
— To provide us with kits or knowledge which teachers have a general
lack of
— To develop people to fill the CRC role
Training of teachers in the proper methods of in-service education
Proper methods in conducting effective workshops
— Emphasis for process-thinking throiigh the process involved to reach
an objective
— Help us to be more effective in working with others
— Help us become more aware of the reactions of others while we are in
a leadership role
a) Being exposed to procedures in presenting an inservice training session
B) Being shown our own weaJcnesses and strengths by actually taking a
leadership role
C) Having concrete materials with which we can use in our home areas
D) a brief exposure to how we can plan and devise our own materials
Having people work in activity groups. They were to reach their own
ideas of various concepts in education. We saw the pitfalls of leading
a group and gaining help in knowing how to do this with the least blunders.
The concept is the important thing — not the activity. We were being
trained to hold institutes, as well as innovative creators of activities
to be given in helping the teacher (learn how to work out a prescription
when there is a need.)
— For us to experience leadership role and problems that would be en-
covintered conducting workshops
— Different aspects that sho\ild be considered in planning workshops
1. To prepare a group of people to structure and conduct training experi-
ences for others .
2. To demonstrate the effectiveness of utilizing activities to reach ob-
jectives. Involvement vs. Passivity.
3. To structiore a learning situation in which all participants must
contribute. We had to act I
510
-k-
1. To help the curriculum resource consultant become skillful in
helping teachers to use their creative techniques in designing,
producing and evaluating instructional materials and techniques.
2. To clarify the realization of teaching goals and objectives
3. To help CRC's to help teachers to more clearly plan educational
goals and objectives to meet specific pupil needs.
k. To help CRC's to make workshop procedures more effective in actively
involving people in in-service workshops — to help them do and not
just be done for , such as passing out lists, carting materials to
them, etc.
5. To help us to realize our needs for improvement of our leadership
skills (CRC's).
6. To motivate us to plan workshops (CRC's)
— Clarify our way of thinking
— To prepare us to teach teachers
— To be aware of needs of those with whom we will be dealing
— To be certain we ourselves are familiar of terms — correct
definition to avoid confusion — goals; concepts; objectives.
1. Exposiire to variety of approaches useful in planning and carrying
out a workshop (observations of leaders)
2. Experience in using kits as a tool in workshops — becoming familiar
with structure
3. Experience in playing roles — opportunity to react to these roles
h. Opportunity to plan and have evaluated some of our own ideas (kit 12)
5. Exposure to experiences that would help us \mderstand how we affect
children in a classroom situation.
— Realization of planning necessary
— Self-evaluation
— Participation
— Methods of leadership
— Adaptability and flexibility
511
Responses to Question Eight
Question: General Comments
— Despite the pressure of the week, I felt that the workshop was
well prepared and extremely valuable to me. Looking back I can
see the value of what we have covered but there was some negative
feedback on the part of a leader that developed an attitude of
rebellion which may have gotten in the way in terms of wanting to
participate.
— I need time to assimilate all the impressions and experiences. It
has been a stimulating week — very practical. I admire and appreciate
all the work that went into planning and putting on the workshops.
— More clearly defined perspective role of CRC.
— Tremendous amoiint of information presented in short period of time
— A most profitable workshop — well planned- structured
— One that has not been complete but had stimulated us to continue
and digest information we have received
— The whole workshop was a very important experience for me. I am
highly motivated to go back home and become more involved with
helping my teachers to help children .
— My growth in leadership skills will be promoted because of this
workshop '.
— This workshop will help me also in the leadership of parents, civic
leadership, etc.
1. I have never had to "put out" so much, nor have ever derived as
much;
2. Perhaps the ineffectiveness of some of the kits to "turn me on"
was not due to the kit as much as due to the ineffectiveness of
presentation;
3. I would hope to be fractionally as effective as Ward & Levine and
I would be doing a good job.
-In another institute perhaps looking at the time schedule would
be beneficial in terms of the last day perhaps winding it up by
noon instead of afternoon.
We worked very hard, but it was just the way I wanted it. Why put
in this time if we weren't going to gain. I surely did'.
This is no doubt the busiest workshop I ever attended, but probably
the most productive. I felt the materials presented were pertinent
and will be useful in the coming year.
512
-2-
Excellent I
Well planned
Interesting
Not idealistic
Outstanding leadership staff
— One of the most valuable contributions of this workshop has been
the clearer definition of the roles that a leader assumes.
— Awareness of the roles and of some basic interaction processes
that occur within the group setting has been most valuable.
Well-planned, interesting, stimulating and worthwhile experience.
Feeling that some kits are more useful than others — or more practical-
or easier to use. I feel that I can utilize the basic kit but revise
it for better use with other teachers. All had value, but not equal
value as far as implementation with the regular rixn of teachers
We needed to have some of the pressure relieved on Wednesday. It
took too long to get pulled back together.
One of the best planned institutes I have ever attended. I am going
away with a great deal of knowledge/material that I am eager to try.
Excellent workshop for me for a variety of reasons. I needed to have
ideas/concepts refreshed before entering my new job in the Fall.
I'm new to this area — shy, withdrawn, etc. I feel I gained experience,
practice in the mechanics of the techniques and an opportunity to com-
pare my personality and skills with others who will do or have done
this kind of activity. I feel comfortable now in making a start in
my school district.
1. Please try to keep the evening free from any planned structure.
2. I liked the structure in this institute as others did not seem to
be as smoothly rxxn.
3. Good job.
I do appreciate the planning that went into the workshop. Most of
the kits I can use.
It's been a good week — busy, but informative.
513
-3-
I thought this was an extremely valuable and practical workshop —
I appreciated the structure and feel I am going home with a great
deal more ability to lead inservice and that's what I came fori
I think this workshop was exceptionally well planned and the leaders
were very effective in holding the group to the purposes for which
the workshop had been planned. A good example to follow.
Ted and Joe, yoiir idea to use a tape to brief us on the institute
was clever. It made me more aware of the many uses of the tape re-
corder. The kits, in my opinion, were well-written — it was easy for
the leaders to follow the intended purpose.
One of the best workshops I have ever attended.
— Extremely valuable institute
— Kit 12 — not particularly worthwhile
— Could have used a break mid-week
— Would definitely rate overall effectiveness of weeks work as HIGHl
— This has been an excellent workshop. It was well-planned and organized.
Participants were involved to the degree that they did not become bored.
The most important aspect of the Institute is that we now have some
knowledge in the development of workshop kits and that we have specific
kits with which to conduct in-service training.
1) Staff tend to get into ruts, and some would change if given the right
motivation.
2) Part of our staff are para-professionals — are in need of all the help
they can get.
This was my first institute which is probably why I feel I got so much
from the experience. I feel although you worked our tails off, it
was so well structured I really felt like actively participating in each
session. Your parties were great.
51A
SPECIAL STUDY INSTITUTE
"Resources For Effective Teaching"
June 14-18, 1971
East Lansing, Michigan
Participants
Mr.
Russel L. Andreotti
Mrs
Mrs,
, Blanche G. Benwire
Mr.
Mrs.
, Evelyn L. Burde
Mr.
Mr.
Charles Crowley
Mrs
Mrs,
. Mary Lou Durbin
Mrs
Mrs,
. Beverley J. Farr
Mrs
Mrs,
. Janet Fortenbacher
Mrs
Mrs,
. Margaret C. Goldthorpe
Mr.
Mrs.
. Olive Hansen
Mrs
Mrs,
. Eleanor D. Haroldson
Mrs
Mr.
Robert Hemming
Mr.
Mr.
William S. Jones
Mr.
Mrs,
. Linda L. Kalin
Mrs
Mr.
Norman R. MacDonald
Mr.
Mrs,
. Lois Marcy
, Ruth McGregor
Roy A. Montroy
Fred W. Parker
. Florence E. Patrick
. Geneva Reid
. Mary Ann Sund
. Peggy S . Tenney
James M. VanTassel
. Patricia Vivio
. Gail Wiemer
Lyle Williams
Larry C. Wilson
. Elizabeth Wing
John Peter Zsolczai
515
#2 of 2
IN-SERVICE EDUCATION PLANNING FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Mich. Special Ed. Div. - Jane Walline
Analysis of request by : Ward
Plan designed by: Levine & Ward
Who are the trainees? Curriculum Resource Consultants
How many? 30
What is the mission? Follov-up session to June.. 1971 Institute
Time available? 1 day - 10:00 am to 3:00 pm.
Date: Oct. 29, 1971
Location: East Lansing, Michigan
What objectives can be achieved? Identify and describe problems in role of
Curriculum Resource Consultant. Propose solutions (from experience) for
one another ' s problems .
What instructional materials? New instructional game: "Problems & Hints"
New booklet: "Yours for a Better Workshop"
What procedures? Sharing and proposing solutions: examining new booklet;
culmination in group-work reports as tape-recorded suggestions for a
training tape to supplement the booklet.
What evaluation? Assess amount of involvement in anticipated role of
Curriculum Resource Consultant, in terms of numbers of workshops held and
number of teachers affected.
516
9/71
#2 of 2
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Mich. Sp. Ed. Div. - Jane Walline
Date: 10/29/71
Location : Union Building. MSU. E. Lansing
Analysis of in-service program by: Yovanovich
Who were the trainees? Curriculum Resource Consultants
How many? 30
What was the mission? Follov-up session to June 1971 workshop.
Amount of time used: 1 day - 10 am to 3 pm
What objectives were achieved? Identified and described problems in role of
Curriculum Resource Consultant. Proposed solutions (from experience) for one
another's problems.
How were these objectives measured? Written evaluation; tape recording of
reactions; discussion
What existing instructional materials were used? Booklet compile^ from tape
made at June workshop - "Yours for a Bet-ter Workshop"
What materials were specially-designed? "Problems & Hints"
Comments: ^ee attached follow-up evaluation summary
517
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
\L CHILDREN
AND YOUTH
i.ii(>fia"ir*H U '»' -.1^1*- f tep-HliTii'-i- ..1 l.lui dim
EVALUATION
Curriculum Resource Consultant
Summer Institute 1971
Follow-Up Meeting October 29, 1971
Participants in the 1971 Curriculum Resource Consultant Sutmer Institute
were asked to respond to questions prepared by the Michigan State University
Instructional Materials Center for Handicapped Children and Youth. The
responses were tabulated during a follow-up workshop held at the MSU Union
Building on October 29. The information contained in this report then, was
based on approximately eight weeks of work in the jobs these people presently
are holding. Of the 30 participants in the Summer Institute, a total of 21
responses were received.
Summarized information is as follows:
1. 15 of 21 persons had conducted one or more in-service training
programs. A total of 3_1. in-service training programs were
conducted by these 13 persons since attending the sumner
institute.
These 31 in-service training programs were
attended by approximately 885 people. The
breakdown is as follows:
Special Education teachers: 461
Regular teachers: 241
Parents: 57
Para-professionals: 76
University students: 35
Student teachers: 12
Administrators: 3
20 of 21 had discussed with their administrators how they might
function in the area of in-service training in their district
or area.
X rvi;c
518
— bpec>4t tducilion Nerw.wk- Bvtt»u al fduCilion (of th* H*nd.i»OP«l - l' ^ t)4fK:e ol Idotalmn - An (qojl Opportun.lv t mplo
-2-
3. In response to the question: "Which kits do you feel will work
the best?", five persons did not respond; therefore, the following
rank order is based on responses from 16 persons. The number of
responses and the percentage of responses relating to any one
kit are given also. Each of these kits is a self-contained
teacher-training workshop kit.
1. Kit #1: Designing An Instructional Game
(10 responses = 20.47„)
2. Kit #5: Goals For Education (8 responses = 16.3?o)
3. Kit #2: Defining Objectives For The Teaching Of
Concepts (7 responses = 14.37„)
4. Kit #6: Designing Objectives-Oriented Instruction
(6 responses = 12.27,,)
Kit #8: Building a Perceptual-Motor Experience
(6 responses = 12.27,)
5. Kit #7: Focus on Feedback (5 responses = 10.27,)
6. Kit #4: Learners Approaches to Learning
(4 responses = 8.27,)
7. Kit #3: Designing Criterion Measures
(3 responses = 6.127o)
The participants were presented with a total of eight different
kits and all of these were selected at some level of "working
best." Since no single kit received a great percentage of the
responses, it is assumed that the selection of the kits met the
different needs of the participants.
4. Nineteen persons answered the questions about their present
employment:
3 indicated they are currently employed as a CRC.
5 indicated they are NOT currently employed as a CRC,
(2 expect to be, and 3"would like" to be).
8 indicated they did not plan on becoming a CRC, but do
expect to conduct at least 3 in-service training programs
each year.
1 indicated no plans for becoming involved In conducting
In-service training programs.
2 indicated by question marks that they were not sure where
th^ catagorically "fit."
519
-3-
In discussing the three most VALUABLE aspects of the institute,
the comments have been broken down into four general areas:
participative experiences; delivery system; affective components;
follow-up .
A. The one valuable aspect mentioned most often (i.e.,
21 times by those responding) related to how those
attending the institute viewed themselves as
participants . Their comments pertained to on-going
daily active involvement during the institute; the chance
to individually plan and present a kit; and the
utilization of workshop techniques.
Closely associated were positive comments pertaining
to feedback sessions, including discussions both on
the group experience itself and on individual presen-
tations. (Four comments related to this.)
The aspect mentioned second most often was how those
responding viewed the delivery system including organi-
zation and institute staff . Nine comments appreciated
the availability of the kits themselves and an additional
six comments highlighted the effective aspects of the
Institute itself (i.e. planning and preparation, pacing,
achievement of goals . and leadersh ip techniques .)
Ttie third valuable aspect centered around affective
components: Participants felt that it was valuable
to meet others wi th similar concerns , to have had
experiences that assisted in building self-confidence
and to be motivated in what they were doing.
The last statement: "I would like to see the following areas of
focus for another summer institute", was handled primarily during
a discussion period at the follow-up meeting.
On the reaction form, six of the respondents had indicated that they would
like to see more kits developed as one area of focus. The majority of the
remaining suggestions for areas of focus pertained to content areas (such as
junior-senior high, behavior modification, etc.). The Institute staff did an on-
the-spot tabulation of these suggestions and grouped them. (As listed on the
following page.) The participants were then asked to vote for the three topic
areas of most concern for which they would like to see kits developed.
520
-4-
AREA OF CONCERN
1. Identification and remediation of
specific learning disabilities
2. Classroom and pupil -- group
management and dynamics
3. Models for organization of individualized
instruction
4. Procedures for the "regular" classroom
teacher of a handicapped child
5. Motivation techniques
6. Problems in teaching reading
7. Problems related to Junior-Senior High
--academic discrepancies
— behavioral discrepancies
NUMBER OF VOTES
15
14
11
10
6
2
0*
3
*Although mentioned as an area of concern on the reaction form, this
area received no votes, therefore, could be conaidered low priority.
Nine of the respondents mentioned in various ways that they would like
to see the focus on specific group management techniques, with participants
becoming more skilled in various strategies of leadership techniques.
(Suggested strategies: sensitivity training, soft and hard sell approaches,
group dynamics, Taba strategies, changing attitudes, motivational methods).
During the discussion period, it appeared that most participants agreed this
should be another focus.
Two persons mentioned that more discussion time during an institute would
be helpful--e8pecially if there were fewer kits.
A few comments relating to "more kit 12" (the kit the participants them-
selves designed, produced, presented and evaluated) were felt to indicate a
desire for more practice.
521
The discussion period brought forth the suggestion that it would be
helpful to have training in techniques of how to adapt materials and strategies
for all types of handicapped children in special and regular classrooms. It
was felt that such expertise might then be shared with the classroom teacher
of the handicapped child.
NAC: rh
522
REACTION FORM
1) Have you conducted an in-service training program since the
sutimer Institute?
Yes No
If yes, how many? (Circle) 12 3 4 5
2) Have you discussed with your administrator (s) the part you might
play in in-service training for special education teachers in
your district or area?
Yes No
3) Which kits do you feel will work the best?
1.
2.
3.
4) Please check the most appropriate blanks .
I am currently employed as a CRC.
I am NOT currently employed as a CRC, but expect
to be in the near future.
I do not play on becoming a CRC, but expect to
conduct at least 3 in-service training programs
each year.
I do not plan on becoming involved with conducting
in-service training programs .
5) The three most valuable aspects of the summer Institute were:
1.
2.
3.
6) I would like to see the following areas of focus for another
Sumner Institute:
1.
2.
3 523
IN-SERVICE EDUCATION PLANNING FORM
INSTRUCTIONAL MATERIALS CENTER FOR PiANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Indiana Div. of Spec. Ed. - Paul Ash
Analysis of request by: Yovanovich
Plan designed by: Levine and Ward
Who are the trainees? Spec. Ed. Directors (or appointed supervisor):
University Personnel; State Dept. Consultants
How many? 60
What is the mission? orientation session for series of 3 in-service
training sessions
Time available? 2 hours
Location: Indianapolis, Indiana
Date: Oct. 27, 1971
What objectives can be achieved? (l ) To introduce prospective trainers to
role & responsibility of an in-service trainer of teachers: (2) to develop
an awareness of problems which may be encountered.
What instructional materials?
New Instructional Game - "Problems and Hints"
What procedures? Paul Ash, state IMC Coor. . will discuss participants' fntn-rp
responsibility; conduct "Problems & Hints" and discuss purposes of future
workshops and roles of Indiana teacher-trainers .
What evaluation? Assess amount of involvement in anticipated role of
teacher-trainer , in terms of workshops held and number of teachers affected
(Written evaluation to be done 2 months after completion of series)
524
9/71
SAY
#1 of k
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Indiana Div. of Spec. Ed. - Pfl.ii1 Ash
Date : 10/27/71
Location: Indianapolis, Ind.
Analysis of in-service program by: Sue Ann Yovanovich
Who were the trainees? Special Ed. Directors (or appointed supervisors ) ^
State Dept. regional consultants
How many? 27
What was the mission? Orientation session for series of 3 in-service training
sessions
Amount of time used: 2 hours
What objectives were achieved? (l) Introduced prospective trainers to role &
responsibility of an in-service trainer of teachers; (2) developed an awareness
of problems which may be encountered
How were these objectives measured? Through discussion and use of "Problems &
Hints"
What existing instructional materials were used?
What materials were specially-designed? "Problems & Hints"
Comments : Was very successful in that it stimulated interaction & discussion
among participants; verbal feedback indicated that participants, at end of session,
felt more self-confident in their role as a teacher-trainer.
525
State
Indiana
State Superintendent of Public Instruction
JOHN J. LOUGHLIN
INDIANAPOLIS 46204
INSTRUCTION MATERIALS CENTER
Box 100, Butler University
4600 Sunset Avenue
Indianapolis, Indiana 46208
J , Phone(317)633-5259 / / //V
r^ ^ (P^,,u:..j67£^ JLy^y^''^ c/-.^*-<i^l4'
I hope you found the Pre-Workshop Orientation of October 27,
1971 an informative introduction to the future workshops
The next meeting will be on November 17, 1971 at 511 '^th
Street, Huntingburg, Indiana. This meeting, on Design and Use of
Instructional Objectives, will begin at 9:30 a.m. and end approxi-
mately U:30 p.m. You may wish to send a fellow member of your
staff should you be unable to attend this meeting.
PARTICIPANTS OF THE PRE-WORKSHOP ORIENTATION
NAME
Joan Beghtel
Valeria DeLaughter
- — &-1 en T ay 1 o r
Ron Schepp
James R. Alley
Paul F. Hooker, Jr.
&©b Kritkausky
■ — Josephine K. Mosby
— William Kruzan
Mary Kelly
Vera Pitts
— Laura Doeden
—Donna Palacios
John Robinson
Jerry Keener
— -&eb Robertson
— Carol We Her
— Jack Cripe
Harold W. Wallace
Ben Morgan
Dave Greenburg
Mike Haley
Seulah Canfield
Beverly V. Wart
— Paul Ash
Gaj^i^*Vorth
Jeanne Tibbie
SCHOOL CORPORATION
Wabash Miami
Manchester Co
D.P.I.
D.P.I.
Elwood-Tipton
South Bend
I.R. C.
Diagnostic Te
Huntington Co
Indpls . Publi
Shelbyville
Marshall-Star
Goshen Comm.
Bloomington
Bloomingt on
D.P.I .
I.R. C.
Warsaw Public
Muncie Comm.
Indianapolis
Indianapoli s
Logansport
Barthol . Cons .
Barthol . Cons .
D.P.I.
New Castle
Hammond
Program
mm. Schls
ach. Center
. Comm. Schls
c Schls.
ke Service
Schools
Schls .
Schools
Schl . Corp ,
Schl.Corp,
CITY
Wabash
North Manchester
Huntington
Indianapolis
Elwood
South Bend
Fort Wayne
Indianapolis
Huntington
Indianapolis
Shelbyville
Plymouth
Goshen
Bloomington
Bloomington
South Bend
Fort Wayne
Wars aw
Muncie
Indi anapolis
Indianapolis
Logansport
Columbus
Columbus
Indi anapolis
New Castle
Hammond
Please contact me if you have q^uestions concerning the
future workshops.
Sincerely ,
PA/md
526
Paul Ash, Coordinator
Instructional Materials Center
Ifh of hr
IN-SERVICE EDUCATION FLAMING FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Indiana Div. of Spec. Ed. - Paul Ash
Analysis of request by: Yovanovich
Plan designed by : Levine, Ward & Carlson
Who are the trainees? Sp. Ed. Directors (or appointed supervisors);
University Personnel; State Dept. Consultants
How many? 60
What is the mission? To train participants in use of in-service Series #VII
"Selection & Use of Commercially-Available Materials"
Time available? 1 day - 8:30 am to U:30 pm
Date: Jan. 19, 1972
Location: Indianapolis, Indiana
What objectives can be achieved? To develop an understanding of the criteria
needed to evaluate instructional materials. To be able to relate informa-
tion about selected assessment procedures to other teachers.
What instructional materials? 1. Evaluation Game (Activity); 2. Slide
Presentation (Commercially available measuring devices); 3. Issues and
Answers (Activity); h. Teachers & Teaching (Activity)
What procediires? Large group presentation and small group activities.
What evaluation? Written evaluation, participant reaction to activities
and reaction to Indiana "series" of training sessions.
527
9/71
«h of It
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Indiana Div. of Spec. Ed. - Paul Ash
Date :__1/19/T2
Location: Indianapolis, Indiana
Analysis of in-service program by: Yovanovich
Who were the trainees? Special Ed. Directors (or appointed supervisors);
University personnel; State Dept. regional consultants
How many? 27
What was the mission? To train participants in use of in-service Series #VII
"Selection & Use of Commercially-Available Materials"
Amount of time used: 1 day - 9=30 am to 3:30 pm
What objectives were achieved? Developed an understanding of the criteria needed
to evaluate instructional materials, and ability to relate information about
selected assessment procedures to other teachers.
How were these objectives measured? Written evaluation; tape-recording of
discussion; pictures
What existing instructional materials were used?_
#1 Evaluation Game
What materials were specially-designed? ff^ - Slide Presentation (Commercially
Available Measuring Devices); §3 Issues and Answers
Comments : Didn't use last activity ("Teachers and Teaching") - many participants
left after lunch and others kept drifting away.
528
January 19, 1972
Indianapolis, Indiana
Very
Interesting
la
herestiriK
In*
not
ereatln/?
,0
9
_ 6
9
9-
0
2
IN-SERVICfi WORKSHOP ^VALU/VTIOM
"Selection and Evaluation of Cor.K-^rc ' sJ.iy A-.-illahli; 1% ei-lels"
Tri- evaliiation is designed to proi''i('t& t.^e (/oiVBhoo aLtff vTh Tfedliack ref^arding
you-- reactions to thio vorkshcp. The x-esuli 3 will a-3Jt3t ua in pliinrjin'!; future
in- lervlce ocl.ivltieB.
1. ?lepse rate each of the activiticE in teAiM of 1 ":? TNT'KRES'r to yon.
Jheck the appropriate blank after eac'a acti/lty.
A. Evaluation Game
2. Coininerc;lal3y Available
Measuring Devices
C. Queatloos and Issues
n. Teachers and Teaching
Vhat has each of today's training kita mtant tr. . ra. Be specific.
A. Bvalviation Game
(See attached sheet)
B. Coffimerclally Available Measuring F^evloeB
(See attached sheet)
C. (^estlons and Issues
(See attached sheet ) ' "■
'). Teachers and Teicbing
3. i^hich of the training kits has tha uioat value *-• ciii' use in i'-a'.rvtce
draining?
A. Evaluation Game - 8
B. Commercially Available Measuring Devices - 5
C. Questions and Issues - 4
th. The two most valuable aspects of today '3 seoslo r if. :
' See attached sheet )
5. Please rate each of the activities in te.iTBs of U ; niPOETAPCE to 7. li.
A. Evaluation Game
•i. Commerclclly Available
Measuring Devleea
Questions and Issues?
•J. Teachers and Teaching
Ve-v
Inportaot
12
Ir«ortant
,5 ,
not
IsDortant
9,.
10
11_
1
529
What has each to today's training kits' meant for you. Be specific.
A. Evaluation Game
Forced deeper thinking about materials, their i;.'e3 ^inl criteria ne^.^essa^
to consider prior to purchase
I liked it - good to use in In-service
Valuable for use with teachers in in-service prof^raras
Not setting up prior likes or reasons for liking
I liked it. Good! I will use this one. It has and will help.
Plan to use.
More insight to the pertinent questions to be asked.
Provided an insight for future purchases and recommendations to other
teachers
Never realized how well general guides could be applied tc a wide
variety of materials
Insight into materials evaluation - might be omitted if short of time
Opened avenues of thought with the knowledge of other ideas to be
presented to a training group
More positive evaluative techniques
Points out need for systematic sound approach
Gave new ideas as to evaluation and selection of materials
Make me more aware of importance of close selection
B. Commercially Available Measuring Devices
I'm glad to have knowledge of these materials. I teach H-IR-l and think
the Bercy might serve as an instructional gixide.
Brought me up to date on these devices
Fortifies our concerns about tests
Examples of available items - need to let teacher diagnope and not rely
on psychologist
Very little - but mainly because I am presently using each of the devic
presented and have been "pushing" them for some time
530
2. B. (Continued)
Solid useful information
I was unfamiliar with a couple of the tests ar d think they would be
valuable
A chance to "see the real thing" and hear others opinions on them
I was interested especially as a teacher wanting more knowledge on
materials for predictive measurement
Plan to use
Interesting, but I had the information already.
Idea for use of para-professionals assigned to teachers for assessment
Liked the presentation
I was familiar with all but one - found that of interest - worth
repeating
C. Questions and Issues
As a participant in the experiment I got less from this, I think, than
had I been a spectator - although I did enjoy my role.
Good
Valuable for use with teachers in in-service program - am revising
in-service program for next week
It was more fun for the center group than for me. It lacked in part the
active participation and I did not feel that new information was gained
as in a lecture. Althoxogh I realize the "live-presentation" was necessary
I have to be honest. It soured the rest of the activity.
Will need to modify - a separate session
Good although sometimes couldn't hear nor see.
Some guides are necessary particulatrly for effective use of time
The questions (criteria) are most helpful and could be sent to teachers
considering materials selection if they had no opportunity to attend a
workshop.
Nothing
Adoption need for more specific EinaJysis to make final decisions
Not of value
531
Little value
k. The two most vtiluable aspects of today's session were:
Evaluation Game - 5 responses
Commercially Available Measuring Devices - 3 resj jnses
Questions and Issues - 1 response
Interaction and feelings of all
Awareness of group needs versus self.
Group brainstorming, "Judging" evaluating materials
Working with tangible objectives which in turn can be used later with other
groups .
Criteria sheet
Becoming familiar with tests; guides for evaluation, etc. of materials
Group discussions
Available materials and tests, ways of selecting
Reinforcing, providing an approach
Information gained, sharing ideas
Techniques and kits
The specific helps and suggestions for giving workshops
Self-evaluation in adoption of materials and hopefully, can be of better
assistance to teachers
To get together and stimulate thinking concerning material and its evsiluation
Suggestions for format of our in-service here and the evaluation of specific
materials
532
January 19, 197?
Indianapolis, Indiana
C. I have attendevi vibe t'oij.ov,lng t.valnlrf', ^ccsions :
40 Indianapolis, Oct. 27, 1971 "Problems and ifints"
, ,g Huntiugburg, No-. 17, 1971 - "DcGl^n and U3^_- of Insti-uctlonal Ofcjectivea"
6 South Bend, Dec. 1^, 1971 - "Toward an Unc?';. standing of Percept ual-Mcrt,or
Progro^as "
16 _ IndiajiapoliSj Jan. 19, 1972 - "Celec-tion anu ".valuation of Coimnerclolly
Available M£.terltilB"
T- A« a te;^cher-t:ralner in Indiana, you will be ei;-pf cted to conduct In-service
training with teachers in your local area.
As a result of the training sessions I've attended, I aa better pj-epared to
conduct in-service training with teachers.
16 Yes 1 ? 0 No
The traiainp Itits pr^jsented duriiig the iralnln ; ;.• sniona ai'e aelf-explanacory
and easy to use.
li* Yes 2 7 0 :io
f. 1 have used the fol-lovlng woritshop kits in condv^ ^Ing ia-aervice training:
2 Instructional Objectives
5 Perceptual- »totor Activities
IC. Since the Initiation of this series of four tv. .1 dng sessions, I !ieve held
in-service training programs for 37^ (total ■ 1 ollment) peojle.
.^ 316 teachers
Show # of ( IJ liupei-vlsors
each type > 11 adidnistrators
/ _^£ college students
( 0 parents
1. Conuacnts (>i-hat other topics should be covered :l 1 futuro trai-ninK tessionsT)
(See attached sheet)
533
11. Comments (what other topics should be' covered in future training sessions?)
I am not a teach?r this year but work as n f-imily counselor and although I
do not do the ordering of materials I feel your workshop has helped me to
know what to refer to others.
Teacher Made Materials; R. jading; Math
Very well done
Teaching the slow learner in the regular clasfirooni. More workshops of
newly developed materials. I generally enjoyed the workshop and will make
an effort to attend future ones - depending on geographic location. Thanks,
I found your techniques very helpful.
Please include a comparison of similar materials to be evaluated.
Tests (formal) - diagnostic!
534
Crystal Boling
4540 Gifford Road #3F
Bloomington , Indiana 47401
Mary McKenna
5957 Carvel Avenue
Indianapolis, Indiana 46220
Harrold W. Wallace
1406 Briar Road
Muncie, Indiana
Laura Doeden
Box #65
Plymouth, Indiana
47304
46563
Carol Weller
Rural Route #3
North Manchester, Indiana 46962
Bob Kritkausky
319 Brlarcliff Street
Fort Wayne, Indiana 46804
William Kruzan
Rural Route #8
Huntington, Indiana 46750
Bill Harlow
8046 Camellia Lane
Indianapolis, Indiana 46219
Lonnie Adams
2001 North Walnut Apt. //IE
Muncie, Indiana 47303
Rowena Piety
5435 Hohman Avenue
Hammond, Indiana- 46320
Jeanne Tibbies
5935 Hohman Avenue
Hammond, Indiana 46320
Charles Edwards
128 East Jefferson
Tipton, Indiana 46072
James R. Alley
128 East Jefferson
Tipton, Indiana 46072
Josephine K. Mosby
65 West 54th Street
Indianapolis, Indiana 46208
Ann Hardman
Special Services Unit
Madison State Hospital
Madison, Indiana 47250
Dorothy Elmore
Special Services Unit
Madison State Hospital
Madison, Indiana 47250
Marsha Smith
Special Services Unit
Madison State Hospital
Madison, Indiana 47250
Bill Myers
207 h North Dill
Muncie, Indiana 47303
Jon Templin
511 4th Street
Huntingburg, Indiana klbkl
Mildred W.alls
5701 East 17th Street
Indianapolis, Indiana 46218
Mrs. Alice M. Gill
3619 North Olney Street
Indianapolis, Indiana 46218
Valeria De Laughter
Rural Route #4
North Manchester, Indiana
46962
Joan Beghtel
2 Cloverleaf Drive, Rural Route //4
Wabash, Indiana 46992
Kraig D. Dawalt
200 Highland
Logansport, Indiana
46947
William Sherfey
Indiana State University State
Special Education
Terre Haute, Indiana 47809
535
- 2
Doris Williams
Indiana State University
Special Education
Terre Haute, Indiana 47809
Judy Jones
845 Matthews
Clinton, Indiana
47842
David Titus
635 South Main Street
South Bend, Indiana
46623
536
#1 of 2
IN-SERVICE EDUCATION PLANNING FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Oakland Schools Sp. Ed. - Mary Levis
Analysis of request by: Levine & Yovanovich
Plan designed by : Levine & Yovanovich
Who are the trainees? Spec. Ed. Classroom Teachers
How many? 20
What is the mission? To provide infonnation about the use of instruct! nnn.1
games and simulations vlth handicapped children
Time available? 1 day, 9 am to 11:30 pm, 1 pm to 3 pm
Date: Nov. 10, 1971
Location: Pontiac, Michigan
What objectives can be achieved? To develop an understanding of the c-ritpria
needed to design an instructional game and to develop an xinder standing of
a role-play, and to be able to apply these techniques to teaching
What instructional materials? (l) The Instructional Game Design Task
(2 ) Role-Play ^^_
What procedures? Small group activities
What evaluation? Written evaluation
537
n of 2
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Oakland Schools Sp. Ed. - Mary Levis
Date : H/lO/Tl
Location : Oakland Schools , Pontiac , Michigan
Analysis of in-service program by: Yovanovich
Who were the trainees? Special Ed. Classroom Teachers and supervisnrs
How many? l8 ________^_____
What was the mission? Involved teachers in design of instructional gninPR a-nfi
role-playing
Amount of time used: 1 day, 9 am to 3 pm
V/hat objectives were achieved? Developed an understanding of the critR-ria npprjpri
to design an instructional game and developed an understanding of a rnlp-play;
developed ability to apply these techniques to teaching
How were these objectives meas\ired? Written evaluation
What existing instructional materials were used? Design of Instructional dninpR
What materials were specially-designed? Use of Role-Playing in the Classroom
Comments :
9/71 538
SAY
Participants: classroom teachers
11-10-71
Date
OELkland Schools,
Pontiac, Mich.
Results of Evaluation
IN-SERVICE WORKSHOP OF FROGRAM^'IED EXPERIENCES
"Use of Games, Simulations aud Role-Playing in the Classroom"
1.
Use descriptive words to describe your reactions to tc^day's workshop. List
the words as fast as they come to you. Limit one minute! No sentences, please.
interesting (8)
informative (8)
fun (6)
stimulating (4)
helpful (3)
enjoyable (3)
learn (ed) (ing)
involved (3)
useful (2)
excellent (2)
relevant (2)
applicable (2)
ideas (2)
valuable (1)
(3)
encouraging (1)
enlightening (1)
insight (1 )
eventful (1)
worthwhi le (1 )
fast (1)
thought-provoking (1)
difficult (1)
thinking (1)
proving (1)
casual (1)
motivational (1)
refreshing (1)
active participation (1)
try (1)
pretend (1)
feelings (1)
relative (1 )
enthusiasm (1 )
meaningful (1)
entertaining (1)
thoughtful (1)
clear (1)
inspired (1)
skills (1)
interaction (1)
2. What specific applications can you make to your classroom teaching? (Cite
one or two specific ways in which today's experience applies to your teaching.)
The responses can be broken down into the following categories:
a) will design and use games in teaching - 10
b) will use role-playing in the classroom - 11
c) will be able to design a workshop using games and role-playing - 2
(see attached page)
3. Rate the workshop (as a whole) in terms of learniniP; value for you:
5 About the same as always.
0 Very poor (poorest 10^ of those I've attended).
n Very good (best 10/5 of those I've attended)
k. Suggestions or comments:
(see attached page)
539
2. What specific applications can you make to your classroom teaching? (Cite
one or two specific ways in which today's experience applies to your teaching.)
I intend to develop some more games for instructing my group. I feel more
free to start some role playing situations with my group and feel more con-
fident now in trying this.
Can design workshop if asked. Can design situations to aid in teaching child
how in discrimination of behavior. Can look more objectively at my own role.
Think it will be interesting to try role playing with Type A - later el. class
to bring out some emotional hang-ups as well as to help them identify some of
their own emotions - and possibly (hopefully) con+ rol them. Thinking speci-
fically of aggression. Definitely going to try it!
I have found that todays role playing when used with my students could bring
about a greater understanding of behaviors in my students that are hard to
bring about as many of my students are passive and non-verbal so stimulation
of this kind in a possible charade type form. Students are Title IV multiply-
handicapped.
Made me aware of what I can do in math and also other areas that will make it
more meaningful but enjoyable at the same time. Enable me to widen my scope
in teaching. Made me think about being more creative in my teaching.
1. Use role-playing in classroom to help children settle their disputes.
2. Help parents better understand program through role-playing. 3- Use of
games in classroom - watching the directions more specifically. ^4 . Be more
aware not to assume children bring the same set of background to the game.
Involve boys in thinking of actions of others rathei- than self. Help to
develop some creative expression from less verbal children.
I can use several of the card games - modified to the level of my class.
I'll be able to create my own games using the information I gained today. I
will have a better idea of how to conduct role-playing experiences - especially
how 10 have the children evaluate their role playing.
1. Help some children in expressing their sincere feelings about school, me,
and other children. 2. Role playing may be used as an enjoyment - or recrea-
tion for the children.
Use number game with Intermediate Type A boys to motivate. Try role playing
to help child identify himself - stimulate communication.
Use some of games made up with my group. Think of different ways to use
materials I have. Use role playing with my kids - switch roles of leaders
with the followers of the room - etc.
Card games - new ideas for children for number work.
Will use card games for instruction in classrooms more often - for enjoyment
and learning. Role playing with students to bring Jut inner behaviors not
noticed nor evident.
540
(continued)
I can use role play in the classroom lo show the children that we can
handle situations in many ways. Then reverse roles so each child can see
how the other child feels.
Will use card game for teaching trainable to match like nvunbers. Then work
toward card game for adding two numbers. Use role playing to help trainable
understand other peoples feelings.
1. Use games to teach certain skills. 2. Reinforces an idea and help better
clear up the idea of showing parents how to use gomes to teach their readers
certain words - to be used in a parent's workshop-type meeting. 3. To use
the materials in some inservice that I must provide for other teachers.
541
h. Suggestions or comments:
I'm usually a very shy person and I was surprised how much I enjoyed getting
up and doing role playing. I'm very anxious to try this with ray class. I
also enjoyed your enthuf.iasm. You're a /ery fine teacher!
Always keep it as enjoyable as it was today because it if_ a learning experience.
Have such workshops at intervals throughout year.
Talk more about what types of role playing to use with kids.
No suggestions lu improvements.
I think it should have been called role playing or else this area appealed
to me.
Role playing is always threatening to me. Wish it could be disguised!
542
IN-SERVICE EDUCATION PLANNING FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Indiana Div. of Spec. Ed. - Pa\il Ash
Analysis of request by: Yovanovich
Plan designed by: Carlson
Who are the trainees? Sp. Ed. Directors (or appointed supervisors);
University Personnel; State Dept. Consultants
How many? 60
What is the mission? To train participatns in use of in-service Series #VI -
"Innovation in Perceptual-Motor Programming"
Time available? 1 day - 8:30 am to ^: 30 pm
Date: Dec. 15, 1971
Location: South Bend, Indiana
What objectives can be achieved? Develop set of teaching activities to reme-
diate a specific psycho-motor learning problem and to evaluate same. For
participants to become avare of the variety of materials for use in p-m
activities that can be drawn from a broad range area. More adeptness at
ordering activities in relation to their level of difficulty.
What instructional materials? In-service training kits (5) plus Introduction
ffl - Why Bother to Move; #2 - The Numbers Game, The Alphabet Game; #3 - The
Warehouse Game; ffh - From Simple to Complex; ff5 - Now That You're Moving
What procedures? Group-oriented activities specified in each of the five
kits above.
What evaluation? On-site written pre and post test
543
#3 of 1+
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HAITOICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Indiana Div. of Sp. Ed. - Paul Ash
Date: 12/15/71
Location: South Bend, Indiana
Analysis of in-service program by: Yovanovich
Who were the trainees? Sp. Ed. Directors or appointed supervisors; State Dept.
regional consultants
How many ? 15
What was the mission? To train participants in use of in-service Series j^VI -
"Innovation in Perceptual-Motor Programming"
Amount of time used: 1 day, 10 am to ^ pm
What objectives were achieved? Developed set of teaching activities to remediate
a specific psycho-motor learning problem and to evaluate same. Participants
became aware of the variety of materials for use in p-m activ-Jties that pan hP
drawn from a broad range area. More adeptness at ordering activities in relation
to their level of difficulty.
How were these objectives measured? Post-test - written evaluatinn nf
activities
What existing instructional materials were used? #^ - "The Warehmisp Cimnp",
"Yours for a Better Workshop"
What materials were specially-designed? Introduction, ffl "Whv Bother to Move";
#2 "The Numbers Game; The Alphabet Game", ^k "From Simple to Complex",
»5 "Now That You're Moving"
Comments : Five activities are too many for a one-day session; #3 could be
9/71 cut-down to 20 min. and still be effective.
SAY
544
December 15 , 1971
South Bend, Indiana
IN-SERVICE WORKSHOP EVALUATION
COMPARISON OF PRE- AND POST-EVALUATIONS
"Toward an Understanding of Perceptual-Motor Programs"
Assuming that you will be conducting in-service training with teachers, how
comfortable do you feel in the role of a teacher-trainer?
Pre-Evaluation
Post -Evaluation
1 Very comfortable
7 Comfortable
7 Somewhat comfortable
0 Not comfort able
5 felt more comfortable after workshop
1 Very comfortable
12 Comfortable
2 Somewhat comfortable
0 Not comfortable
Perceptual -motor activities involve: (check one or more)
fi. eye-hand coordination
10 auditory reception
12 visual-motor integration
11 gross movements
6 recall of specific facts
13 eye-hand coordination
12 auditory reception
13 visual-motor integration
lU gross movements
10 recall of specific facts
Perceptual-motor activities can be designed for: f^check one or more)
ik low vision students
12 concert musicians
12 taxi driver
15 low vision students
15 concert musicians
1$ taxi driver
1^ culturally disadv-mtaged students 15 culturally disadvantaged students
11 r^hoe salesrr.an 15 shoe saxesman
Materials fc working with cliildren with perceptual-motor problems can be obtained
from:
IMCs 6
MSU IMC 2
Indianapolis IMC 3
Fort Wayne IRC 3
Publishers 7
Local School Corp. 2
Community 0
Home 0
Teacher-raade 2
Students 0
Federal surplus Warehouse 0
Optometrist 1
Anywhere 3
8
2
1.
3
5
1
3
1
3
2
2
0
545
■3^, respondents Decenher 15, 1971
Identifying # South Ben J , "r.llGna
IN-SLkVICI' workshop - PRE-KVAIU.ATIO;}
''Towft.!-d twi IVidf^r-itundifjo^ of Perceptue.l •- Motor Frograxas"
AsBumla^ thnt ;•?:••: viil ur- c; alt'ctln?; '.i;-ierv'Jt'e train^n," wluh teachers, how
C'Oiif ;'>-ab'.e ao j'ou fstr! In the rol.e ol' h teacr'er-*ii-3ir:erV
.- 1_ Very Comfor*.%"bI'J>
_1 CoT'jfortablo;
J Ou-«what Cori Ton. :••"!■ i "
No". CojRr'j.ridfc.'.s
(•"eroept ial-iiot :■ ' ^ocItt' t.-.es . ivoivf ; {cheek oac oc i.oj ■»)
12 «i!ye--;iai.d cr;ord'I»*'ii 1 Jn
10 RU'Uto-y i'f-ciijoioii
12^ vlfnuLL-io'.ar iutefor&uion
11_ g'OBB r.TOVeBiS-ilC'J
__6_ r'ineJLi of .'p'io '...-' : fnct;
rercejylued" '.'.iOi- :cti"' '■•I :-i cjfi-'. './•■; i^^sJo'ied fr : ^chcc one rr- aor(? ?
lk_ jcv Vj.:d.rn utudrr:';!
12 corcsrs nrL-.v-icl'^u
"l2_" I'-'-d d(i-,?v
II4 cultut-: i.iy ul:..>uv.jr.i;:\7 3d ;;ta(?f-,r' i>.
_11_ ah-ie o' :*?.;■ .a:,
'■^aoei-isUb f-r w\ r), ^ . '. '^ 1 . ■ • h p^;.ci-:. ':-ia''.---rir. or i-i^'o^-;'"'!!:' Oh?^
Indlana£olis IMC - 3 _
MSU IMC -"~2 '
Fort Wayne IRC - 3
Publishers - 7
Local School Corp. IMC's - 2 :
Materials Centers - 6
Anyvhere - 3
Teacher- made - 2
Optometrist - 1
546
15 rtapondantE - Deoeiiib-,;/ x5 1^71
-decit Ifyin'zD South Bend, Indiani
:r;; -irvimc.-. workshop lvali/ati'in
"Tovajt-d or i'nd*:rataiialu(: of Peroeptual-."AJtor PrograriB"
•r>iis eva].uii.oion la degLgnsa t-:: p- ovi^;.e the workaliop staff with feedback regarding
yovir reactions to ti.is v. . shop. Tne resuJta vlll assist us in pisLnnlng future
la -service actlrixiso.
L^slnf^ the fo.i Loirfin?'. -•-.-in,: s.jp-.p. ludl'-ats che extent uo which you agre" with
the rollovrl;.;-: 3t«'-fr;£:-l:. :
Strongij'- ''L..dly I/o t'ij.dly Strcr^ly
}., Dinagree £■- L-iEac ■vci 3- Opinion '4. Agree 5« A^ree
la Tiiere vg^; &.:[•;_■ t • .-.l i.o <=^K -ue :-v.1 ->r.:. aad sxchn:^f<? Ideas during? the
5^_ rMitrrftS'-tori'- f->:- r ■ai-.-J;j"'~ £»;■•■..:' ;»\t:.f:n /.^n.- -- .^s.-n :ed.
j.g Teciiiiqufta '■''■ra sii^;: ■.7;- d c.r ovmuH';5 ii<:- the n,-v liiiiarOi'T prHctices.
]_^ji The worrJhci '.'jattf' " ^sc pres^rnted :• a axi In- -rpJwJng fis.'iiori.
]_g T.i- vork.ihop waR v.v.ii. 3*". '■;,■. tuj.'.;d .
If "" .• Mc-s u'A'jp ■\.-- i^'i'A ■■:i jLi; ifi»'I l:>i? ffi^-vhc-l of pres ;j.oatlon,
(See attached sheet)
'ivhat aspect.) '..f ^jx.'iW ■- vor.v; ;>■■•■ did /ou find i^iT'Acx^ax-lj difficult to 'mder-
fc^cvFid'/ Vh//.:'. :ii'\I''-, :• i : it .-ytAnclin^s "xte you r.^t^ ^ ».ni=T, yv;a ne«id to ouildT;
(See attached sheet)
\;1'," .■>;.'■• V-.'' ••o . .-*■ li f ■..■■ r/.s/i i.,i '•■h.'ioh ■■ .jCii^-' ' b • j.- rj-tvrico •■■■■y.i.;, =:s ".<» y .)-ir
(See attached sheet)
547
-2-
Decenber 15, 1971
South Bend, Indiana
U. /LssuffiAng that yoa vlil be ccnaucLlng in-servire training with teachers , how
comfortable do you nov i»<»l Ir. the roL-e of a teacher-trainer?
I Veri 'Jotaf ort. able
IP 1 o.-afor'ahlt-.
2_ aoSBSwhar, i.oeii'oTtaoi.e
Q_ Not Comfortable
f). Pereeptval r.iDcor activities invcl.v>^: (cheo''. one or more;
17, eye-hand coorltuaflon
12 auditory reception
1^ vlnua-L-moLor inf'r-sr itlon
\k sroflB moveiiien'.B
2^ recal..'. of B]>ecific fR:;t<J
6. Perceptviul-rootcf actlvltAe.-i -riic ^>e deelgue-' for \check one or more)
J^ loTw Visl^'': fitursnts
15 concert cvalclex-
15 taxi drl%f(i
15 culturaftly fi'.SRO'' f!i - ai^'-.'i st.;i'>-:i. s
15 she* aalr^Sin^n
Y- t-'.atejlalj ior v-:rir.!i«; vicr- j.- 1 if;..rRn wl1 h j.er';'-ptuai-Jnotor problemi; can be
iMCL^_a __■
Publishers - 5
Home - 1
Many Sources - 7
8. iJ^igf^er't Jon; or Coi'.uMer:'-
-Dmi. creati vity -t:-J
MSU/IMC - 2
Ft. Wayne IRC - 3
Indianapolis IMC - U
Local School Corp. - 1
Community - 3
Students - 2
Federal Surplus Warehouse - 2
Teacher-made - 3
(see attached sheet!
548
Post-Evaluat i on
1. Using the following rating scale, indicate the extent to which you agree with
the following statements:
Strongly Mildly No Mildly Strongly
1. Disagree 2. Disagree 3. Opinion h. Agree 5. Agree
la There was ample time to ask questions and exchange ideas during the
workshop.
lb Suggestions for classroom application were presented.
Ic Techniques were suggested for evaluating the new classroom practices.
Id The workshop content was presented in an interesting fashion.
le The workshop was well structured.
If The workshop activities clarified the method of presentation.
Strongly
Mildly
No
Mildly
Strongly
Disagree
Di
s agree
Opinion
Agree
Agree
la)
1
2
1
3
8
lb)
1
1
0
T
5
Ic)
0
0
0
11
3
Id)
0
0
0
1
1I4
le)
0
0
0
1
lU
If)
0
0
0
1+
11
549
Post-Evaluation
What aspects of today's workshop did you find particularly difficult to under-
stand? (What skills and understandings are you awaire that you need to build?)
I will do more reading. Remain open minded
Not enough room to list all those areas that I need to build. Last part -
Critical Incident Report. Either it's too early - too late or I'm Just dull.
Better understanding of task analysis. Better understanding of the effects
of P-M programs. More sophisticated skills in conducting in-service sessions.
None particularly - perhaps some definitions for some people as to psycho-
motor domain
Terms - I would like a list of terms and definitions as they will be used,
i.e. laterality, cognition, etc.
The difference in terminology was often confusing. Often people were discussing
the same thing but the terms were completely different.
None. Help in identifying the learning problem.
Feel that I have been out of the classroom too long to fully appreciate some
of the feelings of frustration that face classroom teachers, this is something
the workshop made me awEire of.
Had difficulty with 2nd activity. Developing criteria for "from simple to
complex"
I'm not certain.
Clinical incident report - perhaps my thinking was confused as to setting or
stating the criteria used to rank activities from simple to complex.
The transfer of this trend of thought or activity to a local situation
Designing and implementing similar programs at local level
550
Post-Evaluati on
3. What specific applications can you make in your role as a teacher-trainer?
(Cite one or two specific ways in which today's experience applies to your
role as a teacher-trainer. )
Have the workshop well planned - scheduled and structured as this one.
Do not allow tangents to be extended. Brain storming is good.
1. Coordinator kit should be very helpful. 2. Better understanding of
task analysis - especially as this relates to perceptual motor programs.
Utilization of this technique in teacher training.
Can use in faculty meetings to perhaps get teachers to look at kids and tasks
in a different light. Get out of the lock-step. Through these meetings
stimulate a more critical analysis of perceptual-motor activities and programs,
1. Show the teacher the role of the student. 2. Help teacher to always be
aware of individual differences in learning. (I'm sure they forget this
when they leave college.)
Will help me in working with teachers as I now have experienced frustrations
similar to some they face.
I'm not a teacher-trainer but can use these later. Getting organized is of
utmost importance.
I feel that I can spread this information to other potential trainers since
I'm not involved in actual bui.lding work - by being able to present them
with this material I will be able to spread the concepts presented today.
1. Provide training for primary regular class teachers in understanding
perceptual motor activities such as the numbers and alphabet games and in
providing time to >»arn vocabulary words such as cognition, perception, etc.
2. Provide time for special class teachers to order levels of activities
so that they begin with easier tasks rather than difficult ones for their
students.
Develop interest for perceptual motor training within my system. Assist in
preparation of inservice workshops.
Will be able to assist other teachers and teacher trainers when specific
questions concerning perceptual-motor programs arise... and they frequently
do arise.
Active participation of trainee must be stressed - involvement of trainee
in evaluation of sessions.
Can use a group approach to problem solving rather than lecture presentations.
Get feed-back on b:ases and orientations of others. Learned about a good
reference book.
551
#2 of h
IN-SERVICE EDUCATION PLANNING FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AND YOUTH
MICHIGAN STATE UNIVERSITY
Request received from: Indiana Div. of Spec. Ed. - Paul Ash
Analysis of request by: Yovanovich
Plan designed by: Ward & Levine
Who are the trainees? Sp. Ed. Directors (or appointed supervisor). University
Personnel; State Dept. Consultants
How many? 60
What is the mission? To train partipipants in n.^e nf in-c^^vvi^^ <:;»t-!"S .'^II -
"Design & Use of Instructional Ob.iectives"
Time available? 1 d-ay - 9 =30 am to U :30 pm
Date: Nov. 17, 1971
Location : Hiontingburg , Indiana
What objectives can be achieved? Identify specification of objectives as one
of the means to effective instruction. Apply 3 mager criteria to a teaching
task; Implement a micro-teaching plan utilizing objectives-oriented
instruction.
What instructional materials? Newly reorganized and expanded set of four
in-service training kits: #1 The Island of MUSU; f/2 Objectives Have to
Make Sense; #3 Knowing What you are Teaching; ^h Objectives-Oriented Instruct i on
also distribute "Yours for a Better Workshop"
What procedures?
Group- oriented activities specified in each of four kits above.
What evaluation? On-site written post test, assessing familiarity and
recognition of value of learnings
Also word association, free form
553
9/71
#2 of It
IN-SERVICE EDUCATION REPORT FORM
INSTRUCTIONAL MATERIALS CENTER FOR HANDICAPPED CHILDREN AM) YOUTH
MICHIGAN STATE UNIVERSITY
Request originally received from: Indiana Div. of Spec. Ed. - Paul Ash
Date: 11/17/71
Location: Huntjngl'ijrg. Tnriiana
Analysis of in-service program by: Yovauovich
Who were the trainees? Sp. Ed. Directors (or appointed supervisors). State
Dept. regional consultants
How many? 17
What was the mission? To train participants in use of in-service Series i^II -
"Design & Use of Instructional Obj e ctives"
Amount of time used: 1 day - 10 am - 3 pm
What objectives were achieved? Identified specification of objectives as one of
the means to effective instruction. Applied 3 Mager criteria to a teaching
task. Implemented a micro-teaching plan utilizing objectives-oriented instruction.
How were these objectives measured? On-site written post test, assessing fami-
liarity and recognition of value of learnings. Also work association, free form.
What existing instructional materials were used? H'^ - "Objectives-Oriented
Instruction" - (modified and revised)
"Yours for a Better Workshop"
What materials were specially-designed? ^1 The Island of MUSU; §2 Objectives Have
to Make Sense , #3 Knowing What You Are Teaching
Comments : see evnluation si"Tiniary
554
11/17/71
Huntingburg, Ind.
Summary: In-Service Workshop Evaluation
"Design and Use of Instructional Objectives''
Listed below are the responses and the freq^uency with which each appeared;
informative (5)
interesting
needed (2)
objectives
thought-pr-:
(j)
(2)
jvoking (2)
personal involvement (2)
valuable (2)
inspirational (2)
organized (2)
performance (2)
good (2)
evaluation (2)
helpful (2)
stimulating (2)
defining (2)
motivating ( 1 )
entertaining ( i )
guiding (l)
creative ( 1 )
eye-opening (l)
clarifying (l)
well-taught (l)
cooperative (l)
constructive (l)
planned (l)
great (l )
learning (l)
discussions (l)
possibilities (l'
outcomes ■ (l)
attitude (Ij
time (l)
audience ( 1 )
m.ike sense (l)
direction (l)
fcducai ionai ( i)
idea provoking (.
important (l)
useful (l)
timely (l)
relative (l)
introspective (l
originality (l)
creative (l)
group (l)
2. Method of presentation and content tended to be rated eviually interesting
by the participants, while the use of instructional media seemed least
interesting.
3. Of the 11 participants, 3 showed a significant change jf behavior; ':•
indicated a moderate change, while 3 remained stable.
U . Out of the 11 part icipa.nts , U who had previously used the material,
indicated that this workshop helped to clarify it^- use.
5. All participants indicated a more comfortable feeling about the mater:' al.
6. Participants felt that the content of the workshop was more important than the
method of presentation and felt the use of instructional media to be jf least
importance .
7- The responses jould be broken down into the following categories:
a) writing Instructional Objectives (6.5)
b) use of Objectives (2.5)
c) Mager (2)
d) Instructions in kits (l) (kit k)
e) How to help teachers gain skills (l)
8. Responses indicate that participants feel comfortable about conducting
in-service training.
SAY
555
wovemoer x i .
±^l±
Dut...'
Huptiagturg,
Indiana
Participants - Teacher-Trainers
Results
''Design and Use of Instructional Objectives"
'riiis evaLuati; ri if :•-:;; ';iip.-i ' '^ j.r'-vide '.hv v. r.-u'.:. ii ;-'^" -.■ i ' .'. " •■''»iiba."k regarding
;.' ur reic* ir.n;; !(■ th.'.; wci'!' .~!.. i. . '.'he rr-sa'.'.;- wi : 1 :i-i,.:\- 13 '..•. ;"H.r.r.inp ;'utLi>'i-
in-servii;e ;f;ti vit if-3 .
1. '.IP' .-.ingir d-^.'i-ri ;. ' ; ve v vdr, t.'.Ht dr-. ;::;>• ' l>' t, ■ ... ' v it..;-. ; . :> :.,_• u^-.f;
oeii* enci-.'K ! You h'r.c only -Tif' minu*'-^!
(See summary)
'c\ f Lease rate ea.?h f th*.' 'u-'. i vit.ies i:: i'.';-:ns •;' thei)' : ^". Ehr,:".; tt. yiu. Crr'ok
f.he appropriate blnn.k •iC'---v each ac'ivity.
Very Not
Intei-est i rit; I:.' 'vreL^: i::;; .'.•;• -r^jting
A. Content 9 2
B. i'-^ethod of Present.atic /i IQ
C. l-'se of Instructional NV-dia I4
3. a) How much did you kni';w about this ^method, tchr. ; .; 10 , i.'iJtructior'.a.!
material) prior tc "riis workshop?
2 Considerabl'=> amount.
3 Moderate anc^uj.t
3 Small amount
1 Nothing
b) How muc^. do you feel y..-u r.ow know ab.mt if:
6 Cons ide rat le amount
5 Moderate amount
Graall amount
Nothing
k. Had you used this (terhniiue. method, iiist ructi ..naj material) prior to this
workshop?
If yes, did this workshop clarify its u.ic-V
■3 ^''S Q 'J-
556
0 Ho' c irn'or^^Hi' ^■
Corrjne :;',.-; :
(See attached sheet)
Nov. 17, 1971
5. How comfortable dD y> u n iw • ■ hI , :■
instructior. 1 '. mat er 1 ai ^ 'r
6 Very .-i inf.. rtab.if
5 C.inforf -dblr
.•;i: ' ^,\ -- ( l-' -iir. . -ll*- , :^fct::o!.
6. F.c^'ty-:- rat" f'ach i.''f the actlvit.ies in tt.Tin.- . !'
.':.eck the f;;-propriate blank after each -tcti vity
Jr , .LJ',;:. •■■) j'j:
A. C-ntent
B. Method of Preser.tali -jn
C. Use of Instructional Media
Very
Important
8
: n.: :. r' 'an'
' -t
"l"'. ■:nt
What, aspects .. f today's workshop did y..^u flui par' i c. : -iriy d:ffic.Ji.t to
anderstandV (What ikiils '.inc understfi;.ji lii^s are y> >< -r/a'-'r *.hat you net>d
to buiid?)
(See attached sheet)
S. Afsuming that you will be expected t.:- .'.;nduot 1 n-.:f-r-.'ir-..- training wi ',h
teachers, how ,;- imf ortable do y :u feel in the ri le of a leaoher-t ra; ner?
p Very confortable
f, Comfortable
^ r^'.jraewhat comfortable
0 li.'t comfortable
SAY-ij--'l
557
Responses to Question Four
Question: How comfortable do you now feel about using this (technique, method,
instructional material)?
VERY COMFORTABLE
Very worthwhile - helped me to see the need of activity planning and
mini-teaching instead of instruction objective writing as the end goal.
COMFORTABLE
I will appreciate the extra time I will have to review the material.
Following re-reading of distributed material
Have used Mager in college workshop classes but had a week or so - not
a few hours - does maJce me think.
558
Responses to Question Seven
Question: What aspects of today's workshop did you find particularly difficult
to understEind? (What skills and understandings are you aware that
you need to build?)
Writing objectives - I tend to generalize.
Some difficulty in understanding directions for afternoon session. Need to
develop skills in preparing educational objectives. This workshop and the
Mager reference should help.
Mager, Phase II
Need to develop strategies in aiding teachers move from writing objectives
to planning activities.
Getting objectives that both relate to the problem as such and also to the
"leader" and his interest or ability.
Discriminating between general objectives, specific objectives and teaching
activities. Practice and time will help me to better discriminate, not between
the terms themselves, but to what I actually see written as an objective.
Working out a workable objective - need ability to adequately think through
objectives.
Whether to make participants aware of the instructional objectives before
conducting said activity.
Area 3 - Instructions limited. Limitation of topic. Creative needs.
Mager 's concepts - not fully explained and developed.
Writing clear understandable objectives that can be evaluated.
559
Statb
INDIANAPOLIS 46204
State Superintendent of Public Instruction
JOHN J, LOUGHLIN
INSTRUCTION MATERIALS CtNTER
Box 100, Butler University
4600 Sunset Avenue
Indianapolis. Indiana 46208
Phone (317) 633-5259
November 19, 1971
Miss Sue Ann Yovanovich
USOE/MSU RIMC - HCY
213 Erickson Hall
Michigan State University
East Lansing, Michigan U8823
Dear Sue: ^/ . / 7 ' 7 /
The following is a list of Huntingbur^ Workshop jjiart icipants
I believe there were five persons in attendance during 't^'e "mor'n-
ing who did not sign the list.
NAME
STREET
Raymond Pflug
R.R.#2
John Holmes
R.R.#2
Laura Doeden
P.O.Box#65
Helen Utt
505 Geiger St.
Nancy Best
728 13th St.
Beranard Fehriback
Box #1+78
Dave Greenburg
120 E. Walnut
Kenneth Hernley
P.0.Box#151
Dick McQueen
1021 S. Forrest
Jim Kolb
Garfield Avenue
Van Pierce
511 1+th Street
Carole Verkamp
1009 W. 13th St .
Suzanne Savage
202 Taylor
John Robinson
1965 S. Walnut
G-ary Ryan
2301 W. Michigan
Mike Price
511 Hh Street
Dr. Charles White
511 1+th Street
CITY
Huntingburg ,
Huntingburg ,
Plymouth, IN
Huntingburg ,
Tell City, I
Poseyville ,
Indianapolis
Boonville , I
Boonville , I
Princeton, I
Huntingburg ,
Jasper, IND.
Cannelton, I
Bloomington ,
Evansville ,
Huntingburg ,
Huntingburg ,
ZIP
IND.
1+751+2
IND.
I+75I+2
D.
1+6563
IND.
I+75I+2
ND.
1+7586
IND.
1+7633
, IND
.1+6220
ND.
1+7601
ND.
1+7601
ND.
1+7570
IND.
I+75I+2
I+75I+6
ND.
1+7520
IND.
I+7I+OI
IND.
1+7712
IND.
I+75I+2
IND.
I+75I+2
PA/md
Paul Ash, Coordinator
Instructional Materials Center
560
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
SL CHILDREN
AND YOUTH
213 Ericksofi Hall Michigan Slale University Easr Lansing, Michigan 48823
Cooperating Wilh Stare Departments of Education in Michigan-lndiana-Ohio
The MSU Regional Center has developed a schedule of workshops
designed specifically for professionals in Michigan, Indiana and Ohio who
are involved with in-service teacher workshops. Each workshop will
deal with separate topics. The workshops have been planned in various
locations throughout the three state region. You are invited to attend
any or all of these workshops. Please use the enclosed reply card to
reserve your space at the workshops you would like to attend. You
will receive confirmation of your choices. Also, a reminder will be
sent directly prior to each workshop you will be attending.
During the year, each procedure
that is utilized at a workshop
training session will be field
tested, refined and made avail-
able to teacher trainers in Ohio,
Michigan and Indiana.
The following Regional IMC staff
members are responsible for the
design and implementation of this
years in-service training program.
Ted Ward
Joe Levine
Sue Yovanovich
Nancy Carlson
Specific questions about particular
training sessions outlined in this
brochure should be directed to
Sue Yovanovich.
Please feel free to write to any of
these staff members about any
questions you may have regarding
in-service training.
'Member — Special Education
561
Network- Bureau ol Education for the Handicapped— U S Office of Education — An Equal Opportumtv Employer
Date: April 26, 1973
Time: 7:30 pm - 10:00 pm
Date: April 27, 1973
Time: 8:1+5 am - 10:15 am
Title: ELICITING DISCUSSION BEHAVIORS
AT IN-SERVICE WORKSHOPS
Location: CEC National Convention
Dallas , Texas
Two sessions conducted by the MSU staff,
have been included in this year's CEC
program. They will be restricted to teacher
trainers and will consist of activities and
procedures for developing interaction
through discussion. This is a topic of
concern to all of us and shoiild be an
interesting session. The second session
will be a repeat of the first. Advance
reservations are available until Feb. 1, 1973
for people from our three-state region.
mfW
All of the training sessions described in this brochure will be designed
and conducted in accordance with the guidelines for designing in-service
education experiences that have been developed at the MSU Regional Center:
1. When possible, the medium, procedure, or resource about which we
want teachers to learn should be used in making the communicative
presentation.
2. When possible, involve every participant in an active role. Rather
than showing them and telling them, the in-service educator should
involve teachers in doing -- planning, designing, creating, writing,
talking, sharing.
3. Plan an in-service education experience very precisely. Teachers
often approach such an experience with a chip-on-the-shoulder. Their
time and their energy can be expected to be limited. The leader must
know exactly what he is to do and how he is to go about it.
4. When possible, the in-service education experience should stand alone
and not be dependent upon an expert to deliver the instruction. The
stand alone experience should be of a nature that a local coordinator
or teacher-trainer can conduct it with little or no difficulty.
562
Date: November 7, 1972
Time: 2:00 -U:30 pm
Title: HELPING CHILDREN WITH LEARNING
DIFFICULTIES - FART A*
Location: Kalamazoo Valley Intermediate
School District
Kalamazoo, Michigan
Local Coordinator: Jan Fortenbacher
A two and a half hoiar workshop with local
teachers in attendance. The first part of
the session will be directed toward the
attending teachers and will be run as an
actual teacher workshop. The second part of
the session will be run exclusively with
teacher trainers and will focus on the
activities presented d\iring the first part.
Date: November ih, 1972
Time: 2:00 - ^:30 pm
Title: HELPING CHILDREN WITH LEARNING
DIFFICULTIES - PART B*
Location: Kalamazoo Valley Intermediate
School District
Kalamazoo, Michigan
Local Coordinator: Jan Fortenbacher
Again, this workshop will focus on learning
difficulties, but a different training
experience will be used. Classroom teachers
and teacher trainers will be in attendance.
Date:
Time:
Title
November 21, 1972
2:00 - it: 30 pm
HELPING CHILDREN WITH LEARNING
DIFFICULTIES - PART C*
Location: Kalamazoo Valley Intermediate
School District
Kalamazoo, Michigan
Local Coordinator: Jan Fortenbacher
A third training experience will be used.
Date: November 28, 1972
Time: 2:00 - U:30 pm
Title: HELPING CHILDREN WITH LEARNING
DIFFICULTIES - PART D*
Location: Kalamazoo, Michigan
Local Coordinator: Jan Fortenbacher
A fourth training experience will be used.
November 30, 1972
9:30 am - 3:00 pm
HELPING CHILDREN WITH LEARNING
DIFFICULTIES - PARTS A and B
plus
CREATING EFFECTIVE IN-SERVICE
WORKSHOPS
Location: Northeast Indiana Instructional
Resoiirce Center
Fort Wayne, Indiana
Local Coordinator: Carol Weller
This will be a full day workshop. Half of
the day will focus on the effective
utilization of Part A and Part B of the
Learning Difficulties training experiences
(see November 7 and lU). Classroom teachers
will be used during this portion, along
with teacher trainers.
The second half of the workshop will be
devoted to the topic of in-service workshops
and the procedures for creating effective
ones I This portion will be restricted to
teacher trainers .
Date:
Time:
Title
563
*You may sign up for any or all of the parts I
December 6, 1972
9:30 am - 3:00 pm
ASSESSING LOW FUNCTIONING LEARNERS
plus
CREATING EFFECTIVE IN-SERVICE
WORKSHOPS
Location: Lincoln Way Instructional
Resource and Materials Center
Louisville, Ohio
Local Coordinator: Eunice Shonk
This will be a full day workshop. Procedures
and materials for conducting in-service
workshops in the assessment of low- functioning
children (deaf /blind, multi-handicapped,
severely retarded, etc.) will be the focus
for half of the day.
The second half of the workshop will be
devoted to the topic of in-service workshops
and procedures for creating effective ones I
Both of these sessions will be limited to
teacher trainers.
Date: January 19, 1973
Time: 1:00 - 3:30 pm
Title: THE ROLE OF IN-SERVICE TRAINING
PROGRAMS
Location: Ingham Intermediate School
District
Mason, Michigan
Local Coordinator: Frank Bruno
A half day training session designed to alert
teacher trainers to the role of in-service
training and procedures for implementing
training programs. Limited to teacher
trainers .
January 25, 1973
9:30 am - 3:00 pm
HELPING CHILDREN WITH LEARNING
DIFFICULTIES - PARTS C and D
plus
DESIGNING INTERACTIVE WORKSHOP
EXPERIENCES
Location: Northeast Indiana Instructional
Resource Center
Fort Wayne, Indiana
Local Coordinator: Carol Weller
This will be a full day workshop. Half of
the day will focus on the effective
utilization of Part C and Part D of the
Learning Difficulties training experiences
(see November 21 and 28). Classroom
teachers will be used during this portion,
along with teacher trainers .
The other half of this workshop will be used
to examine the dynamics of interactive
experiences and their use in working with
teachers. This portion will be restricted
to teacher trainers .
Date: February l6, 1973
Time: 1:00 - 3:30 pm
Title: DESIGNING INTERACTIVE WORKSHOP
EXPERIENCES
Location: Genesee Intermediate School
District
Flint, Michigan
Local Coordinator: Dave Williams
This half day workshop will be used to
examine the dynamics of interactive
experiences and their use in working with
teachers. This session will be restricted
to teacher trainers.
564
Location:
February 21, 1973
9:30 am - 3:00 pm
DESIGNING INSTRUCTION FOR LOW
FUNCTIONING LEARNERS
plus
DESIGNING INTERACTIVE WORKSHOP
EXPERIENCES
Southwestern Ohio Special
Education Regional Resource Center
Cincinnati , Ohio
Local Coordinator: Dave Braxokman
This will be a full day workshop. Proced\ires
and materials for conducting in-service
workshops in the design of instruction for
low- functioning children (deaf /blind, multi-
handicapped, severely retarded, etc.) will
be the focus for half of the day.
The other half of this workshop will be used
to examine the dynamics of interactive
experiences and their use in working with
teachers. This portion will be restricted
to teacher trainers .
Date: March 3, 1973
Title: IMPROVING BRAILLE READING SPEED OF*
BLIND LEARNERS
ocation: Illinois Instructional Materials
Center
Chicago, Illinois
Local Coordinator: Gloria Calovini (in
conjunction with the American
Printing House for the Blind)
This workshop will be for teachers of the
blind and teacher trainers. The experiences
will relate to recent research and some new
materials being produced by the American
Printing House for the Blind that are
designed to enhance the braille reading
speed of the older blind student .
Date: March 22 and 23, 1973
Time: Begins at 9:00 am on the 22nd and ends
at 3:30 pm on the 23rd
itle: DI-SERVICE TEACHER TRAINING IN
INDIANA, MICHIGAN AND OHIO ,
Location: USOE/MSU Regional Instructional I
Materials Center
East Lansing, Michigan
Local Coordinator: Sue Yovanovich
This is a repeat of last year's successful
two day session. At the top of the list of
activities will be experiences related to
evaluating the effectiveness of in-service
workshops. This two day workshop is limited i
"to teacher trainers . l
PLEASE RESERVE A SPACE FOR HIT, AT TTE FOLLO^'T^'G ttorttS'^OPS-
12
13
14
1
5
9
2
6
10
3
7
11
4
8
Name :
Address-
(area code)
(city) (state) (zlo code)
Phone
565
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
JiL, CHILDREN
AND YOUTH
21 J Enckson Hall Michigan Stare Universilv tasi Lansing, Michigan 48823
Cooperating Wilh Stale Deparlmenls ol Education in Michigan-lndiana-Ohio
November 13, 1972
MEMORANDUM
TO: Local Coordinators
FROM: Sue Ann Yovanovich, Field Services Coordinator
SUBJECT: 1972-73 In-Service Training Workshops
Thank you for your cooperation and assistance in assuming the role of
local coordinator for the in-service workshops to be held throughout
the year.
Facilities and equipment needed for each session would include the
following :
— one large room (accommodates 30-35 people)
— several tables and chairs
— overhead projector and screen
I have taken the liberty of advising the participants to contact you
regarding specific travel directions or suggestions about overnight
accommodations .
Any extra arrangements that you would care to make would certainly be
appreciated. If at all possible, coffee should be available. If this
presents a problem in terms of "finances," participants at the workshop
can be asked to contribute.
If you have any questions, please feel free to get in touch with me.
Two weeks prior to your session, I will call and give you more specific
information regarding the following concerns :
— projected number of participants
— other equipment needed
SAY:rh
566
JH
•Membef-Special Education ^^||»«^^ Network -Bureau of Education for the Handicapped- U S Office ot Educaiion-An Equal Opporlumtv (mptovei
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
JiL CHILDREN
AND YOUTH
213 Erick&on Hail Michigan Slale University East Lansing, Michigan 48823
Cooperaling With Stale Deparlmenls ol Educarion in Michtgan-lndiana-Ohio
WORKSHOP CONFIRMATION
We have reserved a space for you at the workshops that have been
circled below.
#2 - Title: Helping Children With Learning Difficulties - Part B
Location: Kalamazoo, Michigan
Date: November 14, 1972
#3 - Title: Helping Children With Learning Difficulties - Part C
Location: Kalamazoo, Michigan
Date: November 21, 1972
#4 - Title: Helping Children With Learning Difficulties - Part D
Location: Kalamazoo, Michigan
Date: November 28, 1972
#5 - Title: Helping Children With Learning Difficulties - Parts A and B
plus Creating Effective In-Service Workshops
Location: Fort Wayne, Indiana
Date: November 30, 1972
#6 - Title: Assessing Low Functioning Learners plus Creating Effective
In-Service Workshops
Location: Louisville, Ohio
Date: December 6, 1972
#7 - Title: The Role of In-Service Training Programs
Location: Mason, Michigan
Date: January 19, 1973
//8 - Title: Helping Children With Learning Difficulties - Parts C and D
plus Designing Interactive Workshop Experiences
Location: Fort Wayne, Indiana
Date: January 25, 1973
y/9 - Title: Designing Interactive Workshop Experiences
Location: Flint, Michigan
Date: February 16, 1973
567
Member — Special Education p^^UJ^^^j Network — Bureau of Education for the Handicapped— U 5 Office of Education— An Equal Opporlunity tmplover
Workshop Confirmation Page 2
#10 - Title: Designing Instruction for Low Functioning Learners plus
Designing Interactive Workshop Experiences
Location: Cincinnati, Ohio
Date: February 21, 1973
#11 - Title: Improving Braille Reading Speed of Blind Learners
Location: Chicago, Illinois
Date: March 3, 1973
#12 - Title: In-Service Teacher Training In Indiana, Michigan and Ohio
Location: East Lansing, Michigan
Date: March 22 and 23, 1973
#13 - Title: Eliciting Discussion Behaviors At In-Service Workshops
Location: Dallas, Texas
Date: April 26, 1973
#14 - Title: Eliciting Discussion Behaviors at In-Service Workshops
Location: Dallas, Texas
Date: April 27, 1973
If you will need overnight accommodations, please contact the local
coordinator of each workshop. (Address and phone listing is enclosed.)
A reminder will be sent to you prior to each workshop you will be
attending. We look forward to seeing you at these workshops.
Enclosure
SAY : rh
568
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
\L CHILDREN
AND YOUTH
213 Enckson Hall Michigan Slare Universiry £as1 Lansing, Michigan 48823
Cooperaling Wdh State Oepaflments of Education m Michigan-lndiana-Ohio
February 5, 1973
MEMORANDini
TO:
Indiana Teacher Trainers
Michigan CTirriculum Resource Consultants
Ohio IRMC Coordinators
FROM: Sue Ann Yovanovich, Field Services Coordinator
SUBJECT: Tri-State Leadership Workshop, March 22 and 23, 1973
The Tri-State Leadership Workshop, to be held in East Lansing on
March 22 and 23, 1973, has been designed to meet the needs of those
in-service educators who have been identified for us by the Special
Education Divisions of Indiana, Michigan and Ohio.
The materials and techniques which are being developed by the RIMG
staff will be different from those presented at last year's February
workshop.
The workshop will be held at the University Inn in East Lansing beginning
promptly at 8:30 am on Thursday, March 22 and ending at 3:30 pm on Friday,
March 23. Due to budget cuts, the RIMC will NOT be able to reimburse
participants for accommodations, food or transportation. There will be
no conference registration fee.
Please RSVPl Complete the enclosed card and return it to me UN OR
BEFORE TUESDAY, FEBRUARY 20, 1973. Upon receipt of your card, detailed
information regarding accommodations, maps, workshop schedules, etc.,
will be sent to you.
We're looking forward to hearing from you soon I
SAY:rh
•Member — Special Education
569
Network- Bureau of Education fof the Handicapped- US Office of Education- An Equal Oppoftumly Employer
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
AL CHILDREN
AND YOUTH
213 Enckson ^all Michigan Stale Universitv Eait Lansing. Michigan 48823
Cooperaling Wirh Slate Departments ol Educalion in Michigan-lndiana-Ohio
March 5, 1973
MEMORANDUM
TO: Workshop Participants
FROM: Sue Ann Yovanovich, Field Services Coordinator
SUBJECT: Final plans for March 22-23 Workshop
Thank you for returning your workshop confirmation card so promptly!
Enclosed with this memo is a reservation card for your motel acccnniodation
for the upcoming workshop. Please complete \TOTediqtely an'^ send it direct!"
to the University Inn. I've enclosed a map and directions lor getting to
the University Inn. (By the way, the University Inn is a privately owned
motel, though the name might imply it is a part of MSU. It is located
about two blocks from the campus.)
The beginning session of the workshop will be held in the lower level
conference facilitieo of the Starboard Tack Restaurant. This restaurant
adjoins the University Inn. Starting time of this first session is 3:31,' am
sharp !
The entire two day workshop will be organizc;d around a modular schedule. _
Between 15 and' 20 planned sessions will be offered. Each participant will
be able to elect a group of sessions to meet his own specific needs. Sessions
will be either one or one and a half hours in length. All sessions will be
held in the University Inn facilities. -
. ,_ ■ . .- ' . " ^ " - - . • - •
time will also be provided for participants to evaluate a collection of other
available in-service materials; discuss in-ser>7ice training problems with
each other; and be able to work individually with the staff members of the MSU
SEIMC. If you have any of your own training materials that you would like to
share with the group or get feedback for revision, please bring them along.
5 70
w3Em
•Member- bpecial Sducal.on F^l— '"-f^ Nehvork- Bureau ol Educalion lor Ihe Handicapped- US Office ol Educalion- An Equal Opporlunilv Employee
Workshop Participants
March 5, 1973
Page 2
An informal get-together session will be held on Thursday evening. This
will be optional and designed to provide interaction among everyone at
the workshop.
We will conclude all activities by 3:30 on March 23.
If you have any questions, please give me a call at 517-353-7810.
See you on the 22nd!
Enclosures
SAY:rh
571
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
SL CHILDREN
AND YOUTH
213 Enckson Hall Michigan State University East Lansing. Michigan 48823
Cooperating Wtth Slate DepaDmenis oi Education in Michigan-lndiana-Ohio
A.p t A '
'^'7'^
M t( iVl, »(' '» ivt' II ■CI
•r^O'-i ;
1073 Tri-r.lair T.ei-iurij sli i-.i WorKsivp iv'"*" • " i '_^inrs
'"-Tirovich, yield bcrviccc Cccrain.itor
,Mie ^^'y
ii^J^JHa:: rarticipcnt L\zzct±c\
firzlczcd is a 3u~rr.nry ot the Pjiiticluc^nt "ciiLL'on Tdrms t-ihi' n
y'."i cc'inMjp.tpH i^L t'p.r copclusicr. or the Tvi ■ S'.i^t.t I.e.^Jerc^Iili^
"uckbliop. The. WO-. k-^'"-]! Ktrtlf is pT cased r-.'if.h tl'.c rcru'.'"s cf
the rccctior. fern; -.rhich indii-,-: L.--S Mi-it- the. ^".joil.,- o'' i^'.t
;n"'t LC.ip--'nts f"'T: I'v^z Lncir indiviclusl ncci^ wCiVC n:,i.t Ju. Inj;
tile worlcsliDi) ,
'^2^'", ^•■"^ t'lK-riv y^'! Cer ycjr participeticn a.'^d ir.vitc niiV
c>-.;,;.i.c-.,Ls, Su^';; ri u.i.oi-]i> , cj. J t i c :i ^"•■•^ , P'. c. i^et u"" kno'^.' ho;; '.:e
car. ccntinue to serve -nc-u!
:urc
572
•Member — Special Education
Network— Bureau o( Education tor the Handicapped- US Off ice of Education- An Equal Opportunity Employer
TRI-STATE LEADERSHIP WORKSHOP
March 22-23, 1973
List of Participants
Russel L. Andreotti
6235 Gratiot Rd.
Saginaw, Michigan 48603
517-799-4733
Mary A. Anthony
Box 515
Ft. Recovery, Ohio
419-375-2302
45846
C. Donald Beall
951 E. Lafayette
Lafayette Clinic
Detroit, Michigan 48207
313-963-5400 ext. 252
Jerry Bowling
4647 West 30th St.
Indianapolis, Indiana 46222
317-293-6150
David J. Braukman
3147 Clifton Ave.
Cincinnati, Ohio 45220
513-861-4954
Helen J. Castle
405 West Main St.
Hillsboro, Ohio 45133
513-393-1133
McLTtha Janell Dennis
Mott Children's Health Center
Child Development Department
806 Fifth Avenue
Flint, Michigan
313-234-7675
Mike Dennis
A-M-A ISD
M-32W
Alpena, Michigan 4 9707
517-354-3101
William Heward
NRMCD
Thompson Hall
University of Massachusetts
Amherst, Massachusetts 01002
413-545-2457
Maryann Jones
3106 North Grand River
Lansing, Michigan 48906
517-485-0885
Martin Kallaher
Champaign County Board of Education
Box 269
Urbana, Ohio 43078
513-653-5296
Mrs. Lucile Karner
3019 Woodruff
Apt. 9
Lansing, Michigan 48912
517-489-5517
Jim Kite
303 S. Walnut St.
Seymour, Indiana
812-522-7793
47274
Mrs. Dainey Lege
201 East 11th St-
Austin, Texas 78701
512-475-3507
Bernard C. Lutkenhoff
3147 Clifton Avenue
Cincinnati, Ohio 45220
513-861-4954
Mrs. Evelyn McGregor
280 Crescent Drive
Portland, Michigan 48875
616-527-4900
573
List of Participants
Page 2
Donna Miller
St. Francis College
IRC
Fort Wayne, Indiana 46808
219-432-3551 ext. 208
Ellie Roosli
711 St. Joseph Ave.
Berrien Springs, Michigan 49103
616-471-7725
Diana Oberschulte
2325 S. Garfield
Traverse City, Michigan 49684
616-946-8920
Michael Shaver
562 W. Spring St.
Lima, Ohio 45804
419-225-6530
John Opperman
11815 Woodland Ave.
Cleveland, Ohio 44120
216-229-4535
Robert Snyder
Rt. #2
Ft. Recovery,
419-375-4198
Ohio 45846
Fred Parker
33000 Freedom Road
Farmington, Michigan
313-477-1300
48024
Peggy Tenney
349 West Webster
Muskegon, Michigan
616-722-1602
49440
Betty Patrick
East U.P. ISD
Rudyard , Michigan
906-478-6811
49780
Arnold Trafelet
CO. P. Intermediate
Indian River, Michigan 49721
616-238-6365
James R. Phillips
635 South Main St.
South Bend, Indiana
219-289-7904
46623
Richard A. Wall
Lock Box A
Caro, Michiaan 48723
517-673-3191
Geneva Reid
2128 Tulip Lane
Jenison, Michigan
616-457-2539
49428
Ms. Janet Wallace
3200 N. Monroe
Apt. 217
Monroe, Michigan 48161
313-243-6948
Donald B. Richards
117 S. Pt. Crescent
Bad Axe, Michigan 48413
517-269-7192
Jane Walline
Box 4 20
Lansing, Michigan
517-373-0923
48902
Thomas Risto
23350 Meadow Park
Garden City, Michigan
313-533-2588
48135
Carol Weller
St. Francis College
Fort Wayne, Indiana 46808
219-432-3551 ext. 208
574
t
List of Participants
Page 3
Gail Wiemer
Charlevoix-Emmet ISD
County Building
Charlevoix, Michigan 49720
616-547-9947
Betty Wing
121 Pleasant St.
Charlotte, Michigan
517-543-2127
48813
David Williams
2413 W. Maple Ave.
Flint, Michigan 48507
313-232-9161 ext . 58
MSU SEIMC STAFF PRESENT*
Mrs. Lou Alonso
Director
Ms. Nancy Carlson
Senior Training Specialist
Ms. Rita Harmon
Secretary
Mrs. Lynn Kinzel
Secretary
S. Joseph Levine
Coordinator: Technology
of Dissemination
Max Moore
Coordinator: Information
Systems
Peter Sorum
Operations Coordinator
Ted Ward
Assistant Director
Engineering and Development
Sue Ann Yovanovich
Field Services Coordinator
*USOE/MSU Regional
Instructional Materials Center
For Handicapped Children and Youth
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48823
575
March 22 - 23. 1973
■PARTICIPANT REACTION FORfl--
^ ■/ /'-
1. For each session that you attended, please check the appropriate
blanks .
Describe Your Learner
A self-paced activity that has participants
complete a series of worksheets that narrows in on
specific observable behaviors of a learner. The
activity can be easily modified to focus on any type
of learner. This session will use an adaptation of
the activity designed by Dave Braukman.
Relevant to
your needs?
Yes
w
No
Will you use
in the future?
Yes
(IL
No
Problems and Hints
"Problems and Hints" is designed as a work-
shop activity that will allow the participants an
opportunity to share their concerns relating to
a specified area. Rather than just raising issues,
the activity structures participant answers for
the issues. A series of short "identify-write"
rounds make up the activity. A time schedule is
provided at the beginning of the activity that
establishes the procedure for each round. This
is a very simple activity that can be successfully
used without any prior preparation.
Braille Reading Training Materials
This is a completely group-run activity
that does not need a leader! The kit includes
a cassette and simulated exercise that provides
the participant an understanding of the problems
involved in learning a symbolic code. The kit
has been designed for use in situations where a
workshop leader is not available.
Task Analysis Game
A three stage activity calling for participants
to sequence a set of objectives and their correspond-
ing activities. The content focuses on a low func-
tioning learner and the necessity for a teacher to
use task analysis to move the learner towards
educational goals.
Charting Behavior
A case study on a low functioning learner
is presented through a series of charts describing
specific behaviors of that child undergoing mod-
ification. Participants, in dyads, are asked to
look at the charted inforroation and work in a
problem.-solving situation.
(S a
lilL
ML
(:r
//
0 C c
Participant React ' i
Page 2
'm
Educational Planning
This is a three part workshop activity that
is designed to focus on three types of decisions
involved in educational planning:
— decisions that relate to educational
responsibility
— decisions that relate to educational
placement
— decisions that relate to educational
programming
The activity asks the workshop participants
to assume' the roles of some of the key planners
who may provide input for decisions involving
children with learning and/or behavioral problems.
This in-depth case study used over time can
be used to facilitate understanding of the planning
process and to develop skills in decision making
and understanding of other viewpoints.
Those workshop participants who choose this
activity will be expected to attend all three
aessions.
The first session will focus on educational
responsibility.
! Educational Planning - 2nd Session
This is a continuation of the educational
planning activity described above. The focus
for this session is educational placement.
Educational Planning - 3rd Session
This is a continuation of the educational
planning activity described above. The focus
for this session is educational programming
and is an intensive programming session.
Relevant to
your needs?
Yes ? No
-Mix
o
(/'I ^^
will you use
in the future?
Yes
No
% Ox
I?
©
Creating Discussion Tapes
This simulated activity calls for teams
of two participants to create a tape recording
which will be used with teachers. The objective
of the presentation is to deliver information
about a new instructional material and to stim-
ulate discussion among the listeners. . Particu-
larly useful for persons who will be developing
interactive audio tapes .
<9
®
577
Participant Reaction Form
Page 3
Polar Algebra
A series of unique learning problems are
created whereby the participant experiences the
feelings of a student with learning disabilities,
The activity is resolved through individual
selection of remediation processes. Designed to
develop a teacher's understanding of learning
difficulties and the necessity for providing
optional learning activities .
6)
Communication Handicaps
Participants operate in pairs and work through
a series of four activities that demonstrate
auditory learning and visual learning. A worksheet
provides the structure for participants to reflect
on each experience in terms of helpful and hindering
teaching strategies.
Planning With Teachers
A demonstration (role play) activity showing
the value of three alternate strategies for plan-
ning workshops. This activity is exceptionally
useful if you are using other professionals to
assist in your teacher training activities. The
activity can be used with these professionals
as part of their training.
L.D. Card Game
This workshop activity is designed to facil-
itate understanding of the symptoms, remedial
strategies, and terms that are used in dealing
with children who have learning problems. The
activity is built around a matching game whereby
the teachers, operating in groups, are asked to
sort out terms, symptoms and strategies into
appropriate combinations. Following the discussion,
each participant will be able to take home a book-
let containing the information the groups have been
organizing.
Relevant to
your needs?
Yes ? No
I
till -
1///
^
tK. _
Evaluating A Workshop Material
This group activity is designed to provide
participants with an opportunity to examine and
analyze a potential workshop material. Partici-
pants are provided t^-ansparencies on which to
record their analysis data which will then be
projected for group discussion. The activity
highlights those aspects of a workshop material
that are necessary for success.
0 6
mi- J-
will you use
in the future';
Yes
S
No
tU- JL
(2 Q
W^Q
nil
d a
III
Cn Q
II
ItiL 1
c
fHk Ji_
578
Participant Reaction Form
Page 4
L.D. Planning Priorities and
Numbers/Alphabet Game
These activities are designed so that work-
shop participants can experience the diagnostic/
prescriptive process in a planned way. The two
activities focus on specific problems related to
children with learning disorders. One of the
activities will utilize an adaptation designed by
Carol Weller.
Relevant to
your needs?
Will you use
in the future^
^jT;
>Mi^'^-^'^ o-^oh%l /?^.^, ^-'^^C'"
^
2. How useful was the OPTION ROOM?
Comments :
Very Useful
@
Useful
Not Useful
\\\
3. How useful were the OVERVIEW
TAPES in the option room?
Comments :
lOLM
4. How was the MODULAR SCHEDULING
that was used during the two-
day workshop?
mm
m^i I
I
(2)
O
How many kits did you examine
in the option room?
/
^^ ^j^. ^i, ^> i "j i ^> ^> ?. -^^^; "''^^ ^1 ^'^' ^"'^5 ^y-l
L^ ^7^ r ^^ oM, /^
'/
579
Participant Reaction Form ^ > I •■ ', ■ J ' ■■' ■
Pago 5 T ' . ■■■ •"''''
6. Use descriptive words to describe your reactions to this two-day
workshop. List the words as fast as they come to you. Limit one
minute! No sentences, please.
What do you feel were the two most valuable aspects of the two-day
workshop?
8. If this two-day workshop were to be offered again for a different
group of participants, what one thing should be eliminated?
9. What was omitted, yet should have been included in this two-day
workshop?
10. Suggestions or comments:
580
\
USOE/MSt!
RCCIONAL
INSTRUCTIONAL
MATERIALS
CtNTLR FOR
HANDICAPPED
^i. CHILDREN
AND YOUTH
.•\
fc-^^ 21i (rickiuo Hjtl Mich.Kaii Sure L;nivrri.)\ [.1%I l-iiiMn^Mif lnRriii 48021
^ Cnopcrdlinf! Wilh St^le Oeparlmenrs ul tduciiliun in MiLhigan-lntJianJ-lJhib
.U"; 573
TRI-STATE LEADERSHIP WORKSHOP
Rita Harmon
Sue Ann Yovanovich
SUMMARY AND PURPOSE
At the conclusion of the two-day workshop, participants were
asked to complete a "Participant Reaction Form." This allowed
participants to anonymously record their reactions to the workshop
and served as an assessment measure for the workshop staff.
RESULTS
Question //I: "For each session that you attended, please check
the appropriate blanks."
This question was designed to allow participants to indicate
whether or not the sessions attended were relevant to their needs.
Participants were also asked to indicate their future action with
regards to the use of the kits. It was expected that the responses
would indicate to the workshop staff the relevancy and potential
use of the materials.
DESCRIBE YOUR LEARNER
PROBLEMS AND HINTS
BRAILLE READING TR^ilNING MATERIALS
TASK ANALYSIS GAME
CHARTING BEHAVIOR
EDUCATIONAL PLANNING
W2Trr^
581
Relevant to
Your needs?
Yes
?
No
12
0
0
4
1
0
1
1
0
4
1
1
9
1
1
15
1
0
Will you use
in the future?
Yes
11
24
No
0
0
0
2
-2-
EDUCATIONAL PLANNING - 2im SESSION
EDUCATIONAL PLANNING - 3RD SESSION
CREATING DISCUSSION TAPES
POLAR ALGEBRA
COMMUNICATION HANDICAPS
PLANNING WITH TEACHERS
L.D. CARD GAME
EVALUATING A WORKSHOP MATERIAL
L.D. PLANNING PRIORITIES MK)
NUMBERS /ALPHABET GAME
Relevant to
your needs?
Yes
7
No
13
1
0
14
1
0
1
0
0
7
0
0
11
1
0
9
2
0
8
0
0
9
1
1
Will you use
in the future?
Yes
?
No
13
1
0
13
2
0
1
0
0
5
2
0
9
3
0
8
3
0
7
1
0
9
0
2
The response to this question indicates that the participants felt that
their needs were met and that they would utilize them in carrying out their
local in-service programs.
Question //2: "How useful was the OPTION ROOM?"
Very Useful Useful Not Useful
This question allowed the participants to indicate the usefulness of
the OPTION ROOM. It was intended to provide input that would clarify
participant reactions to the OPTION ROOM.
Of the 25 respondents who answered this question, all felt it was
useful - 12 (48%) indicated it was very useful; 13 (52%) indicated useful.
Question //3: "How useful were the OVERVIEW TAPES in the Option Room?"
Very Useful Useful Not Useful
This question was designed to provide feedback re^jarding the useful-
ness of the OVERVIEVJ TAPES. It was hoped that the responses would provide
input which would guide the workshop staff in preparing overview tapes, for
future projects.
Of the 21 respondents who answered this question, 13 (52%) felt that
the overview tapes were useful ; 8 (48%) felt that they were very useful.
The responses indicate that overview tapes were an asset and should be
included in future projects.
582
-3-
Question #4: "How was the MODULAR SCHEDULING that was used
during the two-day workshop?"
Very Useful Useful Not Useful
This question was designed to elicit participant reactions to the
workshop format, ie, modular scheduling. It was hoped that responses
would provide input which would assist the workshop staff in planning for
future workshops.
Of the 24 respondents who answered this question, sixteen (66.7%)
found it to be very useful; 7 (29.1%) indicated useful; 1 (4.2%) did not
consider it useful. The responses indicate that the participants had very
positive feelings about the modular scheduling. This also indicates to
the workshop staff that this format should be planned for a future work-
shop.
Question //5: "How many kits did you examine in the Option Room?"
This question was designed to provide feedback as to the number of
kits examined. It was hoped that the responses would provide input which
would assist the workshop staff in planning for future workshops. Hope-
fully, the responses would yield information such as: time allotment
in Option Room; number of kits for examination; use of overview tapes;
consultation by SEIMC staff.
Of 24 participants, 10 examined between 1 to 5 of the 32 available
kits; 9 examined betv7een 6 to 10; 3 examined between 11 to 16 and 2
examined all of the kits.
Responses indicate that the participants did use the Option Room
during the workshop. It would seem that the use of such a format assists
the participants in becoming aware of available resources.
Question #6: "Use descriptive words to describe your reactions to
this two-day workshop. List the words as fast as
they come to you. Limit one minute! No sentences,
please."
A total of 153 words were elicited by this response. Of these, 141
(98.2%) were positive and 12 (17.8%) were negative. Those words which
appeared 5 or more times were: informative (9); interesting (8); fun (7);
good (7); and helfpul (5).
The response indicates that the participants left the workshop with
positive feelings.
583
-4-
PARTICIPANT RESPONSES
Use desaviptive words to describe your reactions to this
Workshop. List the words as fast as they come to you.
Limit one minute.' No sentences, please.
(9)
informative
(8)
interesting
(7)
fun
(7)
good
(5)
helpful
(4)
educational
(4)
frustrating (-)
(4)
planned
(well planned)
(3)
active
(3)
interaction
(3)
organized
(3)
relevant
(3)
useful
(2)
brainstorming
(2)
enjoyable
(2)
excellent
(2)
exciting
(2)
fast
(2)
great
(2)
ideas
(2)
involved
(involvement)
(2)
late (-)
(2)
relaxed
(relax)
(2)
stimulating
(2)
structured
(2)
tired (-)
(tiring)
(2)
worthwhile
(1)
analyze
(1)
applicable
(1)
a-v materials
(1)
beneficial
(1)
carry over
(1)
casual
(1)
challenging
(1)
choice
(1)
people
(1)
compare
(1)
personable
(1)
concentrated
(1)
profitable
(1)
consistent
(1)
quick
(1)
different
(1)
reinforcement
(1)
different appi
roaches
(1)
review
to problems
(1)
rewarding
(1)
different disciplines
(1)
satisfied
(1)
elementary level
(1)
schedule
mainly
(1)
sequence
(1)
evaluative
(1)
share
(1)
experiential
(1)
some holes (-)
(1)
explanations
(1)
successful
(1)
facilities
(1)
teaching tool
(1)
functional
(1)
thought provok
(1)
glad
(1)
together
(1)
happy
(1)
to-the-point
(1)
informal
(1)
valuable
(1)
input
(1)
variety
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
(1
insightful
justifiable
kits
knowledgable
learning experience
less tiring
like to do again
limited on time (-)
lively
logical
lots
many good features
meaningful
more
motivating
not real (-)
not relevant to
ray needs (-)
nothing
other states - more
input needed
584
(-) = negative word
Question //7: "What do you feel were the two most valuable
aspects of the two-day workshop?"
This question was designed to assess whether the planned objectives
of the workshop were met as perceived by the participants. The responses
indicate that participants did perceive the objectives through the work-
shop and felt that they were met.
Participant response:
(17) Interaction - Provided opportunity to' interact with others.
(12) Replicable training materials that were provided.
(11) Educational Planning
(1) LD Card Game
(10) Workshop Format .
(3) Meaningful topics - relevant
(2) Modular scheduling
(2) Small group sessions
(1) Modeling of emphasis on evaluation
(1) Organization
(1) Informal with great variety of offerings
(8) Option Room - Provided opportunity to preview a variety of
available in-service training materials.
(6) Involvement Activities
Question //8 : "If this two-day workshop were to be offered again for
a different group of participants, what one thing
should be eliminated?"
This question was included to determine which aspects of the workshop
should be modified or eliminated. A total of 13 responses (50%) indicated
that nothing should be changed and a like number (50%) indentified the formal
sharing evening session as unnecessary.
Participant response:
NOTHING (n = 13)
FORMAL SHARING - EVENING SESSION (n = 13)
PRE & POST TESTS (n = 3)
EVALUATION OF WORKSHOP MATERIAL (n = 2)
TASK ANALYSIS (n = 1)
CHARTING BEMVIORS (n = 1)
585
-6-
Queatl'^n y/9: "VJliat was omitted, yet should have been included
in this tx;o-day workshop?''
This question was designed to determine what, if any, participant
needs were not met by the workahop. This information would provide input
for planning of future workshops. The following areas were specified:
(4) Nothing
(A) Coffee early on first morning
(3) More emphasis on leadership style; planning, conducting and evaluating
in-service workshops
(3) More time for group sharing
(3) More time and materials in option room
(3) These topics v/ore omitted:
(1) Behavior management in the classroom
(1) Planning for the retarded
(1) Low functioning learners
Question #10: "Suggestions or comments."
This question was designed to provide participants with an opportunity
to react in an unstructured manner on any aspect of the total workshop.
Those comments relating to content were positive. Negative comments centered
around physical arrangements (facility, starting times, etc.).
Coffee the first morning first!
Very well done!
Workshop should be held later in the school year.
The majority of the kits are appropriate but in listing my priorities
they need some revision for my use.
Better eating facilities so can get back to sessions on time.
Beginning on time. ,
Ending on time.
In regards to modular scheduling — offer all vjorkshops several ti-ies —
give participants master schedule and let them pick and choose, altliough
with a small group such as this, your approach v;as probably most practical.
Continuation of an option room - maybe expand.
Overall, a very good two-day session.
586
-7-
I feel many of the activities I could never use or adapt. Yet the idea
does let me build on it and do something else — yet I needed the idea here!
A real learning workshop even if all the activities didn't come through as
such.
Every session was good. I enjoyed the fellowship.
9:00 for beginning sessions. Lunch period second day too short.
All sessions in same building. Take off earlier on Friday (2:30 or 3:00)
or schedule solid until time to go.
Longer lunch hour on second day.
End session on Friday at 2:30 or 3:00 for those from a distance.
The concept of a self-directing activity was good but there are other
good methods. Many teachers will not sit do\>m with a cassette tape or
respond to a self-directed activity.
I gleaned from each of the seven sessions attended. Leadership is good.
I like the format and modular scheduling.
587
IN-SERVICE SESSION
Rudyard, Michigan
September 20-21, 1973
1:15 pm Welcome Betty Patrick, CRS ,
Region II
Overview of goals and objectives for
in-service sessions for 1973-74 . . . .Jane Walline, Michigan
Dept. of Education
Who's Who Sue Yovanovich, Randy Gross
Great Lakes Region SEIMC
Great Lakes Region SEIMC - How We
Can Help You Sue Yovanovich, Rita Harmon
Randy Gross
Historical overview, policies, etc.. .Sue
News Notes - Idea Series Rita
User Authorization Cards Randy
Child-Use Mediated Teacher-Use
Catalogs Randy
Browsing Catalogs Randy
PrIMMERS Randy
COFFEE AND DOUGHNUTS
Development of Associate SEIMCs Sue
A Look at Tomorrow's Agenda Sue, Randy
Tour of Region II Special Education
■ Learning Media Center Betty
Friday, September 21
8:30 am Computer-Based Resource Units (CBRU) . .Randy
9:30 am Review of Dr. Stepp's Media Institute. .Sue
Introduction of Instructional
Development Model Randy, Sue
Guidelines for product development . . .Randy, Sue
12:00 pm Adjournment - Good luck for a successful year! See you on
October 18-19.
588
PARTICIPANTS
September 20-21, 1973
Rudyard, Michigan
CRSs
Ahn, Grace
Boultor, Sue
Henyon, Henrietta
Herbert, Ben
Oberschulte, Diana
Patrick, Betty
Pritchard, Ralph
Re id , Geneva
Robinson, Janet
Roosli, Eleanor
Russell, Ruth
Schaefer, June
Thomas , Ron
Trafelet, Arnold
Benwlre, Blanche
Dorie, Marie
Farr , Beverly
Jones , Maryann
Kekke, Robert
Land is, Ray
CRCs
McGregor , Evelyn
Mellon, Betty
Montroy, Roy
Richards, Don
Wiemer, Gail
Williams , Lyle
Babcock, Earl
Grand Rapids
Cousins, Jo
Adrian
Hovyl, Marge
Stanton
Librarians
Long, Muriel
Traverse City
Ringelberg, Harriett
Grand Haven
589
r^-^r ^xr.}-;;
rill assi;. I
sentences! Vou r
t
I
:op. [?o not use
k 2. Rank tlic '.orkshop ecfivities in terr.s of IMPORTA^JCE to you:
10
10
11
iV
.User Authorize-, ion Card
,Usc of Brcv.'Sir;: ;nd Chi id-Use-Mediated Teacher-Use Catalogs
'Developpient c" -.ssociate SEIilCs (fi In-strip/cjsseLte presentation)
-CER'J
Ins-crjcticncl j;velorT;:nt Wcoel
IT
3. Rank the workshop activities in terms of INTEREST to you;
T
11
10 User Authorization Card
1 ,Use of Brcv-sinc zrr. C:-.ild-U5e-Mc-diated Teachor-Use Catalogs
^ iDovelopnent of Associate SEIIlCs (fi imstrip/cc-ssettc presentation)
_2_ ;CEP.l!
8 ^Instructional Develop-nent Model
i
'^.a.How much did you know ato^t this .rcrivity prior to f'^is v/orkshop?
Ccnsiderablej Mode^'ate
A^iiount
VsT Autiiorization C"-^ M
.iiTount
. — —-
Use of Grov;:ino a;-
; Qi
Develoo,,e:n of .'.ss: :
Iriftructional De.v;
2
1
_9
12
Small I
A[,,0JMt;
Nothing
. : 5 [ ^_a-
'2 -91
2^i__ .
T
3
b.Hcw eiuch do you feel y:.' ^J_ kncv about it?
;• -iounl
Srall ' "othing
Anojnt
_L'i •Il'LjilLt h.Q rJ.?P t-ll"; 'A _
"T —
;.gV;2Jc-r";rit. c~ ; sj
11
15^
19
LirJaiiiCtiori
22
—9
18
0
0_
"0
0'
590
"CTii-
IN-SERVICE WORKSHOP EVALUATION
September 20-21, 1973
1. List single descriptive words that describe this workshop. Do not use sentences!
You have only, minute !
Excellent. Helpful.
Gregorious . .
Informative . Fun .
Informative, creative, interesting, enjoyable, structured. (Other - Sue,
transparencies GREAT! CLEVER!)
Informative, good location.
Informative, impressive.
Productive, friendly, pleasant, constructive, apt, inspirational,
frustrating, problem solving, and problem creating!
Input I Direction! Fun! Confusion! Clarification! Anxiety! Motivation!
Informative, flexibly structvired.
Interesting!
Enjoyed, as usual, meeting with other CRCs . Good, fun, sleepy.
Clarifying, informative, initiating.
Informative, however scarey! Good!
Informative, whirl-wind, fun.
Good.
591
-2-
Informative, rapid moving.
Good, ideas, information, problems.
Informative, helpfiil, well-organized, excellent balance of activities.
I felt you vere sensitive to the needs of the people in attendance.
Fast-moving, Informal, Informative, Useful.
Informative, useful.
Very good, informative, comfortable.
Reinforcement, time for coffee& donuts , stimulating, exhausting, practical,
helpful, excellent, refreshing, fast-speed, enjoyable, anxiety, big job,
consideration.
Very good, too much, too fast, keep it going, tired, happy, willing, trying,
motivational .
Reassiiring, helpful, informative, mind blowing, great job,
Friendly, caring, motivational.
Moderately informative .
592
WORKSHOP OBJECTIVES
Media Workshop
for
Division of Special Education, Lansing School District
October 11-12, 1973
The Midwest Regional Media Center for the Deaf
University of Nebraska - Lincoln
In cooperation with
USOE/MSU Regional Instructional Materials Center
Michigan State University
The najor r'oal of t»-.is nedla workshop Is to provide a "hands-on"
experience vhich involvns the design, selection and utili^at->n of educatior=^l
media in the teaching learriinq process. Enphasis is qiv'tiri "o ideas for
practical application of inr-dia in the classroom. Briefly, this includes
the following objectives:
1. Each particinant should be able to list at least ten
differrnl ■'•or^niques or ideas for iis'tnr pc'u.cational
media, ( 'vpr»!'---:».d Transparencies, Sur.er ?■■'•■' ■'■ovies,
and Sliues) in the instructional rrccess.
2. Rach pertirioar,* should be a.cU to '^"-rrhe various
productic": o'^i'irr^ert"
A. Thereof ax Secretary Copy "iachine
D. (n.i.' Laf'i'irtcr
C. TiT;tT'?t1c visi.ial -'iai-er
u. Super !OT"i -ovic- cainere, tripod anci li'Vr.ts
3. Eac^' rrir-'-if ■ir^-'^'Ti: ■vill take f">'>rf i" .'.iv-.i^rin- soiti*^
eciucatior.al t-ji? in tnf variOLiS i ;' ■= •
A. i.!ir-r-r •;■ fil'V, lab (live action and aniiiiation)
C. Sli'ies (conv work and live action)
C. Trancrf^rency lab (color lifts ar.d leat process)
These workshop experiences should provide the narticipants the basic
skills necessary for developing and using educational media in tiieir
classroom.
593
THE UNIVERSITY OF NEBRASKA
L.INCOI-N. NEBRASKA 68508
TEACHERS COUl-EGE
OKPARTMKNT OF
EDUCATIONAU ADMINISTRATION
PUBABK RKPLY TOi
NEBRASKA HALI- 428
MIDWEST RESIONAI. MEDIA CENTER
FOR THE DEAF
October 16, 1973
^7=^
0
»r. Robert C. Weir
Coordinator Specialist
Lansinq School District
Division of Special Education
3426 S. Cedar
Lansing, Michigan 48910
Dear Bo*>:
Thank you for the .ixcclUiiit orqanlzatlon and t;;e fine help you and your
staff extended us during thp workshon. 'ie all tirou^hl" onioyod "ori im
with yo'jr teacher' ant. aT
activities.
lO participated so /i-lT ',r, all tl.o rieJia
Enclosed is a cony of .->]] ■■■\,u rer;isterod. ide ."ilins arc- a'll out for nrocossing
and s'ojld L^e "iicl; cc v..
Hnce aaain, t'l3n'•'■^, ■.
time.
Sincerely,
Michard H. Young
Media Sneclallst
enclosure
■.icioants "it!iin t/c vi-cks.
6lll Stoefen
Field CoordinaT;or
loiirii '.aVIcr
iraduatc \ss1stant
594
SAMPLE SCHEDULE
Media Workshop
for
Division of Special Education, Lansing School District
October 11-12, 1973
conducted by
The Midwest Regional Media Center for the Deaf
University of Nebraska - Lincoln
In cooperation with
USOE/MSU REGIONAL INSTRUCTIONAL MATERIALS CENTER
Michigan State University
THURSDAY October 11th
8;30 a.m. Opening Session (large group)
9:00 a.m.
Media Labs (three 3-hour rotation groups)
First Lab Rotation:
lab 1 Lab 2
Group A Group B
Lab 3
Group C
12:00
LUNCH
1:00 p.m.
Second Lab Rotation:
Lab 1 Lab 2
Group C Group A
Lab 3
Group B
4:00 p.m.
Adjourn
FRIDAY October 12th
8:30 a.m.
Third Lab Roartion:
Lab 1 Lab 2
Group B - Group C
Lab 3
Group A
11:30
LUNCH
1:00
Wrap-sup Session (large
groupsj
2:30
Adjourn
595
Media Uorksiioi
for
Division of Sjifcv'ia'i Education, L&^ring Sc'noo, District
October 1''-12, 1573
/ittfjorla Adcock
Teocher Aide
Walnut Street School
Lansing. J Michigan 48906
f'ls. Dsbra Barnoff
Teficivar
vfcodcreek Elerrieiitary School
-lOOO Ivoodcreek Lane
Lansing, Michigan 48910
'fe. D-MH iJeasley
Speech Theriipist
Woodcs-^ek Elementary School
4000 ''loodCi'eek Lans
L^.nsino, Michifjan 48910
(■fc . o jsan Be son
Teacher of the Hearing Jir,pai-:'«d
Reid Road Eleirentcsvy Scl'.ool
^^i^A^d Blsnc, Itlchigar 46439
;'1s. Marcia Bowmaster
Tpaeher of the Hearing Impaired
Soyce Ele-jtsnif'.i-y School
3553 iSorth State Rocd
Tfinig, Hichigcn 43S16
'•':■:. print; Breard
Ts{ich'3r
t'tlchigtn School for the D=3f
West Court i^nd Milief i?oaa
Fn'nt, Michigan
fL Connie Brown
Stiident Teacher
■■lalnu': Street School
La?is-'ng. fnchlgan as906
%. Joyce Chaprn;jn
readier Aide
Woodcreek Elemer;ta''y Sdvool
4000 Hoodcreak Lane
'.iinsjiva, Midiigan 4B9in
ite. Viro-Snis ChrlstenAen
TeaciKir and Coiinse'-^cr
iOiile Cuynty Intenrsdiorie SchvCils
2'*2 Lafayette S::reftt
L-xy'/i > ''ichlgan
i*1s. Virginia Coppens
Teacher
Wocic-^eek Elementary ScJiool
4000 Woodcreak Lane
Lans-liig, Michigan 48910
lis. Verng Ccx
Teacher Aide
Forest Averill Elementary School
3201 Averill Court.
Lansing^ Michigan 4£!910
Ms. Audi^y Fickle
Speech Pathologist
lap er County Intemiscilate Schools
1996 West Ot^'gcn
Lapeer,, Michigan 48446
lis. Sua Flussland
Teadisr
-sh.-er Hitji School
3456 Lalise - Road
31oomneld Hills, Michigan 48013
Ay1..'. Forsyih
Teacher
rmqht r<ic:) .Junior High
2500 Hampden Drive
Lansing, f'ichigan 48910
Ms. Jill F.-ank
Teticher-Coinselor
V/oodcreek i-lementary School
4000 Uoodc^ek Lane
Lansing, Michigan 48910
Ms. Janenn'! Grinnell
Tea.iher Ai 1e
Woodcreek 'ilementary School
4000 Uoodc ^ek Lane
.an::-1ncj, n chigan 48910
Ars. B-'jiHba'a Kellogg
Teacher
'.iinrred Grievner School
:3.2Vit'! Van Jyke
Ut1ca, M-icdgan 43087
596
I
fis. Meredith Kennedy
Student Teacher
Walnut Street School
Lansing, Michigan 48906
lis. Jeanette 0. Lester
Teacher
Wa'iiiut Ste^et School
1012 Walnut Street
Lansing, Michigan 48906
Ms. Sue Louisignau
Teacher
Michigan School for the Deaf
West Court and Miller Road
Flint, Michigan
Mr. Ted Mitchell
Consultant
Cheboygari-Otsego-Presque Isle
Intermediate School District
6065 Learning Lane
Indian River, Michigan
fis. Nancy Mosher
Teacher
Woodct'eek Elementary School
4000 Woodcreek Lane
Lansing, Michigan 48910
Ms. Cynthia Murphy
Teacher
Lahser High School
3456 Lahser Road
Bloomfield Hills, Michigan 48013
Ms. Marj Neubache**
Teacher
Lahser High School 3456
3456 Lahser Road
Bloomfield Hills, Michigan 48013
Ms. Donna Nugent
Teacher
Michigan School for the Deaf
West Court and Miller Road
Flint, Michigan 48502
Ms. Adelle Pugh
Teacher
Woodcreek Elementary School
4000 Woodcreek Lane
Lansing, Michigan 48910
Sherry Roach
Teacher
Woodcreek Elementary School
4000 V/oodcreek Lane
Lansing, Michigan 48910
Mrs. Leslie Schroeter
Primary Teacher
Woodcreek Elementary School
4000 Woodcreek Lane
Lansing, Hchigan 48910
Bemie Sermak
leaJier
Walnut Street School
1012 North Walnut
Lansing, Michigan 48906
Ms. Janet Spence
Teacher
Handley School
3021 Court Street
Saginaw, Michigan 48602
Ms. Carol VanHoaren
Teacher
Ave rill Elementary School
3201 Averill Court
Lansing, Michigan 48910
Mr. Gordon Thomas
Teacher-Counselor
Hill Community High School
5815 Wise Road
Lansing, Michigan 48910
Mr. Robert C, Weir
Coordinator
Lansing School District
3426 South Cedar
Lansing, Michigan 48910
Ms. Mary Womiak
Teacher
Walnut Elementary School
1012 North Walnut
Lansing, Michigan 48906
Ms. Lorene Zagata
Teacher
Frank Schi.ll Elementary School
325 E. Fnnk Street
Caro, Michigan 48723
597
AGENDA
November 5, 1973
Butler University
9:30 - 10:00 am - Registration
10:00 - 12:00 am - Select-Ed Presentation - Vince Shortt
12:00 - 1:00 pm - LUNCH
1:00 - 1:45 pm - Sue Ann - IMC/RMC Network
Services offered by GLRSEIMC
1:45 - 2:00 pm - Rita - News Notes
Idea Series
2:00 - 3:30 pm - Randy - Browsing Catalogs
CT Catalogs
CBRU Explanation
3:30 pm - ADJOURNMENT
598
INDIANA IN-SERVICE WORKSHOP
November 5, 1973
Butler University
Paul Ash, Coordinator IMC
Box 100 - Butler Univ.
4600 Sunset Ave.
Indianapolis, In. 46208
Linda Blanton
(for Dr. H. Schroeder)
Developmental Training Ctnr.
10th & By Pass
Indiana Univ.
Bloomington, In. 47401
Jerry Bowling
208 N. Warman Ave.
Indianapolis, In. 46222
Devota Burros
(for Dr. J. VanTassel)
Dept. of Spec. Educ.
Ball State Univ.
Muncie, In. 47306
Robert Currie
Spec. Educ. Dept.
Purdue Univ.
W. Lafayette, In. 47906
Dick Eisinger
Dept. of Mental Health
1315 W. 10th St.
Indianapolis, In. 46202
Jim Horton
Special Services Unit
Madison State Hosp.
Madison, In. 47250
Don Reynolds
Room 10-A Ludwig Park
400 Jackson Park Drive
Seymour, In. 47274
Bob Robertson
Northern Reg. Service Cntr.
635 S. Main St.
South Bend, In. 46623
Glen Taylor
1836 College Ave.
Huntington, In. 46750
Carol Waller, Coordinator
Northeast RIRC/HCY
2701 Spring St.
Fort Wayne, In. 46808
Doris Williams
Dept. of Spec. Education
Indiana State Univ.
Terre Haute, In. 47809
599
AGENDA
Program Profiles For The Severely And
Profoundly Mentally Retarded
January 18, 1974
Indianapolis, Indiana
Martha S. Rowland, Ph.D.
Assistant Professor of Special Education
University of Virginia
9:30 - 10:00 am Registration - Coffee and Donuts
10:00 - 10:30 Inservice Training Techniques for
Staffing SMR, PMR Programs
10:30 - 12:00 Planning Sensible Modifications of
Behaviors in SMR, PMR Students
12:00 - 1:00 LUNCH
1:00 - 2:30 pm Training Early and Pre-Language Skills
2:30 - 2:45 Break
2:45 - 3:15 Operating Effective and Relevant
Programs for the SMR and PMR
3:15 - 3:30 Evaluation
600
23 respondents
GREAT LAKES REGION SEIMC
IN-SERVICE WORKSHOP EVALUATION
January 18, 1974
Date
Indianapolis , Indiana
Location
Program Profiles for the Severely & Profoundly
m. . ., rm — ; — r Retarded
Title of Workshop
Dr. Martha S. Rowland
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop.
as you really feel about them.
Please check:
(positive)
13 special education teacher
regular classroom teacher
5~ administrator
Organization of presentation
18 3 1
Please answer all questions
in-service educator
student
other (specify)
1 - psychologist
1 - speech therapist
1 - multi-hdcp. unit leader
1 - psychometrist
(negative)
2, Was the selected media appropriate to the presentation
of subject
19 3
Clarity of instructional objectives
18 3 1
Personally useful to me
14 5 1
601
IN-SERVICE WORKSHOP EVALUATION
7. Specific positive comments you would care to make about any aspect of
this presentation.
Handouts and material are much appreciated. Overall, a very interesting
day.
Good over-all presentation.
Very well organized .and presented. Dr. Rowland was most patient and
cooperative in answering questions.
Dr. Rowland has excellent knowledge of the subject and was able to make
the presentation interesting and informative.
Presenter was excellent - very knowledgeable and perceptive in area.
I feel I have a good or rather better idea of how to set up a program
of training the PMR child and a better idea of content.
Excellent presentation and explanation of material.
The presentation was extremely useful to me in that I have two children
in my room that I think the language program will help.
You are a very humanistic , warm individual who shows through your
enthusiasm and concern for the retarded! You have make me think -
Particularly about ACCOUIWABILITY ! Thank you and good luck.
Very relevant and useful to me. It is difficult to find pertinent
materials for this group.
Videotaped sessions, content of presentation, and hand-out materials were
excellent. Although presently involved with TMR children, I feel much
of today's presentation is applicable. Well worth the time spent.
Videotape very helpful .
Only a desire that more of our staff could see this - and see that it
can be done - that some kids can do somethings.
Dr. Rowland was well organized and presented many valuable ideas for
curriculum. She is an excellent speaker!
Visual aids .
Very good reinforcing and good selection of media to get the program
across.
602
-2-
(Question #7 continued) ;
The content was excellent. The attempt of applying this information is
extremely important and useful.
Presented a host of realistic alternatives and program possibilities.
Very thorough. I appreciated in-service suggestions.
I feel I have gained tremendously from this symposium. I realize where
I have missed the boat in some respects and am encouraged that there are
many things I am doing well. Your preparation is excellent and this
appears to be a program which should be accepted by many. I'm anxious
to try it .
Few simply put to my actual functions.
I
603
IN-SERVICE WORKSHOP EVALUATION
8. Specific negative comments you would like to make about any aspect of
this presentation.
More shoiild have heen covered concerning SMR and PMR at earlier stages
(non-verbal, non-stimulable) and how to deal with specific problems.
Too simplistic. Many important variables (especially concerning effective
use of reinforcement principals) were not discussed. More emphasis on
SMR and little discussion of effective programming for PMR — what about
multiple-handicapped, motor-involved PMR.
Too much time was spent on basic concepts for me.
A little long and the introduction to behavior modification might be
condensed.
Too basic at times - more specific areas.
Dealt with individuals in ideal situations; a bit idealistic for most teachers.
The organization of presentation and materials should be improved.
The testing aspect was a bit laborious . Could be streamlined so that
people would understand the basic sequence and concepts without having
to go through each step.
Perhaps a reevaluation of the tapes could be done -and some group tapes
could be made to provide those of us in PMR classrooms with a more realistic
picture of the program.
604
"Program Profiles for the Severely and Profoundly Retarded"
NAME
1.
2,
3,
4,
5,
6,
7.
8,
9,
10.
11,
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30,
31.
32.
33.
34.
35.
36.
37.
38.
39,
40.
41.
42,
43,
44,
45,
46,
47,
48,
Mary Hobbs
Sandra Todd
Beth Gilligan
Joann Linsmith
Lisa Bauman
Noel G. Reed
Janet Lane
Glen Taylor
Sonja Eubank
Pat Newman
Betty Due
C. Charles Greiner
Patricia Riggan
Sally Graham
Grace Hull
Joanna Harris
Calissa Berkshire
Bob Donaldson
Jan Wheeler
Luana Burris
Michael Hooley
Susan Ellsbury
Stuart Swenson
Karen Day
Carol Weller
Normandie Mindheim
Karen Lois Brown
Diane Hanlin
Ron Lewis
Marjorie Schroch
Gene Clemens
Bob Handlon
Jan Pinkerstaff
Ron Myers
Cyndi Smith
Kathy Pedretti
Kathy Mitchell
Noel Erickson
Linda Eszenyi
Pam Herman
John M. Keifsrider
Sarah Litch
Gerald Bellistri
Arthur Spohr
Jan Olszewski
Janet Meeks
Lynn Eckart
Jim Alley
REGISTER
cm
Franklin
Greenwood
Franklin
Shelbyville
Indianapolis
Bluffton
Greencastle
Indianapolis
Indianapolis
Indianapolis
Indianapolis
La Porte
Indianapolis
Indianapolis
Plymouth
Plymouth
Connersville
Indianapolis
La Grange
Crawford svi lie
Logansport
Indianapolis
Hammond
Warsaw
Ft. Wayne
Bedford
Redkey
Portland
Carmel
Berne
Berne
Valparaiso
Valparaiso
Greenfield
South Bend
So. Bend
South Bend
Highland
Highland
Highland
New Haven
Ft. Wayne
Ft. Wayne
Highland
Highland
Highland
Wayne Twp.
Indianapolis
SCHOOL COPPORATinN
Johnson City Spec. Services Sch,
Johnson City Spec. Services Sch,
Johnson City Spec. Services Sch,
Shelbyville Central School
Perry Township
Adams S Wells Joint Services
Putnam W. Hendricks
DPI
Perry Township
Perry Twshp RISE
Perry Twshp RISE
South La Porte Comm. Coop.
Cold Spring School, IPS
Cold Springs
Joint Services Sp. Ed.
Joint Service Sp. Ed
Fayette Co.
DPI
Westview Sch. Corp
Crawfordsville Comm.
Logan Comm. Schools
DPI
Hammond P.S.
Warsaw
N.E. IN IRC
No. Lawrence Co. PS
Jay School Corp.
Jay School Corp.
Hamilton-Tipton Sp. Ser. Coop.
South Adams
South Adams
Porter Co. Sp. Ed.
Porter Co. Spec. Ed.
Hancock So. Mad. Jt. Ser.
So. Bend Comm. School Coop.
South Bend Comm. School Coop.
South Bend Community Sch. Coop.
N.W. Sp. Ed. Coop.
N.W. Sp. Ed. Coop.
N.W. Sp. Ed. Coop
East Allen Co. Schools
East Allen Co. Schools
EastAllen Co. Schools
N.W. Sp. Ed. Coop.
N.W. Sp. Ed. Coop.
N.W. Sp. Ed. Coop.
Indianapolis
Wayne Township
605
AGENDA
Thursday, October 18, 1973
9:30 am - Registration, coffee and rolls
10:00 am - Welcome - discuss 2 day agenda
Announcements - Jane
10:30 am - Distribute CBRU information sets and copies of
request forms - Answer any questions regarding
CBRU use.
10:45 am - "Selected Retrieval and Information Systems"
11:15 am - PrIMMIRS — Question and Answer period
Distribute — CEC Thesaurus
PrIMMIRS Thesaurus
11:30 am - Adjourn for LUNCH
1:00 pm - Select-Ed
2:45 pm - Coffee Break
3:00 pm - Russ Andreotti
3:30 pm - Diana Oberschulte
4:00 pm - Jan Fortenbacher
606
AGENDA
Friday, October 19, 1973
8:15 am - Review Session (for those not in attendance at September meeting),
9:00 am - Individual Reports (2 groups - white)
9:30 am - Apparent Solutions (large group)
10:00 am - Advantages and Disadvantages (individual - blue)
10:15 am - Feedback on Solutions, etc. (2 groups)
(Re-evaluate problem, choose one solution)
10:45 am - FUNCTION 2 - Analyze Setting - (large group)
Randy - transparency
FUNCTION 3 - Organize Management - Randy
11:00 am - FUNCTION 4 - Identify Objectives
Write objectives - (individual)
Analyze objectives - (2 groups)
LUNCH
1:00 pm - FUNCTION 5 - Specify Methods
Transparency - Randy (large group)
1;30 pm - Answer Questions and Complete Chart - (individual)
1:45 pm - Analyze Chosen Method - (2 groups)
2:15 pm - Summary - Assignment - (large group)
2:30 pm - A Look at Next Month's Program
Evaluation of Workshop
607
CRC-CRS IN-SERVICE WORKSHOP
October 18-19, 1973
East Lansing, Michigan
Participants
Dave Williams
Janice Frieder
Ben Herbert
Russ Andreotti
Nancy Mast
Thomas Trantum
Betty Mellon
Lucile Karner
Arnold Trafelet
Janet Robinson
Jo Cousins
Evelyn McGregor
Marie Dorie
Bob Kekke
June Schaefer
Roy Montroy
Betty Patrick
Henrietta Henyon
Ralph Pritchard
Rom Risto
Ray Land is
Ruth Russell
Ellie Roosli
Maryann Jones
Peggy Tenney
Sharon Sergent
Jan Fortenbacher
Betsy Ross
608
22 respondents
WCRKStIO? EV^;LUATION
Michigan CRGs
East Lansing, Michigan
October 18-19, 1973
Please rate the following segments of the workshop on a 5 point scale in reference
to their perceived benefit to you:
TOTALS ;
19
1)
Northwest SEIMC f ilmstrip-tape set
on CEC and CBRU
POOR
1
2
(2)
3
(6)
4
GOOD
(li+)
5
2)
Prescriptive Materials Retrieval
System (PMRS) or Select-Ed
1
2
3
(1)
4
(21)
5
3)
PrIMMIRS (keysort card system)
1
a)
2
(5)
3
(11)
4
(M
5
A)
Sharing of 3 Michigan CRSs cataloging
systems.
1
(1)
2
3
(9)
4
(8)
5
5)
Friday's Instructional Development
session
1
(1)
2
(7)
3
(6)
4
(8)
5
6)
How would you rate the total two-day
workshop?
1
2
(1)
3
(9)
4
(12)
5
k2 6t
COMI'IENTS :
609
WORKSHOP EVALUATION
Octoter 18-19, 1973
COMMENTS
These sessions are extremely helpful - the chances to share ideas and
systems and materials available especially.
Very good workshop. Helpful. Enjoyable,
I appreciate the close cooperation and help I have already received
in preparing me to do my job better. Thank you.
Very fine two-day session. I was up-tight initially about the media
presentation but feel very much more comfortable knowing what I'm
going to do. Dave was a big help to me in clarifying my thinking.
Thursday was really a good day - Friday was kind of loose!
Very informative. Lot of information packed into time.
Well done.
Good - interesting - informative - helpful.
610
Asenaa
Larr>* Jr Rigat
7«00 P.1'3, Prol-aac
7-15 Discussion - V>'ork,«-hop Intro<'''i.:iion
Contci-it iifid Pvocecliiree
Avaiir-b'-ilcy of Mcdlr
Co;.;p}«;xiLy o'c bohavior tnd its
inflrcncca
7 J 50 i)lRCJS5ion - l)Aslc T("iitf3
R-oefivch liagi-.j
B'-;havlci" !<?.n-gv..rrr\!;
iffcdSctabl.o., ^e2su^^■blc -f frets
Chai\f'ln<«. »-';)rf;e',vef; (a;; tsjch'jra)
Social and Acidemir Gahaviors
SysttHnatrJc ProgramKung
D?f InlLicng of Tjr.iia enj Prc/ceduroa
Psoc5«lor. and Con^-Jctcwcy
Opcrakit ConditVonln^-T Kodtl
7:45 Film Srorslse - Observation aad Ppcorsllr.g
Teacher Pre-^entatipn
Te.-'ci.&r tixpactcit ions
JHjp'l Kesponse
8 J 00 Dificijrsiop - Uecordlnr, Bthavinro
Pjste
L<.».racSc'n
lime Stflwpling
Graph! r.j?
SjJ.5 Jiscusr-ior - r-M'^-^et f>«'navlor and ''io'ls
Cnaracue-riaf'.cn of T<iij,;©t B«>.Aviors
Irobl.ra^t of i>.f h-i'.':lon
Svatomenc r.2 Go" Is
8:i5 S,-?a2X Group Int^inrtlon (^-5 pArCicipantp)
l>t.it>rlpt loii ol .Int'.ividjiii Tar^sca
TotrtJ CsOJp Ol3r,;;,f,ien
611
iVgnxda continued
•2-
CiOO P.M.
9tl5
9 J 35
lOsOO
Oiocusglon - Aov^ssimtint of an Operant
Operant Levels - Resdlncs?^
Bcisalin^:' and i'.sjtlplcs
Prograra Mods is
Tape - FJliTiEtrip Exercise - Coiisac,'jatlon
Discussion - RolnforcOTient and Ex'"inc:Clon
AcceJ.raratln.q •"or.cequer.css
Kt^gatlve Attention and Help
Catching Children iielng Good
Tcklng fcr Granted vmat wa Ey.p«ct
Adjournment
NoTemher 30
9 J 00 A.M.
9520
9SA5
10:25
Discussion - Classroom Relnforcccei
Grades
Attcatiori
Categories
Dlsaisalon - Alternatives to Rialnf or cement
and Extinction
Punlshiflent
Negative Roinforcf:m!>r.t
DlffGrancial ReSulorcGDtaiit
Response Cost
Timtj Out
PalrSnj? end Fading
Film ExprclsG - "Who Did Whac to Whorii*"
Discussion - Assuring Succe;7s
Film L'xcorpt - "Rc„?.rJa and Rainfci teraontg"
Film Excerpt - 'Vlilp for Mark"
Siiaplng
Ci,5elns> Signaling
Prompting
Rover »a Chaining
llsOO
1U15
Coffee
Discussion - St:hsdJlao of Rel.ifor ."'•Tnent
Ptrfom.^nce iCatrs
Tl'/t? Intervals
Learning .it-.d Rote.itlon Cur/^fsj
Tokens £.:% Conci It leaned xX-.ir.foreers
1L2«00
Lunch
612
Agenda continued
-3-
1:00 P.M.
2J30
2U0
3:60
3:50
6:00
Dlaeucslnn - Clsssroom Control
Modelling
Self -Evaluation (teacher)
Self-Recorning (pupil)
Peer Tutoring
Behavior Contracting
RE Menus and Areas
Coffee
Uiscussion • Ethical and Practical
Crltlciana
Postteat
Wrap-Up
Adjournment
613
BEHAVIOR MODIFICATION WORKSHOP
November 29-30, 1973
East Lansing, Michigan
PARTICIPANTS
1. Don Richards 21. Jan Fortenbacher
2. Ralph Pritchard 22. Peg Tenney
3. Tom Trantum 23. Betty Mellon
4. Ben Herbert 24. Verla Mohler
5. Ray Landis 25. Lyle Williams
6. Henrietta Henyon 26. Geneva Reid
7. Ruth Russell 27. Bev Farr
8. Betsy Ross 28. Roy Montroy
9. Ellie Roosli 29. Don Beall
10. Janet Robinson 30. Evelyn McGregor
11. Janet Wallace 31. Russ Andreotti
12. Jane Walline 32. June Schaefer
13. Maryann Jones 33. Ron Thomas
14. Dennis Farley 34. Blanche Benwire
15. Arnold Trafelet 35. Bob Kekke
16. Gerald Waite 36. Barb Watson
17. Dave Smrchek 37. Gail Wiemer
18. Susan Boulter 38. Nancy Mast
19. Lucille Karner 39. Colette Witherspoon
20. Betty Patrick
614
29 respondents
GREAT LAKES REGION SEIMC
IN-SERVICE WORKSHOP EVALUATION
November 29 & 30, 1973
Date
East Lansing, Michigan
Location
Behavior Modification
Title of Workshop
Larry J. Mas at
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop. Please answer all questions
as you really feel about them.
Please check:
special education teacher
regular classroom teacher
administrator
22 in-service educator
student
2 other
1. Organization of presentation
5 11 10
(positive)
(negative)
2. Was the selected media appropriate to the presentation
of subject
11
12
3. Clarity of instructional objectives
4 8 14 3
4. Personally useful to me
6 8 10
615
-2-
5. Relevance to my current professional role
8 11 7 3 0
6. Overall rating of this presentation
6 14 6 2
7. Specific positive comments you would care to make
about any aspect of this presentation.
(See attached sheet)
8. Specific negative comments you would like to make
about any aspect of this presentation.
(See attached sheet)
616
IN-SERVICE WORKSHOP EVALUATION
November 29-30, 1973
Behavior Modification
Specific positive comments you would care to make about any aspect of
this presentation:
Thorough review of behavior modification, however, most people were exposed
to this material before. It was a good review and well organized with proper
media used.
Larry Masat is a fine presenter. The media he used supported his presentation
and answered questions .
Multi-media presentation as technique for presenting to teachers very helpful.
Larry covered a large area of Behavior Modification in a short time. I was
enlightened in the subjects of: "Changing Ourselves as Teachers," systematic
programming, precision and consistency, recording behaviors, and the film strips
on consequation. May I say the coffee breaks were also enjoyable.
It helped me to define behavior more objectively - which in turn will help me in
assisting teachers. It is always so difficult to specify the behavior that is
to be focused on.
Very interesting and a totally new field for me. Will be contacting local people
who are doing this type of modification for more understanding.
I felt that the presentation was well presented but the nature of the material
is such that it is difficult for many to grasp. I thought the workshop atmosphere
was a good way to present it . Attempts were made to adapt material to personal
situations and problems.
Presenter was personable, informal and could clarify problems. Informality of
sessions allowed for cross-dialogue. Examples given were helpful in illustrating
concepts . Difficulty in variances in prior familarity with topic fairly well
adapted to by presenter. I picked up some new methods of presentation for behavior
modification workshops but for the most part, level of difficulty to high to
present to teachers and parents .
Larry shows great human sensitivity.
617
-2-
(Question #7 continued) :
Interaction good - Freedom to question.
Very interesting presentation!
Resources shared with us !
Very knowledgeable on his topic.
Films and handouts .
I need to learn more about these techniques as apparently they do get
positive results.
Subject relevant. Movies excellent. Sincere delivery. Good beginning -
more clarification needed on regular basis. Pre-Post test idea good. Points
out ray need for clarification of behavior modification techniques over greater
length of time.
Well organized. Interesting. Appreciated having an agenda.
Well prepared and interesting.
Discussion format great and presenter most likable and congenial which set
positive tone for whole meeting. Agenda and time were as set up on green sheet.
Continuously was ++ for learning!!
618
-3-
Specific negative comments you would like to make about any aspect of
this presentation:
Too classroom oriented. Needed more small group work.
I came to the in-service with the understanding that the subjects we were
asked to choose would be followed through on a total behavior modification
program sequence. I really wanted an expert to help me organize a program
to help and show teachers how a program can be useful and possible in the
classroom setting. I wanted the actual "how to" in-service.
We wanted an opportunity to design a program with the help of a professional.
We wanted to learn to use the method, not about the method. I guess it was
the chairs and not the program
Much too basic; I attended with the understanding that the presentation
would be more in depth.
Sitting, listening, lecture type presentation was very difficult for me.
Questions from audience were poorly answered. Noise and activity of audience
was distracting and I imagine unnerving to speaker .
I wish that I had more time to digest the wealth of information that came my
way. Perhaps, next time, Larry might give us handouts of various terms and
definitions leaving us more time to listen rather than being busy taking notes .
I liked Mr. Masat's method of presentation — confident, knowledgeable, and happy.
His many smiles helped me to enjoy, "that day in Lansing."
The presentation was like a "short course" all in one. Personally, I was saturated
by 11:00 am on Friday - I needed to try a few things which he was discussing. We
learn by doing - I think that we should remember that during our own in-service.
Talking "at" people for long periods of time reduces the quality and quantity
of learning. I would have liked to role-play within small groups, then we could
have ourselves analyzed whether we were giving positive reinforcement, negative
reinforcement, etc. There was not sufficient opportunity to digest the differences -
that comes from doing. In this respect , I hope that we remember to practice what
we preach: conduct in-services similarily to effective methods of classroom teaching,
Terminology - difficult to understand; more background necessary to feel secure.
Films need replacing. Please - more frequent breaks for moving and relaxing, both
mentally and physically.
619
(Question #8 continued)
At this point we need get togethers that focus on our specific problems
(eg. circulation, cataloging, piorchase in context with our specific political
problems . )
Physical set-up. Seating should include tables as writing was difficult.
Setting too formal as was. In spite of this, there was an informal atmosphere.
No tables to write on.
Too long to sit!
Would like to have more time for question/answer. Would like to have list
of names and addresses .
None - just seat got hard!
Better organization , pacing —
Too carried away on individual questions, I could not hear. Seemed to use
too many same words for similar implications .
It did not appear to be the most appropriate for the CRSs-CRCs to spend as much
time on this subject. It perhaps would have been better to spend this time
with E.D. or Soc. Wks . As curriculum resource the presentation should have been
the source or goal attainment should have been done. Did not have as much practical
applications as I had hoped.
The only limitation is my own ignorance to this point.
Content was heavy for the time - So was the nicotine smoke in the room.
Poorly presented. Better organization needed for me. Lost almost 2/3 of his
subjects during workshop. Lacked enthusiasm. Too much technical information
to be absorbed in this length of time for me. Required to sit too long. Not
enough participation for each of us. Test too tiring. Good ideas but too
comprehensive for me.
620
CRC AND CRS IN-SERVICE WORKSHOP
Friday, February 22, 1974
MEA Building
(Across from the Grate Steak on South Saginaw in East Lansing)
8:30 - 9:00 am Coffee and donuts
9:00 - 10:00 Discussion - 1) General concerns of CRSs & CRCs.
2) Selection of representatives to
CRC & CRS advisory council and
supervisor's group.
3) Michigan CEC - Janet Robinson.
10:00 - 10:45 Cataloging Conmittee
State cataloging plans.
10:45 - 11:30 Media Show and Tell
Results of January 29 workshop.
11:30 - 1:00 pm LUNCH
1:00 - 3:00 "I CAN" Dr. Janet Wessel and staff.
Physical Education Project for the handicapped.
621
CRC-CRS IN-SERVICE WORKSHOP
February 22, 1974
East Lansing, Michigan
Participants
Ruth Russell
Don Richards
Ben Herbert
Jan Frieder
Ellie Roosli
Arnold Trafelet
Peggy Tenney
Blanche Benwire
Diana Oberschulte
Sue Boulter
Nancy Mast
Bev Farr
Roy Montroy
Ray Land is
Russ Andreotti
Ralph Pritchard
Jan Fortenbacher
Ron Thomas
Grace Ahn
June Schaefer
Henrietta Henyon
Geneva Re id
Bob Kekke
Tom Trantum
Betty Mellon
622
AGENDA
Workshop: Parent Counseling Role of the Special Educator
December 17, 1973
Indianapolis, Indiana
Leader: Raymond J. Dembinski, Ed.D.
Assistant Professor of Special Education
Northern Illinois University
9:00
9:15
Introduction
I. Role: Realized or Ignored
II. Parent Counseling
A. Professional View
B. Parent View
C. Reality: Problem Orientation
10:15
Break
10:30
III. Implications of Problem - Oriented Approach
11:15
Discussion
12:00
Lunch
1:00
Parent Counseling Strategies
1. Professional Recommendations
2. Parent Recommendations
2:15
Break
2:30
Discussion
3:00
Evaluation
623
I
PAUL ASH. COORDir.-.TOR jk
INSTRLJCTIOFnJAL M.\Tr.:KIALS CENTER
BOX ;00. BUTLER UNIVERSITY
4600 SUNSET AVE
INDIANAPOLIS. IND 46208
"Parent Counseling" workshop Dec. 17, 1973
Name
Linda Woods
Bob Donaldson
Sandy Lambrecht
Linda Lashbrook
Judy Rogers
Glen Taylor
Robert Wooft
Robert S. Pasfield
Rauric P. Ringlaber
Ronald W. Zrull
W. Bruce Davis
Ron Myers
Mary L. Armfield
Scott DeHaven
Lowell Schultz
Peggy Orth
Marsha Austen
Lowell Smith
Bob Hannan
Bill Mittendorf
Sherri Straws er
Bernard Solomon
Mary Hildebrandt
Sue Stanby
David Barnett
John N. Haan
Gay Worth
John H. Hess
Marcella C. Egnes
City
Bloomington
Indianapolis
Plymouth
Indianapolis
Indianapolis
Hunlxiigron
Indianapolis
Madison
Madison
Crawfordsville
Crawfordsville
Greenfield
Kokomo
Marion
Marion
Indianapolis
Logansport, Ind.
New Albany
Sunman
Sunman
Ft. Wayne
Ft. Wayne
Logansport
Logansport
Logansport
Logansport
Indianapolis
Salem
Indianapolis
School Corp.
MCCSC
DPI
Plymouth Joint Ser. Sp
IPS
State Department
Pike
Madison Comm. Schools
Madison Cons. Schools
West Cent. Ind. Spen.Co-i
It II II
Greenfield Center
Kokomo-Center
Ma ion Coram. Sch.
Marion Comm. Sch.
Pike
Logansport Comm. Sch.
New Albany-Floyd Co.
R-0-? Co-op
R-O-D Co-op
N.E. Ind. IRC
St. Francis College
Logansport JSSE
Logansport JSSE
DPI
West Washington
DPI
Ed.
1
624
"^
State^"^-^ Indiana
Dr. Harold H Nculcv Supcnntcndcnr
STATE DEPARTMENT OF PUBLIC INSTRUCTION *
ROOM 229 - STATE HOUSE
AREA CODE 317-633-6610
INDIANAPOLIS 46204
INSTRUCTION MATERIALS CENTER
Box 100, Butler UnivLTsitv
4600 Sunsei Avenue
Indianapolis. Indiana 46208
Phone (317) 633 5259
TO
FROM
RE,.
December 11, 1973
MEMORANDUM
Sue Yovanovich
Paul Ash
Workshop Participants
Enclosed is the list of particpants which you requested.
This list is not complete and we are expecting a greater
turnout than is indicated.
PA:ad
enclosure
625
27 respondents
GREAT LAKES REGION SEIMC
IN-SERVICE WORKSHOP EVALUATION
December IT, 1973
Date
Indianapolis , Indiana
Location
The Parent Counseling Role of the Special Educator
Title of Workshop
Dr . Ray Dembinski
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop. Please answer all questions
as you really feel about them.
Please check:
special education teacher
regular classroom teacher
6
in-serv:
student
Lce educator
10 administrator
11
other =
h psychometrist
3 social worker
2 consultant
1 psychologist
1.
Organization of presentation
1 counselor
If* 9 3
0
0
(positive)
5 4 3
2
1 (negative)
Was the selected media appropriate to the presentation
of subject
l6 7 2 10
3. Clarity of instructional objectives
11 11 . 3 1
Personally useful to me
12 9 6
626
-2-
Relevance to my current professional role
16 J h 0
6. Overall rating of this presentation
15 9 3 0
7. Specific positive comments you would care to make
about any aspect of this presentation.
(See attached sheet)
8. Specific negative comments you would like to make
about any aspect of this presentation.
(See attached sheet)
627
IN-SERVICE WORKSHOP EVALUATION
December 17, 1973
The Parent Counseling Role Of The Special Educator
7. Specific positive comments you would care to make about any aspect of this
presentation.
I was present for only PM sessions - approach of remarks was positive and
seemed sound. In view of a long period of experience, have had to apply
these techniques, and use rationale suggested. It was helpful to understand
problems and points of view of educators from other areas .
The role playing activity was most beneficial.
Clarification of parents feelings and expectations concerning conferences and
professionals . Bibliography and specific recommendations regarding the
handling of parent conference/counseling situations .
Liked the group involvement methods. Speaker appeared sincere in his efforts
to help the people in attendance. Role playing with task audience.
Appreciated the specific suggestions to special educators. Something they
can actually use.
Methods of presentation - varied and appropriate.
Well organized and material dissemination relevent to current problems in field.
Very sincere, down to earth, presentation.
Very appropriate subject matter. Informal atmosphere. Practical application.
Good informal approach. Liked use of role-play. Workshop was pretty well "reality"
oriented. I enjoyed it.
Interesting topic - speaker very good and down to earth - handled problems and
questions realistically.
Excellent - interest kept up all through in informal way.
628
-2-
(Question #7 continued) :
Speaker was informal and informative.
Good handouts. Well-organized presentation.
Handouts - very beneficial. Discussion and presentation - practical!!
Enjoyed structure of workshop. Good to get participants involved. Appreciated
knowledge of the presenter!!
The morning presentation was very well done - organized and specific.
Very good session. I feel the involvement of some parents would he excellent.
8. Specific negative comments you would like to make about any aspect of this
presentation:
Unsure of purpose (explicit). Group didn't get to know each other.
None
Poor preregistration information. How about sending outline of program prior
to we know if program is going to be relevant .
Since I heard only the latter part, I responded to only a few questions.
None
Tapes - a bit long in am. Discussion after lunch - not directive at times,
Could have used more "workshop" involvement of participants .
629
(Question #8 continued) :
Should be on more local levels ; so more local school administrators , teachers ,
etc . , could benefit .
Have a real "hang-up" about starting meetings on time. I make a real effort
to arrive on time and expect meeting to start when stated on announcement .
Afternoon session on rewording of "jargon" was a waste of time and boring.
Too bad there were not principals and regular classroom teachers in attendance.
Spoke in generalities - most good counseling is really only good common sense.
630
-5-
(Question #8 continued) :
Too much to get into a day - got tiring.
Primary concerns of group not related to any academic grovrth rather
mandatory CRC-CRS functioning. Time needed for exchange of pertinent
issues .
Seats got awful hard - needed more , short , "breaks . Would have liked models
first, then verhal discussion ahout. Would have liked specific examples of
application of various types of sequences of "behavior "besides movies , slides ,
631
/\ ll^ [jjlll^iFlPM Teachers College UNIVERSITY OF NEBRASKA Department o( Educational Administration
rn mWi ^ m[?n^ midwest regional media center for the deaf
Nebraska Hall 175 402-472-2141 Lincoln, Nebraska 68508
March 19, 1974
Miss Sue Yovanovich
Field Service Coordinator
Great Lakes SEIMC
213 Erickson Hall
Michigan State University
East Lansing, Michigan 48824
Dear Sue:
Enclosed are two items pertaining to the media workshops in South
Bend (April 8-9) and Indianopolis (April 10-11):
1. Schedules
2. Equipment Checklists
Even though we will require the same equipment for both workshops,
I included to checklists. Hopefully, both locations will be
able to provide most of the needed equipment, espeically the video
tape cameras and decks.
As usual, the participants will be divided into three groups and they
will rotate into each of the media labs. This setup will require the
use of three classrooms. There should be a water source in, or near,
the room that will be used for Overhead Transparencies. Also we will
need a room large enough to hold everyone for the opening session.
One of the lab rooms can serve as the main meeting area, if it is
large enough.
Yes, we would like to have you teach the transparency sessions.
Also, we will make reservations for you at the same motel. We'll
let you know all the details as soon as the staff is assigned, flight
schedules made, and motel reservations confirmed, etc.
Thank you for all your help. See you at the Symposium.
Sincerely,
'/?M;
Ronald R. Kelly
Coordinator of Instruction
RRK/bgs
enclosures 632
Bureau of Education (or the Handicapped
Division of Educational Services
SCHEDULE
Media Workshop
for
South Bend Area Teachers of the Hearing Impaired
April 8-9, 1974
conducted by
The Midwest Regional Media Center for the Deaf
University of Nebraska - Lincoln
in cooperation with
Great Lakes Region Special Education
Instructional Media Center
Michigan State University
MONDAY April 8th
4:00 p.m. Opening Session (large group)
4:30 p.m. Media Labs (three rotation groups)
First rotation
Group A Group B
Instructional Overhead
Television Transparencies
6:30 p.m. Adjourn
Group C
Slides
TUESDAY April
9th
9:00 a.m.
Visual Communicati
on
9:45 a.m.
Coffee
10:00 a.m.
Media Labs
Second rotation
Group A
Slides
Group B
Instructional
Group C
Overhead
Television
Transparencies
12:00
LUNCH
1:15 p.m.
Media Labs
Third rotation
Group A
Overhead
Group B
Slides
Group C
Instructional
Transparencies
Television
3:15 p.m.
Wrap-up Session
4:00 p.m.
Adjourn
633
SCHEDULE
Media Workshop
for
Indianapolis Area Teachers of the Hearing Impaired
April 10-11, 1974
conducted by
The Midwest Regional Media Center for the Deaf
University of Nebraska - Lincoln
in cooperation with
Great Lakes REgion Special Education
Instructional Media Center
Michigan State University
WEDNESDAY April 10th
4:00 p.m. Opening Session (large group)
4:30 p.m. Media Labs (three rotation groups)
First Rotation
Group A
Instructional
Television
Group B
Overhead
Transparencies
Group C
Slides
6:30 p.m.
ADJOURN
THURSDAY April
nth
9:00 a.m.
Visual Communi
cation
9:45 a.m.
Coffee
9:45 a.m.
Coffee
0:00 a.m.
Media Labs
Second Rotation
Group A
Slides
2:00
LUNCH
1:15 p.m.
Media Labs
Third Rotation
Group A
Overhead
Transparencies
3:15 p.m.
Wrap-up Session
4:00 p.m.
Adjourn
Group B
Instructional
Television
Group B
Slides
Group C
Overhead
Transparencies
Group C
Instructional
Television
634
MEDIA WORKSHOP PARTICIPANTS
South Bend, Indiana
April 8-9, 1974
Mrs. A. V. Barrett
1602 Hildreth St.
South Bend, IN 46615
Estella Jackson
Lew Wallace High School
415 West 45th St.
Gary, IN
J. Wheeler
5050 Vermont
Kuny School
Gary, IN
Nancy Rios
George Kuny School
5050 Vermont
Gary, IN
Irene Coker
702 North Harvey
Griffith, IN 46319
Terry Magie
3139 Whipple Drive
Merrionette Pk., IL 60655
Pauline Morton
1837 North Huey
South Bend, IN 46628
Hortense C. House
Lew Wallace High School
415 West 45th St.
Gary, IN
Anita L. Dortch
Hoagland School
354 West Butler
Fort Wayne, IN 46804
Mary Mavis
Hoagland School
354 West Butler
Fort Wayne, IN 46804
Pam Kasprzak
321 Walter St.
South Bend, IN 46614
Mae E. Phillips
1015 West 35th Ave., #204
Gary, IN 46408
635
MEDIA WORKSHOP PARTICIPANTS
Indianapolis, Indiana
April 10-11, 1974
Thelma Rice
8355 S. Kimbark Ave.
Chicago, IL 60619
Edna Rieth Gilraore
421 Nitsche
Terre Haute, IN 47803
Jean Sevisher
2718 Emmet Drive
Logansport, IN 46947
Jan Morton
1215 West 10th Place
Hobart, IN 46342
Joyce Revere
3112 Orchard Terrace
Indianapolis, IN 46218
Mary Keys
453 South 9th St.
Lafayette, IN 47904
Mollie Hollswell
520 West 21st
Connersville, IN 47331
Sally Buck
3317 Green Valley Rd .
New Albany, IN 47150
Evelyn Upp
802 St. Clair Ct.
Indianapolis, IN
Lynn Kimble
144 26th St.
Park Forest, IL 60466
Paula Magnuson
300 Meridian St.
Niagara, WI 54151
Terry M. Martin
RR//2
Sullivan, IN 47882
Mary Hannah
1123 Mohawk Hills Drive
Carmel, IN 46032
Anne C . Cawthon
RR#2 Box 71
New Albany, IN 47150
Janet Pool
1309 Morningside Drive
Chesterton, IN 46304
Cinda Davsman
Hickory Village Apts.
Hickory Rd .
Apt. 4230 #2B
Mishawaka, IN 46544
Barbara Herschman
RR/Zl Decatur St.
Hobart, IN 46342
Mary Hodgess
108 Eddy St. , Apt. 209
Michigan City, IN 46360
Kay L. Greener
5302 S. Calhoun St.
Fort Wayne, IN 46807
Emily Caldwell
572 Rutledge St.
Gary, IN 46404
Pat Amstead
5168 Madison St.
Gary, IN 46408
636
TRAINING TEACHERS TO TRAIN PARAPROFESSIONALS
PROGRAM
9:30 - IOjOO a.m. Regtetratton, Coffe@ and Introductions
10:00 - 10:30 a.m. General Sesalon - "What Every Paraprofesalonal Should
Know"
Small Group Sosslonfi
10:30 - 11:30 a.nr^. Session A - 'The Paraprofssslonal In The Special
Class " Developing a Handbook of Oos and Oon'ts"
10;30 - 11:30 a.nn. Session B - "Paraprofesalonal Versus Teacher Or A
Team Approach"
11:30 - 12:15 p.m. Session C - "Practical Suggestions for Utilizing The
ParaproflBsslonal "
(Assessnwnt, Music, and the Academic Areas)
11:30 - 12:15 p.m. Session D - "Practical Suggestions for Utilizing the
ParaprofBSSlonal "
(Instructional Materials, AV Equlpnr^nt, Bulletin
Boards, and Non-«:ademic Teaching Areas)
12;15 - 1:16 p.m. Lunch
Small Group Sessions
1:15 - 2:15 p.m. Session A - "The Paraprofeesional In The Special
Class - Developing a Handbook of Dos and Don*ts"
1:15 - 2:15 p.m. Session B - "Paraprofeesional Versus Teacher Or A
Team Approach"
2:16 - 3:00 p.m. Session C - "Practical Suggestions For Utilizing The
Par j^rofesslonal "
(Assessnnent , ^/b/sic, and the Academic Areas)
2:13 - 3:00 p.m. Session D - "FVacttcal Suggestions for Utilizing The
Par aprofesslonal "
(Instructional Materials, AV Equipment, Bulletin
Boards, and Non-academic Teaching Areas)
3:00 - 3:30 p.m. General Session - "Putting It All Together"
3:30 - 3:45 p.m. Evaluation
637
IN-SERVICE WORKSHOP
April 23, 1974
Indianapolis , Indiana
Participants
Joan Melsheimer
Hamilton, Boone, Tipton Mad. Co-op
Sue Ellen VanRiper
Barth. Consl., Columbus,
Ind.
Donald R. Delaney
Barth. Consl., Columbus,
Ind.
Herschel H. Wilby
Barth. Consl., Columbus,
Ind.
Jean Bunton
Barth. Consl., Columbus,
Ind.
Mary White
Barth. Consl., Columbus,
Ind.
John Reifsnider
EACS. New Haven, Indiana
Paul Ash
DPI, Indianapolis, Ind.
Gary Perkins
ROD Spec. Educ. Coop.
Bill Mittendorf
ROD Spec. Educ. Coop.
Bob Hannan
ROD Spec. Educ. Coop.
Lowell Schultz
Marion Comm. Schools
J. Scott DeHaven
Marion Comm. Schools
Mary Bizzaro
Marion Comm. Schools
Glen Taylor
DPI, Indianapolis, Ind.
Gay Worth
DPI, Indianapolis, Ind.
Don Reynolds
DPI, Indianapolis, Ind.
John Smith
Wabash Center
Paul Lane
Lafayette, Indiana
Bob Donaldson
DPI, Indianapolis, Ind.
Jim Alley
MSD Wayne Twp . , Indianap
olis , Ind
638
16 respondents
GREAT LAKES REGION SEIMC
IN-SERVICE WORKSHOP EVALUATION
April 23, 1974
Date
Indianapolis, Indiana
Location
Training Teachers To Train Paraprofessionals
Title of Workshop
David J. Braukman & Ardis Weis
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop. Please answer all questions
as you really feel about them.
Please check:
_3 special education teacher
regular classroom teacher
4 administrator
1. Organization of presentation
(positive)
10
_2 in-service educator
student
_7 other 2 - DPI consultants
4 - Psychometrists
1 - Speech pathologist
(negative)
2. Was the selected media appropriate to the presentation
of subject
7 7 2 0 0
3. Clarity of instructional objectives
5 7 2 2
4. Personally useful to me
4 7 3
639
-2-
5. Relevance to my current professional role
6. Overall rating of this presentation
3 10 2
7. Specific positive comments you would care to make
about any aspect of this presentation.
See attached sheet,
8. Specific negative comments you would like to make
about any aspect of this presentation.
See attached sheet,
640
In-Service Workshop Evaluation
Training Teachers To Train Paraprofessionals
April 23, 191^
7. Specific positive comments you would care to make about any aspect of this
presentation.
Good, but felt more could be used in selection and training of
teachers and paraprofessionals and problems that could arise.
A very good over all presentation concerning paraprofessionals
I wish this had been available last school year.
Good material selection.
Excellent — fine presenters.
Presenters did a good job of involving the group in the presentation.
Dr. Weiss had excellent ideas and was personally committed to her subject.
Speakers were lively and creative people with information to give.
Well planned. Qualified speakers. Useful handouts. Thank you!
Well presented. Useful. Friendly atmosphere.
Weiss - very good. Dave - good information.
Mr. Braukman and Dr. Weiss seemed to speak with a great deal of experience
in the area of paraprofessionals. Were able to answer questions from the
floor very expertly.
Speakers were knowledgeable — gave practical advice. Informality yielded
greater group participation.
641
Specific negative comments you would like to make about any aspect of this
presentation.
All materials seems to be aimed toward how the teacher "handles" the
paraprofessional , not enough on how to make the "para" feel professional
toward herself.
None,
Perhaps tried to cover too much material in the time allotted,
Ideas could have been presented in much shorter form. Role playing was
superfluous. Filling out ideas for "The Paraprofessional Handbook" was
a waste of time; never used!
Too much time on interesting but not pertinent things.
Cut sessions shorter, and give more breaks so a person can stretch.
Began to drag in p.m. May have tried to over-emphasize certain points.
None.
Probably not as well organized as it could have been.
642
THE GRE/iT LAKES
. REGION SEEMC
IN
COOPERATION WITH THE INDIANA
DEPARTMENT OF PUBLIC INSTRUCTION,
DIVISION OF SPECIAL EDUCATION
AND THE UNITED STATES
OFFICE OF EDUCATION
presents the
SEASE Workshop
T
D
G
1
X
A
U
F
M
E
T
C
N
U
R
E
A
C
L
C
T
Y
A
I
1
T
S
O
I
E
N
O
N
March 20, 21 , 22, 1974
RAMADA INN NORTHWEST
Indianapolis, Indiana
643
WEDNESDAY
March 20
10:00
a
.m.
10:30
a
.m.
11:00
-
11:30 a.m
11:30
-
12:00 p.m
12:00
-
1 :00 p.m
1:00
-
1:30 p.m
1:30
-
3:00 p.m
3:00
-
3:30 p.m
3:30
-
4:30 p.m
THURSDAY
March 21
8:30
9:30
9:45
11:00
11:30
12:00
1:30
2:30
3:30
- 9:30 a.m.
•- 9:45 a.m.
-• 10:45 a.m.
- 11 :30 a.m.
- 12:00 p.m.
- 1 :30 p.m.
- 2:30 p.m.
- 3:15 p.m,
644
Coffee & Registration
Introduction &
Welcome: Paul Ash
Gil Bliton
Orientation to Simulation
Orientation to "LaFayette"
LUNCH
Bureau Staff Meeting
Independent Study - Packet
A; "Interview with the Boss'
Feedback Session - A
Work Session - Packet B
Feedback Session - B
COFFEE
Group Task: Case Conference
Feedback on Group Role
Behavior
Problem-Solving Analysis
LUNCH
Work Session - Packet C
Feedback Session - C
Cn
eciil Study Institute
lo'l
I
FRIDAY
March 22
8:30 -
9:30 a.m.
Work Session
Packet B
9:30 -
9:45 a.m.
COFFEE
9:45 -
10:45 a.m.
Feedback D
11:00 -
12:00 a.m.
Group Task:
Training
12:00 -
1 :00 p.m.
LUNCH
1:00 -
1 :30 p.m.
Feedback - R
■Joint Planning
1:30 - 2:00 p.m. Summary, Evaluation
Adjournrrient
645
WORKSHOP STAFF:
Dr. Edward Sontaq - Branch Chief, Division of Personnel
Preparation, United States Office of Education
Dr. Daniel D. Sage - Professor of Special Education
Administration, Syracuse University
Dr. Marcel Duval - Project Officer, Division of Research,
United States Office of Education
Ms. Judy Fein - Liaison Officer, Division of Personnel
Preparation, Uniced States Office of Education
Mr. Joseph Gaurjhan - Administrative Intern, Division of
Personnel Preparation, United States Office of Education
Or. Kenneth F. McLaughlin - State Plan Officer, Aids to
States I3ranch, United States Office of Education
Dr. Willia.ii Peterson, Adninistrative Intern, Division
of Personnel Preparation, United States Office of
Education
Mr. Russell G. Rice, Jr., Syracuse University, Doctoral
Candidate in Special Education Administration
Workshop Coorditiators:
Paul Ash, Field Consultant, Indiana Department of
Public Instruction, Special Education Division
Sue Ann Yovanovich, Field Services Coordinator,
Great Lakes Region SEIMC
646
SEASE WORKSHOP
March 20-22, 1974
Indianapolis, Indiana
Participants
Carol Weller
Bob Robertson
Don Reynolds
Gay Worth
Bob Currie
Jerry Bowling
Glen Taylor
Bob Donaldson
Parker Eaton
Jim Phillips
Linda Blanton
Dick Eisinger
Paul Ash
Devota Burros
Niles Daggy
Bill Duckworth
Carol Eby
Elaine Heaton
647
THf: GKEAT LAKES
REGION SEIMC
IN
COOPERATION WITH THE INDIANA
DEPARTMENT OF PUBLIC INSTRUCTION,
DIVISION OF SPECIAL EDUCATION
Presents
"The Monterey Program For Language Disorders'
August J. Mauser, Ed.D.
Professor, Northern Illinois University
April 5, 1974
AIRPORT HILTON
Weir Cook Airport
Indianapolis, Indiana
648
AGENDA:
9:30 - 10:00 am - Registration, Coffee and
Donuts
10:00 - 11:00 - Presentation: Past and
Present Language Development
Systems
11:00 - 11:15 - Coffee Break
11:15-12:00 - Film: "Monterey Magic,"
Discussion and Group
Formulations
12:00 - 1:00 pm - LUNCH
1:00 - 3:15 - Presentation: Part I - Imple-
mentation of the Monterey
System
Part II - Group Session:
Developing Additional Language
Development Activities
3:15 - 3:30 - Evaluation
649
WORKSHOP PRESRHTOR:
August J . Mau
in the Department
Illinois Universi
began his teachin
He was also an As
tion at Indiana U
ment at Northern
Professor of Spec
versity, Terre Ha
the Caleb Mills D
ser, Ed.O
of Speci
ty. Dr.
g career
sistant P
ni versity
II 1 inois
ial Educa
ute, Indi
istinquis
., is currently a professor
al Education at Northern
Mauser, a native Hoosier,
in the Gary Public Schools,
rofessor of Special Educa-
Prior to his appoint-
Uni versity, he was Associate
tion at Indiana State Uni-
ana , where he was awarded
hed Teaching Award .
Dr. Mauser's recent publications include:
Diagnostia and Assessment Instruments for Learning
Disabled Children, and Developmental Systems for
Learning Disabled Children.
Workshop Coordinators:
Paul Ash, Field Consultant, Indiana Department
of Public Instruction, Special Education Division.
Sue Ann Yovanovich, Field Services Coordinator,
Great Lakes Region SEIMC.
650
I
GREAT LAKES REGION SEIMC
IN-SERVICE WORKSHOP EVALUATION
April 5, 1974
Date
Indianapolis, Indiana
Location
The Monterey Program For Language Disorders
Title of Workshop
Dr. August Mauser
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop. Please answer all questions
as you really feel about them.
Please check:
special education teacher
regular classroom teacher
administrator
Organization of presentation
13 15 4
in-service educator
5 student
29 other (specif y) 1 - psychometrist
3 - speech pathologists
6 - speech & hearing therapists
11 - speech & hearing clinicians
4 - speech clinicians
4 - speech therapists
(positive)
5 4 3
2 1 (negative)
2.
Was the selected media appropriate
of subject
to the presentation
10 9 10
5 1
3. Clarity of instructional objectives
7 17 • 5 4
4. Personally useful to me
8 8 10
651
-2-
5. Relevance to my current professional role
9 8 9 5
6. Overall rating of this presentation
4 15 9 5
7. Specific positive comments you would care to make
about any aspect of this presentation.
(see attached sheet)
8. Specific negative comments you would like to make
about any aspect of this presentation.
(see attached sheet)
652
IN-SERVICE WORKSHOP EVALUATION
The Monterey Program For Language Disorders
7. Specific positive comments you would care to make about any aspect of
this presentation.
Dr. Mauser is a pleasant speaker to listen to and was organized,
We are concerned with quality and accountability evaluation. Much
of this teaching by objective policy will be used. Very glad to be
asked to attend.
You gave us materials which we can really use! Most present ideas
and number of materials with which to implement ideas gained. This
was like having an Intensive Workshop — only in 1 day! Wish you
(Dr. Mauser) were still at I.N. teaching!
The morning presentation was very good. I thought it was presented
well .
Morning presentation was interesting. Hand-outs look useful for
motor skills.
Morning presentation very good.
The morning presentation was good.
The spiral-bound handout should be very helpful.
Think the materials are excellent in terms of organization and
seq lEncing.
The materials will be helpful.
Appreciated the information presented in the developmental scale
from Monterey.
653
-2-
7. Continued:
I especially enjoyed the speaker. He kept the discussion to the
point and was very interesting. He presented to the audience the
area in which they were most interested.
I would like to hear more of Dr. Mauser's methods of reaching
objectives. Enjoyable speaker aware of audiences needs.
The information was not biased in either direction. More of
these workshops would be helpful.
First meeting I've been to in a long time that was so well
organized and the information was pertinent and well explained!
Speaker presented material in such a way as to be understood
by all. Notes could be taken easily.
Well organized presentation of step by step procedure to be
followed .
The review of language development was cohesive and clear.
654
IN-SERVICE WORKSHOP EVALUATION
The Monterey Program For Language Disorders
Specific negative comments you would like to make about any aspect
of this presentation.
I still am not sure what the content of the Monterey Language
Program is . I think that you could have spent more time on
explaining it and more exercise type things.
I would like to have heard more practical, everyday teaching ideas
and methods.
Projector material seemed irrelevant and trivial. Motor skills are
important, but what about specific verbal language problems?
Not enough information on specific assessment and remediation
procedures of language delayed child.
Need time for questions and discussion.
Was not directed to speech clinicians specifically. Why were our
special education teachers not invited?
Little information regarding the remediation of language disorders
was disseminated. This particular workshop had little value to the
speech pathologist.
Thought the afternoon presentation was not pertaining to language
as anticipated and too elementary for teachers.
I was under the impression it was a "language program" presentation-
what happened??
Believe me language area was not covered as anticipated.
I believe the language part of the program was not covered,
655
-2-
8. Continued;
There was iw relevance to language so far as specific help is concerned.
"Pre-digested" background material we don't need! The title "Monterey
Program for Language Disorders" was very misleading to potential parti-
cipants. Dr. Mauser didn't seem to be aware his audience was to be
speech pathology oriented and did not appear prepared to direct his
material to them.
Did not think it was necessary to show the overhead slides about the
program. The material was somewhat redundant.
Overhead materials not interesting.
The entire presentation was geared to writing behavioral objectives for
lessons — most of which was geared to motor behaviors. I didn't feel
that the program presented anything new, and nothing specific to language
remediation. It was much too general.
As with so many of these workshops, too much time is spent on theoretical
concepts and little (if any) time is spent on actual sample lessons.
Just once I'd like to go to a workshop that was geared to the uncreative
teacher who would appreciate concrete suggestions rather than statements
such as "writing lesson plans is very difficult for language disabled
children."
NONE
Would like to have had the presentation more language oriented,
The presentation seemed to be aimed at an audience whose academic
background was somewhat less detailed in language theory than
the many of us present today in speech and hearing therapy.
I would like to have been shown how this program would more specifically
apply to Language Therapy. Why weren't any of the lesson programs dis-
cussed? Too general of a presentation.
656
i
April 5 th Registration
NAME
ADDRFSS
Kathyrn Smith
Chris Long
Connie Robinson
Shirley Cree
Janne Ade
Connie Masse
Dureta Sexton
Mekle Clendenin
Linda Erb
Sharon Grain
Holly Heldt
Susan Hummer
Debbie Williams
Ellen Longo
Deane Elkin
Alice Phelps
Paulette Young
Laura Steats
Janet Novak
Bonnie Swarner
Celia Patterson
Gary Perkins
Diana Doyle
Beverly Smoot
Diana Howell
Dennis Bowman
Marguerite Edmonson
Clare Fischer
Lynn McClaine
Carolyn Tunin
Caroline Wynolds
Caren Herald
Glenn Farling
Diane Gill
Joanne Bong
Eleanor Bywaters
Shirlev Pollock
Glen Taylor
Gay Worth
Janis Stewart
Deb Hopseker
Kim Riggin
Cliff Danielson
63 2 Marston Ct . Ft. Wayne
1661/2 Usher St. Logansport
2508 E. Broadway Logansport
612 Nordale Dr. Ft. Wayne
16161/2 Usher St. Logansport
Box 572 Monticello, Ind.
1408 W. Main - Muncie
R.R. 7 Muncie
3301 Miami Trail, Muncie
2020 W. Jackson, Muncie
Scheidler Apt. 419, Muncie
1211/2 Cherry, Muncie
1705 Harfield Dr. #252 Indpls.
513 East 8th St. Bloomington
319 E. 20th St. #29 Bloomington
R.R. Greensburg
3033 De Soto - Columbus
1350 So. 3rd St. Clinton, Ind.
R.R. #1 Petersburg, Indiana
6051 Beachview Dr. Apt. 234, Indy.
Village in the Woods #5 Batesville
Lawrenceburg , Ind.
2605 W. N. Bend Rd . #1004 Cincinnatti
5913 W. Morris Indpls.
1006 Longfellow Lane Plainfield
City R. 6 Monticello, Ind.
19 Rebecca Dr. Indpls., 46241
1000 E. Buchanan St. Plainfield
8525 Greta Dr.
R. 3 Crawfordsville 47933
439 Euclid Greenwood, 46142
63 S. Bolton, Indpls. 46219
119 Neely Ave. Muncie
27 Morningside Dr. Washington, Ind.
26510 Cold Springs Manor Dr. Indpls.
430 Mutton Creek Dr. Seymour 47274
R.R. 3 Box 23A Nashville, Ind.
Indianapolis
Indianapolis
601 N. Dill Muncie
211 E. N.St. Muncie, Ind.
Rt. #13 Muncie
Muncie, Ind. Apt. #11 Scheidler
657
23 respondents
GREAT LAKES REGION SB IMC
IN-SERVICE WORKSHOP EVALUATION
April 26, 197A
Date
Saginaw, Michigan
Location
Early Childhood Education for the Multi-Handicapped
Title of Workshop
Dr. Robert Lance
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop. Please answer all questions
as you really feel about them.
Please check:
_5 special education teacher
regular classroom teacher
5 administrator
_9 in-service educator
student
1 other - 1 CRC
(positive)
Organization of presentation
7 4 7
(negative)
2. Was the selected media appropriate to the presentation
of subject
2 4 6 7 2
3. Clarity of instructional objectives
7 4 5 2
4. Personally useful to me
8 5 5
658
-2-
Relevance to my current professional role
6. Overall rating of this presentation
7 5 5 6
7. Specific positive comments you would care to make
about any aspect of this presentation.
See attached sheet ,
8. Specific negative comments you would like to make
about any aspect of this presentation.
See attached sheet .
659
In-Service Workshop Evaluation
April 26, 197^
Saginaw, Michigan
7. Specific positive comments you would care to make about any aspect of this
presentation.
Very pertinent and relevant information. The content of the presentation
was functionally salient.
Specific mention of diagnostic techniques were informative. Outline
of diagnostic and perscriptive services is useful.
Manner of Dr. Lance, informal, easy to attend. Correlates well with
our EPPC of parent involvement and required 0-5 programming required .
Content excellent. Much information given.
Very pleased to see what is being developed.
Dynamic, positive presentation with particular emphasis on need for
workable diagnosis as opposed to non-productive descriptions of problems.
Enjoyed the material related to application, but did not care as much
for philosophy.
Enthusiastic about findings and results of program at Bllck Clinic.
Had a lot of Information to share.
He was a good speaker in general, as far as presenting to a group.
We need this reinforcement for these areas. Good way to look at the
development sequencing. (SR > process > expression).
Glad to have.
Reinforced participants theory that what we're doing with kids is on the
right track.
Many useful ideas were presented with materials available to us that
we can utilize.
660
Specific negative comments you would like to make atout any aspect of this
presentation.
The organization of the presentation, would have been useful to have?
visual media to clarify some of the points he was making.
Too long. Few specifics to apply.
I would have liked to have seen slides as to set-up of clinic, working
with parents, etc. Needed more visual media.
I wish there were more handouts and access to the developed tools. It
is great that it exists but would be greater if available.
Could have been better organized or thought out,
Case examples or description of clients first. Less talking more
content with examples.
Had a lot of materials but seemed to wander. Wish we would be able
to have forms . Should have used more visuals .
1) No objectives. 2) Rambling. 3) Could have a good speaker tell about
some Michigan facilities rather than Ohio. 4) Too general in scope.
Half hour too long.
Length .
I am interested mainly in the application of programs — more detail on
how prescriptions are written and carried out.
Could have had more handouts ,
Did not really hit on the topic of Early Childhood Education for the
Multi-Handicapped — it was just on Developmental Learning.
Not clear on some issues. Some information was presented on too vague a
surface level where going into more depth would have helped.
He was not adequately prepared by this group to present what we expected
to hear .
661
IN-SERVICE WORKSHOP
April 26, 1974
Saginaw, Michigan
Participants
Diana Oberschulte
Geneva Re id
Janet Robinson
Arnold Trafelet
Russ Andreottl
Jan Frleder
Bob Kekke
Gail Wiemer
Peggy Tenney
Sue Boulter
Marie Dorie
Betty Patrick
Ron Thomas
Grace Ahn
Ben Herbert
Don Richards
Bev Farr
Roy Montroy
Betty Mellon
Ray Land is
Betsy Ross
Henrietta Henyon
Ellie Roosli
662
AGENDA
Bi-State Workshop
Hay 16-17, 1974
Thursday, May 16
8:30 - 9:00 am
9:00 - 12:00
12:00 - 1:15 pm
1:15 - 4:30
8:00 - ???
Registration and Coffee
Dr. August Mauser & Dr. Ray Dembinski
Parent Counseling
LUNCH (catered)
Dr. Sivasialam Thiagarajan from CITH
"Puntlme"
Friday, May 17
9:00 - 12:00 am
12:00 - 1:15 pm
1:15 - 3:00
3:00 - 3:30
Joe Levlne & Staff - Auditory Learning
LUNCH (catered)
A Review of the Past Eight Years; A Look
Ahead - The ALRC National Network; The
Great Lakes ALRC
Summary and Evaluation
663
GREAT LAKES
REGION
SPECIAL EDUCATION
INSTRUCTIONAL
MATERIALS
•TT CENTER
213 Efickson Hall Michigan State University East Lansing Michigan 4aa24
Cooperating With Stale Departments of Education in Michigan-lndiana-Ohic
April 30, 1974
MEMORANDUM
TO: Indiana Special Education Division Staff
Michigan Special Education Department Staff
FROM: Sue Ann Yovanovich, Field Services Coordinator
SUBJECT: Bi-State Workshop, May 16-17, 1974
Enclosed you will find a workshop confirmation card for the
upcoming Bi-State Workshop. Please complete the card and
mail it back to us as soon as possible.
The workshop will be held at the Holiday Inn East in Lansing
beginning promptly at 8:30 am on Thursday, May 16 and ending
at 3:30 pm on Friday, May 17. (See attached agenda.)
Enclosed with this memo is a reservation card for your motel
accommodations. Please acnrplete immediately and mail it
directly to the Holiday Inn East. We have reserved rooms for
the evenings of the 15th and 16th. Some participants will
need to arrive on the evening of the 15th to insure an early
starting time on the 16th. The Great Lakes Region SEIMC will
reimburse participants for accommodations, food, and trans-
portation expenses.
We're looking forward to seeing you on the 16th and 17th!
Enclosure
SAY:rh
664
•Membef — Special £duc»rion ^^I^^^ Netvwofh- Bufeau of Educalion for the Handicapped- U S Office of Education- An Equal Oppotiumiy Employef
I
BI-STATE WORKSHOP
May 16-17, 1974
Participants
Peggy Tenney
Lyle Williams
June Schaefer
Betty Patrick
Nancy Mast
Gail Wiemer
Jane Walline
Geneva Reid
Jay Bartner
Janet Robinson
Maryann Jones
Betty Mellon
Bob Kekke
Diana Oberschulte
Ellie Roosli
Gene Thurber
Paul Ash
Glen Taylor
Don Reynolds
Fred Chappell
Russ Andreotti
Ruth Russell
Earl Heath
Bill Duckworth
Martha Wesson
Don Richards
Ralph Pritchard
Roy Montroy
Arnold Trafelet
Paul Tower
David Williams
Grace Ahn
Betsy Ross
Tom Howard
Lynn Hecht
Sue Boulter
Ben Herbert
Lucile Karner
Blanche Benwire
Don Beall
665
REGIONAL SPECIAL EDUCATION WORKSHOP
SPONSORED BY
GREAT LAKES REGION SPECIAL EDUCATION INSTRUCTIONAL MATERIALS CENTER
June n, 1974
Indianapolis, Indiana
Participants: Special Education Staff of the Indiana Department
of Education
Presenters: Jan Baxter
Harrold W. Spicknall
AGENDA
9:00 - 9:30 am Registration - Coffee - Introduction
9:30 - 12:00 1. Experience in Accountability
2. The Missing Link (Theory)
3. Six Step Accountability Model
4. Accountability in Special Education
12:00 - 1:00 pm Lunch
1:00 - 3:15 Use of Accountability as:
a. Management Tool
b. Consultation Tool
3:15 - 3:30 Evaluation of Workshop
666
IN-SERVICE WORKSHOP
"Accountability Model For SEA Staff"
June 11, 1974
Indianapolis, Indiana
Participants
Paul Ash
Henry Binder
Niles Daggy
Sharon Dailey
Bob Donaldson
Bill Duckworth
Carol Eby
Don Reynolds
Bob Robertson
Glen Taylor
Gay Worth
Jim Phillips
Jerry Bowling
Dick Eisinger
667
GREAT LAKES REGION SEIMC
IN-SERVICE WORKSHOP EVALUATION
June 11, 197 A
Date
Indianapolis, Indiana
Location
Accountability Model For SEA Staff
Title of Workshop
Dr. Harrold Splcknall & Mr. Jan Baxter
Presenter
This evaluation is designed to provide the Great Lakes Region SEIMC with
feedback regarding your reactions to this workshop. Please answer all questions
as you really feel about them.
Please check:
special education teacher
regular classroom teacher
administrator
In-service educator
student
_oth6r (specify)
1. Organization of presentation
(positive)
(negative)
2. Was the selected media appropriate to the presentation
of subject
3. Clarity of instructional objectives
4. Personally useful to me
668
>
-2-
5. Belevance to my current professional role
6. Overall rating of this presentation
7. Specific positive comments you would care to make
about any aspect of this presentation.
8. Specific negative comments you would like to make
about any aspect of this presentation.
669
Appendix C
Materials Relevant to the Media and Materials Development
Chapter (Chapter Z) of the Final Report of the Great Lakes
Region Special Education Instructional Materials Center
Sample Product Opinion Papers 675-710
Early Child-Use Materials: Reports and News Releases.. 711-720
Report of a "Barsch Room" in Operation 721-731
Games Teach: Evaluation of a Workshop 733-738
Non-Verbal Films: A Description 739-742
Ball Utilization:. Report of a Study 743-754
Improving Low Vision Skills: Evaluations and a Guide.. 755-817
Recorded Aid for Beginning Piano, Vol. 1: A Descriptive
Guide 819-838
Resources for Effective Teaching: Descriptive Booklet
and Evaluations of Some Workshops 839-890
"Yours for a Better Workshop" : Booklet and Report on
Dissemination Data 891-914
Problems and Hints: An Evaluation of a Workshop 915-923
Workshop Coordinator Kits and Workshop Evaluations 925-1016
"You Are. . ." 1017-1065
Info-Paks: A Sample -. . .■ 1067-1095
Survey on Learning Disorder Terminology: Analysis of
Responses 1097-1114
Braille Code Recognition Materials: Leader's Guide
and Results of Use 1115-1170
671
Appendix C - Contents Continued
visual Training Cards: An Evaluation 1171-1185
Workshop Training Kits : Evaluations 1187-1215
Workshop Training Kits: An Introduction and Some
Samples 1217-1323
Some Final Evaluations of Various Aspects of the Media
and Materials Development Unit 1325-1408
673
Sample Product Opinion Papers
I
675
Product Opinions #904
Size Sorting Triangles
A. Daigger & Company
159 West Klnzie Street
Chicago, Illinois 60610
1967
$3.00
Six yellow inset triangles of varying sizes with square peg handles and wooden
tray. To be used as an individualized exercise in sorting, size discrimination,
and coordination.
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before request
for evaluation?
Special training needed for use?
Age for which used
Learner characteristics
Curricular function
Teaching procedure
EVALUATIONS
#302
#403
Yes
Yes
Yes
Yes
Yes
Yes
There is
none
If low
Yes
Yes
Yes
Month
Month
No
No
No
No
5-7
7-10
Slow
Slow
Supplementary
Regular
Small group
Unsupervised Study
#302 This should be used with very young children to be effective.
#403 The material is a little small for handicapped youngsters to handle.
Thit paper publithsd purtuini to a Cr«nt from tht U S Of'ice of Education. DapartrTiar>t of Haalth, Educaiiort,
and Malfare However, the opinioni expressed hereir> do r\ot r>ece$s»rilv reflect the position or policy of the U.S.
Office of Education, and no official endorsanneni by the US Office of Education should be inferred
677
May 2, 1969
Product Opinions itS20
"Numberaid Abacus"
Nasco
Fort Atkinson, Wisconsin 53533
Copyright: 1967
A type of abacus made of a steel frame and plastic discs with internal
springs that remin in place while the problem is being performed. Helps develop
an intuitive understanding of primary mathematics and the value and grouping
concepts of the decimal system.
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness Justifies cost?
Used as producer intends?
How long have you used it?
V/ere you using it before
request for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
EVALUATIONS
#301
«05
#60A
Yes
Yes
Yes
Yes
Not particular
Yes
Yes
No
I had none
Yes
No
Positively
Yes
No
Yes
Yes
Several months
More
than
a year
Several months
Yes
Yes
Yes
No
Possi
bly
No
9-12
5-10
S-14
Any grade level
10-13
Any
All
All
Slow
All
All
Supplementary,
remedial
All
Group
, sm£
11
Unsupervised ;
group
loall group
#301 easily cleaned; v;ithstands a considerable amount of use.. Its manipu-
lation produces only accurate answers and the iomediate sight of the problem is given
to the child for reinforcement. I understand that there is a larger model available
that would be better for group demonstration, but even the individual smaller size
was used for the group. The plastislate worksheets for recording answers makes
this an excellent "Teaching Machine."
y/305 Best tool ever for teaching base ten and number recognition. Because
of tactile advantages and concreteness of counters in relation to the Base 10
concept of numbers, this should be a good tool for blind children.
#604 This item is not included in our approved list of Mathematical Learn-
ing Aids. Concepts could be developed with more serviceable aids.
678
Product Opinion #935
"Phonic Mirror"
H. C. Electronics, Inc.
1640 A Tilburon Blvd.
Tiburn, California 94920
An automatic amplified speech playback instrument. The subject speaks into
the instrument and the speech is played back. Intended for children with speech
and hearing defects.
EVALUATIONS
#808
l!t810
J . lit. \^.
Relevent & Accurate?
Attractive to pupils?
Dvirable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Yes
Not tape
Yes
No
Yes
No
Yes
Yes
Yes
1 year
Longer
Yes
Yes
Yes
Yes
1-12
4-18
All
Fast
Remedial
Remedi
Small group
Small
Yes
Yes
Yes
No
Yes
Week
No
No
6-9
(EMR)
Average
Remedial, Supp. Remedial
up Small group
iie08 This material tends to improve the children's listening habits and
increase their attention span. The Immediate playback makes it easier to point
up their speech problems, hear their deficiencies, and try to correct them.
Lateral lisps can be heard but not lingual lisps. A 2 and 8 second response would
provide variation. It is a good teaching tool but too expensive considering its
limited response.
#810 Maximum benefit comes from experience with it.
6 79
Product Opinions #936
"Language Master"
Bell & Howell
Nearest Audio-Visual Dealer
Copyright: 1957
A tape recorder with instant feedback, employing pre-recorded or teacher/
student-made cards for visual stimulation while the accompanying magnetic tape
pronounces the word illustrated.
Relevent & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies
cost?
Used as producer irttends?
How long have you used it?
Ware. -.you using.-- it before
request for evaluation?
Special training needed
for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
#807
EVALUATIONS
#810
#811
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes Yes Yes
More than a year More than a year More than a year
Yes
Yes
Yes
No
Yes
Introduction
3-: 5
4-:8
All
Ali
All
All
All
Fast
All
Remedial
Remed-
lal
Small group
Small
gro
up
Small group,
unsupervised st
#807 This machine is especially useful for language therapy with disturbed
and/or retarded children as the cards can be geared to the individual disorder.
#810 This is one of the most valuable tools for a speech correctionist.
#811 The only limitation of the Language Master is the creativity of the
user.
680
PRODUCT OPINIONS
#944
Resonator Whistle
Creative Playthings, Inc.
Princeton, NJ 08540
Copyri^t 1967 Price $6.95
Fourteen inch slide whistle o£ birch plywood and maple with push and pull
slide to control tone; extra mouth pieces.
Relevant & Accurate?
Attractive to Pupils? I
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer Intends?
How long have you used it?
Were you using It before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
EVALUATIONS
.,_ #103
#406
Somewhat
Yes
1 Yes
Yes
Yes
Yes
None
None
No
No
Yes
Don't know
Week
Week
No
No
7-12
13-14 MR
Average, Slow
Supplementary
Small group
No
Possibly
7-16
Slow
Supplementary
Small group
#103 It was used with the blind. Scale is reasonably accurate except at far end
of whistle where pitch doesn't vary during last inch. Sometimes the note played near
the mouthpiece is low rather than the highest note. Sound most pleasing when child
blows sufficient amount of air in short blasts. Amount of air tends to give effect of
natural notes and sharps without moving the slide. It is too long for a 7 yr. old and
even difficult for a small 12 yr. old. They can use it only if the slide is operated
by the teacher.
#406 This, to us was a "fun" item. It had some relations to sound, but very little
more. The children enjoyed it, and can be used by anyone who can blow. I had hoped
to get more variety of sounds. It sounded something like the wail of a siren. Per-
haps it has more useful qualities that I did not know about.
681
Thi. p.per publ.shed pursuant to a Grant from tht U.S. Off.c. of Edocalion. O.partment o« Health. Educat.on.
tna W.ifara. However, the opinion, expressed herein do not necessarily reflect the position or policy of the U.S
Office of Education, end no official endorsement by the US Office of Education should be interred.
Product Opinions i'>96S
"Peabody Language Kit #1"
American Guidance Service, Inc.
Publisher's Building
Circle Pines, Minnesota 55014
Copyright: 1967
Kit contains a daily lesson manual, categorized stimulus and story cards,
color chips, puppets, and tape recordings of fairy tales. Motivates children in
the oral expression of ideas.
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Jere you using it before request
for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching Procedure
EVALUATIONS
#314
moe
#807
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
1^ years
>st
Yes
2 months
More than a y
No
Yes
e? No
No
No
6-12
4-8
4-10
3
All
Fast
All
Supplementary,
Regular
Supplementary
remedial
remedial
Group, small
Small group
Group, small
group
group
#314 The lessons are planned so that the children learn through sight, hearing,
and feeling. Can be used for number and reading readiness. I do not feel the
story pictures are appropriate for the lov^er age .iroup,
#306 When using materials with pre-school, kindergarten, and first grade speech
classes, one to five in a group — materials help to develop reception, concep-
tualization, and expression. The kits are mainly used for oral language development,
#807 The beauty of this kit is that it can be used with children of various age
levels and the pictures are very accurate as well as durable. The puppets and
story-cards allow for creativity. Useful for language disorders (Deaf, Hard of
Hearing, DelayeH Language, Retarded).
682
Product Opinions #972
The Syllable Game
Garrard Publishing Company
Garrard Press
Champaign, Illinois 61820
1967
$2.10
Three sets of cards, Set 1 containing thirty-two pairs of words with common
initial syllables; Set 2 containing thirty-two pairs of words with common final
syllables; and Set 3 consisting of sixteen groups of four words each, dealing with
.1 sin>;le topic. The words ranging in length from one - four syllables. Especially
helpful in developing speech skills in the deaf, the speech impaired, and mentally
retarded, this game teaches quick recognition of common syllables and the sounding
of long words by dividing them into long syllables.
EVALUATIONS
#206
#821
Rolevcnt & accurate?
Attractive to pupils?
Dumb le?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before request
for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Tcacliing procedure
Yes
Yes
Yes
Yes
Yes
No
2 years
Yes
No
11-15
All
Supplementary, remedial
Small group
Yes
Yes
Yes
Yes
Don't know cost
Yes
1 month
No
No
12-16
10-11
Slow
Remedial
Small group
#206 Vary good for teaching children an analysis-synthesis approach for self
moni tor i/cation and self therapy in speech correction. The games are difficult
enough to be challenging and they seem to teach a concept that goes further than
tlie game.
May 9, 1969
683
T hn
...P«- ..ub..sh„d o„„u.n, ,„ a Cr.n, from ,h. US o,.,c, o( Educ.I.oo. D.p.r.m.n, of H.alth bduc.uor
»r.„ w.„.,, H.,«,vH,, ,he op.o.oo. ..,„«ss,d he,„n do no, nec,«„.lv '»fl«, .h. po„„on or pol.cy o. th. US
O.-.c. u. t.l.cM.n. «nd no ofl.c.l endorvem.n, oy .h, US Off.ce of touc.on should be ,nf^„ed
PRODUCT OPINIONS
975
Group Sounding Game
Garrard Publishing Co.
Champaign, XL 61820
Copyright 1945 Price $2.50
15 sets of 6 cards each covering 14 steps in sounding to develop the habit of lis-
tening to sounds and sound-letter combinations. A developmental or remedial read-
ing game designed to progressively teach the phonetic elements by means of group
participation in a bingo type game.
EVALUATIONS
#606
yA802
Relevant & Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
than a year
Yes
Yes
Yes
Yes
Yes
Yes
More
Yes
No
8-12
Average, Slow
Regular, Remedial
Supplementary
Small group
Yes
Yes
Yes
Yes
Yes
No
Week
No
No
7-11
Average
Remedial
Supplementary
Small group
#606 We did not usually use this material as the primary method of teaching the
sounds, but did find the game popular with the children and helpful as a supple-
mentary material.
#802 When I used it, I had them make sentences with the words. It did not matter
if they could not find a word.
684
Th,t papa, publ.shed pursuant to a Grant from the US. Office of Education, D.partment of Healtfi, Education,
and Waitare However, the opn.onj expressed herein do not necessarily reflect the position or policy of the U.S
Office of EduCdiion. and no official endorsenient bv the U.S. OffiCP of l=n..r«..-,« .hoyld be inferred.
Product Opinions /^992, 993, 1001, 1002
Say Tt Arithmetic Gaines
Garrard Publishing Company
Champaign, Tlllnois 61820
1967
$1.98 each
Each game (Addition. Subtraction. Multiplication, and Division) consists of
player cards on each of which are printed sixteen arithmetic problems in four rows of
successive difficulty and ninetv-slx cover cards printed with a single arithmetic
combination Can be used to teach the arithmetic combinations Included or in prac-
tice sessions to promote rapid recall.
EVALUATIONS
#306
#315
V.S,
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
No
Yes
Month
Year
Month
No
Yes
No
No
No
No
9-12
8-11
6-12
All
Slow
Slow
Suppl
sme
ntary.
Supplementary
Remedial
reme
iia
1
Small
group
Unsupervised
Small group
Relevant (x accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness iustlfies cost?
Used as producer Intends?
How long have yon used it?
Were you using it before request
for evaluation?
Special training needed for use?
Age for which used
Learner characteristics
Curricular function
Teaching procedure
#306 I used "Say It" to take the drudgery out of drill. Each group loved it.
It presented enough of a challenge to hold their interest. I work in small groups,
time of each setting being 30 minutes. I would like to see it tried in a classroom
where there are a variety of abilities.
#315 I feel that since the problems matrh and are complete, that is. with no
missing parts , the educational value Is miplmal and math skills are not improved.
I find almost no memory recall as the problems are complete with answers and Involve
no memory training.
V.S. Great success with younger childreri (1st & 2nd grade), particularly for
those with severe reversal problems. Onlv moderately useful with older children.
There is sufficient challenge in Instant recognition of the whole combination for
the younger, but not the older ones.
May 1, 1969
685
Thri paper published pursuent to « Grant from the US. Off.ce of Education. Department of Health, Education.
tnri Melfare However, ihe opmiont expressed herein do not necessarily reflect the position or policy of the U.S.
Office of EduCdiion. end no official endorsement Dy the US Office of Education should be inferred.
Product Opinions #1104, 1105, 1110
Fitzhugh Plus Program
Allied Education Council
Gallen, Michigan 49113
Copyright: 1966
$14 Entire set
Program consists of a teacher's manual giving background and philosophy of the
program, and several "series" dealing with different subject matters of language and
numbers, and spatial organization. These series are presented in individually paced,
self-instructional workbooks that inform the child when he is correct, and are suffi-
ciently repetitive to enforce complete learning. Useful as a supplementary, remedial,
or preparatory aid for pupils with learning deficiencies.
EVALUATIONS
#302
#310
#610
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before request
for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Currlcular function
Teaching procedure
Yes
Yes
Yes
Yes
Year
Yes
No
6-14
Average
Regular, remedial
supplementary
Basically
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
More than a year 2 years
Yes
Yes
Brief explanation No
8-15 6-9
4-7
Slow Average, slow
Remedial Remedial
Individual with Unsupervised
some supervision
#302 My young students like these work books because they know at once whether or
not their answers are correct. They cannot argue with the little yellow mark on the
paper, however they do get weary of having the teacher tell them that they are wrong.
Book 3 with its pictured beginning vocabulary has been a "boon" and a challenge to my
dyslexic student. He is making progress, enjoying his work, and slowly gaining confi-
dence. Book 4 has been particularly good for my boy who can read but whose reasoning
ability needs much improvement. The questions stress "how many, each," which are so
difficulat for these people, however when written in a vocabulary which is not too diffi-
cult, slow but sure progress becomes evident.
#310 A good material that could be improvcil to become an excellent material.
Basically accurate but pictures could be more roallstic and use of all capitals is
8 latent. I feel it is somewhate expensive for a consumable workbook but price has
decreased once and is expected to again.
incon-
686
Product Opinions #1100
"Mott Basic Lan3ua3e Skills Program"
Allied Education Council
Galien, Michigan 49113
Uorlcbooks contain photographs of objects frequently uced by people in
homes and schools. The word for the object is presented in larse type with
a spnce provided for the student to copy the word. As he fills in blanks he
immediately removes the plastic strip that covers the ansi;er8 to be sure
that he is ri^ht. If he is not ri^ht, he can then correct himself. The word
is also included in a sentence. A review story is presented at the end of
each unit.
Rolevent & accurate?
Attractive to pupils?
Durable?
Tcncher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for use?
A3e Cor which used
Other a^es recowmended
Learner characteristics
Curricular function
Teachin,'; procedure
f:valuations
#301
#508
#606
No
Yes
Yes
No
Yes
Yes
No
Yes
Not used lon^
Yes
Yes
Had none
No
Yes
Yes
Yes
Yes
Don't know
Year
Month
Month
Yes
Yes
No
f No
Yes
Yes
AdultE
14,13
10-18
Average, slow
Slov;
Slow
Regular
Regula
r
Supplementary,
remedial
Supervised
Small
group
Supervised stud
study
#301 I am not impressed with this material. It uses poor quality paper,
iti bulky and comes aport easily,
//50G Should be used for the slot; learner, not severely retarded or
perceptually handicapped. It is related to comnon experience and reinforces
pri.vious principles taught. Each item learned builds to new knowledge and
relates to past learning. It is too costly to use up by one student. I have
the child write on a separate sheet of paper. I use each lesson for about
three sessions. It is well designed to present related material.
#606 Appealed to older underachieving disturbed boys better than many
other remedial materials, because the v;ords were polysyllabic.
687
Thit paper published pursuent to a Grant from iha U S Optica of Education. Dapartmani of Haalth. Education,
and Walfare However, the opiniont expressed herein do not necessarily reflect the position or policy of the U.S.
O'tice of Education, and no official endorsement by the U .S Office of Education should be inferred.
PRODUCT OPINIONS
#1178
Listening & Moving, The Development
of Body Awareness & Position in Space
Educational Activities, Inc.
Freeport, New York 11520
Copyright 1967 Price $5.«5
Record for the development of body awareness and position is space through precep-
tion of body surfaces of self and other people and object.
EVALUATIONS
#106
#406
Relevant & Accurate?
Attractive to Pupils?
Durab le ?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Yes
Yes
Yes
Month
No
No
9
1-10
Slow
Supplementary
Small group
Yes
Yes
Yes
No
Yes
Yes
Month
Yes
Yes
5-11
5-18
All
Regular, Remedial
Stnpplementary
Small Group
#106 The student enjoyed the movement as a change from regular studies.
#406 The record has helped to accomplish some of the things we had been trying to
teach. The teacher must demonstrate as the pupils follow the record. The students
found it interesting, but hard to follow in some parts, I would have liked a guide
or preview or a bit of explanation of the record before using.
688
Tha piptr publ.jhed pur.u.nt lo » Gr.nt from th« US. Off.c* o» Education. D.p.rtm.nt of Health. Educai.on.
• nd Malfarc However, the opm.ont exprei.ed harem do not necesj.rilv reflect the poiition or policy of the US
Ofl.ce of Edudt.on, and no official endorsement by the US Office of Education ihould be inferred
Product Opinions #1159
"Eyegate Filmstrips"
Eye Gate House, Inc.
14o-01 Arcl>.er Avenue
Jamaica, Mev; Yorlf 11435
A whole series of filmstrips and tapes on reading, speech, raithematics,
number comprehension, heQlt^i habits, safety rules, good citizenshp, social
behavior, nature, anima' s , seasons, xjeother, and history. Includes a special
set of filmstrips for Educable and Trainable Mentally Retarded.
EVALUATIONS
#406
#406
#C02
Rclevent & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
Hov; long have you used it?
Were you using it before
request for evaluation?
Special training needed for
use?
Age for V7hich used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Yes
Yes
1 we el;
Yes
Yes
Yes
Yes
Yes
Yes
Yes
1 v;eek
Yes
Yes
Yes
Yes
No
No
No
Yes
No
No
Yes
n-ii
7-16
Younger normal
children
6-10
All
Average, slox;
All
Supplementary
Supplementary
Remedial
Group
Group
Small group
#404 The pictures \;ere delightful, the story Interesting, I used this when
I taught the youngest trainable group.
#406 "The Seasons in Oaktree'' It x;ould seem that small children up through
the 2nd grade and retarded children of liif^her age xrauTd enjoy it more. Older
retarded children might consider these fi^ms infantile. I'm impressed that the
film deals with so many tilings or ha'jits the children need to '-novj. These sorts
of films enrich our offerings for trainable children.
#u07 "Riddlc-a-Rhyme" Used for speech deficts and delayed language. It
is primarily aimed at the classroom teacher. It needs to be adapted for more
speech practice. T'.ie strips are not too oiactical for the travelling speech thera-
pist as we don't have time to set up projectors after rounding it up. Many children
were bored with rhjnnes quickly.
689
June 5, IZCr.
Thit (5»per published pursuant lo » Grint <rom tht US i)«fic« ol Educttion. D«p»rtm«nt of Health, Educetion.
end Welfare However, the opiniont expressed herein do not necesianly reflect the po«ition or policy o< the U.S.
Office of EduCdtion, ano no official endoriement by the US Office of Education should be inferred.
Product Opinion #1263
Affixo
Remedial Education Press
2138 Bancroft Place NW
Washington D.C. 20008
Copyright 1967 Price $2.00
Work with 13 root words, 17 common suffixes and prefixes, producing 160 possible
inflected forms, for the child with severe reading difficulties.
EVALUATIONS
#301
#802
Relevant & Accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it befor request
for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Don't
know
Don't know
Yes
NO
Week
Week
No
No
No
Yes
15-18
10-11
Slow
Average
Regular,
Remedial
Remedial
Supplementary
Small
gr
oup
Small Grou
Unsupervised study
#301 Didn't find the material too valuable,
visual direction.
Too limited. Good for right- left
#802 It was challenging to the children and they enjoyed making the new words.
One of the affixes could se both prefix or suffix - en. It was a little confusing to
the children. I used it as a game for the purpose of maximum speech therapy for the
children.
690
Th,i paoe, published pursuant to a Gran, from the U S Office of Eduction. Department of Health, f.duca.ion.
and A.ifere However, the opinions expressed herein do not necessarily reflect the position or policy of the US
Office of Eduction, and no official endorsement Dv .h. US Off.ce '>< c-..,-.-- ..^..iq t), inferred
Product Opinion.-; #1147
Culsenairo Rods
Culsenalre Company of America
9 Elm Avenue
Mount Vernon, New York 10550
$6.95
A set of cloth string-tied bags, each containing seventy-two brightly colored rods
of ten varied lengths. Each different length is color-coded and represents a number,
which can be combined with other lengths to demonstrate number relationships. Teaches
basic principles of addition, subtraction, fractions, etc., through color, touch, and
manipulation.
EVALUATIONS
#310
#505
#701
Relevant 6< accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before request
for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedures
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
More
than a year
5 years
1 year
Yes
Yes
Yes
No
No
Yes
7-10
5-6
5-6,
11-12
4. 7
All
All
Average, slow
Regular, remedial.
Supplementary,
Supplementary,
supp
ilementary
remedial
remedial
Group
1, small group,
Small group.
Small group.
unsu
ipervised
unsupervised
unsupervised
#310 For used with the visually or mentally handicapped or whenever child is unable
to visualize concrete concepts or can be stimulated by discovery approach. Visually
and factually veiy appealing -- hard to keep hands off -- reasonable cost. Here is a
supplementary aid that has possibilities limited only by time spent and the Imagination
of the teacher -- but it is that -- a supplementary aid. I don't see this as an arith-
metic program to replace, for Instance, Stern's Structural Arithmetic, although concepts
of the programs overlap.
y/505 Without supervision of those using the rods, they are easily lost. It seems
to me that larger rods would be more practical especially for use with cerebral palsied
children. The box in which they came was not very durable and soon went to pieces. For
the price paid, I think a stronger container ci.nlil be providjed.
#701 The Cuisenaire Rods were quite good ' nr use with a small group of students.
Many of the average and above average children in the regular classroom used these for
supplementary work as well as creative investi/,aiion of their new math concepts.
February 17, 1969
691
Thit paper published puriuent to e Grant from the US Office of Education. Dapartment of Health, Educanon,
and Welfare However, the opimoni eapressed herein do not necessarily reflect the position or policy of the U.S.
Office of Educdtion. and no official endorsement by the US Office of Education should be inferred
Product Opinions #1191-1193
Basic Songs for Exceptional Children
Concept Records
North Bellmore
Long Island, New York
$6.95 each
These are three 33 1/3 RPM records designed to be used with Neurologically
Impaired, Mentally Retarded, and Emotionally Disturbed Children. The first deals
with body concepts and self- identity, time relationships and sequences, and environ-
mental experiences; the second with hygJene, nutrition, exercise, and rest; and the
third with body articulation, orientation, and rhythmic motor coordination through
active participation with the songs. A teacher manual is included with each
record.
EVALUATIONS
#314
#509
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before request
for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Yes
Yes
Yes
2 months
Yes
No
6-13
4-5
Slow
Small group
Yes
Yes
Yes
Yes
Yes
Yes
1 month
No
Yes
5-18
Slow
Supplementary
Small group
#314 I have found records 1 and 3 effective with the younger group in my
room and record 2 better with the older group, ages 6-8 and 9-13.
#509 These records meet an important need in providing learning experiences
for the trainable. The catchy simple tunes are pleasant and even a non-musical
teacher could handle them. Many of the concepts are in the TMR and the songs could
fit in with the Primary Peabody Language Material. Teacher manual is exceptionally
sound in concept and suggestions on effective presentation.
Thij ptp*r publithad purtuint to a Grant from th« U S. Ot«ic« of Education. Ditpartmtnt of Haatth, Education,
•nd Wal'ara Homcer, th» opimont e>pr«s&ed heram do not necessarily raflact tha position or policy of tha U.S.
Otiica of Education, and no official andortan^ant by tna US Offica of Education ahoulo ba infarrad.
692
May 2, 1969
PRODUCT OPINIONS
#1256
Signs of Everyday Life
Exceptionale Products Company
Box 6374
Richfield Branch
Minneapolis, MN 55440
101 rectangular cards printed in 2 inch block letters showing 28 signs of common
places and things, 32 warnings signs, and 41 signs of instruction, guidance, and
direction. Useful for primary children with reading handicaps in building a mean-
ingful everyday sight vocabulary and in developing acceptable social behavior and
skills.
EVALUATIONS
#206
Relevant & Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
#6Q6
Yes
Yes
Yes
None
Yes
Yes
Month
No
No
12-15
Slow
Supplementary
Group, Small Group
Unsupervised study
Yes
Yes
Yes
Yes
Yes
Yes
2 Months
No
No
9-12
13-18
Slow
Remedial
Supplementary
Group, Small group
Unsupervised study
Individual
#206 Kids seemed highly motivated,
knowing meaning.
They knew many, recognizdd others without
#606 Adapt for a language master. Prepare a tape which "reads" the words for
children with learning problems. Create stories which use the words.
693
This paper published pursuant to a Grant from the US. Office of Education, Department of Health, Education,
and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S.
Office of Education, and no official endorsement by the U.S Office of Education should be inferred.
Product Opinions #1409
Sights and Sounds
Captioned Films for the Deaf
UOSE/HEW
Using gross noises of the circus, home, band concert, the city, farm, and Christ-
mas, this set of six long play records and six corresponding captioned and non-
captloned filmstrips develops auditory perception in the hearing impaired primary
level child. At the end of each sight-sound sequence, twelve sounds selected from the
story are used to test perceptual Improvement, using test booklets, erasable grease
pencil, and the testing bands that are part of each record.
EVALUATIONS
#204
#807
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
Kow long have you used it?
Were you using it before
request for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Ix^arner characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Yes
Definitely
Yes
Definitely
Yes
Yes
Yes
Primarily
Yes
4 years
4 months
Yes
Yes
Not necessarily
No
4-9
4-10
10-11
Average
All
Regular, Supplementary
Regular
for later Elementary,
Remedial for Readiness -
Normal Hearing
Small group
Small gr
#204 The item has incorporated units of sounds and sights that are of most
interest and most familiar to young children. The colors in booklets and on the film
strips are beautiful -- the sounds authentic and clear. One look at my copy tells it
has been put to much use. The filmstrips can be incorporated with unit projects --
spelling -- field trips. I have used the auditory stimulus to produce spelling
words of object or sound. No teacher training needed although a teacher of deaf
would have to know if a child is capable of hearing certain frequency sounds.
#807 It would be very useful for other than hard of hearing but it is hard to
«ct a hold of for others. This can be purchased through University Films Inc.,
New York City, and McGraw-Hill Book Co. for children other than deaf youngsters.
694
February 10, 1969
Product Opinions #1410
See and Say Puzzle Cards
Visual-Motor Perception Teaching Materials
Teaching Resources
334 Boylston Street
Boston, Massachusetts
1967
$4.75
Fourteen pairs of picture cards showing items with names that rhyme. The cards
are matching by sound and only the correct pictures will lock together to form a
"puzzle."
EVALUATIONS
#206
#405
#819
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer Intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
Yes
Yes
Yes
Fairly
Could be
improved
Yes
Yes
No
No
Didn't use.
No
Yes
Don't know
Yes
Don't know
No
No
No
2 years
A year
2 weeks
Yes
Yes
No
? No
No
No
5-7
6-16
6-8
3-4, 8-10
All
Average
!.
slow
Average
Supplementary,
All
Supplementary
remedial
Small group
Group,
unsuper-
Small group
vised
study
#206 Used in speech correction for motivation for speech, sound awareness,
vocabulary building, coordination of speech development and reading readiness. Will
work with most any handicap; visual perception development, probably visual motor
coordination. Could be more cards, longer sequence of rhyming words. Not real attrac-
tive, but clear, uncluttered. Greatest assets are durability, freedom from distraction,
and simplicity of design. Also, I think, its uses are as many as the teachers who use
it.
#405 Item should be in color against off-white background. Suggest that it be
laminated in plastic for durability. Instructions should be logical guide to various
uses. If lasting quality can be increased, cost is justified.
#819 Placed the puzzle parts upside down in two groups. As a child attempted
to match two parts he was asked to use a phrase such as "A tree goes with a bee."
The children enjoy rhyming the words. Could be made more durable with a plastic finish.
I used it to motivate language rather than visual perception. Since I have made many
materials to fit the needs of my classes in speech and hearing therapy, I would not be
tempted to purchase this item.
695
February 6, 1969
Product Opinions #1411
"Frostig Program of Visual Perception"
Follett Company
1010 W. Washington Blvd.
Chicago, Illinois
Copyright: 1966
$3.75
A set of books with removable worksheets, meant to cover three semester's
work. Used to develop visual discrimination in the Perceptually Handicapped
child, in the formation and directionality of figures and characters; positional
relationships between objects; perception and identification of forms regardless of
different sizes, color, position; drawing; writing; identification of relevent
stimuli from distracting backgrounds.
Relevent & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies coat?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for useY
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
EVALUATIONS
#508
#702
#807
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
No
Yes
Yes
Yes
Yes
6 months
More
than a
year
2 years
Yes
Yes
Yes
? Yes
Yes
Yes
4-6
6-10
5,6,8
Any
^,3
4-15
Slow
Brain
damaged
All
Regular,
remedial
Reraed
ial
Remedial
Group, individual
Small
group
Small group,
individual
#508 Material is clean cut and directions for use are clear. Paper is firm,
but material is up by the subjects. However duplicator material is available.
The program is corrective and preventive. It would be well to use this material
at the earliest school age to see that perceptions are well developped.
field.
#702 Instruction booklet would not be adequate for any teacher nev; in the
//807 The program can be used in the regular classroom such as kindergarten
or with special education classes for children with learning difficulties. Could
be a corrective and preventive supplementary measure.
696
WfiPMLi11S[?l/IP'^
1. Trade name of item: Tzaching PlctuKzh and SonQi (^on. the. fiannzl BoaA.d
2. Publisher or producer's name and address:
Vavid C. Cook Publiiking Company
B50 HoKth Gfiovz Avenue
Elgin, Jlllnoii 60120
3. Copyright or production date, if given: 19 66
4. Developmental information: Mot Available
4a. Author X
4b. Where developed X
4c. Why developed X
5. Evaluation setting: Pn.imaA.y zducable rmntatly xttandtd tla6ifioom
located in a high ^ocio-zconomic uxban anta.
6. Contents:
6a. Subject matter area(s): Social Stadi^6 , Healthy <^riov,nq ^ ^"jity
6b. Factually ?.ccurate? Yes x No
7. Description of the item: luaching Pictufiz^ - PacktU contain 12 colon
pi.ctan.tii> and Az^oufice. i,hze.ti, wh^ch pKovidc teaching idzai [Suggeitzd
queiUom, backg/LOund inioKmatlon, /ihythmic activititi, id&ai {^ofi
cla6^ pnojecti, and Atonie.i to tell. Sonq6 {,0K the Tlannzl Boand -
Packzti, include pictufiZ-illaitA.ate.d 4,ongi, wh-cch afi.z alio inconpofiatzd
8. Describe how you used the item: on a itcoid.
The pictixfizi wzKz displayed on a bulletin boaid and zach picture.
Mai d-Licuaed individually. I {tollowtd the dinzctiom givzn on
thz xziouKcz ihzzti .
Is this the use the manufacturer recormends? Yes X Mo
9. Cost $ '• ^^ Pg-^ packet
9a. Does its teaching value or effectiveness justify its cost? Yes X No
697
10. PItysiral characteristics:
10a. Is it adequately durable? Yes ^ No
10b. Can it be reused? Yes ^ No
10c. Are replacement parts available? Yes No
Information not available ^
lOd. Is it portable? Yes_f_ No
lOe. Is it easy to use? Yes ^ No
11. Teaching procedure: Show plctait, diica^i, aik quz^tiom , ■i-lng 6ongA,
u4 e {i-ilm^t^'ip , ztc.
12. Teacher preparation:
12a. Is a teacher manual available? Yes X_ No
12b. If available, is it adequate? Yes ^ No
12c. Would some special teacher training be advisable in order to make
effective use of it?
Very necessary Helpful Unnecessary ^
12d. Are pupil progress reports provided? Yes No ^
13. Pupil reaction:
13a. Attractive? YesX No
13b. Does it consistently hold the interest level over a period of
time? Yes_X_ No
14. Comments: Eve.n.y two ok thxc.z weefe-6 a dif^d^fiznt packet wa^ dlAplayad
and a tzachtng unit wai dtvtlopzd abound the theme. 0({ that pafit-i-
cutafL packet. The-ie matefilali an.e vQ.fiij helpful 6Znce thexe ane
lew matefilali available that coveA the iubject ateai Included in
the packets.
Evaluator Can.ole Se{,lKln
Date febiuafiy 17, 1969 IEG/3
698
PRODUCT OPINIONS
#1942
Spin-It Sets 1&2
Speech & Language Materials
Box 721
Tulsa, OK 74101
Copyright 1967 Price $12.00
Each set consists of four colorful cards with divided circles and plastic spinning
arrows, each emphasizing one consonant or blend sound as the medial or final sound
in the name of the object depicted.
EVALUATIONS
Relevant & Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
,.... #808
Yes
Yes
Yes
Yes
Yes
Yes
Month
Yes
Yes
5-6
4-8
Fast
Remedial
Group, Small group
#823
Yes
Yes
Yes
None
No
Yes
Month
No
No
5-7
Average
Remedial
Small group
#808 The "Spin-It" set are a very useful aid in speech correction. They are most
effective when used with early elementary school children. They are easily adapted
to word, controlled sentence, and conversational speech work.
699
Th.s p.per p.bl.shed pursuant ,o a Gran, from ,h. US Off.ce of Educat.or,. O.par.men, of Health Educe„on
and W.ifara However, .he opm.or,, expressed herem do r,o. r,eces5ar,ly reflect .he posit.or, or pol.cy of ,he US
OtI.ce of EducLon, ar,d no off.cal enOorsenian, by the US Office of Educ.on should be mferred
PRODUCT OPINIONS
#1940
Listening Time Stories (Vol.
Bowmar Records, Inc.
10515 Burbank Boulevard
North Hollywood, Cal.
Price $7.95
1-3)
Three albums of children stories making use of isolated consonant sounds. Suggested
for children between ages four and eight. Used for speech improvement and relaxation-
helping to improve auditory skills.
Relevant & Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used It?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
EVALUATIONS
#802
Yes
Yes
Yes
Yes
Yes
Yes
Week
No
No
5-6,
4
All
8-9 Retarded
Remedial
Group
Small Group
#818
Yes
Yes
Yes
None
Yes
Yes
Week
No
Yes
1-6
All
Supplementary
Group
#802 Could be used in kindergarten speech improvement for all children or even
for pre-schoolers. Parents could easily help their children with these records.
#818 It is attractive to pupils, but not above the 1st grade level,
is valauble in the area of awareness of listening developmental stages.
Some training
700
Tr,,. p,p„ p.bl.hed pursu.n, ,o . Gr.n, from ,h. US Off.ce of EduC.on. D.p.Mm.n, of H..l,h Educ.on
.nd W„f.r, However, the op.n.on, expressed h.re.n do no, necessarHy reflect ,h. po.it.or, or pohcy of ,he US
Of..c. of Educ.on. end no off.c.l endorsemer,, by ,„e US Off.ce of Educ.on .hould be mferred
Product Opinions #894
"Peabody Language Kit ifX"
American Guidance Service, Inc.
Publisher's Building
Circle Pines, Minnesota 5501^!
Copyright: 1957
Visual and kinetic materials, consisting of manual, pictures, and manipu-
lative puppets developed to encourage good articulation and speech patterns in the
pre- and primary school child.
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Use'] as producer intends?
How l»ng have you used it?
'..ere you using it before request
for evaluation?
Special training needed for use?
A^e for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
EVALUATIONS
#301
#604
#810
Positively
Yes
Yes
One of
the
best
Yes
Yes
Yes
Yes
Yes
Yes
Excellent
Yes
Yes
Yes
Yes
Yes
Yes
Yes
1 year
1 year
More than a y
Yes
Yes
Yes
No
Yes
Yes
10-12
7-11
3-G
3-9
All
All
Slow
All
Regular,
Remedial
supplementary
Group,
sma
11
group
Group, sm.
group
Small group
#301 Useful for Speech Defective, Language Impoverished, and Mentally
Handicapped. Reinforces weak language patterns and establishes nev; ones. A most
beautiful and v;orthy product to implement the language arts and communication
problems of elementary children.
#004 Suitable for all primary pupils except where physical handicap v/ould
nake such materials inappropriate.
#flO This is a most valuable tool not only for speech pathologists but
also for pre-school and primary teachers and especially for teachers of EMR.
»
701
I
PRODUCT OPINIONS
#2014
Pathway School Program 1
Eye-Hand Coordination Exercise
Teaching Resources
334 Boylston Street
Boston, Mass.
Copyright 1968 Price $15.00
A ball hanging at a set position from a wooden support rod is to be batted by wooden
rolling pins against a color target at certain distance. Manual exercise of increasing
difficulty are structured to improve skills in eye-hand coordination.
EVALUATIONS
Relevant 6c Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer Intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
Ut2U.
JtMlL.
Yes
Yes
Yes
Yes
Yes
Yes
Month
No
No
No
7-12
6-18
Slow
Supp lementary
Remedial
Group, Small group
Unsupervised study
Yes
Yes
Yes
Yes
Yes
Yes
Week
No
No
No
6-16
Slow
Remedial
Small group
#315 The children loved this "ball game" and would stand in line to play the games
as we called the exercises. After brief instruction 3 or 4 of same height would
practice quietly as others came for reading or math groups. It is easily Installed
and adjustable.
#406 The children liked this device. All could participate on some level. You
could tell 1-he ones who had difficulty with hand work in their Inability to do the
most difficult of the tasks. I would like to have one for our group because it works
with the arms and eyes better than some things we use which develop the eyes more.
702
Thu paper published pursuani to a Grant from the US. Off.ce of Education. Department of Health, Educenon.
and Welfare Howiover. the opinionj expressed herein do not necessarily reflect the position or policy of the US
Office of Education, and rvo official endorsement Dv the US Office of Frti.r.t.on .hnuld be inferred
PRODUCT OPINIONS
#2470
Listening and Speech Nimber 1
Pacific Records
Box 558
Palo Alto, CA 94302
Price $5.95
Stories on record stressing certain speech sounds (R, S, L, & CH) to promote active
participation by the children and improve listening ability.
EVALUATIONS
Relevant & Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
.,.#802
No
No
Yes
None
No
Yes
Didn't use
No
No
4-5
Slow
Remedial
Small group
#817
Yes
Yes
Yes
None
No
Yes
Week
No
No
5-6
3-4
All
Remedial
Supplementary
Small group
#802 I did not use It as it was too elementary for my students. I felt the adults
were too patronizing to the children on the record. Children would not like the voice
of the woman on the record. The stories are too long and not really interesting; al-
most silly. I have previously played Elaine Mikalson's 2 volumes to children and
found that they did not identify with her or even enjoy the records. She is just too
gushy and very artifical sounding.
y/t817 They liked it!
703
Tn.. paper publijhed pursu.nt lo a Grant from ih. US Office of Education. O.partment of Health, Education,
and Welfare However, the opinion, expressed herein do not necessarily reflect the position or policy of the U.S
Office of Education, and no official endorsement by tne US Office of Edur,i,on should be inferred
PRODUCT OPINIONS
#2492
Word Making Cards
Word Making Productions
Box 305
Salt Lake City, ITT 84110
Copyright 1968 Price $8.00
A set of word cards (pictures) foled according to sound content to be used for
stimulation and elicitation of speech sounds and language development activities.
EVALUATIO^C
Relevant & Accurate?
Attractive to Pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before re-
quest for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner Characteristics
Curricular function
Teaching procedure
JMi.
MiA.
Yes
No
Yes
Yes
No
Yes
2 years
Yes
Yes
No
5-12
All
Supplementary
Group
Small group
Yes
No
Yes
Yes
No
Yes
3 years
Yes
Yes
Yes
1-10
11-12
All
Remedial
Supplementary
Small Group
#824 May be of value to beginning clinician who doesn't have sets of stimulation
cards.
#818 This device could be improved with color and a more durable finish on the
cards, but it is very useful as is.
704
Th„ paper published pursuent <o a Grant from Ih. US Ottice of Educ.Iion. D.partmeni of Health, Eduret.on.
and W.Uare However, the op,n,on. expressed herem do not necesjanly reflect th. position or policy of the US
OtI.ce of EduCdt.on, and no official endorsement by the US Office of Education should be inferred
Product Opinions
My Speech Workbook I-II
Interstate
Danville, Indiana
1964
$2.50
Workbooks providing practice in articulation of "S," "Z," and "R" sounds
through isolation of the sound, stimulation, identification, discrimination, rein-
forcement, etc. Most helpful when used as a supplemental aid at home, individually
or with the help of a parent. For the child with cerebral palsy, cleft palate,
learning English as a second language, the mentally retarded and accoustically
handicapped .
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for use?
Age for which used
Learner characteristics
Curricular function
Teaching procedure
EVALUATIONS
#816
#822
#824
Yes
Yes
Yes
Somewhat
Yes
Yes
Yes
Yes
Yes
There is
none
Yes
There is none
Yes
Yes
Yes
Yes
Yes
No
4 years
6 years
More than a year
Yes
Yes
Yes
? No
No
No
5-9
10-13
5-12
All
Fast, aver
age
Average
Supplementary
Remedial
Supplementary
All
Unsupervised
Group, small group
study
#816 Activities are very self-explanatory. Many activities could be thought
of as busy work but still apply some needed repetition and experience. I wish there
had been some easier method of removing pages for the children individually to work
on. All in consideration, I feel it is a very useful supplementary book.
#822 At times the instructions and pictures give the impression that the
books are for primary students. However, most of the materials only lend themselves
to upper elementary or junior high students. A good supplemental aid to be used for
improving misarticulations of S^ & Z, and R at home.
#824 Has variety of activities for use in individual and group therapy.
Excellent as supplemental material.
705
January 15, 1969
Product Opinions II
My Speech Workbook I-II
Interstate
Danville, Indiana
1964
$2.50
Workbooks providing practice in articulation of "S," "Z," and "R" sounds through
isolation of the sound , stimulation, identification, descrimination, reinforcement,
etc. Most helpful when used as a supplemental aid at home, individually or with the
help of a parent. For the child with cerebral palsy, cleft palate, learning English
as a second language, the mentally retarded and accoustically handicapped.
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for use?
Age for which used
Learner characteristics
Curricular function
Teaching procedure
EVALUATIONS
#808
#811
#823
Yes
Yes
Yes
Yes
Not colorful but
fun
Yes
Yes
Yes
Yes
There
is none
Yes
Self-explanatory
Yes
Yes
Yes
Yes
Yes
Yes
More
than a
year
4 years
6 years
Yes
Yes
Yes
No
No
No
7, 11
6-9
7-12
All
Average
Supplementary
Supplementary
Any
Small
group
Small group.
Small group
unsupervised study
#808 The lessons are practical and interesting to the children and make fine
supplementary material. Many pages could be used with children who have dif f iculaties
in phonics.
#811 These books are particularly useful for use with children who need rein-
forcement -- those who seem to make only minimal progress in a twice a week program.
If given as a home assignment, the parent could benefit from some instruction.
706
February 7, 1969
Product Opinions #2018 - 2021
Stern Arithmetic
Houghton Mifflin Company
1900 S. Batavia Avenue
Geneva, Illinois 60134
$27 - S28
The program consists of Teacher Manual and film strip, reinforced by the individual
use of workbooks and colored wooden counting blocks that fit into pattern boxes and
boards. Demonstrates mathematical concepts and relationships through color cue, touch,
and arrangement. Sets for Kindergarten through third levels.
#315
EVALUATIONS
#610
J.L.
Relevant & accurate?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special training needed for
use?
Age for which used
Other ages recommended
Learner characteristics
Currlcular function
Teaching procedure
Yes
Yes
Yes
Yes
3 years
Yea
No
5-10
Average, slow
Supplementary,
remedial
Small group
Yes
Yes
If used
Yes
Yes
4 years
Yes
Yes
Yes
Yes
Don ' t know
No
Yes
Beneficial No
8-15 4-12
5-7
Average, slow Average, slow
Supplementary, Supplementary,
remedial remedial
Group, unsupervised Small group,
unsupervised
#315 The Structural Materials are attractive and are manipulative. Thus are
appealing and motivating to children, especially valuable in classes for Mentally
Handicapped, slow learners, those unable to abstract. The math presentation is block
vertical Instead of spiral with addition and subtraction presented separately. (Also
better for MR). Concrete, colorful, game-oriented.
#610 The Stern's Kits are a necessar- part of m" classroom math materials - used
properly they have helped my pupils. I personallv think that this program can be adapted
to anv class as a program which would be beneficial to all children. The materials
are colorful and easv to handle, and after the teacher has given instructions to the
children in a group, they can work individual !■ or in small groups and the teacher can
work with individuals if nccessarv. I think that this is excellent and sound material
to use with children who cannot think in the abstract: slow learners, problem children,
emotional problems. In-service help would he beneficial, but not necessary if the
teacher follows the directions of the program.
J.L. Although I have not used it with children. I have seen a demonstration of
Its potential. It Is extremelv effective and valuable, partlcularlv for the aphastc
retarded, brain damaxed, blind. T would find the Sterr materials very useful for devel-
opment of matli concepts on the elementarv or iunlor high level.
December 16, 1968
707
Product Opinions -M782
"Best Speech S?rios, My S.<und Books & Manual"
Stanwix House
3020 Chartiers Avenue
Pittsbur;4h, Pennsylvania 15204
Copvrisht: IS(60
$1.25 each
Croup ol spi-och liooks, each emphasizing a particularly difficult speech sound,
coiita i n i 11); material tor auditorN d isc r imina t i''n and speech practice. For use by
speech tliorapists as wejl as classroom teachers.
EVALUATIONS
#fc.02 '^816 #821
{
Relevant 6< accurate? Yes Yes Yes
Attractive to pupils? Ves Yes Yes
Dui.iblo? Yes Yes No
Te.uiu'r manual adequate? Have not seen Y'es Do not have
Effectiveness justifies cost? Yes Yes Yes
Used as producer intends? No Yes Yes
How lon^ have you used it? 3 years More than a year A year
Were you using it before
re<|uest for evaluation? Yes Yes Yes
.Special training needed for
use?
Ay,f lor w\\\ I. h used
ilthcr .i).',os recommended
Lcarnor i ha rac ter i sties
(;utri<ular function
Toaclunj; procedure
y/'H02 Useful for Rroup work and individual speech practice. Can be used by
pareiUs to help child at home.
No
No
No
f)-7
6-17
6-12
Average
Average
All
Remed ia 1
Suppleme
ntary
All
Small grou
P
Small gr
i-iup
Group,
vised
unsuper
study
708
Product Opinions
Go-Mo Cards
Go-Mo Products, Inc.
1441 Headford Avenue
Waterloo, Iowa
P.O. Box 143
A set of twelve pairs of picture cards suitable for use In games, Identifica-
tion, stimulation, and conversation activities. Used to learn specific sounds or
groups of blends. Twenty-three different sets available.
EVALUATIONS
#817
#822
#824
#827
Yes
Yes
Yes
Yes
Reasonab
ly
Yes
Yes
Adequately
Yes
YeH
Yes
Yes
Had none
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Several
years
5 year
s
1 year
+
3 years
No
No
No
No
6-12
6-16
5-15
6-18
4-5
All
All
Fast
All
Remedial
Remedial
Supplemental
remedial
Sma 1 1 gr
oup
Small
group
Group
Small group
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies
cost?
Used as producer intends?
How long have you used it?
Special training needed
for use?
Age for which used
Other ages recommended
Learner characteristics
Curricular function
Teaching procedure
#817 To be used for the speech defective. Generally speaking, valuable aid
in therapy procedures, although some of the pictures are outside the experience of
many children. Cards can be used in a much wider variety of ways than the manuafac-
turer suggests. Reasonably attractive, however the colors are rather washed out.
#822 Speech pathologists will find these cards helpful in reinforcing parti-
cular sounds. These cards have a light coating that permits them to be cleaned
with a damp cloth. They are reasonably priced.
#827 These cards are of great value in speech therapy because of their ease
ofuse and handling, their attractiveness to students, and the variety of activities
in which they may be used. More color would increase attractiveness, but present
color seems adequate. More uses and activities could be suggested in the teacher
manual .
May 24, 1968
709
Th.i p«p«r publiihad purtuint lo « Grtnt from the US Off.et of Education. Department of Haalth, Education,
and Welfare Hovwe>/«r. the opinions expretiad herein do not necesienly reflect the pout. on or policy of the US
Office o( Education, and no official andofisment by the US Office of Education should be inferred
Product Opinions
Mitchell Wire Forms Kit
American Printing House for the Blind
1839 Frankfort Avenue
Louisville, Kentucky 40206
A kit with a set of geometric figurej^ for use in explaining raathenatics and
geometry. It includes 15 solids, 11 planes and 24 wire forms of the same scale
contained in a durable, wooden box.
EVALUATIONS
#103
#104
Relevant & accurate?
Attractive to pupils?
Durable?
Teacher manual adequate?
Effectiveness justifies cost?
Used as producer intends?
How long have you used it?
Were you using it before
request for evaluation?
Special trainin;^ needed for use?
Age for vjhich used
Other ages recommended
Learner Characteristics
Curriculum function
Teaching procedure
Yes
Yes
Yes
Yes
Yes
Yes
There is none
There is none
Yes
Yes
Yes
Yes
Longer -1 year
5 years
Yes
Yes
No
No
12-16
7-13
6-11
4,5, 14-16
All
All
Regular,
Regular
supplementary
Small group
Small group, unsuper-
vised study
#103 Since the new math emphasizes geometric figures starting in the first
grade, the Mitchell Wire Forms Kit has some value at that level. However, we
have found it most useful at the Junior high school level. They are accurately
construcsed and easy to manipulate. Its use and value are obvious.
#104 Some of the wire forms and planes can be used in Thermoformlng additional
material .
710
Early Child-Use Materials: Reports and News Releases
711
Develop^ment of the Recorded Aid for Braille Music
S. Joseph Levine
The Recorded Aid for Braille Music has been developed by the Regional
Instructional Materials Center for Handicapped Children and Youth at Michigan
State University to assist visually handicapped children in learning instrumental
music. The follov/ing paper outlines the history of the project with special
emphasis given to primary developmental stages.
Identification of Problems The Summer Youth Music Program (1966) held at
Michigan State University pointed out a need for improved materials for blind
musicians. Twelve blind high school students attended the program. They all
showed enthusiasm with the opportunity of extending their musical knowledge,
but expressed a definite need for:
1. more preparatory materials (quantity available)
2. improved preparatory materials (instructional techniques)
3. better quality materials (selection).
Local surveys of teachers of the blind (Michigan and Indiana) supported the
student comments.
Independent Survey Initial research and survey was instituted outside of
the IMC by independent teachers interested in seeing cuch sat''iria1 s developed.
Their survey included three main parameters, all of which supported the hypot.TJSis
that a need did exist.
1. teachers of the blind
2. professional teacher organizations
3. available materials (Library of Congress, American Printing House
for the Blind).
713
2.
With this initial step taken, the IMC was asked to assist in seeing materials
developed. IMC staff met, reviewed possible alternatives, and decided to accept
responsibility for developing prototype materials.
Initial Design An initial design was developed in conjunction with the
initiators of the project. A multi-sensory approach, calling for tactual and
audio materials, was outlined. A survey was taken of volunteer readers who had
experience in tape recording for the blind. This survey showed that there is:
1) little organized recording activity being conducted for blind musicians, and
2) no organized format for presentation of recorded material. Unsolicited
comments supported the original hypothesis that materials in this area are needed.
Throughout the design period, organizations connected with the education of
blind musicians (Library of Congress, Michigan Schoo] for the Blind, etc.) were
kept informed of the project. Periodic meetings with these groups v^re held to
assure that the design of the Recorded Aid for Braille Music met the identified
needs.
Prototype Developement Prototype copies of the Recorded Aid for Braille
Music were developed as outlined in Prospectus Paper #3. All expenses of the
pilot study were paid by the IMC.
Evaluation Copies of all materials were sent to schools serving blind
students in the United States. Teachers were requested to use the materials
according to:
1. general guidelines established in the IMC design
2. specific ways dictated by their particular teaching situation.
All teachers were requested to fill out evaluation forms reporting their use of
the materials. These forms were then utilized by the IMC to access 1) the im'
714
of the materials, and 2) suggested revisions.
t.
All evaluations supported the use of multi-sensory materials of this nature
as effective for the education of blind musicians. A few changes, primarily
technical in nature (e.g. package design, etc.) were suggested and incorporated in
a new design.
Production The IMC met with the Library of Congress to discuss possible
avenues for production. The Library of Congress, the primary organization in the
United States for disseminating materials to the blind, offered to provide the
necessary funds for production. They requested the IMC, with the experience gained
in developing the prototype materials, to assist as consultant to the production.
The Educational Publication Service of the College of Education at Michigan
State University, a University based production agency, agreed to carry out produc-
tion of a set number of copies of the Recorded Aid for Braille Music for the
Library of Congress. The IMC, in turn, released one quarter time of the original
project director to serve as consultant to the Educational Publication Service.
Salary for the release time of the consultant is met by the Educational Publications
Service, thus no federal funds are involved in production efforts.
Production copies of the Recorded Aid for Braille Music will become sole pro-
perty of the Library of Congress for dissemination to users.
715
(0
a>
Xi
B
>
o
a
m
c
0)
S
?
■I
<
<
716
THE STATE JO^^AL
^ A^nstng, Mil Iiijjm ^
0-16 Mon., Dec. 25, 1967
Suitcase Aids Retarded Youth
Hasic Inslruction Device Developed at MSU
But (0 a iiienlally retarded merit of Elementary and Special The cpnin,- m:„„tu,„
*W ,t offers basic instruction Education, the center's teacher ' en hhrar \.Z1 t , ', "'"''"
:ns"b,ect,s ianj;ins from person- trainins activities include a w^e sludv, 'formation on ^n'' h'""
^1 hygiene to farm antmals. ples of new instructional aids. ,tl "'ha c'app "'and" „ e sam'
Known as the "suitcase tu- I'^ise of involvement of stu- lp.es of new mstruciional aids '
11. this unique leaching aid
las been developed bv the Re-
Sional Instructional 'Materials
tenter for Handicapped Chil-
<ren and Youth at Michigan
Mate Universitv.
"The ".suMca.se lutoi" is onlv
lone of several new tcachinj ap-
i proaches developed bv the cen-
ter's staff. ,
A portable carlrid;;e tape i
pla.vei- has l)een adapted for iisc^
with the "suitcase tutor" and ini
other instructional situations.!
I The pla.ver presents a 12-minut(-'
message and offers a wide
range of uses in leaching handi-
capped youngsters.
The center ser\cs teachers of
students who are mentally re-
{tarded. physically handicapperl.
deaf, visualh handicapped,
emotionally disturbed, and ulio
have learning disabilities or
speech problems.
"The center cooperates wilh
and supplements existing re-
; gional, state and local pi o-
I grams," Mrs. Alonso points out.
I "First and foremost, we serve
as a central collection and de-i
ipository agency for conimciciall
land field - developed instruc-
I tional materials." j
( MSU's computer - ba.sed Ba-j
I sic InforiTiation Retrieval Svs-
Mem (BIRS). located in Uie Col-
lege of Education, gathers and
provides information regarding
teaching of handicapped pupils.
In operation a vear, the MSU;
center is one of 14 located!
throughout the country.
Three field consultants aid the
center in this part of its activi-
ties. Mrs. Dcnise VanAkcn has
clocked hundreds of miles iiieel-'
ing teachers and administra-l
tors throughout Michigan. '
In Indiana, William McKinney
contacts special education pcr-
sonel throughout the slat o
Miss Martha Venturi is the cen-
ter's field consultant in Ohio.
Both hold dual appointments)
with their State Departments'
jof Education. This relationship
between the center and the De-
partments of Education pro-'
jvides a unique cooperative ef-i
fort in special education.
.Another important aspect of
the center is teacher training in
717
Suitcase tutor
MSU center for instructional materials displays a 'Suitcase Tutor' for retarded
children. Using a modified cartridge tape player, it teaches the children personal
cleanliness. State News Photo by Bob Ivins
Teaching aid for refarded
The "Suitcase Tutor", an ed-
ucational aid for trainable men-
tally retarded children, has been
recently developed by the MSU
Instructional Materials Center
for Handicapped Children and
Youth.
The MSU Center, located In
218 Erickson Hall, is one of 14
regional centers in the United
States established by the U.S.
Office of Education to aid
teachers in improving the basic
education of the handicapped.
The "Suitcase Tutor" isa par-
titioned fiber-board case which is
filled with related, removable ob-
jects which the mentally retarded
child can comprehend in terms of
everyday situations.
Several units have been
created. One concfei'ns "Self
Care; Everyday Body Care."
This unit includes washcloth,
soap, towel, toilet paper, faucet
and models of a bathtub, toilet
and sink.
Each object is related to a tape
on a portable tape recorder. This
machine was modified at MSU
so that the child could easily
push a large button instead of
using intricate mechanisms.
"Look at the soap. Soap Is
1
small. Soap is like a block.
Soap fits in your hand. Pick
up the soap," the recorded voice
enunciate slowly. Other In-
structions follow when the button
Is pushed again.
Eventually the child is led
through the steps of washing his
hands. The tapes on the other
artJtles in the suitcase follow 'a
similar pattern.
The "Suitcase Tutor" unit is
' accompanied by an instructional
booklet which offers further ac-
tivities and ideas for the teacher
to discuss on the subject.
Other units included in the
series are "Self Care; Eating
Utensils", "Household Items; the
Bedroom", "Community Help-
ers; the Policeman", and "Ani-
mals; the Farm."
These suitcases have been as-
sembled for demonstration and
evaluation. Modifications maybe
made to meet teachers' needs.
718
Michigan State University, East Lansing Telephone: (517) 3ib-22ai
12/19/67
RELEASE : Immediate REQEWED
EAST LANSING, Mich. — To the casual observer it looks like a plain, black
suitcase.
But to a mentally retarded child it offers basic instruction in subjects
ranging from personal hygiene to farm animals.
Known as the "suitcase tutor," this unique teaching aid has been developed by
the Regional Instructional Materials Center for Handicapped Children and Youth at
Michigan State University.
The center, operated by MSU's College of Education in cooperation with the
Handicapped Children and Youth Division of the U.S. Office of Educaticxi , serves
teachers and administrators in Michigan, Indiana and Ohio.
The "suitcase tutor" is truly a suitcase. Made of fiber board, it is easily
transported. It contains instructional materials which have proven useful in
teaching mentally retarded youngsters who are trainable.
For teaching handicapped children about farm animals, the "suitcase tutor"
carries small animal models which the students can touch as each animal is explained
to them. The same approach is used in teaching the children personal hygiene.
"The center's major contribution to special education," explains Mrs. Lou
Alonao, center director, "is in providing information regarding curriculum,
instructional materials and teaching techniques."
The "suitcase tutor*' is only one of several new teaching approaches developed
by the center's staff.
A portable cartridge tape player has been adapted for use with the "suitcase
tutor" and in other instructional situations. The player presents a 12-minute
message and offers a wide range of uses in teaching handicapped youngsters.
719
Page Two — Suitcase Tutor MSU Information Services
The center serves teachers of students who are mentally retarded, physically
handicapped, deaf, visually handicapped, emoticxially disturbed, and who have
learning disabilities or speech problems.
"The center cooperates with and siqjplements existing regional, state and local
programs," Mrs. Alonso points out. "First and foremost, we serve as a central
collection and depository agency for commercial and fie Id- developed instructional
materials."
MSU's computer-based Basic Information Retrieval System (BIRS), located in the
College of Education, gathers and provides information regarding teaching of
handicapped pupils.
In operation a year, the MSU center is one of 14 located throughout the
country.
Three field consultants aid the center in this part of its activities. Mrs.
Denise VanAken has clocked hundreds of miles meeting teachers and administrators
throughout Michigan.
In Indiana, William McKinney contacts special education personnel throughout
the state. Miss Martha Venturi is the center's field consultant in Ohio. Both
hold dual appointments with their State Departments of Education. This
relationship between the center and the Departments of Education provides a unique
cooperative effort in special education.
Another important aspect of the center is teacher training in special
education. Operated in cooperation with MSU's Department of Elementary and Specia.'
Education, the center's teacher training activities include a wide range of
involvement of students in special education programs.
The center maintains a modem library where students can stucfy information on
teaching the handicapped and use samples of new instructional aids.
"Teacher preparation offers an excellent opportunity to provide future teache
in special education with new approaches," Mrs. Alonso adds. "The center also
provides a setting and a staff which generates a wide range of research and
development activities in the field."
720
Report of a "Barsch Room" in Operation
I
721
USOE/MSU
RECIONAl
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
\L CHILDREN
AND YOUTH
21J Eitckson Ha\t Michigan SUle Umversily U>T Lan>.ing. Michigan 46623
Cooperating With Slatp Departments ol Education m Michigan-lndiana-Ohio
"BARSCH ROOM"
The work presented herein is published pursuant to a
grant from the U.S. Office of Education, Department
of Health, Education and Welfare. However, the opinions
expressed do not necessarily reflect the position or
policy of the U. S. Office of Education, and no official
endorsement by the U. S. Office of Education should be
inferred.
This information is in the public domain and may be
reproduced. Credit must be given to the USOE/MSU
Regional Instructional Materials Center for Handicapped
Children and Youth, 213 Erickson, Michigan State
University, East Lansing, Michigan 48823. A copy of
the reproduction must be filed with this office.
723
Member — Special Education ^^PW^^ Network— Bureau of Education for the Handicapped- U S Office ol tducaiion- An Equal Opporiumly Ernplovei
"Barsch Room"
(Experimental Room At Okemos Central School,
Okemos, Michigan, June - July, 1969)
Philosophy
Ray Barsch has described a "Movigenic Curriculum"^ based on the principle
of the child learning about the particular space world in which he lives and
(hopefully) learns. Space world in this sense means the environment which
surrounds the child and how he relates to it. Each child needs to learn the
answers to some basic questions: "Who am I?", "What am I?", and "Where am I?".
For any number of reasons some children cannot learn these terribly Important
answers when exposed to normal surroundings. We speak of them as having
learning problems. But we, parents and educators, believe the child still
wants to learn. He wants answers and needs success. Perhaps he can learn
if he is exposed to a unique environment or learning situation at his own
level. Based on much of Ray Barsch 's philosophy and principles esooused by
some of the leading proponents of the "child can learn" philosophy^' the
following guidelines were set up:
1. Using a regular classroom (inside room, having no windows) all desks,
chairs and moveable furniture were eliminated, creating a non-stereotype
classroom situation and feeling of space.
2. At the outset, individual structure was created for each child in
regard to his relationship to the room and with the teacher. Variables
influencing structure included: age, distractibility, curiosity,
withdrawal tendencies, hyperactivity, anxiety, etc.
3. Groups were kept small (4-6) to enable teacher to individualize as
much activity as possible.
4. Token rewards were not given. It seemed the child was sufficiently
rewarded by being able to successfully accomplish any given activity.
A relaxed atmosphere with a great deal of positive reinforcement (praise
and encouragement) was established.
5. A particular goal in this situation was to help the child to establish
his own modified goals and to seek successful resolution of any
problem, through teacher help, peer group help or on his own. The
important point was that his resolution was adequate for him at that
time.
In structuring this room much care was given to selecting an environment
which could be completely devoid of light. Initially this part was to be an
experiment in visual tracking only, but we decided to broaden the scope of
activities in the dark based on the following observations of childrens'
responses :
724
1. Freedom from dlstractibtllty: with nothing to distract them visually,
the children were able to pay attention to the stimulus presented —
whether it was auditory, visual or tactile.
2. Increased awareness of self: it seemed that shy, withdrawn children
who felt no "eye" upon them could participate more easily; at the same
time, hyperactive children were sufficiently slowed down to enable them
to attend to the task.
3. Increased verbalization: in the beginning the children had to ask
for what they wanted, and hence they became used to talking in dark-
nes8--perhaps for company. Whatever the reason, we capitalized upon it.
4. Lack of fear: there was not one child who experienced any kind of
fear. They loved the dark and often asked: "When can we turn out the
lights?"
Therefore, when activities are described as "in the dark," bear in mind
eager, excited, verbal, non-distracted youngsters under close supervision.
(The adaptive tendencies of teachers' eyes are quite remarkable.)
Methods
In this modified classroom then, the following areas were explored:
A. Space
1. Movement : jumping, hopping, skipping, crawling, creeping, running,
rolling but explored totally:
a. i.e. jumping: into, off, over, onto, toward, behind, around,
across, high, far, twice, 10 times, sideways, frontwards, back-
wards, eyes closed, continuously or starting and stopping.
b. Utilizing some of the following aids for some of the above
movements: jump ropes, balance beam, mat, slide, "footsie."
c. Including transportation through space by another medium --
wagon, scooter boards, tricycle. (If we had had these items,
skate boards, roller skates, bicycles, scooters, etc., would
also have been used.)
2. Position in space: Much of this work was done in total darkness.
3- Learning to accept clues from environment: auditory stimulus
clues (direction by teacher, sounds of children, etc.) visual
stimulus clues, (items which glowed In the dark, penllghts,
etc.)
725
■3-
b. Establishing item relationship with lights on and establishing
same relationship with lights out. (Ex. "Find the blue rectangle
on the ceiling." (Then with lights out) "Go and stand under the
blue rectangle and when you think you're directly under it, turn
your penlight on it."
c. Balance activities: progressing from a wide board six inches off
the floor to walking on a two inch balance beam- forward, backward,
turning around, etc. Each activity utilized a visual target that
the child must watch and each was geared to the child's level.
(Ex: some children were unable to walk the two inch beam, but they
had another board which they could walk) . This was done occasion-
ally in darkness with the penlight as target, encouraging the
child not to look at his feet.
B. Language
1 . For identification and directional improvement
a. "In the dark" activities created opportunity and desire for the
child to verbalize. For example, if the child wanted a glow-ball
rolled to him he had to ask for it and tell where he was. Short
one-word sentences were not enough; another child would insist
on more direction.
b. Items (pencil, plastic grapes, dresser knob, etc.) placed in
socks were identified and/or described in the dark by the children.
They learned new ways of dealing with language based only on
tactile clues.
2. For descriptive purposes:
a. Whenever a child planned a motor act, he was encouraged to
verbalize what he was going to do and how he was going to do it.
b. An extension of this was having one child tell another what to
do. The child following directions was instructed to do only
that which was described, no more. Their directions, therefore,
became more precise.
3. For auditory attention, comprehension and interpretation skills
a. Sometimes stories were read and/or acted out. If the child
was paying close attention, he was allowed to demonstrate a
part. Short term recall on some interesting points of the
story were also encouraged. The whole story was followed by
a few minutes of group "moralizing" and relating to concrete
situations in the home, school and community.
b. The children were asked to tell the difference between loud,
soft, fast, slow beats, etc., and identify different sounds in
the darkness.
726
-4-
c. One of the most Interesting experiences was the creation of an
obstacle course, with directions for completion given by a
portable tape recorder. The child had to listen carefully to the
"box" and then do whatever was asked. "Following oral directions"
In this way was an enjoyable experience.
d. Almost all the children were so Intrigued with the tape recorder
that we had a spontaneous session during which they were allowed
to record anything they wanted. The playback was exciting for
both teacher and children. In addition we explored sound levels,
distance from microphone, etc. Quite a learning experience.
C. Body Awareness
1. An interesting variation in body awareness was undertaken. Either
Individually or In groups, the children were asked to stand facing
a light-colored wall. With the lights out, a flashlight was placed
directly behind the child with the beam projecting a shadow on the
wall. As a modified game of "Simon Says" was played, the child
experienced the kinesthetic awareness of the body parts he was moving
along with the visual and non-reversed stimulus from the shadow In
front of him. After these sessions. It appeared that left and right
orientation (laterality) was more firmly established. The child was
able to correct himself and the teacher was also able to get immediate
check without having to give visual clues herself.
2. In order to eliminate extraneous activity at the chalkboard during
sessions, the child was asked to stand on a large, cubical, wooden
block. While doing bilateral arm movements (circles, squares, etc.)
some attention therefore, had to be paid to balancing and just staying
on the block and much non-directed activity was eliminated. (Note:
many of these chalkboard activities are described fully in Kephart
and Getman material.)
3. Each child was given a ball (varying sizes from ping-pong ball to
beach ball) and asked to move it around the room utilizing as many
body parts (one at a time) as possible. For the younger children
a great deal of structure was used: ("Use your nose, chin, and hand,
etc.") the older children were given less concrete directions ("Use
something on your right side, midline, etc.") and finally, "See how
many different was you can move it." One class came up with 27
variations .
^. We also did a great many mat activities in this area. ("See how much
space you can take up, how small you can make yourself, how far can
you reach, etc.") Rolling and tumbling were also utilized. Many of
the children needed a great deal of help with somersaults and all
needed help with cartwheels.
5. One of the most exciting areas explored was in our "detective game."
Footprints, handprints and knee prints (made from leather- like material)
were placed in a trail around the room. The children had to figure out
what they were supposed to do from the trail. Some of the patterns In-
727
-5-
volved turning, skipping, jumping, hopping. A very novel experience
came when they were told the teacher was going to leave the room and
they had to prepare a trail for her to follow when she returned. (They
really programmed a winner!!) Note: Animal tracks are conmercially
available from Michigan Products.
D. Consistency and Contiguity
Lest this program sound like a game-type situation, it needs to be explained
that each experience was related, in so far as was possible, to conceptual
learning and generalization. We always talked about what other kinds of
things were like what we were doing. For example: footprints were a part
of a trail, but you have to look at the whole trail--ju8t like looking at
parts of words to get the whole; listening to directions from the "box" is
just like listening to the teacher--if you listen carefully you don't have
to play the tape over or ask for directions again. Perhaps descriptions of
some experiences relating to the total situation will give a better idea.
1. Prior to the first day of school, various shapes had been placed around
the room--on the wall and on the ceiling. We decided to do the same
thing with a circle on the floor. First we took a long rope and tied a
knot in it. Near the middle of the floor we placed a piece of tape.
This was identified as the "center" of the circle. One child held
the knot on the tape, the other children took turns walking around the
whole circle holding the rope. Then we attached a paint brush to the
free end of the rope and each child (with the rope taut) painted a
"part" of the circle. We talked about 1/A circle, 1/2 circle, 3/4 circle
and finally their whole circle. Then we talked about how to dry the
circle and why paint needs to be covered. We divided the circle many
times with jump ropes and jumped into the sections thus created. We
walked around and across the circle. Wo all drew a circle on the
chalkboard. Then we found all the circles in the room: on the wall,
on the ceiling, the wheels of the wagon, the doorknobs, the rim of the
wastebasket, the water faucet and many others. One little boy even
went to the pencil sharpener and demonstrated the rotary movement
explaining that this too makes a circle. From there we found squares
and contrasted them with rectangles--learning that there are many
more of the latter. The whole experience took a little over an hour,
and during the entire time, eight children, ages 3-11 (who supposedly
have learning problems), were completely and utterly absorbed. In
addition, it would seem they learned the "concept" of circle and how
it related to other shapes.
2. A nimibcr of empty cardboard boxes were brought into the room and placed
strategically. The children wore asked to go between, around and over
them using various movement patterns. Then the wagon and scooter board
were brought out and with one child pushing and one steering, the same
activities were asked. The children were next asked to place the boxes
so that they could go "under" them. Next they were asked to find all
the things in the room that they could go between, over, under, across
or around and tell how. Then they told the teacher what to do. Finally
they went to the chalkboard and drew a miniature obstacle course going
728
-6-
around, between and In front of the variously represented "obstacles.
With children who had the necessary skills, crayon or paper and pencil
activities could be programmed at this point.
Hence a supposedly 'Snotor" act Is easily transformed into a basic
fine motor act and thence to writing activities.
3. This activity involved 6 inch plastic empty pop bottles, and six
boys ages 6-11. Plus or minus numbers were written on the bottom
of six bottles. In addition each was marked with a price. The children
were first asked how many different ways the pop bottles could be set
up so that: a) all could be knocked down, b) only one could be knocked
down, c) half could remain standing, etc. Then we decided on one set-
up and the child had to add up his score based on the numbers on the
bottom. They soon figured out the number 2 bottle had a minus 3 value
and the number 6 bottle a plus 6 value. We varied the activity when each
child had earned 50 points and had them set up for each other with only
one bottle having plus value. The children themselves decided to increase
the level of difficulty by increasing the throwing distance, adding the
cost of each bottle knocked down, and then by placing the bottles on a
long table instead of the floor. Some of the boys went to the chalk-
board to add up their total number of points when they felt it wasn't
accurately done in their head. We discussed how we were participating
in the raw material from which story problems are made, and made up
and solved a number of story problems for our own "amusement."
4. While doing some gross motor warm-up activities one day, we discovered
that quite a number of the children were unable to figure out "half
the distance of the room." Backtracking quickly, we realized that
no one really knew the concept "half" although they had many isolated
"half of 's" stuck away. Starting from half-circles made of wood in
puzzle form which had previously been explored, we then literally
took the room apart looking for those things which could evenly be
divided making halves. We explored piles of books, blocks, cubes,
balls, marbles, chalk, erasers, measurements with a ruler— on the
floor and at the chalkboard. And then finally we came back to the
entire room. We carefully measured the number of steps in the whole
room, divided by two--whlch we knew would create one-half--and counted
out the appropriate number of steps and placed tape on the half-way mark.
We were even able to figure out half of the half. This was done with
children 7-10 who are very concrete in their behavior. Generalizations
are not easily learned.
5. Although a separate section on Motor planning was not included, most
if not all of the activities included something of this physical and
cognitive aspect of behavior. A description of the very last day in
class may serve to illustrate. Many of the items which had been used
throughout the five weeks were placed around the room. Each child was
asked "What did you do with this? Tell me." "What else can you do with
it? Show me." A totally integrated child can appreciate the questions
and respond appropriately. Each of our children in the program made
responses appropriate to their level of understanding and in many cases
surpassed even our aspiration levels.
729
-7-
Conclusions
The staff who worked at the school, the children who participated in the
program, the teacher and her advisors and the parents who had a chance to respond
all felt the program was a success. The enthusiasm generated by those within
the school program was spontaneous and exciting. The desire to learn through
doing was unexcelled. Most impressive of all was the children's eagerness in
approaching any new activity at the end, knowing that they could succeed. Truly
it did not seem that there was anything they would not try. But then they knew
that each activity was programned for their successful accomplishment. No, it
was not the typical paper and pencil school situation but yes, it undeniably
Involved learnlng--totally, functionally and multivariantly.
Nancy Carlson
i
730
Items used in Room
Shapes and objects on celling (giant alphabet cards)
Shapes on walls
Shapes on floor
Balance beam and long, wide board
Wagon
Steering Scooter board
Frlsbees
Ring tosses
Balls -- all sizes
Chalkboard
Jump ropes
Musical instruments for rhythm activities
Items in socks
Large Wooden blocks
Bean bags
Mat activities
Scoop
Penlights
Flashlights
Puzzles
Stories
Glowworm board
Ping-pong balls
Glow crayons
Large cardboard boxes
Shadow Simon Says
Obstacle course
Glow balls
Footsie
Foot , hand and knee prints
Metal letters with matching letters on paper
Plastic bottles
Slide (portable)
Footnotes:
^Barsch, Raymond, "Achieving Perceptual Motor Efficiency," Special Child
Publications, 1968.
Barsch, Raymond, The Movigenic Curriculum, Bulletin #14 State Department,
Madison, Wisconsin.
2Kephart, N.C., "The Slow Learner in the Classroom," C Merrill Books, 1950.
Valett, Robert, "The Remediation of Learning Disabilities," Fearon Publishers,
Palo Alto, California, 1968.
Moustakas, Clark, "The Authentic Teacher," Doyle Publishing Co., Cambridge,
Massachusetts, 1956.
Getman, G.N., "How to Develop Your Child's Intelligence," G.N. Getman,
Luverne, Minn., 1962.
731
Games Teach: Evaluation of a Workshop
733
Participants: classroom teachers ii-iO-Tl
Date
Oakland Schools,
Pontiac, Mich.
Results of Evaluation
IN-SERVICE WORKSHOP OF PROGRAMMED EXPERIENCES
"Use of Games, Simulations and Role-Playing in the Classroom"
1. Use descriptive words to describe your reactions to today's workshop. List
the words as fast as they come to you. Limit one minute! No sentences, please.
interesting (8) encouraging (1) try (1)
informative (8) enlightening (1) pretend (1)
fun (6) insight (1) feelings (1)
stimulating (4) eventful (1) relative (1)
helpful (3) worthwhile (1) enthusiasm (1)
enjoyable (3) fast (1) meaningful (1)
learn (ed) (ing) (3) thought-provoking (1) entertaining (1)
involved (3) difficult (1) thoughtful (1)
useful (2) thinking (1) clear (1)
excellent (2) proving (1) inspired (1)
relevant (2) casual (1) skills (1)
applicable (2) motivational (1) interaction (1)
ideas (2) refreshing (1)
valuable (1) active participation (1)
2. What specific applications can you make to your classroom teaching? (Cite
one or two specific ways in which today's experience applies to your teaching.)
The responses can be broken down into the following categories:
a) will design and use games in teaching - 10
b) will use role-playing in the classroom - 11
c) will be able to design a workshop using games and role-playing - 2
(see attached page)
3. Rate the workshop (as a whole) in terms of learning value for you:
5 About the same as always.
0 Very poor (poorest 10% of those I've attended).
1 1 Very good (best lOJt of those I've attended).
U. Siiggestions or comments:
(see attached page)
735
What specific applications can you make to your classroom teaching? (Cite
one or two specific ways in which today's experience applies to your teaching.)
I intend to develop 3ome more g-imes for instructing my group. I feel more
free to start some role playing situations wit). m;>" group and feel more con-
fident now in trying th's.
Can design workshop if i.tked. Can design situations to aid in teaching child
how in discrimination c:' behavior. Can look more objectively at my own role.
Think it will be interesting to try role playing with Type A - later el. class
to bring out some emotional hang-ups as well as to help them identify some of
their cwn emotions - and possibly (hopefully) control them. Thinking speci-
fically of aggression. Definitely going to try it!
I have found that todays role playing when used with my students could bring
about a greater understanding of behaviors in my students that are hard to
bring about as many of my students are passive and non-verbal so stimulation
of this kind in a possible charade type form. Students are Title IV multiply-
handicapped.
Made me aware of what I can do in math ajid also other areas that will make it
more meaningful but enjoyable at the same time. Enable me to widen my scope
in teaching. Made me think about being more creative in my teaching.
1. Use role-playing in classroom to help children settle their disputes.
2. Help parents better understand program through role-playing. 3. Use of
games in classroom - watching the directions more specifically, h. Be more
aware not to assume children bring the same set of background to the game.
Involve boys in thinking of actions of others rather than self. Help to
develop some creative expression from less verbal children.
I can use several of the card games - modified to the level of my class.
I'll be able to create my own games using the information I gained today. I
will have a better idea of how to conduct role-playing experiences - especially
how to have the children evaluate their role playing.
1. Help some children in expressing their sincere feelings about school, me,
and other children. 2. Role playing may be used as an enjoyment - or recrea-
tion for the children.
Use number game with Intermediate Type A boys to motivate. Try role playing
to help child identify himself - stimulate communication.
Use some of games made up with my group. Think of different ways to use
materials I have. Use role playing with my kids - switch roles of leaders
with the followers of the room - etc.
Card games - new ideas for children for number work.
Will use card games for instruction in classrooms more often - for enjoyment
and learning. Role playing with students to bring out inner behaviors not
noticed nor evident.
736
(continued)
I can use role play in the classroom to show the children that we can
handle situations in many ways. Then reverse roles so each child can see
how the other child feels.
Will use card game for teaching trainable to match like numbers. Then work
toward card game for adding two numbers. Use role playing to help trainable
understand other peoples feelings.
1. Use games to teach certain skills. 2. Reinforces an idea and help better
clear up the idea of showing parents how to use games to teach their readers
certain words - to be used in a parent's workshop-type meeting. 3- To use
the materials in some inservice that I must provide for other teachers.
737
h. Suggestions or commem.s:
I'm usually a v'-rj shy perBor; and I w.-? i:i.;rj rh^pfi h. w much I enjoyed getting
up and ; pirfyitif. I'', -('vy ai:xi ;■'.;.: ' :ny cl'-^r
alPO ■■■!>' , . ,. ■ enihii:- ■ -i:--!!. '•''■■-.'r-- ■. vi-v
Alway.j kee;. ;• . eri,jiy;,;i.e ■\.3 it w-is tc li^ ti--''-^i-Je it ^ ■: lenrning -xr^;-if?fice .
Have suc'fi workshops :x' : ' e-rvais throuh-h'. at yeri'-.
Tall'; more ubcu"*- what typr-;- .f r' '. c {.'lay iii,-:: * '.■ use w '.
Mo sugfTe- :■'::- ii.-iprov^ments .
T think it shouiJ have t.'?on c-a.i led role pl^^'ing -r else this area ap;
I o me .
Hole piayin,'! Ls aiwavo threatening; to tr-^. V/ish it j-'Uld be aisguiseal
738
Non-Verbal Films: A Description
739
Non-Verbal Teaching
John A. Davis
The character confronts a drink-
ing fountain wliich, despite his
pleadings and beatings, will pro-
duce no water. Wliat would you do
in his place? What he does is turn
the handle, and behold! Water for
his thirst! Similar situations involv-
ing a doorknob, a locked drawer,
and a dial telephone confront our
hero with similar frustrations, and,
ultimately, similar solutions.
Sound like an old-time comedy
film? Actually, this describes the ac-
tion in an 8mm film designed to
teach concepts to mentally retarded
children. It was one of four care-
fully conceived, effectively pre-
sented examples at a session on
"Non-Verbal Teacliing Through
Super-8 Silent Films." The films,
according to Ted Ward, director of
the Learning Systems Institute at
Michigan State University and Jo-
seph Levine of the Instructional
Materials Center for Handicapped
Children and Youtli (USOE at
MSU) , seek to present a model the
retarded child can exceed, not just
"live up to." Hence the simple
problems presented — such as the
use of the doorknob to open the
door — are solved by the viewers be-
fore the character on the screen fig-
ures out what to do. Moreover, the
generalizations to be drawn, which
round out the learning of the con-
cept, are accomplished by the audi-
ence well in advance of the film's
"hero," who happens to be a boy
of about their age.
Made for individual or small
group use, the films include such
features as a shoe-tying lesson with
a learner's eye view, a Keystone Kop
type of episode in which minor
goofs and inept decisions cascade
upon one another interrupted only
by pauses in the film for discussion,
a fascinating "Round Objects"
game, and the aforementioned story
of a "Daddy" at his office.
The shoe-tying lesson was pre-
sented first, and gave Ward and
Levine an opfxjrtunity to make
some important points about teach-
ing materials for the mentally
handicapfied. Some items rein-
forced the "groimd rules" for train-
ing films tliat emerged from instruc-
tional film research two and three
decades ago— i.e., the camera should
view the process from the same
angle the learner will see it; "real"
time should be used, no fancy time-
passing dissolves or cutaways; repeti-
• tion of the activity is advisable. The
JUNE-JULY- 1970
•9mm
t^mm^^ftrnfm
y^ f ■ >/ ^^'^ ..^*«»'W
ILnlioiAliS^ l^Ai
1
1 !' (jT^' ^y-rf^c^ ''I'ii'v '■'•^- ,-iii"'' ^i^!S?v?ii,v ■.'-'" 1U--
L
... 'A .-vrv
\ -- .-.t,:-
m i-^'it ■: i'i
'■■'.i"i .ill?- I .; ■■;«'■ l^tI,l,Vj'
"■W-- '■■.
'-' ' ' ■ 1
7.II ■'■ 1 '
I
,i,ir.-.- • .-.;::-■ '
741
rf-ir^r ^\^-^/^j':^ li\^^.:-P; :
M } ^ :^' '/ 1%
/-^
producers interwove tlicse findings
with other considerations for the
film's audience, such ns providing
for repetition by having tlic film's
"liero" forget to tic both siioes, so
that he loses one, has to conic back,
for it, then ties it as he did tiie first.
The mentally retarded children
viewing the film deligiited in spot-
ting the "hero's" obvious error be-
fore he did, presenting them with a
model they could exceed — an im-
portant psychological "plus" for the
project.
"Archie and Charlie" showed the
tale of two boys confronted with
the task of transporting a stack of
newspapers. Tlie problem was at-
tacked in a series of steps, each of
which requited a decision the audi-
ence was invited to make before
the ciiaracter in the film did. And
tlie film character's decision usually
turned out to be the wrong move,
so that the consequence of each de-
cision was a fresh problem requir-
ing a new decision ... a kind of
simplified "Keystone Kops" sce-
nario.
The "Roimd Objects" game gave
the producers an opjjortunity to
display tiieir creative originality
and to demonstrate the flexibility
and versatility of their Bolex Mac-
rozoom camera. For this viewer,
• tliat short film was one of the most
fascinating, visually niid intellec-
tually stimulaiing experiences of
the whole convention. Oljjects rang-
ing from pencils to eggs were sub-
jected to a treatment in which the
viewer's first perce])tion of the ob-
ject was as a roimd "somctiiing,"
from wliicli the camera then backed
away to anotlier angle to reveal
what, imleed, the thing was. For
most viewers, the game of trying to
name the ol)ject made the camera's
movement a sus|)cnscful .ilfair lead-
ing to confirmation or ( 01 rc( tion in
the best Skinnerian iradiiit)n. More-
over, the entire proihiction was a
stimulating le.s.son in |)crce|)ti<m.
The VVard-I.evinc presentations
in C;ol)o room S137 on A])ril 20th
j)layed to a room jiackcd with fa.s-
cinatcd obscrveis who found tii'in-
selves p;irly lo lonsidiiiiiioiis ol vis
n.il lilciacy, of Siiiiii iiiolion piduie
techni(|ue, and of cduialional in.i-
terials for mentally retarded chil-
dren.
AUDIOVISUAL INSTRUCTION
Ball Utilization: Report of a Study
743
USOE/MSU REGIONAL INSTRUCTIONAL MATERIALS CENTER
FOR HANDICAPPED CHILDREN AND YOI]TH
213 Erickson Hall
Michigan State Silvers ity
East Lansing, Michigan 48823
A Study of Ball Utilization and Its Effect on Young
Deaf-Blind CTiildrens Progress Report Part I
Phyllis Ann Thompson
Louis M. Tutt
George V, Gore
December 10 ^ 1970
745
Statement of the Problem
I'he ability of young deaf^blind children to achieve their full potential
of visual tracking and gross motor involveoent through instruction is not
easily comtunioated by verbal means. Therefore, it was the purpose of this
study to use balls of different colors, sizes, and textures to determine
the subjects' ability of visual tracking and to determine vhether th« balls
were a source of motivation for gross motor involvement. Flexibility in
procedure uas employed vhere necessax^.
Methololoi^Y
A sample of six subjects was taken originally from The Michigan School
For The Blind , hosever,, two subjects ware dropped after the chird day of
the study; one because of lack of general maturity; the other because of
insufficient challenge of the task. Only one subject was add":d to the
study due to the pupils" and cxperirpoters' schedules. These subjects
t»ere selected by their respective teachers and met with the e:;jpsrim<3nters
ttrf.ce a week for six weeks, A brief date report of each subject follows;
(1) Subject A
a, female, 4 years, 9 months. Rubella baby^ C.Pi
b„ bom 2 "le^ee
c, started present school Septend^er, 1969
d, low hjrperopic refractive error
e, no auditory response
f „ wears corrective lenses and auditory aid
<2) Sd>Ject B
a, male, 4 years^ 11 months^ Rubella baby
b, bom 12=20-65
746
c„ started present school SeptenA^er 1970
do TiystagDRts, mlcropthalmos , surgical aphakia, secondary cataract O.S.
e, severe auditory loss
f . wears corrective lenses and auditory aid
(3) Subject C
a, female, 5 years, 11 months^ Rubella baby
bo bom 1-10"65
Co started present school Septenber, 1969
d, slit in cornea O.S. and apparently no useful vision, cataracts
e, severe auditozy loss
£o wears corrective lenses and aiTditory aid
(4) Subject D
a. female n 5 years, 9 months, Rubella baby
bo bom 2-22-65
Cc entered present school Septeni>er, 1969
do retinopathy 5 retinal degeneration j, opticatrophy, nystagmus
Co moderate atzditory loss
£o wears no corrective lenses but does wear auditoxy aid
(5) Subject E
a, maleg 5 years, 8 months, Subella child
bo born 3 2? 65
c, <3!Qtered presanc school Sep(:eobe2.% 1968
d^ congenital cataracts
0 0 severe hearing loss
f o wears corrective lenses and auditory aid
747
Materials and Equipment
Two different environments were used In the study: one site vas an
Isolated room In the dea£~bllnd cottage and the other %iaa a hallvay of
the Elementary School. A distance of eight feet between experimenter and
subject was used for rolling the balls while the other experimenter was
In close proximity to the subject for returning the balls when the subject
failed to return them.
The balls eniployed (100 balls « 50 rubber and 50 Btyrotosm} were of
different textures (rubber and styrofoam), colors (tAlte, blue, green,
yellow, red) and sizes (approximately 4 Inch diooeter; 3 inch diameter,
Zk inch diameter; 1% inch diameter; and 1 inch diameter). The paint used
for coloring the balls iras of a soft matte finish for the styrofoam balls
and an enamel for the rubber balls. A clear plastic spray was used on the
styrofoam balls in an effort to keep them from flaking.
With the exception of Subject E„ the balls xjere rolled at various
speeds to the right, left and center of the subjects o Subject E was not
ready for this type visual task, Thp experleranters introduced larger balls
than the study calle^i for in the third week in an attempt to encourage
Subject E to use his residual more than in the past. The colors of these
balls were White, blue^ green and orange; these balls were not painted as
they were solid colors when purchased where the others were iK)t„ la an
attempt to get the subject to use his remaining visiou more £han he bad in
the past, the balls were laid in different positions or areas of the floor
instead of being rolled to him to see it he would creep, crar^l, or walk
In the right direction to pick them up visually rather than tactually,
748
CoQcloslons
Tho following conluslons represent a breakdown on individual subjects
as to what the experimenters observed. Srf)1act A (added to study on the
fourth day) vas adninistered a total of 222 trials responding positively
to 90 vlth a percentage of 40.5. A breakdoim of the total trials is as
follom: left side - total 71, positive responses 23, and percentage 32.4;
central - total 68, positive responses 29, and percentage 42.65; right side -
total 83, positive responses 38, and percentage 45.8. The subject wss absent
from the study on days ei^t and ten. At the tenslnatioa of tbe 8th day of
the study, the std>Jeet had a total of 186 trials and responded positively
to 34.4%. At the end of the period of study the 8id>ject shoved an increment
of 6.1% of total trials. Other relevant observations made by the researchers
are as follosss (1) subject did not seem motivated by the balls after the
second day, (2) subject fixated on other objects in the room more than she
did the balls, (3) std>ject preferred to be in a semi-reclined position
rather than a sitting po'^ltion that the study called for, (4) subject pre-^
ferred the yellow balls, (5) affection was not welcomed by the subject but
a ladies purse was and this was used as a reward, (6) gross motor mtvemcata
were lacking and balance was ataxic (probable C.P.) , <7) subject enjoyed
putting the styrofoam balls in her suuth, (8) subject preferred the hand
•iced balls (1 inch dianeter) , (9) subject preferred right side for motor
responses to the balls that were rolled.
It is hoped that the researchers will find the type motivation for this
subject so that she will benefit from the task.
Subject B was administered a total of 204 trials and responded positively
to 149 for a percentage of 73.0. A breakdown of the total trials is as follows s
-4-
749
left aide - total 71, positively responded to 53 for a percentage of 70,4;
central - total 48, positively responded to 37 for a percentage of 77 oO;
right side - total 85 and positively responded to 59 for a percentage of
69. 4„ This subject was absent from the study on days seven, eight, nine,
ten and eleven. At the end of the eighth day of the study the subject had
a total of 204 trials and responded positively to 73%. At the termination
of the period of study the subject showed the same percentage, for he did
not return because of illness. Other pertinent observations made by the
experimenters are as follows s (1) subject ^as highly motivated, enjoyed
the task, and made very good use of his vision, <2) excluding central,
subject preferred the left side for motor responses to the balls that
were rolled^ (3) subject worked equally veil with all colors, (4) subject
was absent the last part of the study and no size preference t;as evident,
(5) subject liked to bounce styrofoam balls on the floor, (6) subject uaa
intriqued by light but this did not defer his performance.
It is hoped that this subject will not lose the carry-over because
of his absence the last five days of the study and that further opportuni-
ties be provided so that the subject will use his vision more fully.
Subject C was administered a total 239 trials and responded positively
to 164 for a percentage of 68<,6. A breakdown of the total is as follo\»s;
left side - total 81, positive responses 53 for a paseentage of 65. 4j central
- total 73, positive responses 54 for a percentage of 73,97; right side -
total 85, positive responses 57 for a percentage of 67,2^ This subject was
absent from the study days two, three, ten and eleven. At the termination
of the eighth doy of the study, the subject had a total of 239 trials and
responded positively to 68„6X. At the end of the period of study, the
750
sabjeet sho««d a decrease of 2,2\. Other relennmt observations made by the
experimenters are as follows: (1) subject enjoyed taking balls a«ay from
experimenters and away from the experimenting station, (2) subject vould
look one vay and throv the balls the opposite vay purposefully, (3) ex-
cluding central, subject had a slight preference to the right, (4) could
not detemine the preference of sise of balls due to subject's absence on
last two days of study.
This subject was highly active during the study. On occasions, she
would impose her oun rules to set the attention of the experimenters by
running with the balls down the hall. It is hoped that this motivation
can be channeled in a direction for better proper visual and motor responses
on the task.
Subject D was adnlnistered a total of 200 trials and responded positively
to 185 for a percentage of 71.15, A breakdown of tha total is as follows:
left side " total 96, responded positively to 71 for a percentage of 73o95j
central >= total 75, positive responses 54 for a percentage of 72,0; right
side - total 89, positive responses 60 for a percentage of 67.4. This sub-
ject was absent from the study on days three, four, five, six, and eight.
At the termination of the eight day of the experiment, the subject had re-
ceived 71 trials and responded to 50. 7X. At the end of the period of study
the subject showed an increase of 21.08%. Other pertlni>:nt observations made
by the researchers are as follo^'ss (1) subject wjuld not attend at the first
part of the study, (2) introduction of HSil's on the eighth day of the study
was definitely a source of motivation for the subject to attend Co the task,
(3) subject showed no evidence in color or siae preference over-all, f4)
subject began to move whole body to obtain balls cea? the end of the study,
'*6*"
751
(5) subject preferred the left side for motor responses to the balls rolled „
The experltoenters have used fewer and fewer M&N's with the Increase in
trials and it is intended that the use of this type of reward for motivation
will be eliminated and the subject will attend as a result of the enjoTment
and fan from positively responding to the balls that are rolled, as she
seemed to be more enthusiastic about the task as the study progressedo
Subject K was being trained by the experimenters to use more of his
remaining vision than he had in the past. The procedure used vma different
from that of the other subjects » Ho percentages can be stated, but the ex-^
partmenters did observe an employment of more vision then at the Initisfcio!?.
of the study. The balls were placed on the floor in different positions
and the subject vould scoot along the floor in an effort to locate the bails^
Opoa realizing thiSg the esperintenters placed the subject in a biped position
at times and a crawling position at other times to begin his on his \?ny to
asqplore visually. This subject was eztraisely motivated vhen succej^sf ul „
On more than one occassion the subject attempted to reproduse the impetus
of the ball vocally. The si^jeet has the potential to use his residual
vision more if he is placed in situations that demand «:his type of re&pon>e„
It is hoped that further tmrk of this type will enable this subject to •■•a-
turn to the normal procedure of the study in the future^
Reconmendatlons g
1. The testing environment should be isolated „
2. Flexibility in total procedure should be employed^
3. Rubber balls should be purchased in their respective colors
rather than painted when possible.
752
4. The speed at vhicli the ball is rolled should not be a factor
In determining positive responses.
5o Styrofoam balls should be utilized «^en audition can ba improvad
and also used as a source of tactual discrimination between
st3rrofoao and rubber balls.
6. The task employed in thia study should be attempted also vlth
low vision children^
7. The task ea^loyed in this study should be attempted with multi-
handicapped children, visually handicapped exclusive.
8. A clinical approach to this procedure should be maintained.
9. Various types of rewards should be attempted when the subject
is not motivated, (Special rewards should be eliminated as soon
as possible.)
10. A task analysis procedure should be employed to delineate areas
lAich need training.
-8-
753
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754
Improving Low Vision Skills: Evaluations and a Guide
755
SPECIAL STUDY INSTITUTE
"Methods & Materials For Improving Low Vision Skills"
March 2h-26 ,■ IQll
Michigan State UnivTslty
INSTITUTE EVALUATION
Follow - Up
June, 1971
Nov that some time has passed since you attended the March 2i4-26, 1971,
Institute, would you please share with us your reactions to what went on at
the Institute.
1) Have you had an opportunity to speak with others about low vision training?
/7 Yes /_ No If yes, how many: -^ ^ '^
If yes, what were their reactions in terms
of their interest:
/ 0 Very interested C- Moderately interested c^ Not interested
ComnentB :
2) As you think back to the Institute at MSU, would you please rate the
activities in terms of their IMPORTANCE to you.
A. Background Information
(Wednesday Afternoon)
B. Administering the VES-
Videotape
(Wednesday Afternoon)
C. Low Vision Aids - Ro\md
Table Discussion
(Wednesday Evening)
D. Administering the VES-
Role playing
(Thursday Morning)
E. Training (remediation)
Materials- Videotape
(Thurs. Morning 8e Afternocr;)
F. Feedback Session
(Thursday Evenirn.'^
G. Procedures for Re)) Li ("at ion
(Friday Morning)
Very
Important
7
IS
13
Important
8
/C
Not
Important
/
O
o
o
-2-
3) Finally, what suggestions or conraenti: .:c y._ u :. ■•• rc-^^ardin^ the
Institute?
I feel we could have used mor>- time for the material we covered to make us
more proficient. I was amazed at the friendly and helpful attitude of the
Michigan State University staff. You were so willing to give so much, and
you seemed to have so much knowledge that could help me do a better job of
teaching.
The video-tapes were too long to hold one's interest. More time to discuss
the Profiles which we made. Some discussion of Holmes study at the Jr.-Sr.
high level.
As well as this institute was prepaired and presented, it was almost regretable
that it was done only once or that it involved so few people (participants).
I am wondering if, with a few adjustments, this could have included all the
75 who will be coming for the "replicated" institute this August. With some
exception, the institute was mainly involved with the transmission of infor-
mation. We have come to realize in education that while some learning is best
done in small groups or even on an individual basis, other types can be con-
ducted in large assembly-type settings. To be taught how to do something is
not quite the same as to be taught how to teach it, and although the "each
one teach one" plan is fesisible here, the duplication of effort and materials
here in Michigan does seem a bit of a waste of the talent and efficiency and
effort that went into an institute that was prepared so well. Sue, I'm
probably Just lazy and annoyed that you gave us so much to live up to!
The Institute was generally well organized ajid the staff was well prepared.
The session, concerning remediation materials and when to apply the materials,
was particularly stimulating to me.
This is one of the first institutes that I've attended where I can honestly
say I came away with something really concrete. In addition to "learning",
I had an extremely enjoyable time, suid the hours went by very rapidly. The
thoroughness with which the institute was run made the replication in Minnesota
much easier for those in charge. The awareness that I now have regarding low
vision students will be of great help to me in no^ teaching, especially with
three students in the lower elementary level. If I could be assured of the
effectiveness of other institutes, I'd be very willing to provide my own
expenses to them. My thanks to all in charge.
I felt the institute was very worthwhile. It was really the first practical
training I have had in the area of visual impairment. I hope to make even
more use of my new knowledge next year.
I Just hope that we can generate enoxogh enthusiasm at the Nebraska School for
the Visually Handicapped to have some training sessions there this fall and
include the very few out state teachers who coiild also benefit from the training.
Don Pickering (who also attended your Institute) is on the staff of the State
School and is responsible for Statewide resource services. Without the coopera-
tion and participation of the State School, we could not have a training prograai
which would have any chance of being useful.
758
3) (cont.)
It was an especially good experience for me to get infonnation in the eirea of
the visually impaired as this has bef^n a minor program up to this point in our
state. Since coming back from the cinTercnce we have put a nur;ber of things
in motion.
It was conducted with greo' enthusiasm. The ' ^■^..'..s w.-re interesting, as applied
to my partially seeing st ;Jt'iits, but are acre i.-nj. -Lant- for chi.idren with a
severe loss. With the part. ally seeing, I wou 1 1 f'-«-j more oer'ain of meaningful
results by having more te- t in each category.
My sincere thanks to those in charge of the institute. It was highly organized
sjiid indicate of much time and preparation. I especially enjoyed conversing
with other individuals in similar fields.
The institute, so well planned and presented, the friendly atmosphere for
learning, the active participation of each member in learning how to administer
the VES , and the remediation procedures provided the keys to its great success.
It inspired us to go back to our states eager to share with other teachers the
methods and materials that can be used to help visually handicapped children.
I thought the Institute was well managed and successful to the extent that ^'
clearly explained the administering of the V.E.S. I have, however, found after
giving the V.E.S. several times, I am not very satisfied with it.
The numerous suggestions for running an institute were excellent and have
proved to be most useful. It might be useful to develop a manual concerning
the Scale including uses and remediation techniques to give it perspective.
I did not appreciate fully the helpful Coordinator's Manual until we came to
plan for our own workshop. Then it became invaluable. We could not have held
such a successful local institute without your help.
The institute was very well planned, both day and night! I feel before the
institute begins (several weeks) that participants know what "low vision" isl
There were some of us that had very little background in working with the
visually handicapped.
759
Question 1:
Have you had an opport.uiiity t '. speaJ'. wi ' h o'h.,-)-? 'tro';t low visi :, training?
Comments :
Conversations with teachers, ipthalmologists , and parents of children having
low vision who are in my clasj.
I have opoken informally to many people, but priranriiy I have contacted 2
individuals re^^arding future workshops.
Attended and participated in the Minnesota Institute.
I talked with the elementary teacher .n our system and wt- are going to uiie the
VES next fall.
Many of the opthalmologists with whom I spoke about such training felt it invalid.
Early El. Ed. teachers generally thought it was great.
Our follow-up institute for teachers was most successful.
We hel:J a three day workshop at Carleton College. The response was good.
Others that I have mentioned the scale to in passing (e.g. the young man who
is to take my place next year) have been more moderately interested.
I have contacted the counselor at the Sch. for Visually Handicapped. She felt
the staff at the school would be interested.
760
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATEKIAIS
CfMtK K)K
HANOU APPIO
\L < HILPRIS
ANLJYOLMH December, 1971
EVALUATIONS
Low Vision Institutes For Teachers
Conducted by 1>CU Institute Participants
The Regional Instructional Materials Center for Handicapped
Children and Youth, located at Michigan State University has received
responses from teachers involved in two low vision institutes in two
of the six states represented at last March's Institute. We thought
we'd share with you these results Ln the hopes that they may assist
you in planning and carrying out your own institute. Since there
were some differences in the nature of the responses between the two
institutes, we have compiled them separately.
Many of the participants who attended Institute "A" are func-
tioning as consultants and indicated that perhaps the structure of
the third question on the evaluation form could be changed to include
"resource and itinerant personnel" who may adopt procedures but who
are not in a "classroom."
Some participants in both groups indicated that there was insuf-
ficient information available for use with older pupils'-especially
secondary level. The emphasis throughout has been on elementary school
age children. For those who feel it necessary to cover strategies for
working with adolescents, a local consultant might be instrumental in
helping teachers adapt materials and procedures.
We have also received information from Institute participants in
one other state who Indicated that the following had been done in that
state:
1) All visually impaired children were visited by an institute
participant in June 1971. Teachers, administrators and parents
were seen also, and reconmendations for educational planning
were made for this year.
2) Follow-up discussions with local directors of Special Education
were held regarding low vision aids.
761
3) Opthamologis t s , optometrists, physically Viaadicapptd nurses
and teachers attended a one-dav con f e itMict (70 people attended)
U) An open house was held for regular tea^h.-rs who have visually
impaired children in their classes. CAttendance was extremely
sparse, unforti:nately) .
We are very much interested in hearing from e ich of you as you hold
your workshop. We will be sending you nwre evaluation forms under separate
cover.
Thank vou for your continued cooperation.
762
INSTITUTE "A"
Special Study Institute
August 19 71
1. Were you familiar with this approach to visual efficiency training
prior to this workshop?
Yes 23 Somewhat 4 No 38 Total 65
(357,) (67,) (59%)
2. Do you feel the procedures that were discussed are appropriate for
your students?
Yes 55 Somewhat 6 No 3
i.e., 867 of those responding felt procedures were
appropriate. The No respondents qualified their
answers by stating that they were not working directly
with elementary school age children.
3. Do you expect to adopt these procedures in your classroom?
Yes 56 Some 5 No 1 Not applicable 2
i.e., 887 of those responding felt they could and would
use procedures .
CoTiments :
Those aspects seen as beneficial:
--organization and planning of Institute
--resourcefulness - speakers, ideas, etc.
--exchange of ideas with others
--usefulness in teacher/consultant work
--applicability to use with perceptually handicapped children
--a slide presentation relating to visual efficiency by a
local teacher
Those aspects in need of further work:
--lack of remediation materials and ideas for use with
secondary level
--test-retest reliability
763
INSTITUTE "B"
Special Study Institute
June 16-18, 1971
I. Were you familiar with this approach to visual efficiency training
prior to the workshop.'
Yes 9 Somewhat 8 No Ij Total 30
(307,) (2770 (437,')
2. Do you feel the procedures that were discussed are appropriate for
your students?
Yes 25 Somewhat 1 No i
i.e., 86'/o of those responding felt procedures were
appropriate. TVie No respondents qualified their
answers by stating that they were not working directly
with elementary school age children.
3. Do you expect to adopt these procedures in your classroom?
Yes 56 Some 5 No 1 Not applicable 2
i.e., 797,, of those responding felt they could md would
use procedures.
Cotiments:
Those aspects seen as beneficial:
Workshop: stimulation, reinforcement, participative experience,
organization, problem-solving behavior
Those aspects in need of further work:
--VES may have been "uncritically accepted"by
participants
--lacking Information about later elementary and
secondary
--parts of workshop Irrelevant
i
764
workshop
coordinator
guide
dUfliiyf'-*. -7^
METHODS AND MATERIALS
FOR
IMPROVING LOW VISION SKILLS
USOE/MSU Regional Instructional
Materials Canter for Handicapped
Children & Youth
765
The work presented herein was performed pursuant to a Grant from the U.S.
Office of Education, Department of Health, Education and Welfare. However,
the opinions expressed herein do not necessarily reflect the position or policy
of the U.S. Office of Education, and no official endorsement by the U.S.
Office of Education should be inferred.
Cover Design: Clarence Mixon
USOE/MSU Regional Instructional
Materials Center for Handicapped
Children & Youth
213 Erickson Hall
Colloge of Education
Michigan State University
East Lansing, Michigan 48823
766
METHODS AND MATERIALS
FOR
IMPROVING LOW VISION SKILLS
A GUIDE FOR WORKSHOP COORDINATORS
S. Joseph Lervine
The following guide has been developed to assist the participemts
at the March, 1971 Special Study Institute in planning and conducting
their own training institutes. This guide is not meant to be a "sure-
fire" cookbook for running an institute. Instead, it attempts to pro-
vide a number of basic ideas that can be built into any institute con-
cerned with the training for utilization of low vision skills.
Scope of the Institute
There are two primary tasks that should be undertaken in the in-
stitute.
A) Training in the administration of the VISUAL EFFICIENCY
SCALE (VES).
B) Presentation of procedures for remediation.
Each of these tasks can be quite extensive. Separate training institutes,
each concerned with one of the tasks, can provide adequate treatment of
both. The combining of both tasks at a single one-day institute can pre-
sent the participants with an overwhelming amount of information for
processing.
The inclusion of actual learning-by-doing ("hands on") experience
during the institute is a unique procedure for motivating the participants,
767
-2-
Having an opporttinity to actually do the task provides the participant
with a base for discussion. You can enhance the success of your teach-
ing of the administration of the VES and remediation procedures by first
providing an experience based learning activity and then, following it
with a discussion of the activity.
An essential part of any training program is the use of some evalioa-
tion device or measure. If your evaluation is designed well it will,
a) reinforce in the participants' minds exactly what has been covered
dxiring the institute, and b) provide you with further insight into the
effectiveness of your own teaching. Evaluation forms do not have to be
complex to yield usable information!
Using This Guide
This guide is divided into four separate sections:
Section One - Administration of the Visual Efficiency Scale
Section Two - Using the Profile
Section Three - Materials for Remediation
Section Four - Evaluation of the Workshop
Each section presents a n\imber of workshop activities that can be
utilized in training teachers in the methods and materials for improving
low vision skills.
Following these four sections is a checklist and set of questions to
help you organize your workshop.
The appendix includes a number of different supplementary materials
to assist in your planning.
768
SECTION ONE
WORKSHOP PROCEDURES
ADMINISTRATION OF THE VISUAL EFFICIENCY SCALE
The Visual Efficiency Scale (VES) is made up of U8 separate items.
We have categorized the items into l8 separate areas. Most of the items
relate to a specific category. Others, relate to two areas. Become
familiar with each of the categories. Understand their mecuiing and
be able to demonstrate each. No doubt, you will be asked specific ques-
tions at your institute relating to the definition of one or more of these
categories. The simplest way to answer one of these questions is to be
able immediately to provide an example for the questioner. This can be
most effective if you can develop the example on the spot, demonstrat-
ing your own familiarity, rather than searching for a commercially avail-
able example.
Learn each of the items in the VES and the category that it focuses
upon. You must truly understand why that item fits its particular cate-
gory. A complete listing of all 18 categories, their definitions and
the particular test items they relate to is included as an appendix to
this guide.
Before you conduct your first training institute, take the time to
actually administer the VES to a visually handicapped student. This will
provide you with a first-hand look at the potential problems involved in
the actual administration. Be alert during this administration to the
769
-l4-
problems you encounter and also the possible problems others might en-
counter. You might want to keep in mind some of the concerns that are
presented in the appendix — "Suggested Guidelines for Assessment and
Interpretation of Visiial Behavior."
The following activities can be built into your training institute
to provide the participants with an \inderstanding of the administration
of the VES.
Designing yoior own test
Divide your participants into teams of two to six people. (There
should be from four to eight separate teams operating during this acti-
vity. Any more than eight teams can present management problems.)
Provide each team with three sheets of paper. At the top of each piece
of paper write a category from the VES and its definition. Instruct the
participants that they are to design a visual test concerned with each
of the three eu:eas that they have been given. (Each group can have the
same three areas. Or, groups can be given different areas.) Instruct
the groups that their test cannot be verbal — there may not be any writ-
ten words. They must confine their test items to pictures. A test item
can consist of a single picture, a series of pictures in sequence, a
series of unrelated pictures, etc. Allow the participants 20 minutes
to design their test items. Inform them when 10 minutes have elapsed,
thereby keeping them on course. At the conclusion of the activity, have
each group present its items to the rest of the participants. Discuss
770
-5-
each item as it is presented in terms of whether or not it has fulfilled
the category and its definition, (if an overhead projector is available,
you can have the participants draw their test items on transparency film —
they can be projected for the rest of the participants to see during the
discussion period.)
This is an excellent activity for providing the participants with an
opportunity to better understand exactly what goes into the design of test
items in the area of training for visual efficiency. The discussion will
no doubt bring out the pitfalls in the design of such items. Such prob-
lems as clarity of visual representation, confinement to the particular
category, and clarity of directions should be brought out. By setting
the stage with this activity the participants will have an introduction to
the categories that are used and the basic format for the VES. At the
conclusion of this activity, it would be appropriate to hand out copies
of the test items of the VES and discuss those items that are similar to
those developed by the participants. It is important to stress the under-
standing of the categories and their definitions for each of the items.
Matching game
Divide the participants into groups. Provide each group with a
packet of slips of paper. There are three different types of slips in
each packet. Type A, is the actual illustration or the "graphics" from
the VES. Type B, is the category. Type C, is the definition of the
category. The task for the group is to match graphic with category and
with the appropriate definition. Each packet should include approxi-
mately 10 different items, or 30 separate slips of paper. Each group
771
-6-
should be provided with a cork board, or some other device for tacking
up the items as they unscramble them. As a group finishes the task, they
should bring their board to a specified place in the room, signifying
that they are finished. When all groups have completed the task, select
the board that was completed first. Check it with the whole group to
ascertain whether or not it is correct. If it is correct, that group
is the winner. If it is not correct, go on to the next board turned in.
Allow participants the iniative to question the correctness of any of the
items on the board. Ask for whole group consensus regarding the question.
This activity focuses on a complete understanding of each of the
items . It promotes group involvement that can now set the stage for
discussing the actual VES.
Role playing
Make up role definition cards that describe a particular visual
problem or set of problems. ("You are a student with a visual problem.
Your problem is hidden figure discrimination. Whenever the teacher pre-
sents a test item to you that calls for you to find a figure within a
more complex figure you are unable to do it.") Divide group into teams
of three participants each. Within each team, two participants are to
be teacher and one participant is to be the student. Provide each set
of "teachers" with a magazine (Life, Time, Look, etc.). Provide "student"
with his role definition card. Instruct "teachers" that their "student"
has a visual problem. They will have (the two teachers operating to-
gether) 15 minutes to discover the particular problem that their "student"
has. The only materials they will be allowed to use in testing their
772
-7-
"student" is the magazine. Their "student" is completely verbal and will
attempt to answer all questions as completely as he/she can. Questions
calling on the use of the "student's" visual deficiency will obviously
be answered in a negative manner. When a team of teachers feels they
have isolated the visual problem, they are to write it on a piece of
paper. They are not allowed to ask their "student" if they have found
the correct areal At the conclusion of the 15 minute testing session,
ask each team of teachers to specify what problem they feel they have
discovered and how they were able to discover it. Then, ask the "stu-
dent" to certify whether the "teachers" have been able to find his prob-
lem. You might also want to have the "student" comment on the procedures
the "teachers" used.
This activity draws attention to the full understanding of the dif-
ferent categories in the VES. You might want to provide each team of
"teachers" with a list of the categories and their definitions to assist
in the activity. This activity can best be used as a follow-up to the
actual discussion and use of the VES.
Practice administration
Sometimes it is helpful to have teams of two participants administer
the test to each other. ("Student" and "teacher"). Unless the "student"
does have a visual handicap, this can be a very unreal situation and care
should be taken in its use. In many cases, the strongest learning will
be for the "student" rather than the "teacher." To assist the student in
answering the test items more realistically you can either use special
corrective lenses that simulate visual problems, or something like a
773
drinking glass with a thick bottom where the student closes one eye and
with the other eye must sight through the drinking glass to view the
materials .
Stress the importance of this activity as it relates to fully un-
derstanding what the student goes through while taking the VES. The
obvious problems, the ones we typically don't think of, are the ones that
present most of the problems for the learner. If we have a full tinder-
standing of what the student is undergoing, we will be able to better
judge how he is reacting to the VES.
Videotape
A videotape showing the administration of the VES to a partially-
sighted student has been prepared by the Regional Instructional Materials
Center at Michigan State University. A copy of this tape may be bor-
rowed by writing to the Center. Copies of this videotape are available
for purchase at cost.
The videotape shows the complete administration of the VES. It is
ideally suited as a later activity for a training institute. Since the
viewers play a passive role in just watching the tape, it is important
that they will have had some actual experience with the VES or its com-
ponent parts prior to viewing the tape. In this way, the tape serves
as a reinforcer rather than an introducer of new information. As a rein-
forcer, it will also answer many questions that will have come up during
other activities at the training institute.
774
SECTION TWO
WORKSHOP PROCEDURES
USING THE PROFILE
The profile is utilized to graphically display a particular child's
low vision skills. Your workshop should provide the participants an un-
derstanding of both, a) filling out the profile, and b) reading the
profile .
Filling out an Entry Behavior Card
To diagnose a learner, we must be able to observe some sort of
demonstrated behavior. This activity calls for the participant to de-
sign a single "test" item that he/she can use to observe a student with-
out actually interacting with him. (i.e. play behaviors, studying be-
haviors, written behaviors , etc.)
Provide each participant with an Entry Behavior Card. At the top
of the card, write in one of the visual behavior areas from the Profile.
Each participant must then list five observable student behaviors that
will let you know if the student is proficient in that area.
ENTRY BEHAVIOR CARD
Visual Behavior Area
In the spaces below, list 5 observable student behaviors
that will let you know if the student is proficient in
the above area. (i.e. play behaviors, studying behaviors,
written behaviors, etc.)
1.
2.
3.
k.
5.
775
-10-
This activity will assist in developing an understanding of the
Visual Efficiency Profile. Notice that the emphasis is on diagnosis and
not remediation. To understand the profile we must have a clear under-
standing of diagnosis. Have each participant read their cards aloud
to the total group. Have the group react to the behaviors that are
listed. Are they observable? Will they tell us something about the
student? Do they relate directly to the area?
Grouping Categories
Since most children will show a group of categories in which they
are deficient (rather than Just a single category) it is helpful to
the participants to understand possible groupings and their implication.
Divide the participants into groups. Using the listing of cate-
gories and definitions (appendix), have each participant group randomly
select four different categories. Then, instruct each group to write a
behavioral description of a "typical" child who is deficient in this group
of categories. Their description should focus on classroom learning be-
havior. The behavioral description must be a complete "picture" of the
child.
One format for assisting with this activity is a pack of 3 x 5 inch
cards . Each group member fills out two or three cards . Each card de-
scribes a specific incident in the daily routine of the child. This
group of Specific Incident Cards then represents a child with a parti-
cular group of visual efficiency problems. At the completion of the
activity have each group describe "their" student and his specific in-
cidents.
776
-11-
Working backyards
Probably the eaoiest way to have participants understand the full
meaning of the profile is to do it backwards! Rather than have the par-
ticipants attempt to fill out a profile, provide them with one or more
completed profiles. Give them only minimal instructions regarding the
interpretation of the profile. Working in groups, have the participants
study the profile and then select appropriate materials that might be
used for remediating the child in question. The focus, then, is on
the selection of a material rather than on reading the profile. This
selection, however, cannot be made unless they truly understand the
profile. Their understanding, or lack of understanding, will become very
clear to them when they attempt to select the material. It is more
meaningful to the participants to discover on their own the accuracy of
their diagnosis rather than attempting to tell them how to diagnose
from the profile.
After each group has selected the materials they feel appropriate
for remediation, have them present to the rest of the participants their
profile and what they were able to find out about the child from it.
Each group can have a different profile, or groups can all have the same
profile. It is helpful to have an overhead projector with the profiles
made up on transparencies for showing to the entire group during the
discussion period.
A variation of this activity calls for the participants to design
and construct a simple material rather than selecting a commercially
available material. To conduct this variation, provide a table with
basic construction materials (scissors, construction paper, magic
777
-12-
markers, paper clips, glue, magazine pictiires, etc.). This variation
will conclude similarly with each group discussing their findings from
the profile and then describing their material and how it will remediate
the problems uncovered.
Designing a child
This activity calls for the participant to select a material from
amongst <>. large group of materials set out on a table. The participant
is given no criteria or structure by which to select the material. He
is merely told to pick a material that looks interesting. Once he has
selected his material, he is asked to examine the material in terms of
the 18 categories. He should try to isolate those categories the ma-
terial focuses upon. Then, he is to construct a profile for the child
who would most benefit from the use of this material. As the partici-
pants are developing their profiles, clear the remaining materials from
the table. When the participants have completed their profiles have
them replace their materials on the table and then hand in to you their
completed profiles. You should then shuffle the profiles and re-distri-
bute them to the participants. Each participant, then, goes to the table
and selects that material which he/she feels best fulfills the visual
characteristics of the learner described in the profile. Make sure that
the person who has designed the profile can recognize it during the dis-
cussion, Eind be able to show the material that they designed the pro-
file around. The discussion session following this activity is built
around each participant describing the profile and then showing the
778
-13-
material they felt fit it. The person who designed the profile then
says whether or not the group has selected the "correct" material and
if not, what the correct material was.
This activity focuses on the necessity for clearly defining the
learner through the profile. A poorly defined profile tells us little
about the learner. A clearly defined profile allows us to select ma-
terials appropriate for remediation. (This activity can also be used
for the next section — Materials For Remediation).
779
SECTION THREE
WORKSHOP PROCEDURES
MATERIALS FOR REMEDIATION
The activities cited above in the section on understanding the pro-
file can all be used to begin a further look at materials and methods for
remediation of visual efficiency problems. Care should be taken during
this section of the institute so as not to "bombard" the participants
with too much information. The focus should be on thoroughly understand-
ing the specific categories and the selection of appropriate materials
to fit these categories. Once more, allowing the participants an experi-
ence in selecting or designing appropriate materials, is a much stronger
teaching strategy than merely showing the various materials that are
available. A chance to view or inspect a large number of materials,
however, should be provided the participants. This should be provided
toward the end or as a final activity for the institute.
Case study
Prepare a short case study describing the visual behavior of a
student. Describe this behavior in terms of his actions during school
hours, rather than using category labels. Divide the group into small
teams and instruct each small team to design a material to assist this
child.
A variation of this procedure calls for the use of commercially
prepared materials. Display the materials on a table to one side of the
room. Have the participant groups select a material or materials that
will benefit the child described in the case study.
780
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When you are writing the case study bave a particular student In
mind. Jot down on a piece of paper the various ways in which this
student will manifest his visual problems. Then, select out activities
he will be participating in during the day and describe his actions
during these activities.
Demonstration
Selfcct a group of materials that can be used flexibly. Each ma-
terial should have qualities permitting its use in more than one of the
categories. Describe each material to the group in terms of its flexi-
bility. Stress the adaptlveness of single materials to many areas of
visual training.
After you have established this model of examining materials in
terms of their miiltiple uses, select single materials and have the group
offer various ways in which It could be used for visual training. It is
often helpful to select at least one very coanon item found at home or
in the school, but is not typically associated with being an instructional
material. Use this item toward the beginning of your demonstration to
establish the concept of multiple use. (i.e. a dozen pencils of dif-
ferent lengths, or a set of plastic dishes of different sizes. How can
materials like this be used for training in visual efficiency?)
Slide sets
Obviously, you will not have available all of the materials you
would like to show or demonstrate for your group. It is sometimes handy
to spend some time in a classrooon tcJcing pictures of students involved in
781
-16-
an activity that demonstrates some aspect of training for visual ef-
ficiency. These slides can then be shown at your institute and used to
promote discussion regarding what the learner is doing, or how the teacher
might better focus on visual efficiency throiogh the use of the material
pictured. When taking slides be sure to get close enough to the subject
and the material so that it is easy to recognize when projected. It is
always preferable to show the material in use with a child rather than
Just having it laid out on a table.
Videotape
The videotape that you have seen at this training institute is
available for loan, or copies may be made at cost by addressing your
request to the Instructional Materials Center. The tape available is
approximately one hour in length. This is an awful large "dose" for one
sitting. It is suggested that if used, you divide the tape into two or
three separate sessions. Each session can be concerned with a group
of the 18 categories.
After you have had an opportunity to view the tape a few times you
might find it more manageable if you delete the narration provided and
provide your own narration. Most of the activities shown are quite
obvious and it is a simple task to talk along with the tape and thereby
personalize the presentation for your group. A short set of notes to
accompany the tape will assist you in knowing what is coming up. Be
sure you don't talk too much! Hopefully, the videotape will do a lot
of the teaching by itself without your narration. Your narration should
be to fill in the gaps that occur on the tape.
782
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Bibliographies and lists
Attached to this guide are some bibliographies and lists that you
might want to duplicate and pass out to people at your institute. One
list, from the American Printing House for the Blind, contains sections
on books relating to the topic, periodicals, and materials and their
producers that can be used for training for visual efficiency. Another
list, prepared to accompany the videotape, also lists materials for
training for visual efficiency.
There is also included a listing of the l8 categories and their
definitions plus the items they correlate with. This list can be a handy
supplement or take-home aspect of your institute. People attending in-
stitutes expect to receive something to take home with them. Make sixre
that whatever you provide for them is material that will refresh their
memories of what you discussed at the institute. Material that you do
not have a chance to talk through with the participants, unless it is
self-teaching, should not be given as a tsJte-home piece.
Finally, there are four completed profiles of visually handicapped
children and a copy of the blank profile.
783
SECTION FOUR
WORKSHOP PROCEDURES
EVALUATION OF THE WORKSHOP
Whenever we try something new it is very helpful and also very
interesting to evaluate what has happened. A simple evaltiation format
will provide information about the exact success of our teaching effort.
In particular, it will shed light on the strong points and weak points.
The following pages offer some examples of possihle evaluation in-
struments. These instruments, like this guide, do not have to be used
exactly as they are designed. They are presented primarily to give
exajnples of possible items that might be included on an evaluation form.
Look over these forms and decide which aspects (items) are usable for
your institute and what changes should be made. The important thing
when designing an evaluation form is that you question each of the items
as they are written in terms of what sort of usable information these
items will provide you. There are many questions that can be asked on
an evaluation from that really don't help us find out about the success
of the institute.
784
-19-
Sample Evaluation Form A
1. What did you know about visual efficiency training prior to today's
institute?
How do you think you will use visual efficiency training in yo\rr
own classroom?
3. What new information did you find out during today's institute?
If a follow-up to this institute is held, what topics would you
like to see treated at that time?
Do you feel that the procedures discussed today are applicable to
your students?
785
-20-
Sample Evaluation Form B
1. In the spaces below list five things you learned at today's institute.
A.
B.
C.
D.
E.
2. Are the procedures for training in visual efficiency applicable to
your learners?
Yes No
Comments:
3. What two topics woiild you like to see discussed at a follow-up to
this institute?
A.
B.
h. Will you be using procedures discussed today in your own classroom?
Definitely Maybe No
5. What were the two most INTERESTING aspects of today's institute?
A.
B.
6. What were the two most IMPORTANT aspects of today's institute?
A.
B.
786
-21-
Sample Evad.uation Form C
Yes 7 No
1. I enjoyed today's institute. ( ) ( ) ( )
2. I felt that the topic discussed at {)()()
today's institute was important.
3. I would like to see a follow-up in- ( ) ( ) ( )
stitute held to further discuss to-
day ' s topic .
h. 1 will be using the procedures dis- ( ) { ) ( )
cussed today with my students.
5. More time should be devoted to visual ( ) ( ) ( )
efficiency training with partially
sighted students.
6. Today's presentation was very clear. ( ) ( ) ( )
7. Most of the teachers at today's insti- ( ) ( ) ( )
tute seemed receptive to the procedures
that were discussed.
787
-22-
A Checklist Of Facilities And Materials
The following items typically turn up on most checklists designed
for individuals running workshops or institutes. Look it over prior
to your institute and see if it brings to mind any aspects you might
have forgotten in yovir planning. A well-planned institute is obvious
to the participants. Organization and planning can be an important
factor in the success of your institute.
Room
Ample space
Good lighting
Chalk board (and chalk 1)
Seating
Chairs
Tables (if needed for group work)
Equipment
Tape recorder
Overhead projector
Transparency film
Marking pen
Videotape recorder
Slide projector (and slides)
Miscellaneous
Paper
Pencils
Name tags
Program
788
-23-
Do you know the names and addresses of all people attending your
Institute?
Do you feel the purpose of the Institute is clearly understood by
those planning to attend?
Have all materials needed been duplicated?
Have you tried out all equipment you will be using?
Will you introduce the program, or will you invite someone to give
the introduction?
Have you made effective use of media, (i.e. overhead projector, role-
playing, etc.) rather than relying solely on lecturing?
Are you clear in the objectives you hope to accomplish during the
meeting?
GOOD LUCK
S. Joseph Levine
Coordinator: Technology of Dissemination
USOE/MSU RIMC-HCY
789
March, 1971
APPEND I X
1. Categories and Definitions
2. Suggested Guidelines for Assessment and Interpretation of
Visual Behavior
3. Bibliography - Books and Reports*
4. Bibliography - Periodicals*
5. Materials List*
6. Materials List (MSU Videotape)
7. Sample Profiles
8. Blank Profile
♦Prepared by the American Printing House for the Blind, Louisville
Kentucky.
790
Visual Efficiency Scale
Categories & Definitions
FORM DISCRIMINATION (l,2,3,'+,5)
The child is able to distinguish differences and/or similarities
among FORMS. (Geometric or contour).
LIGHT-DARK DENSITY DISCRIMINATION (6,7,8,9)
The child is able to match forms according to their DENSITY.
POSITION DISCRIMINATION (8, 13, 1^^,30)
The child is able to distinguish differences in POSITION of similar
figures.
INNER DETAIL DISCRIMINATION (9,^+1+, 1+5,^+6,1^8)
The child is able to distinguish differences of DETAIL WITHIN
conf igvirations .
SIZE DISCRIMINATION (lO, ll)
The child is able to distinguish differences in SIZE of similar figures,
SIZE AND POSITION DISCRIMINATION (l2)
The child is able to distinguish differences in SIZE and POSITION of
similar figures.
DETAIL DISCRIMINATION (I5,l6,17,l8)
The child is able to distinguish DETAILS between similar figures
or outlines.
POSITION IN SPACE DISCRIMINATION (l6,2l)
The child is able to distinguish differences and/or similarities
among figures which are ALTERED IN POSITION.
PATTERN DETAIL DISCRIMINATION (19,20,U6)
The child is able to distinguish a specific PATTERN from among similar
patterns .
OBJECT UNIFICATION (22, 23, 2U, 25, 26)
The child is able to UNIFY a set of object parts to form a complete
object.
791
-2-
VIGUAL CLOSUnE (2i4, 141,1*2)
The child is able to distinguish a COMPLETE OBJECT from an incomplete
picture or set of picture parts.
SPATIAL PERSPECTIVE DISCRIMINATION (27,28,29)
The child is able to distinguish differences and/or similarities among
figures which are ALTERED IN POSITION and/or PERSPECTIVE.
FIGURE DETAIL DISCRIMINATION (29,30,35,36)
The child is able to distinguish DETAILS between similar FIGURES.
OBJECT DISCRIMINATION (31,32)
The child is able to distinguish differences and/or similarities
among OBJECTS.
HIDDEN FIGURE DISCRIMINATION (32,33,31+)
The child is able to distinguish specific FORMS which are integrated
WITHIN a more detailed picture.
SYMBOL POSITION DISCRIMINATION (37)
The child is able to distinguish between like SYMBOLS which have
DIFFERENT POSITIONS in space.
SYMBOL SEQUENCE DISCRIMINATION (38,39)
The child is able to distinguish differences in the ORDER of groups
of SYMBOLS.
CONFIGURATION DISCRIMINATION {kO ,kl ,^2 ,h3 M )
The child is able to distinguish differences in the OUTLINE SHAPE
of the configurations of symbol groups .
792
Siaggested Guidelines
For
Assessment and Interpretation of Visual Behavior*
Every child who is known to have observed or measured vision should
be administered the Visual Efficiency Scale in order to determine his
functional efficiency. In addition, the teacher will have a better basis
for estimating the visual learning potential of the child and the nature
and type of visually stimulating materials most appropriate for him. The
following guidelines are suggested for assessment and interpretation of
the behavior to be observed:
1. How close to the page does the child hold his head?
2. Does he use both eyes together, only one eye, or first one and
then the other? Does he move his head as he looks across the
page or does he move the page back and forth? Does he use cen-
tral or peripheral vision?
3. How does he look at the items — as a whole, in parts, in a circular
fashion, or without any particular pattern?
k. What are the verbal remarks and reactions of the child during the
procedure?
5. How does he use the pencil for marking? Does he mark on the form
or figure, beside it, above it, or under it?
6. What is the child's interest in the items? Does he seem relaxed,
anxious, tense, or disinterested?
7. How much and what type of lighting does the child seem to need?
Does he try to screen-out light?
Taking notes regarding the above will be very valuable. His functional
performance as such is important, but is no more important than the manner in
which he performs and the attitude reflected by his remarks or his interest.
*Barraga, Natalie C. (Editor) Teacher's Guide For Development of Visual Learning
Abilities and Utilization of Low Vision, Louisville: American Print-
ing House for the Blind, 1970, pp. 8-9.
793
The American Printing House for the Blind
BOOKS ANU REPORTS
All port, F. H. Theories of perception and the concept of structure.
New York: wTTey & Sons, 1955,,
American Foundation for the Blind. A teacher education program for
those who serve blind children and youth. New York: Author, 1 961 ,
Ashcroft, S. C, Halliday, C. , & Barraga, N. Study II: Effects of
experimental teaching on the visual behavior of children educated
as though they had no vision„ Nashville, Tenno: George Peabody
College for Teachers, 1965,, (Office of Education Grant No. 32-
52-0121-1034)
Barraga, N. Increased visual behavior in low vision children. American
Foundation for the Blind, Research Series, 1964, No. 13,
Bateman, B. D, Reading and psycholinguistic processes of partially
sighted children. Council for Exceptional Children Research
Monographs. 1963, Series A, No. 5.
Bateman, B. D, Some educational characteristics of partially seeing
children. In Council for Exceptional Children, Inspection and
introspection of special education. Washington, D. C.: Council
for Exceptional Children, 1964, Pp. 74-82.
Bier, N. Correction of subnormal vision. London: Butterworths, 1960.
Douglas, A. G. A tachistoscopic study of the order of emergence in the
process of perception. Psychological Monographs, 1947, 61.
Erikson, E. H. Childhood and society. New York: Norton, 1950.
Fonda, G. Management of the patient with subnormal vision. St. Louis,
Mo.: Mosby, 1965^
Frostig, M., & Home, D. Teacher's guide for the Frostlq Program for
the development of visual perceptiorT Chicago: Follett, 1964.
Gesell, A., Ilg, F., & Bullis, G. V1sion--its development in infant and
child. New York: Harper, 1950.
Gibson, E. J. Principles of perceptual learning and development. New
York: Appleton-Century Crofts, 1969.
Gibson, J. J. The senses considered as perceptual systems. Boston:
Houghton-Mifflin, 1966.
Goins, J. T. Visual perceptual abilities and early reading progress.
Chicago: University of Chicago Press, 19581 (Monogr. No. 87).
794
-2-
Graham, M, D. Opening remarks. In L. L. Clark (Ed.), Proceedings of the
symposium on research 1n blindness and severe visual impairment.
New York: American Foundation for the Blind, 1964. Pp. 1-5.
Gregory, R. L. Eye and brain. New York: McGraw-Hill, 1966.
Hebb, D. 0. The organlzation'of- behavior. New York: Wiley & Sons, 1949.
Herm, R. J. Limited vision and Tow vision aids - the ophthalmologist's
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Hirsch, M. J., & Wicks, R. E. (Eds.) Vision of children, an optemetric
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Hoover, R. E. Toward a new definition of blindness. In American Association
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Hunt, J. M. Intelligence and experience. New York: Ronald, 1961.
Inhelder, B., & Piaget, J, The growth of logical thinking from childhood
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Jones, J. W. Blind children degree of vision mode of reading. Washington,
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Kabrisky, M. A proposed model for visual information processing in the
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795
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-3-
Orton, S. T. Reading, writing, 'and speech problems in children. New
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Piaget, J. The origins of tnteVligence in childrer. New York: Inter-
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Pritchard, R. M. Mechanisms of seeing: Parameters of vision. In L. L.
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796
The American Printing House for the Blind
PERIODICALS
Ashcroft, S, C A new era in education and a paradox In research for the
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Barraga, N. C, Learning efficiency in low vision,. The Journal of the
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Page 2
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Page 3
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Hildreth, H. R. The effect of visual training on existing i^yopia. American
Journal'Of Ophthalmology. 1947. 30, 1573-1576.
Hoover. R. E, Visual efficiency as a criterion of service needs. American
Foundation for the Blind, Research Bulletin, 1963, No. 3, 116-119.
Jones, J, W. Problems in defining and classifying blindness. New Outlook
for the Blind, 1962, 56, 123-129.
Karnes, M. B.. & Wollersheim, J. P. An intensive differential diagnosis of
partially seeing children to determine the implications of education.
Exceptional Children. 1963, 30, 17-25.
Koetting, R. A. A broader base for the management of subnormal vision.
American Journal of Optometry. 1967, 44, 381-388.
Kurzhals, I. W. Reading made meaningful through a readiness for learning
program. International Journal for the Education of the Blind, 1966.
15. 107-llT::
Lairy, G. C. & Netch-MiE, S. The e*«troencephalogrdm in partially sighted
children related to clinical and psychological data, /toerican Foxffidation
for the Blind. Research Bulletin. 1962, No. 2, 38-56.
Lancaster, J. E. The learning process in orthoptics. American Journal of
Ophthalmology. 1949, 32, 1577-1585.
Lancaster, U. B. Present status of eye exercises for improvement of visual
function. Archives of 00 h thai wo logy, 1944, 32, 167-172.
Law, F. Theproblem of t*»e^visoa>ly defective infant. Transcription of the
Ophthalmological^ Society of the United Kingdom, 1960, 80, 3.
Lebensohn, J. E. Scientific and practical considerations involved in the near-
vision test with presentation of practical and informative near vision
charts. American Journal of Ophthalmology, 1936, 19, 110-117.
799
Page 4
Lemkau, P. V. The influence of handicapping conditions in child development.
Children. 1961, 8, 43-47.
London, I. D. A Russian report on the postoperative newly seeing. American
Journal of Psychology. 1960, 73, 478-482.
Lowenfeld, B. The visually handicapped. Review of Educational Research,
1963, 33, 38-48.
Margach, C. B. Spatial perception in low-visioned persons. Optometric Weekly,
1969, Jan.
McKee, G. A. The role of the optometrist in the development of perceptual
and visiomotor skills in children. American Journal of Optometry,
1967. 44, 297-310.
Neisser, U. The processes of vision. Scientific American, 1968, 219(3),
204-208, 210, 212, 214.
Postman, L. Visual perception. Psychological Review, 1955, 62, 438-451.
Pratt, C. The role of past experience in visual perception. Journal of
Psychology. 1950, 30, 85-107.
Prince. J. H. Special print for subnormal vision. American Journal of
Ophthalmology. 1959. 48, 122-124.
Renshaw, S. The visual perception and reproduction of forms by tachistoscopic
methods. Journal of Psychology. 1945, 20, 217-232.
Riesen. A. Effects of stimulus deprivation on the development and atrophy
of the visual sensory system. American Journal of Orthopsychiatry,
1960, 30, 23-36.
Riesen, A. H. Viston.- Amertcan-Review of Psychology. 1954, 5, 57-88.
Riesen, A. H.. Chow, K. L., Semmes, J., & Nissen, H. W. Chimpanzee vision
after four conditions of light deprivation. American Psychologist,
1951, 6, 282.
Rock, I;, & Harris, C. S. Vision and touch. Scientific American. 1967,
216(5), 96-104.
Sells, S. B., & Fixott, R. S. Evaluation of research on effects of visual
training on visual functions. American Journal of Ophthalmology, 1957,
44, 230-235.
Sibert, K. N. The legally blind child with useful residual vision.
International Journal for the Education of the Blind, 1966, 16, 33-44.
800
The American Printing House for the Blind
Page 5
Sloan, L. L. , & Brown, D. J. Relative merits of headborne, hand and stand
magnifiers. American dourna] of Ophthalmology, 1964, 58, 594-604.
Sloan, L. L., & Habel , A. Reading aids for the partially blind. American
Journal of Ophthalmology. 1956, 42, 863-872.
Sloane, A. E. The value of low vision aids. Sight-Saving Review, 1961,
31, 144-160.
Sloane, A. E. Identifying children with visual problems. Sight-Saving
Review, 1965, 35, 13-16.
Spaeth, E. Estimation of loss of visual efficiency. Archives of
Ophthalmology, 1955, 54, 462-468.
Taubenhaus, L. J. , & Jackson, A. A. Vision screening of pre-school children.
Sight-Saving Review. 1965. 35, 100-104.
Wallach, H. The perception of motion. Scientific American, 1959. 201(1),
56-60.
Weiss, S. Optical aids for the partially sighted. American Journal of
Ophthalmology. 1963, 55, 255-261.
Witkin, H. A. The perception of the upright. Scientific American. 1959,
200(2), 50-56.
Woodruff, A. B., & Wickens, D. D, The effect of sense restriction of
visual experience on form perception in the white rat. American
Psychologist. 1951, 6. 281.
Zimmerman, A. An appraisal of partial vision: Its dual nature and problems.
New Outlook for the Blind. 1965, 59, 153-156.
801
The American Printing House for the Blind
UTILIZATION OF LOW VISION * MATERIALS LIST * IMRC/APH
Summer 1970
I. GEOMETRIC FORMS
Tactual
1 . Wonder Texture Box
2. Form Boards
3. Progress Development Project #1
4. Graduating Shapes
5. Mitchell Wire Forms
6. Form Board
7. Geometric Figures and Solids
8. Geometric Forms
9. Cuisenaire Rods
10. Peg Grading Board
11 . Contour Cone
12. Wooden Cylinders (graduated) & Stand
13. Grade Circles, Squares &• Triangles
14. Inset Cylinders
15. Geometric Insets
16. Pattern- Learning Forms
B. Tactual and Visual
1. Geometric Form Cards "(Montessori)
2. Parquetry Blocks' & Designs
3. Parquetry Design Blocks
C. Visual
Creative Playthings
Tactile Aids for the Blind
Tactile Aids for the Blind
Tactile Aids for the Blind
American Printing House
Playskool ,. Inc.
Milton Bradley
Judy Company
Cuisenaire Company of America
Constructive Playthings
Creative Playthings
Creative Playthings
Creative Playthings
Creative Playthings
Creative Playthings
Creative Playthings
Educational Teaching Aids
Division of A. Daigger Co.
Developmental Learning Materials
Milton Bradley Company
1. Geometric Shapes in Color
2. Shape Dominoes
Teaching Resources,
Creative Playthings
Inc.
Puzzles-Integration'of Parts
(1) Shapes Puzzles
(2) Small Form Puzzles
(3) Large Form Puzzles
Developmental Learning
Materials
Teaching Resources, Inc.
Teaching Resources, Inc.
802
PAGE 2
II. OBJECTS
A. Tactual
Progress Development Project #2
B. Visual
1 . Simple Objects & Geometric Forms
a. Association Cards
b. Figure-Ground Transparencies
2. Object Ootlines'with Inner Detail
a. Stimulus ResponseStrips
b. Transparency Duplicating Books
c. Perception Plaques, Clowns & Faces
d. Picture Readiness Game
3. Object P1ctares'=''-eol or •&- Detail
a. Picture Dominoes
b. Match-Me
c. Picto-Lotto
d. Object Lotto
e. Farm Lotto
f. ABC Lotto
4. Missing Parts
a. What's Missing Lotto
b, Story-Cards --Tell What Part is
Missing
5. Integration of Parts
a. Whole-Part-Whole Puzzle
b. Fruit & Animal Puzzle
c. Shape & Size Puzzles
d. Animal Puzzles
e. People Puzzles
6. Spatial Relations
a.
b.
7.
a.
b.
c.
Spatial Relations Picture Cards
Fitzhugh Plus Program
Categorizing
Food Series
Tactile Aids for the Blind
The Classification Gamp
Go-Together Cards
803
Teaching Resources, Inc.
Speech and Language Materials
Follett Publishing Company
Mil liken Publishing Company
Creative Playthings
Garrard Publishing Company
Creative Playthings
Benton Review Publishing Co.
F. A. Owen Publishing Co.
Constructive Playthings
Constructive Playthings
Constructive Playthings
Constructive Playthings
Milton Bradley Company
Playskool, Inc.
Teaching Resources, Inc.
Creative Playthings
Developmental Learning Materials
Developmental Learning Materials
Developmental Learning Materials
Allied Education Council
Captioned Films Education Media
Distribution Center
Instructo Corporation
Creative Playthings
d. Go-Together Lotto
e. Association Picture Cards
f. Motot Expressive Language Picture
Cards
g. Opposite Concepts
h. Opposite Ideal Charts
8. Picture Sequencing
a. See-Quees
b. Sequential Pictures
9. Color
Color Association Cards
10. General Activities
a. Match and Check
b. Independent Activities,
Level I
The American Printing House for the Blind
PAGE 3
Constructive Playthings
Developmental Learning Materials
Developmental Learning Materials
Instructo Corporation
Ideal School Supply
The Judy Company
Developmental Learning Materials
Developmental Learning Materials
Scott, Foresman and Company
The Continental Press, Inc.
III. OBJECTS AND SYMBOLS
A. Tactual
Wood Lower Case Letters
B. Visual -Picture/Word Association
1. Matchetts
2. Structural Reading Series
3. Word Matching Cards
4. Picto-Lotto Cards
5. Picto-Word Flash Cards
6. Dolch Picture Word Cards
7. Picture Word Builder
8. My First Dictionary
9. Families and Friends
10. Words and Action
11 . Sort-a-Card Game
12. Action Pictures & Name Pictures
13. The Game of Match Word
14. Ben-G Reading Readiness Puzzles
15. Match Games-Sets - One and Two
16. Object Lotto
C. Words
1.
9
Basic Word Cards
Basic Sight Vocabulary Cards
Basic Sight Word Test
Creative Playthings
The Judy Company
L, W. Singer Company, Inc.
Open Court Publishing Co.
F. A. Owen Publishing Co.
Constructive Playthings
Garrard Publishing Co.
Milton Bradley Company
Grosset & Dunlap, Inc.
Instructor Publications, Inc.
Holt, Rinehart and Winston, Inc,
Milton Bradley Company
Ideal School Supply
Benton Review Publishing Co.
Creative Playthings, Inc.
Garrard Publishing Co.
EdrU-Cards Manufacturing Corp.
Steck-Vaughn Company
Garrard Publishing Co.
Garrard Publishing Co.
804
PAGE 4
4. Dolch Popper Words, Sets 1 & 2
5. Phonetic Quizmo
6. Global Flash Cards
7. Phonetic Drill Cards
8. Pre-Primer Words--Flash Cards
D. Phrases and Sentences
Garrard Publishing Co.
Milton Bradley Company
Milton Bradley Company
Milton Bradley Company
Webster Division, McGraw-Hill
1. Sight Phrase Cards
2. Sentence Builders
E. Easy Reading
1. Readers Digest Skill Builder
2. Surprise Stories, First Reader
3. The Silent Readers, Second Reader
4. I Wonder Why (Large Type Edition)
5. My First Reading Unit, Part 2
6. Cowboy Sam Series
7. Butternut Bill Series
8. Read and Play Book
9. Easy-to-Read Books
10. Button Family Series
F. Broad Application Items
8.
9.
10.
n.
12.
Frostig Pictures and Patterns
Program
Perceptual -Motor Teaching Materials
Frostig Program for the Development
of Visual-Perception, Teacher's
Guide
Frostig Exercise and Worksheets
Harris Lateral Dominance Kit
Detect: A Sensorimotor Approach
to Visual Discrimination
Erie Program/Perceptual Motor
Development
Fairbanks-Robinson Program
Try: Experiences for Young
Children
Rhyming, Levels 1 and 2
Thinking Skills, Levels 1 & 2
Visual Discrimination,
Levels 1 8 2
Garrard Publishing Co.
Milton Bradley Company
Reader's Digest Services, Inc.
Clear Type Publishing Committee
Clear Type Publishing Committee
Stanwix House, Inc.
Gel-Sten Supply Company, Inc.
Benefic Press
Benefic Press
Garrard Publishing Co.
Melmont Publishers
Benefic Press
Follett Educational Corporation
Teaching Resources
Follett Educational Corporation
Follett Educational Corporation
Follett Educational Corporation
Science Research Associates
Teaching Resources
Teaching Resources
Noble & Noble Publishers, Inc.
The Continental Press, Inc.
The Continental Press, Inc.
The Continental Press, Inc.
805
The American Printing House for the Blind
PAGE 5
SOURCES OF ALL MATERIAL ON ATTACHED LIST
Allied Education Council
Distribution Center, P.O.Box 78
Galien, Michigan 49113
American Printing House for the Blind
1839 Frankfort Avenue
Louisville, Kentucky 40206
Benetic Press
10300 West Roosevelt Road
Westchester, Illinois 60153
Benton Review Publishing Company, Inc.
Fowler, Indiana 47944
Captioned Films Education Media
Distribution Center
5034 Wisconsin Avenue, N. W.
Washington, D. C. 20016
Constructive Playthings
1040 East 85th Street
Kansas City, Missouri 64131
I he Continental Press, Inc.
P. 0. Box 554
Elgin, Illinois 60120
Creative Playthings, Inc.
Educational Services Department
Princeton, New Jersey 08540
Cuisenaire Company of America, Inc.
12 Church Street
New Roche! le. New York 10805
Developmental Learning Materials
3505 N. Ashland Avenue
Chicago, Illinois 60657
Td-U-Cards Manufacturing Corporation
60 Austin Boulevard
Commack, New York 11725
Educational Teaching Aids Division
A, Dfligger & Company
159 West Kinzie Street
Chicago, Illinois 60610
Follett Educational Corporation
1010 W. Washington Boulevard
Cliicago, Illinois 60607
Garrard Publishing Company
1607 N. Market Street
Champaign, niinois 61820
806
Gel-Sten Supply Company, Inc.
9014 Brookfleld Avenue
Brookfield, Illinois 60513
Grosset and Dunlap, Inc.
51 Madison Avenue
New York, New York 10010
Holt, Rinehart and Winston, Inc.
383 Madison Avenue
New York, New York 10017
Ideal School Supply Company
11000 South Lavergne Avenue
Oak Lawn, Illinois 60453
The Instructo Corporation
Paoll, Pennsylvania 19301
The Instructor Publications, Inc.
Dansvllle, New York 14437
The Judy Company
310 North Second Street
Minneapolis, Minnesota 55401
Melmont Publishers
1224 W. Van Buren Street
Chicago, Illinois 60607
Mil liken Publishing Company
611 Olive Street
St. Louis, Missouri 63101
Milton Bradley Company
74 Park Street
Springfield, Massachusetts 01101
Noble and Noble Publishers, Inc.
750 Third Avenue
New York, New York 10017
Open Court Publishing Company
1039 Eighth Street
LaSalle, Illinois 61301
F. A. Owen Publishing Company
Instructor Park
Dansvllle, New York 14437
Playskool, Inc.
3720 North Kedzie Avenue
Chicago, Illinois 50618
PAGE 6
Reader's Digest Services, Inc.
Education Division
Pleasantville, New York 10570
Science Research Associates, Inc.
Industrial and Special Education Division
259 East Erie Street
Chicago, Illinois 60611
Scott, Foresman and Company
1900 E. Lake Avenue
Glenview, Illinois 60025
L. W. Singer Company, Inc.
201 E. 50th Street
New York, New York 10022
Speech and Language Materials, Inc.
P. 0. Box 721
Tulsa, Oklahoma 74101
Stanwix House, Inc.
3020 Chartiers Avenue
Pittsburgh, Pennsylvania 15204
Steck-Vaughn Company
Box 2028
Austin, Texas 78767
Tactile Aids for the Bl+nd, Inc.
2625 Forest Avenue
Des Moines, Iowa 50311
Teaching Resources Corporation
100 Boylston Street
Boston, Massachusetts 02116
Webster Division
McGraw-Hill Book Company
Manchester Road
Manchester, Missouri 63011
807
Materials For Improving Low Vision Skills
(Presented on Videotape)
This list includes all materials shown on the videotape prepared by
the Regional Special Education Instructional Materials Center for Handi-
capped Children and Youth at Michigan State University. Materials axe
listed in the order in which they appear on the videotape.
ITEM & DESCRIPTION
Touch Book
Puzzle (wooden)
Form Dominoes
"Shapes-Sizes"
Sheets of Geometric Forms
With Columns (matching)
3-Part Sponge Material
Loose Beads & Lace
Plastic Cowboy and Indian
Set with Log Cabin to Assemble
Sponge Material
orange sheet with circular holes
sheet with large holes (about 6" high)
nerf balls
sponge cylinder
PRODUCER
Teacher-made
felt, braille paper
Not known
Teacher-made
tagboard, sandpaper, biirlap,
construction paper, spray paint,
black marker
First Learning Games
Western Publishing Company, Inc.
Walt Disney Productions
"Reading Time"
Professors & Teachers Aides, Inc.
Phoenix, Arizona
Foamade Industries
Royal Oak, Michigan
Kelp
Purchased at dime store
Foamade Industries
808
-2-
ITEM & DESCRIPTION
PRODUCER
Puzzle Pieces for Spatial Relations
Exercises
tree, rabbit, elephant
Magazine picture
Visual-Motor Perception
Teaching Materials
Teaching Resources
Teacher Idea
pictiire mounted on cardboard
Teaching Resources
Abstract Art Project
Object Unification
Art project-printing
Teacher Idea
white construction paper,
colored markers , tagboard
Teacher idea
construction paper, water
color paint , brayer , masking
tape
Parquetry Blocks
j\mibo
flat triangles & diamonds
colored pictures
inch cubes - flat pictures
inch cubes - perspective pictures
flat triangles & diamonds -
only outline pictures
Picture Sequence Cards
outdoor activities
Ideal School Supply
Chicago, Illinois
Developmental Learning Materials
(DLM)
DLM
DLM
DLM
Speech and Language Materials
Sequence Pictures
old workbooks & comics
Obtained by Teacher
Letter Readiness
worksheets
Not Known
High Intensity Light
Tensor Corporation
Brooklyn, N.Y.
Perceptual-Motor Development
Program, Level II
inner detail discrimination
form and shading
hidden figure-geometric & contour
mazes (plus transparency sheet &
crayon)
Teaching Resources
809
-3-
ITEM fc DESCRIPTION
Transparencies to Correct Reversals
transparency-complete the figure
transparency-visual tracking
Lotto Game
"ABC Lotto"
lotto game for visual closure
Magazine Pictures
What ' s Funny Cards
Matching Designs With Clothespins
Imagine and Write - enlarged print
(creative writing books)
Educational Teaching Aides for
Early Learning and Special Education
cylinder blocks — two kinds
(height changed, width changed)
Ready? Go! 11 Disks
Sponge Pieces
sponge cylinders varying in
width and height
Number Rods
Felt Squares and Stripes
Perceptual-Motor Development Program
Level II
sheets with geometric forms of
varying sizes
Partial Pictures — Alphabet
Visual Closure Exercise
PRODUCER
Teacher-made
transparency paper, black marker
overhead projector
Teacher-TDade
braille paper, colored markers,
clear contact paper
Teacher Idea
pictures mounted on cardboard
Speech and Language Materials
Teacher Idea
black construction paper,
two kinds of clothespins
Weekly Reader
A. Daigger & Cox
Chicago, Illinois
Cantrell Industries
Princeton, Wisconsin
Foamade Industries
Ideal School Supply
Kelp
Teaching Resources
Speech and Language Materials, Inc.
Teacher Idea
white construction paper,
many inch squares of colored
construction paper
810
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Pattern Detail Di scrim: nrition
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■■:■:• Symbol Position Dlscrimi na *:lon
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■•■•■• Object Discrimination
;wx: and (Hidden Figure Discrimination)
"■■ Hidden Figui-e Disci-irTiinati ■.
■■■■■•■ Figure Detail Discrimination
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■:'^:-:-:';<-:-:-x-:-»*:-:-:-;-::-»:->:'X-:-:'-'"-v.^-^
S»S:Wft'RSftfiftC:KfWX-»»W')0«->Xv:
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I
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ination)
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.......:.... and (Figure Detail Discrimination)
•■••■•Object Discrimination
:¥:w and (Hidden Figure Discrimination)
" Hidden Figure Discrimination
■•■■■■'Figure Detail Discrimination •
^^-«
•X^X'XtfSSSSSftWSrX'K'I'X^X'X^X^X'X^
•^•m«4:S5a-w«»»:*Ks-^>x.x««sMWS!ft^
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;.x.x.>WWfttf:XftSS;Wr:!WN«*X'X.x.x«.x.x.x«x*X'X.X'X.x.x.:.x.X'X/..X'X.X^: >
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■■■•■'Symbol Sequence Discrimination
..X...X.X.X.X.X.X.X.X....................;.. ^ X'X*^.^ ••X.>»KiX'>W-X'K'!'W-v.....
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814
■■■■■'Configuration Discrimination
«¥;¥ and (Visual CloQure)
.„.Klnner Detail Discrimination
;.x<.x and (Pattern Detail Discrimination)
Any More Ideas?
This Workshop Coordinator Guide has been designed to provide unique
and innovative ideas for conducting a workshop in "Methods & Materials
for Improving Low Vision Skills." If you find a certain activity works
well at your workshop we would appreciate receiving a description. This
guide will be periodically updated to include these new ideas. Full credit
will be given the designer.
Name of the Activity:
Objective of the Activity :_
Description of the Activity :_
Materials Needed:
Name:
Address:
Date:
815
Any More Ideas?
This Workshop Coordinator Guide has heen designed to provide unique
and innovative ideas for conducting a workshop in "Methods & Materials
for Improving Low Vision Skills." If you find a certain activity works
well at your workshop we would appreciate receiving a description. This
guide will be periodically updated to include these new ideas. Full credit
will be given the designer.
Name of the Activity:
Objective of the Activity:
Description of the Activity:
Materials Needed:
Name;
Address:
Date:
816
Any More Ideas?
This Workshop Coordinator Guide has been designed to provide unique
and innovative ideas for conducting a workshop in "Methods & Materials
for Improving Low Vision Skills." If you find a certain activity works
well at your workshop we would appreciate receiving a description. This
guide will be periodically updated to include these new ideas. Full credit
will be given the designer.
Name of the Activity:
Objective of the Activity:
Description of the Activity :_
Materials Needed:
Name;
Address:
Date :
817
Recorded Aid for Beginning Piano^ Vol. I: Descriptive Guide
819
^::i§^^!i^^fi^ff^^^^^^^i^^$^ipg^fi^^^^^^^^^^^^!^^^^
THE RECORDED AID FOR BEGINNING PIANO
S. JOSEPH LEVINE
Michigan State University
East Lansing, Michigan
KENNETH MEDEMA
Essex County Hospital Center
Cedar Grove, New Jersey
VOLUME ONE
Prepared for
THE LIBRARY OF CONGRESS
Washington, D.C.
Produced by
THE LEARNING SYSTEMS INSTITUTE
Michigan State University
1971
>C-^^^^fe^^^^^^^^^:^^^^^^^:^^^^^^i^^^fe^^^X
821
RECORDED AID FOR BEGINNING PIANO
Volume I
LESSON I
I. INTRODUCTION
The basic tools for this course are a piano, well in tune,
and a cassette player. No prior experience is necessary. At
any time the student needs more time to work something out he
may stop the tape.
II. SEATING POSITION
It is important that the student sit near the center of the
keyboard. He can achieve this central position by measuring his
distance from each end of the keyboard with his arms. Equally
as important is good posture.
III. EXPLORING THE KEYBOARD
First the student is introduced to the two kinds of keys,
the white flat keys and the raised black keys.
Beginning at the extreme right end of the keyboard, the stu-
dent is asked to find and play each group of black keys all the way
down to the extreme left end of the keyboard. First he should use
only his right hand. Then, he is instructed to count first the
number of groups of three black keys and then the number of groucs
822
Lesson I, Vol . I
-2-
of two black keys. Take into account the one "extra" black key
at the extreme left end of the keyboard. The same process of play-
ing and counting is repeated with the left hand. This gives the
student a good idea of how the black raised keys are organized in
alternating groups of two and three and how many groups of each
there are. (There are seven groups of two and seven groups of three.)
Now the student is asked to play patterns of one, two and three
notes on the middle group of black keys with the right hand. At
this stage of learning the fingers used are referred to as index,
middle, and the finger next to the pinky, or finger one, two and
three respectively. (The traditional numbering of the fingers will
be taken up in a subsequent lesson.) Various sequences of the three
middle black keys are used; for example, the lowest note followed by
the highest note; then the highest note followed by the lowest note,
etc. The same patterns are used for the left hand on the group of
three black keys just below the group used in the right hand.
In conclusion, the student is introduced to the concept of high
and low which has been indirectly referred to throughout the lesson.
The highest notes are toward the extreme right end of the keyboard
and the lowest notes are toward the extreme left end of the keyboard.
IV. REVIEW
Any parts of the lesson which seemed particularly difficult
may be reinforced by running the tape back and repeating those parts.
823
LESSON II
I. REVIEW
A short review of the first lesson will refresh the student's
memory of the basic organization of the white and black keys on the
piano. This lesson will continue to use only the black keys. Re-
locate the groups of three black keys u sed for the right abd left
hands in the previous lesson and review the fingers which will be
used on these keys. (Note that in the right hand the index finger
is playing the lowest note of the group and in the left hand the in-
dex finger is playing the highest note of the group.) This review
emphasizes that when the same sequence of notes is played in each
hand the fingers are going in opposite order.
1 1 . THE "METRONOME"
The "metronome" is the student's helper. It provides a steady
clicking sound which helps to space evenly the notes the student is
playing. In this part of the lesson it is used with various patterns
of the three black keys on which the right and left hands are playing.
(Four beat patterns can be created by using one of the black keys in
a group twice. )
y if^ ^ ^
824
Lesson II, Vol. I
-4-
III. THE "REST"
By playing a pattern of four beats which contains only three
notes the student is introduced to the idea of a pause, or a space,
or a "rest." Again, these examples are played with the metronome
so that no note is played on the 4th click of each pattern.
-H 1
i
gt-tat:
g
iiS^
^^^^^m^
At this point, the student is asked to make up patterns of
three and four beats with both hands as the metronome continues on
the tape.
825
LESSON III
I. PLAYING A MELODY WITH AN "ACCOMPANIMENT"
In this lesson the student is introduced to a pattern of notes
which is to be played with a melody but in the background. This
pattern is called an "accompaniment."
At first, the student is asked to play only a three note melody
with his right hand, on the three black keys it has been using.
The accompaniment is provided on the tape. The same process is re-
peated with the left hand on the three black keys it use; (three
groups up from the left end of the keyboard). Then, the student is
given a chance to invent his own melodies in both hands as the accom-
paniment continues on the tape. For now, he should invent only three
note melodies.
jJl
^f^rt
Stumn
Following that creative exercise a new accompanii^ert is orovided
on the tape. This one is to be used with four note melodies. First,
the student is asked to play given melodies with his right and left
hands, the accompaniment being provided on the tape.
826
Lesson III, Vol. I
fAPf
StupcmT
Again he is given a chance to invent his own four note melodies
in both hands.
II. BEING CREATIVE WITH MELODIES
By combining various two, three and four note patterns different
melodies can be invented. Several examples are given on the tape.
The student should try to identify the ordering of the three black
keys as he hears them.
There are several techniques of varying melodies. One is to
use rests. Another is to lengthen certain notes. (Up to now, one
note or one rest has always corresponded to one beat. Now a note
may be held for more than one oeat.) Still another method is to
repeat some of the notes in the melody. Again, the student is given
a new accompaniment as background while he creates melodies with both
hands.
%11
Lesson III , Vol . I
-7-
[. REVIEW
In this lesson the student should concern himself only with
playing the melodies while he listens to the accompaniment. Three
kinds of melodies have been introduced up to now; melodies in three
note patterns, melodies in four note patterns, and creative melodies.
828
LESSON IV
I. TWO NEW WHITE KEYS FOR THE RIGHT HAND
In this lesson the student is introduced to the two white
keys on either side of the group of black keys he has been working
with. These keys are to be played with the thumb and the pinky.
First, he is asked to work with just the right hand, playing various
:attems using the three black keys and only one of the new white
«e.s--the lower one.
^ I, J 1|J iJ 1^
i f,J -^"^ I fiJ '^ iJ iJ
5^
Then, he can add the upper white note and play patterns using
tie pinky on the top white note.
h iJjJWigJ
^f^
s
Then, he can try some patterns mixing up all five notes.
Several examples are given on the tape.
t^t
<l^4A
:ttit
829
Lesson IV, Vol. I
-9-
By this time, the student should have a good familiarity with
the five notes which make up the new group. Now he is using all
five fingers in his right hand.
By putting short patterns together he can make longer patterns
and finally a complete melody. The short patterns are:
^l^^S
First he is asked to try them separately; then, altogether
without stopping. There are twelve notes in all, four groups of
three. Finally, he is asked to try shuffling them around so that
tyey come out in the following order: First, pattern one, then
pattern three, then two, and finally four. The melody is recogniz-
able as "America;" but it is missing two measures. See if the
student can find them by himself. Let them be pattern five.
II. TWO NEW WHITE KEYS FOR THE LEF HAND
The same process that was used for the right hand is repeated
for the left hand, emphasizing that in this hand opposite fingers
are playing the two new white keys. Whereas, the pinky played the
upper white note in the right hand, in the left hand it plays the lower
white note. The thumb played the lower white note in the right hand;
it plays the upper white note in the left hand.
830
Lesson IV, Vol. 1
-10-
III. REVIEW
When the student has learned America with both hands, he
should go back and try to play it first with one hand and then
the other.
831
LESSON V
I. REVIEW
The lesson begins with a practice session for the student.
He can review the previous lesson by practicing the five note
patterns he learned using all five fingers in each hand.
L.H.
^^^^^j^^^M^^^m
While one hand plays, the other hand should stay in position
over its notes. Then, starting with the right hand, he can try
going directly from one hand to the other without stopping. Finally,
in this review section he is asked to play the patterns, hands
together; first from the thumbs to the pinkies, then from the
pinkies to the thumbs.
^^^^^^^^^^':^^^
thiMib
f'-*;
PLAYING A TUNE WITH BOTH HANDS GOING IN OPPOSITE DIRECTIONS
Like "America" this new melody is made up of smaller patterns.
The patterns are:
|?(Eg;$^^^^^p|i^fe^=f
832
Lesson V, Vol. I
-12-
The student 1s instructed to put these three together and then
to try a fourth pattern.
^^^#>:
hand.
Now he can put them all together and add a last note in each
_ bp
The student should be aware that in this melody the same fingers
are always playing together in each hand but the hands are always going
in opposite directions. The whole melody looks like this.
^
li
mm.
i^
^:E.t^
This is a good place to review. If necessary have the student
go back and practice the hard spots. He can practice doing this
"opposite" exercise, as well as playing the new melody.
833
Lesson V Vol.
-13-
^.
^^
i^ Hd i\d P*
It*' ifd J]i
I
o: Y Y t yy^ ^r 'r-T
[ I . PLAYING "PARALLEL"
Up to now, the hands have always been going in opposite
directions. Now the student is asked to play some exercises in
which the hands go in the same direction at the same time.
ib^^^^^^fept qJ ^J J jj ^
L^":#z^^^^¥^
This time the thumb in the right hand starts with the pinky
in the left hand. (This is contrasted with the "opposite" exercise
in which the thumbs start together.) "America" is used as the
"parallel" melody first. The student should review it in each hand
separately and then put them together. In putting the hands together
the student should be aware that each hand uses different fingers
for the same note of the melody. (Make sure that the notes go down
together in both hands.)
IV. REVIEW
At the end of this lesson the student should go back and practice
the opposite and parallel melodies.
834
LESSON VI
I. MORE NEW WHITE KEYS FOR THE RIGHT HAND
In this lesson the student will be learning three new white keys
for the right hand. These will first be heard in a five note pattern
similar to the pattern heard in the last lesson. First the student
is asked to listen to the old pattern and the new pattern to try to
hear the difference in the two. Then he can set out to learn each
new note separately. The new five note pattern is:
The new white keys are circled. The student is asked to play
just the highest note in the new pattern with his pinky; the other
fingers should continue to play the notes in the old pattern. He
will have to stretch his pinky to get the new note.
iry-jp/
^
Then, one at a time, he can add the new keys for the index finger
and for the middle finger. Note that the only finger left on a black
key is the finger next to the pinky--the third finger. Now, the stu-
dent is asked to play the whole pattern.
At this point, the student can play some games with the new
white keys so that he will learn them more thoroughly. These exer-
cises are short and simple. The student is asked:
835
Lesson VI, Vol. I
-15-
1. To play the new pattern excepting the new white key
for the index finger. That finger should be back on its
old black key.
2. To play the new pattern with the middle finger on its
old black key.
3. To play the old pattern.
4. To play the old pattern with only the pinky on its new
white key.
5. To play the new pattern.
II. MORE NEW WHITE KEYS IN THE LEFT HAND
The same process that was used for the right hand is repeated
for the left hand only this time the first new white key is the one
to be played with the thumb. The second new white key is the one to
be played with the third finger, and the last new white key is to be
played with the middle finger. (The third finger is the finger next
to the pinky. )
In the last part of this section the student is asked to listen
to a pattern using various continations of all the notes learned so
far. He should try to identify which notes are used in the pattern
each time it is played.
III. A NEW EXERCISE IN PARALLEL MOTION
Before being introduced to the new exercise the student is asked
to play the old pattern with both hands in parallel motion three times
up and down; the top note is not repeated. Then he is asked to play
the new pattern the same way. Now that he has both patterns fresh
in his memory he can go on to the new exercise. The new exercise
836
Lesson VI, Vol. I
-16-
uses both patterns alternating from one to the other beginning
'I
with the old pattern.
iyj i|J >^ Y p* hJ [,j J ^^
Then three more ways of using the old and new patterns are in-
troduced. First, up and down with only the middle finger on the
old black key. (Remember that in both the old and new patterns, the
thumb and third finger are always on the same key.) Second, up
and down with only the first finger on the old black key. Third,
up and down with only the pinky on the old white key. Finally, the
student is asked to play four times up and down beginning with the
old pattern and each successive time changing to one of the new white
keys until the new pattern is being played.
837
The RECORDED AID FOR BEGINNING PIANO is
designed as a self-instructional set of ma-
terials for a blind individual to develop
beginning competencies with the piano. No
prior knowledge of the piano or music is
needed by the student to utilize the mater-
ials. A set of five volumes make up the en-
tire set. Each volume contains a series of
six recorded lessons, an introductory tape
and a review tape. The first three voliames
require no braille reading on the part of
the student. The fourth volume introduces
braille music notation and the fifth volume
presents a set of original compositions for
the student. These later two volumes in-
clude the braille notation along with the
recordings.
A Teacher Guide accompanies each volume.
The Guide provides a teacher with a lesson-
by-lesson overview of the material that is
covered. It is not necessary for the teacher
to know braille music notation to assist the
student with the material. It is important
to note that a teacher is NOT necessary for
the effective use of the RECORDED AID FOR
BEGINNING PIANO.
During the preparation of the RECORDED
AID FOR BEGINNING PIANO, the authors received
extensive help from two outstanding musicians
whose names should not go unmentioned. Mr.
Andrew Froelich (Music Dept. , North Dakota
State University) and Mr. Stephen Tarpley
(School of Music, Michigan State University)
both contributed greatly to the development
and recording of the materials. Also, the
assistance of the entire staff of the Region-
al Instructional Materials Center for Handi-
capped Children and Youth at Michigan State
University is genuinely appreciated.
838
Resources for Effective Teaching: Descriptive Booklet and
Evaluations of Some Workshops
I
839
RESOURCES
FOR
EFFECTIVE
TEACHING
SPECIAL STUDY INSTITUTE
' July14-18,1971
CURRICULUM
RESOURCE
CONSULTANT
vi/l
841
Twenty-nine persons came to East Lansing June 14-18,
1971, to participate in a Special Study Institute,
Resources for Effective Teaching. The objective was
to train Curriculum Resource Consultants (CRCs) for
the State of Michigan. Sponsored by the Michigan State
Department of Education, Division of Special Education,
and the Bureau of Education for tne Handicapped (USOE) ,
the Institute brougiit together already appointed or
potential CRCs to uevelop initial competencies in their
new roles.
Tiie planning and structure of the Institute was based
on the assumptions that. . .
1. The CRC serves educational needs of other teachers;
2. The CRC conducts workshops;
3. The CRC carries on consultations with small groups
and individuals related to the effectiveness of
the teacher ;
4. The CRC maintains channels for receiving and
relaying new and timely materials about the im-
provement of instruction;
5. The CRC serves as a link among three agencies —
the local school districts, the State Department
of Education and teacher education institutions;
842
6. The CRC is involved in the use of prepared instruc-
tional experiences for teachers;
7. The CRC designs specially-created experiences to
meet specific local needs ;
Based on their experience in the Institute, the CRCs
are now prepared to carry out these objectives.
The Institute program was designed in workshop
sequences which would. . .
1. Develop teacher- training coitpetencies in CRCs;
2. Provide CRCs with actual kits of training materials;
3. Provide the opportunity for the CRCs to develop
kits for their own particular needs; and
4. Share their concerns with other members of the
group .
WHO ARE THE CRCs?
Institute participants were chosen in accordance with
the Division of Special Education proposal for CRCs
and state instructional materials centers.
The Division of Special Education expects to
endorse the establishment of local, intermediate
or regional instructional materials centers for
special education. These centers may be developed
in conjunction with existing Title II centers or
other instructional materials centers already
established. Monies for such centers may be pro-
vided by the sponsoring district.
In addition, the Division of Special Education
expects to endorse the hiring of a reimbursable
person to provide services to the special educa-
tion staff through the center, in regard to:
843
i . In-servi ce
Materials
Curriculum
2. Selection of materials
3. Direct consultation on children' s or
program needs.
The Curriculum Resource Consultant would be
well versed in all areas of special education. . .
as well as having a knowledgeable background in
curriculum for special education and materials in
special education. He would be hired as a
Curriculum Resource Consultant for 100 percent of
his time, having no classroom assignment. He
might work in conjunction with an existing instruc-
tional materials center director or might in the
future, hold this role. He would be fully cer-
tified in at least one area of special education,
hold a valid Michigan teaching certificate, and
have taught special education successfully for
three years in Michigan. The Curriculum Resource
Consultants would also submit a letter of recom-
mendation for their immediate superior and /or
superintendent.
Such a person would be qualified , with Department
approval, for reimbursement under the clause of
"other professional personnel." Intermediate and
first class or second class districts would be
the districts. . .reimbursed for this position.
Workshop co-directors, Ted Ward and S. Joseph Levine
of Michigan State University, used the above guidelines
when they designed kits to be used by the workshop
participants. The sessions were planned to promote
participation in game-like experiences. Says Dr. Ward:
In general, when experiences capitalize on the
motivations of enjoying a participatory exper-
ience— where there's some sense of winning, some
844
sense of collaboration with a group of pegple
working together for a common good — we enjoy it
more ttian if we are simply brought together to be
lectured at.
^
.^"^cXs
^^^^^<
<^::^
\
%
"**«*■
THE KITS FOR THE INSTITUTE
Eight basic in-service education kits for the Curriculum
Resource Consultants were prepared for the Institute.
Each participant was assigned a number which he kept
throughout the week. The group was then subdivided
according to numbers. Each small group then worked
together on the eight kits. Members of groups changed
each time a new kit was introduced. The positions of
leader, co- leader and evaluator were assigned in
advance. Therefore, when all the kits had been used,
each person had taken a leadership role at least once.
Some kits contained tape cassettes with instructions
for the kit's use.
845
The following eight kits were used by the participants:
1. Designing an Instructional Game
2. Defining Objectives for the Teaching of Concepts
3. Designing Criterion Measures
4. Learners' Approaches to Learning
5. Goals for Education
6. Designing Objectives-Oriented Instruction
7. Focus on Feedback.
8. Building a Perceptual-Motor Experience
The participants became thoroughly versed in the
employment of these kits and are now prepared to
offer their services using these kits in workshops
with teachers in their districts.
In addition to the eight basic kits, the Institute
participants were able to experience three other kits :
9. The Evaluation Game
10. Ad Agency (a language usage game)
11. What's the Sentence? (language usage)
The final test of what they had learned in the course
of the workshop was the development of Workshop Kit 12.
The participants were given instructions for designing
their own kits. The specification and plan sheet read:
In partnership with two or three of your asso-
ciates, you are to design and prepare a training
kit for in-service education of teachers.
It might deal with the use of an instructional
material, a teaching procedure , or a skill in
planning and evaluating instruction. To stimulate
your thinking , the first meeting will be held in
the USOE/MSU Regional Instructional Materials
846
Center where you can look over many new instruc-
tional resources and select one or more to use as
the focus of your training kit.
Remember these constraints and suggestions :
1. 30-minute time allocation for teaching the
unit;
2. Specify your objective (s) clearly;
3. Don't attempt to teach too much at once;
4. Make the experience active;
5. Plan and carry out an evaluation of the
teaching effectiveness of the experience you
design; and
84 7
6. The finished kit should be written up well
enough that others could use it.
The group was to present its original kits.
Two other design teams (combined) will constitute
your "learner group," so be prepared to teach your
kit to six or seven people at that time. Be sure
you have adequate materials planned.
HELPING TEACHERS IMPROVE INSTRUCTIONAL
EXPERIENCES FOR HANDICAPPED CHILDREN
Throughout the five-day Institute, three words were
stressed — commiani cation, dissemination and adoption.
These were key concepts for potential CRCs to employ
in their activities with teachers.
848
COMMUNICATION— Know! ngr About
For in-service education this would mean:
telling/hearing
showing/seeing
writing/reading
DISSEMINATION — Experience With
For in-service education this would mean:
doing
trying
gaining skills
ADOPTION — Identification With and Predictable Use Of
For in-service education this would mean accepting
through :
reduced anxiety
stimulus- response-reward
redesign of the teacher's own system.
The CRC must acconplish all three in order to be
effective in his relationship with teachers. His
workshop and in-service sessions, as well as his per-
sonal contacts with special education personnel will
draw upon his knowledge of these concepts.
The kits from the Institute will help him implement
these ideas. The CRC knows (through his own partici-
pation in the use of the kits ) the iirportance of having
teachers take active, rather than passive, roles in
any workshop he holds in the future.
INSTITUTE EVALUATION
An evaluation questionnaire at the conclusion of the
Institute indicated only 12 participants had had
either a considerable or moderate amount of experience
in in-service training procedures prior to the
Institute. After the Institute, 19 felt they knew a
considerable amount and 10a moderate amount.
849
Of the 15 who had previously conducted workshops,
14 felt the Institute assisted in clarifying workshop
procedures. And all participants indicated they would
be comfortable in offering in-service training in
their own districts.
In general comments about the Institute various
participants wrote:
This is, no doubt, the busiest workshop I ever
attended , but probably the most productive. I
felt the materials presented were pertinent and
will be useful in the coining year.
One of the most valuable contributions of this
workshop has been the clearer definition of the
roles a leader assumes. Also, awareness of roles
and of some basic interaction processes that occur
within the group setting has been most valuable.
I feel that I can utilize the basic kit, but
revise it for better use with other teachers.
I'm new to this area — shy, withdrawn. I feel I
gained experience, practice in the mechanics of
the techniques and an opportunity to compare my
personality and skills with others who will do or
have done this kind of activity . I feel comfort-
able now in making a start in my school district.
I thought this was an extremely valuable and
practical workshop — J appreciated the structure
and feel I am going home with a great deal more
ability to lead inservice and that's what I came
fori
The idea of using a tape to brief us on the
Institute in advance was clever. It made me more
aware of the many uses of the tape recorder. The
kits were well written — it was easy for the leaders
to follow the intended purpose.
The most important aspect of the Institute is that
we now have some knowledge of the development of
workshop kits and we have specific kits with which
to conduct in-service training.
850
In the fall of 1971, a one-day follow-up session will
be held in which the Ciirriculum Resource Consultants
will discuss problems they may be encountering and
share ideas with each other. Then, the State of
Michigan's CFJCs will be on the job again, helping
special education teachers meet the needs of their
handicapped students with new ideas, materials and
workshops .
851
For additional information about the role of the
Curriculum Resource Consultant contact:
Mrs. E. W. Walline
Michigan Department of Education
P.O. Box 420
Lansing, Michigan
Phone: 373-092 3
INSTITUTE STAFF
Co-directors
Dr. Ted Ward
S. Joseph Levine
Michigan State University
East Lansing, Michigan
Presenters
Mrs. Nancy Carlson
Miss Sue Ann Yovanovich
USOE/MSU Instructional Materials
Center for Handicapped Children
& Youth
East Lansing, Michigan
Consultant
Mrs. E.W. Walline
Michigan Department of Education
Special Education Division
Lansing, Michigan
852
INSTITUTE PARTICIPANTS
Mr.
Russel L. Andreotti
Mrs
Ruth McGregor
Mrs.
Blanche G. Benwire
Mr.
Roy A. Montroy
Mrs.
Evelyn L. Burde
Mr.
Fred W. Parker
Mr.
Charles Crowley
Mrs
Florence E. Patrick
Mrs.
Mary Lou Durbin
Mrs
Geneva Reid
Mrs.
Beverley J. Farr
Mrs
Mary Ann Sund
Mrs.
Janet Fortenbacher
Mrs
Peggy S. Tenney
Mrs.
Margaret C. Goldthorpe
Mr.
James M. Van Tassel
Mrs.
Olive Hansen
Mrs
Patricia Vivio
Mrs.
Eleanor D. Haroldson
Mrs
Gail Wiemer
Mr.
Robert Hemming
Mr.
Lyle Williams
Mr.
William S. Jones
Mr.
Larry C. Wilson
Mrs.
Linda L. Kalin
Mrs
Elizabeth Wing
Mr.
Norman R. MacDonald
Mr.
John Peter Zsolczai
Mrs.
Lois Marcy
853
USOE/MSU
REGIONAL
INSTRUCIIONAL
MATERIALS
CENTER FOR
HANDICAPPED
CHILDREN
AND YOUTH
EVALUATION
Curriculum Resource Consultant
Summer Institute 19^1
Follow-up Meeting October 29, 1971
Participants in the 1971 Curriculum Resource Consultant Summer Institute
were asked to respond to questions prepared by the Michigan State University
Instructional Materials Center for Handicapped Cliildren and Youth. The
responses were tabulated during a follow-up workshop held at the MSU Union
Building on October 29. The information contained in this report then, was
based on approximately eight weeks of work in the jobs these people presently
are holding. Of the 30 participants in the Summer Institute, a total of 21
responses were received.
Summarized information is as follows:
1. 15 of 21 persons had conducted one or more in-service training
programs. A total of 3_1_ in-service training programs were
conducted bv 'hese 15 persons since attending the summer
institute .
These 31 in-service training programs were
attended by approximately 885 people. The
breakdown is as follows:
Special Education teachers: 461
Regular teachers: 241
Parents: 57
Para-professionals: 76
University students: 35
Student teachers: 12
Administrators: 3
2. 2C of 21 had discussed with their administrators how they might
function in the area of in-service training in their district
or area.
854
* M«mt>»r ->p«(iAl iduf Al'On Srtwotk — DulUJU »t Idut JIhi
)hr il.tn^ln jpppd
-2-
In response to the question: "Which kits do you feel will work
the best?", five persons did not respond; therefore, the following
rank order is based on responses from 16 persons. The number of
responses and the percentage of responses relating to any one
kit are given also. Each of these kits is .i self-contained
teacher-training workshop kit.
1. Kit #1: Designing An Instructional Game
(10 responses = 20.4%)
2. Kit #5: Goals For Education (8 responses = 16.37o)
3. Kit #2: Defining Objectives For The Teaching Of
Concepts (7 responses = 14.3°/,,)
4. Kit #6: Designing Objectives-Oriented Instruction
(6 responses = 12.27o)
Kit #8: Building a Perceptual-Motor Experience
(6 responses = 12.27„)
5. Kit #7: Focus on Feedback (5 responses = 10.27o)
6. Kit #4: Learners Approaches to Learning
(4 responses = 8.27.,)
7. Kit #3: Designing Criterion Measures
(3 responses = 6.127,,)
The participants were presented with a total of eight different
kits and all of these were selected at some level of "working
best." Since no single kit received a great percentage of the
responses, it is assumed that the selection of the kits met the
different needs of the participants.
Nineteen persons answered the questions about their present
employment:
3 indicated they are currently employed as a CRC.
5 indicated they are NOT currently employed as a CRC,
(2 expect to be, and 3"would like" to be).
8 indicated they did not plan on becoming a CRC, but do
expect to conduct at least 3 in-service training programs
each year .
1 Indicated no plans for becoming involved In conducting
in-service training programs.
2 indicated by question marks that they were not sure where
th^ catagorically "fit."
855
-3-
Tn discussipj c)ie three most VALI'AHl.l". aspects of the institute,
the comments liave been broken cU^wn lato foiir ^lentral areas:
par t i c i p.T t ive experiences; delivery system: aftective components;
f ol low-up .
A. 'Hie one valuable aspect mentio-ied most often (i.e.,
21 limes by those responding) related to 'now Miose
attending the institute viewed tuemselves as
par t ic ipants . Tlieir comments pertained 1 15 on-ijuing
daily active involvement dnriny: the institute; the chance
to ind ividually plan and presen t a kit; and the
ut i 1 i za t ion of workshop techniques.
Closelv associated were positive comments pertaining
to feedback sessions, including discussions both on
the group experience itself and on individual presen-
tations. (Four comments related to this.)
ITie aspect mentioned second most often was how those
responding viewed the delivery sys tem including organi-
zation and ins titute s taf f . Nine comments appreciated
the availability of the kits themselves and an additional
six comments highlighted the effective aspects of the
Institute itself (i.e. planning and prep.Tratlon , pacing,
ach ievement of goals , and leadersh ip techniques .)
C. The third valuable aspect centered around affect ive
components: Participants felt tliat it was valuable
to meet others wi th 3 imi lar concerns , to have had
experiences that assisted in bu i Id ing self-confidence
and to be motivated in what they were doing.
The last statement: "I would like to see the following areas of
focus for another summer institute", was handled primarilv during
a discussion period at the follow-up meeting.
On the reaction form, six of the respondents had indicated that they would
like to see more kits developed as one area of focus. The majority of the
remaining suggestions for areas of focus pertained to content areas (such as
junior-senior high, behavior modification, etc.). The institute staff did an on-
the-spot tabulation of these suggestions and grouped them. (As listed on the
following page.) Tt\e participants were then asked to vote for the three topic
areas of most concern for which they would like to see kits developed.
856
-4-
AEIEA OF CONCERN NUMBER OF VOTES
1. Identification and remediation o£ 15
specific learning disabilities
2. Classroom and pupil -- group 14
management and dynamics
3. Models for organization of individualized 11
instruction
4. Procedures for the "regular" classroom 10
teacher of a handicapped child
5. Motivation techniques 6
6. Problems in teaching reading 2
7. Problems related to Junior-Senior High
--academic discrepancies 0*
--behavioral discrepancies 3
*A1 though mentioned as an area of concern on the reaction form, this
area received no votes, therefore, could be considered low priority.
Nine of the respondents mentioned in various ways ttiat they would like
to see the focus on specific group management techniques, with participants
becoming more skilled in various strategies of leadership techniques.
(Suggested strategies; sensitivity training, soft and hard sell approaches,
group dynamics, Taba strategies, changing attitudes, motivational methods).
During the discussion period, it appeared that most participants agreed this
should be another focus.
Two persons mentioned that more discussion time during an institute would
be helpful--especially if there were fewer kits.
A few comments relating to "more kit 12" (the kit the participants them-
selves designed , produced , presented and evaluated) were felt to indicate a
desire for more practice.
857
-5-
The discussion period brought torth the suggestion thai it would be
helpful to have training in techniques of how to ad.ipt niterials and strategies
for all types of handicapped ctiildren in special and regular classrooms. It
was felt that such expertise might then be shared with t^>>- classroom teacher
of the handicapped child.
NAC:rh
858
REACTION FORM
1) Have you conducted an in-service training program since the
suttmer Institute?
Yes No
If yes, how many? (Circle) 12 3 4 5
2) Have you discussed with your adminis tra tor (s) the part vou might
play in in-service training for special education teachers in
your district or area?
Yes No
3) Which kits do you feel will work tlie best?
1,
2.
3.
4) Please check the most appropriate blanks .
I am currently employed as a CRC.
I am NOT currently employed as a CRC, but expect
to be in the near future.
I do not play on becoming a CRC, but expect to
conduct at least 3 in-service training programs
each year.
I do not plan on becoming involved with conducting
in-service training programs.
5) The three most valuable aspects of the summer Institute were:
1.
2.
3.
6) I would like to see the following areas of focus for another
surmer Institute:
1.
2.
3. 859
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
^ CHILDREN
AND YOUTH
( uoperjtfinj; \% Ih bla'e Orpd'IfTienls nl lduidi<
LEADERSHIP WORKSHOP
Evaluation Study #1
S. Joseph Levine
Sue Ann Yovanovich
SUMMARY
All participants at the Leadership Workshop were asked
at the beginning of the workshop to "contract" a series of
activities that they would accomplish during the two days.
(See Appendix A) . A copy of this contract was collected by the
workshop staff and a copy was retained by the participant.
At the conclusion of the workshop, the participants
were asked to examine the list of activities and rate each
one according to the degree to which it was accomplished.
(See Appendix B) . They were asked not to consult their earlier
contract, nor limit their rating to only those activities
contracted .
PURPOSE
This contracting/rating activity had a three-fold
purpose. First, it was designed to promote involvement of
participants toward the accomplishment of individual (yet
staff - selected) objectives. Secondly, it was designed to shed
light on the notion that those "learners" who contract for an
objective will have a higher probability of attaining that
objective than those who did not contract. Finally, it was
designed as a procedural model that could be demonstrated to
the participants in a "doing" manner. (All participants were
involved with teacher training and were in fact looking for
ideas that would be usable in their own setting.)
RESULTS
1) It is questionable whether this procedure created a
very large amount of participant involvement in the
attainment of individual obj ectives . This is due
primarily to the tight scheduling of the two day session
and the lack of appropriate "work times" where
participants might be able to pursue their own objectives
860
M*mbp' — SpKial tducilKi" p-fvUSTiVJ Nelwo»li — Bu'mu dI fducilion (or ihr H^niJirappfd- L "> DM .if .•! (dutrfl'ijn -An Iqu^l DiK^O'iui
2) The results of the comparative study (those that
contracted an item versus those that did not contract
that item) indicate that allowing participant s to
contract objectives enhances their attaiyvnent of
those objectives . Of the 21 objectives, 15 show
definite differences between groups in favor of those
that contracted (#1, #3, #4, #6, #", #8, #11, #12,
#13, #15, #16, #17, #18, #20, #21); 2 show definite
differences between groups in favor of those that did
not contract (#10, #14); and 4 show no real differences
between groups (#2, #5, #9, #19).
3) The use of this procedure as a part of the workshop
was an effective manner in " suggest in^," tc participants
that they utilize a similar procedure in their own
workshops . This was evaluated on the basis of the
large number of requests for an "extra copy" of the
rating sheet by individual participants. Most all
participants requesting the extra copy volunteered that
they wanted to use this procedure.
DATA
The following is the data collected as a result of this
study. The 21 objectives are listed in the left column. To
the right of each objective are percentages of those that
contracted the item (A) for each level of fulfillment, and fB)
percentages of those that did not contract the item for each
level of fulfillment.
Example: For objective #1, 33.3% of those that
contracted that objective fulfilled it
at the 100% level; 16.7% fulfilled it
at the 801 level; etc. For the same
objective, l.h% of those that did not
contract that objective fulfilled it
at the 100^ level; ll4.8^ fulfilled it
at the 80^ level, etc.
n = 39
#1- I will sketch out the
planning steps that will
be needed for my next
workshop .
#2- I will discuss with two
other participants how
to plan a workshop.
#3- I will write a set of
objectives for my next
workshop .
A
B
100%
33,
T
LEVEL OF FU
8 0%
16,
li4
.FILLMFNT
50%
33.3
1I4.8
Not
Attempted
16.7
59.3
A
78.3
21.7
0.0
0.0
B
68.8
12.5
6.3
6.3
A
0.0
20.0
40.0
40.0
B
8.8
0.0
11.8
73.5
861
#4- I will check off the
objectives on Handout M
as they are met.
#5- I will clarify my use "f
objectives in plannini: ;i
workshop .
ttb- I will sketch out my
concerns for my next
workshop .
#7- I will briefly list some
procedures for assessing
the needs of teachers in
my area.
#8- I will take notes on two
procedures used at this
workshop and how they
can be modified to
better suit mv needs.
100%
8 0%
50%
Not
Attempted
A
3
21.4
12.0
4 2.9
0.0
1 4 . 3
21 .4
5 ^:' . 0
A
B
25.0
3 0.0
:q .f
16.7
0 . t'.
0.0
A
B
28.6
8.0
21.4
- ' . . 0
7.1
16.0
42.9
56.0
A
B
26.3
10.0
2] .1
5.0
26.3
"1 '■"' . 0
26.5
7 f"' . 1 ■
A
91.3
4.3
4.3
0.0
B
68.8
6.3
16. B
6.3
#9- I will learn the meaning
of "the medium is the
message . "
#10- I will list five aspects
of workshop leadership
that are the same as
teaching.
#11- I will list three of my
leadership behaviors that
need improving.
#12- I will list tliree workshop
leadership behaviors tliat
I would like to begin
using .
#13- I will get to know three
other participants whom I
have not previously known.
#14- 1 will list five ideas
related to workshops that
1 gleaned from other
part ic ipants .
#15- I will critically examine
two training kits devel-
oped by the' USOh/MSU
RIMC-HCY.
A
70.8
12.5
12.5
4.2
B
1+6.7
;'0.o
13.:-^
13.3
A
35.5
0 . 0
11 . J
S5.6
B
26.-
10. 0
Ib.Y
h?.. 1
A
45.5
13,
.6
15.6
2 ""
T
B
0.0
5.
.9
29. h
53,
^:)
A
45.5
30,
.4
8.7
17.
■1
B
12.5
25
.0
■.2.5
u:^.
A
100.0
0.0
0.0
0.0
B
86.9
11 .1
0 . 0
0.0
A
30.8
50.8
7,7
30.8
B
26.9
23.1
30.'^
19.2
A
92.6
7.4
0.0
0.0
B
83.3
8.3
0.0
8.3
862
#16- I will suggest in writing
two topics for training
kits I would like to see
developed.
#17- I will take notes on my
reactions to different
leadership styles used
during the workshop.
#18- I will be perceptive to
the other participants
and their reactions
during the workshop.
#19- I will list five areas
that should be evaluated
at a workshop.
#20- I will outline a pro-
cedure for assessing
individual participant
learning .
#21- I will list two different
types of participant
assessment measures.
Not
100°6
8 0^0
50*»
Attempted
A
12.5
b.7,
12.5
68.8
B
0.0
U.3
1 i.O
7 ? . 9
A
52.2
54.8
8.7
4.3
B
31.3
l8.8
12.5
37.5
A
83.3
lb. 7
0.0
U.O
B
66.7
2 0.0
13.3
0.0
A
18.2
18.2
9.1
54.5
B
3.6
7 .1
25.0
57.1
A
14.3
28.6
0.0
42.9
B
3.1
6.3
9.**
78.1
A
B
23.1
T.T
7.7
7.7
15.3
11 .5
53.8
69.2
April, 1972
863
Leadership Workshop Handout #5
LEARNING CONTRACT
Read through the following list of Items and check {^^ those that you will com-
plete during this two day workshop. You must check at least 3 items in each of the
three categories. You will be expected to complete those items that you check.
P ___ I will sketch out the planning steps that will be needed for my next workshop
L I will discuss with 2 other participants how to plan a workshop.
A ___ I will write a set of objectives for my next workshop.
N __ I will check off the objectives on Handout #4 as they are met.
N I will clarify my use of objectives in planning a workshop.
I __ I will sketch out my concerns for my next workshop.
N ^^ I will briefly list some procedures for assessing the needs of teachers in
G my area.
___ I will tike notes on 2 procedures used at this workshop and how they can be
modified to better suit my needs.
T I will learn the meaning of "the medium is the message."
E I will list 5 aspects of workshop leadership that are the same as teaching.
A I will list 3 of my leadership behaviors that need improving.
C I will list 3 workshop leadership behaviors that I would like to begin using.
H I will get to know 3 other participants whom I have not previously known.
I I will list 5 ideas related to w kshops that I gleaned from other
N participants.
G
•k-kkkkk ik*********^H>:*******iHc**-«r**^Hr**A*****THr****JHr*-^
E I will critically examine 2 training kits developed by the USOE-MSU RIMCAlCY.
V I will suggest in writing 2 topics for training kits I would like to see
A developed.
L __ I will take notes on my reactions to different leadership styles used
U during the workshop.
A I will be perceptive to the other participants and their reactions during
T the workshop.
1 I will list 5 areas that should be evaluated at a workshop.
N ____ I will outline a procedure for assessing individual participant learning.
G __ I will list 2 different types of participant assessment measures.
__ I will
0
T
H
E 1 will
R
864 (signature)
Leadership Workshop
Handout #13
LL^RNING CONT?„VCT
Foll:c-'ip
In the space preceeii ui;-, e : l \i cl the ^.^ll ■..ir, itc-ms, c.nt.cr the le'.ter wli i ch
most closely corresponiis to the ''(jr^-cce to r;hicli yeu '.t^re il-Lc to luliill ''h.it item
during the workshop.
P
L
A
N
N
I
K
A = 1007. fultillcd
B - 30?= fulfilled
C = 507., fulfilled
b - not a Ct onpte i
1 will sketch out the plinnint; step:; th>it '.;ill be nee. led for ny next worksho;
I will discuss with ? other participants how to oliii i workshop.
I will write a set of objectives for my next workshop.
1 will check off the objectives on Hindout i^U p.n chev ire met.
1 will clirify my use of objectives in planning, i workshop.
I will sketch out my concerns for my next workshop.
I will briefly list some proceoures for assess in.j tiie needs of teichcrs
in my area.
I will t.ike notes on 2 procedures used at this workshop .ind how they c.nn
be modified to better suit my needs.
I will learn the me ming of "the medium is the mess.ige."
I will list 5 aspects of workshop leadership that ?re the same ts tenching.
I v>'ill list 3 of my leadership behiviors that need improving.
I will list 3 \.'orkshop leadership behiviors that I would like to begin usinp,.
I will get to know 3 other participants whom I hive not previously known.
I will list 5 ideas relr.ted to workshops th . t I :;le,inod from other
p irtic ipants .
E
V
A
L
U
A
T
I
0
T
H
E
R
I will critically ex.imine 2 tr.iinmR kits developed by the USOE-MSU RIMC/HCY,
I will suggest in writing 2 topics for training kits I would like to see
deve loped .
I will take notes on my re.-'ctions to different leadership styles used
during the v;orkshop.
I will be perceptive to the other par t icip.ants and their reactions during
i-he wor''shop .
1 will list 5 areas that should be evaluated ^.t '. workshop.
I will outline a procedure for assessing individual participani learning.
I will list 2 different types of participint assessment measures.
t*-.V*ir;.-V<Tlr*V*-]WcVc.VVr*ii*Vr>-,Vv\nk****-V.VVrt.-*iWr*Vr*Vr*-*Sf-.*^**->tVc*TV^
I will
I will
865
(signature)
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
^ CHIlDRtN
AND YOUTH
1 U'Kloon »i*ll M.ifii|t-. .-!«>--' Mv^r-.i, (as' a^s^Mk -^ ^.b-.. -trttf. j
ixioffjiing Willi Sial«?l)cpaflm«?/«K <il lduf»iion .^ \in ?im.»iHntlijnrf-< irim
LEADERSHIP WORKSHOP
Evaluation Study #2
S. Joseph Levine
Sue Ann Yovanovich
SUMMARY
The initial and final activities of the workshop
asked the participants to complete an evaluation form.
The evaluation consisted of a series of questions that
called for factual responses. The same form was used for
both the pre-test and the post-test. Participants were
asked to write an identifying number on their form. In this
way it would be possible to match each participant's pre-test
and post-test without disclosing the identity of the
respondent.
PURPOSE
This activity was designed to reflect any cogniti'ra
change that was brought about through the two days of the
workshop. It was hoped that participant responses
"better" on the post-test than they were on the pre-test,
P.ESULTS (n = 40)
Question #1: "What are 7 roles of a good in-service
educator?"
Pre-test Post-test
An average of 5.425 An average of 6.92 5
correct responses per correct responses per
respondent. respondent.
This question was designed to assess the participant's
awareness of the many roles of an in-service educator.
866
The participants became more aware of the major roles
of a good in-service educator . This is an expected
result since the entire afternoon activity directly
prior to the post-test was devoted to defining and
discussing these roles. It's interesting to note that
many participants extended their list beyond seven in
the post-test (these "extra" responses were not
tabulated) whereas no one went beyond seven in the pre-
test.
Question #2
"Number the following in correct sequential
order. (1 = first 5 = last)
develop workshop evaluation procedure
design workshop activities
select format for workshop
develop workshop objectives
revise workshop activities
conduct workshop
This question was designed to reflect the participant's
awareness of the sequence of events that go into the
development of a workshop. Of particular interest were
the sequence of "develop workshop evaluation procedure"
prior to "design workshop activities," and "conduct
workshop" prior to "revise workshop activities."
Respondents were given a score of "2" if they got both
sequences correct, a score of "1" for a single correct
sequence, and a score of "0" if both were incorrect.
Pre-test
Post-test
0 score n = 16
1 score n = 22
2 score n = 2
TOTAL =26
0 score n = 12
1 score n = 22
2 score n = 6
TOTAL =34
The participant's awareness of the sequence of events
that go into planning a workshop increased during the
two days.
Question #3: "What are 2 reasons for modifying existing
workshop materials?"
Pre-test
Post-test
15 respondents were
able to list 2
acceptable responses.
20 respondents were
able to list 2
acceptable responses,
867
This question indicates that more participants were better
able to cite reasons for modifying workshop materials at
the conclusion of the two days. It should be noted, however,
that the number of acceptable responses in both the pre-test
and the post-test are equal to or less than half of all of
those responding. Consequently, it is felt that this area
is still below acceptable levels.
Question #H : "List 6 criteria for evaluating workshop materials.
This question was not evaluated due to the diversity of
responses in both the pre-test and the post-test.
Question // 5 : "Of the following workshop procedures, which are
the best 2_ for use in a workshop on the subject
of "Procedures for Assessing Classroom Performance"?
a handout
a workshop pre-test
a visiting lecturer
an observation game
discussion groups
The correct responses to this question are "a workshop
pre-test" and "an observation game." An acceptable response
is "discussion groups."
Pre-test Post-test
£ - Handout 1^ - Handout
15 - Pre-test 2_0 - Pre-test
~J - Lecturer £ - Lecturer
25" - Observation Game 33 - Observation Game
?F - Discussion Groups 5T - Discussion Groups
The responses to this question indicate an improvement in
the participant's understanding of the appropriateness of
workshop procedures for the accomplishment of obj ectives .
The workshop was designed to support the concept that the
design of activities should support the desired learning.
Question §&: "Interaction of workshop participants can best
be developed through
activities . "
Responses to this item were scored as "acceptable" or
"non-acceptable." Acceptable responses were those that
directly related to involvement (doing, group participant
discussion, etc.) Non-acceptable responses were those
that did not directly relate to involvement (pre-planned,
individual, informal, etc.)
868
Pre-test Post-test
27 acceptable 31 acceptable
responses responses
An analysis of the responses indicate that more participants
responded with an involvement — related response at the
conclusion of the workshop than at the beginning. It is felt
that the workshop provided the participants a better under-
standing of how to create interaction of workshop participants .
Question #7 : "What is the strongest 'message' of a tape
recorded presentation on the use of video-
tape equipment?" Check one.
use of television
use of tape recorders
use of video tapes
This question was designed to probe the participant's
understanding of the concept that a delivery mode can
be more powerful than the instruction that is delivered
through the mode.
Pre-test Post-test
2 - use of television 2 - use of television
13 - use of tape recorders 12 - use of tape recorders
25 - use of video-tapes 26 - use of video-tapes
According to the responses, the participants have a less
than acceptable understanding of the concept . (The medium
is the message.) Also, there is no difference in their
understanding as a result of the workshop .
Question #8: "It is important, when evaluating a workshop,
to consider the following 3 aspects:"
a.
b.
c .
This question was not evaluated due to the diversity of
responses in both the pre-test and post-test.
'^^'^■st j:.' » ^ • "'^> > be!^-^ wav +0 evaluate /our el lecti . c.-.ts- as
1 ■•- • '• ^ . .a.ie: Is • "iph the use of pre-
assessmen-*- procedures."
True ^"alse
This question was designed to assess the participant's
869
understanding of the use of assessment procedures. The
answer is "false."
Pre- test Post-test
19 responded 24 responded
correctly correctly
The responses to this question indicate that the participants
better understand the use of assessment procedures because
of the workshop. The number of correct responses indicate,
however, that a large number of participants still do not
understand the use of assessment procedures .
Question #10: "The most important goal of a workshop is
transfer of learning."
True False
This question was designed to assess the participants under-
standing of the concept of transfer as the most important
goal of a workshop. The answer is "true."
Pre-test Post-test
10 responded correctly 5 responded correctly
The responses to this question indicate that the participants
did not learn this concept at the workshop and they did not
know it prior to the workshop .
April, 1972
870
USOE/MSU
REGIONAL
INSTRUCTIONAL
MATERIALS
CENTER FOR
HANDICAPPED
^ CHILDREN
AND YOUTH
213 l<.ck»oo Hall Mifhig*n Sut« Un»v»*»"'v E«i L*n«'rvi Mit hig*n 408^3
Coop*«a''ng Wiih Siaie C>epjnni«nis ot Educarion m Mm h>flan-intJijn«-Ohio
LEADERSHIP WORKSHOP
Evaluation Study #3
S. Joseph Levine ^
Sue Ann YovanovicK^
SUMMARY
A "Participant Reaction Form" was used at the conclusion
of the workshop to assess the reactions of the participants
to the workshop in general and any of the specific activities.
Participants were asked not to identify themselves on the
form.
PURPOSE
This activity was designed as a procedure to allow the
individual participants to react in writing to those aspects
of the workshop to which they had particularly strong feelings
The structure of the form was utilized to channel their
thinking in very general areas without channeling the exact
nature of their response.
RESULTS
Question #1: "Use descriptive words to describe your
reactions to this Workshop. List the words
as fast as they come to you. Limit one
minute! No sentences, please."
A total of 319 words were elicited by this question. Of
these, 302 (94.7%) were positive and 17 (5.31) were negative.
Those words that were elicited 10 or more times were
interesting (16), informative (15), planned (13), helpful (12),
good (11) , and organized (10) .
The response to this question indicates that the
participants left the workshop with exceptionally positive
feelings. The response also indicates that a number of the
objectives of the workshop were met, especially those that
were related through modeling behavior.
*fctow*ii — Spacijl Education
871
NMxxti-turMuiifUwalionigc *» HtntKtrfl ~ U i OOca o< fductlioo- An Eaual OpixxiuniK Eixplovo
Question #2: "What do you. feel were the two most
valuable aspects of the Workshop?"
This question was designed to assess whether the planned
objectives of the workshop were met as perceived by the
participants. The responses to this item indicate that the
participants did perceive the objectives through the workshop
and that they felt they were met. The most significant aspect
of the workshop, as seen by the participants was "Meeting
and interacting with other teacher trainers."
Question #3: "If this Workshop were to be offered again
for a different group of participants,
what one thing should be eliminated?"
This question was included to find out those aspects of
the workshop that should be modified or eliminated. A total
of 13 resjJonses (32.5%) indicated that nothing should be
changed. Seven responses (17.5%) identified the video taping
activity as unnecessary and the same number (17.5%) felt
the "Karnak" skit could be eliminated. Six responses (15%)
felt the examination of the Kits should be changed.
Question #4: "What was omitted, yet should have been
included in this Workshop?"
This question allowed the individual participants to
recommend additions to the workshop. It was hoped that this
question would provide input that would clarify participant
needs that were not met by the workshop and should be included
in a future workshop. Sixteen of the responses (41%) indicated
that there was nothing omitted. Nine (23%) asked that more
time be allowed for individual work. Five responses (13%)
highlighted "evaluation of workshop materials" as needed in
future workshops. This last item, evaluation of materials,
is seen as an area for increased focus in the future.
Question #5: "Suggestions or comments:"
This question was included as a "catch all" to allow the
participants an opportunity to react on any aspect of the
workshop not previously mentioned. Besides the general-positive
comments, the most significant response to this question is
the number of respondents who mentioned the lack of time to
fulfill their contracts. It's interesting to note that the
comments were not against the idea of the contract, but rather
frustrated about the lack of time to work on the contracts.
APRIL 1972
872
PARTICIPANT RESPONSES
Use descriptive words to describe your reactions to this
Workshgp . List the words as fast as they come to you.
Limit one minute! No sentences , please.
) interesting
(3)
reJpeat
(1)
awake
(interested)
(3)
varied
(1)
awakening
(interests)
(variety)
(1)
aware
) informative
(3)
work
(1)
best
(informed)
(3)
worthwhile
(1)
bewildered
) planned
(2)
active
(1)
carry over
(planning)
(2)
busy
(1)
cold
(well planned)
(2)
clear
(1)
committed
) helpful
(2)
comfortable
(1)
comprehensive
) good
(2)
confusion
(confusing)
(1)
concise
) organized
(1)
convenient
) fun
(2)
creativity
(1)
crisp
) meaningful
(creative)
(1)
curious
(meaning)
(2)
developed
(1)
demonstrative
) structured
(2)
(2)
different
dyncunic
(1)
descriptive
) enjoyable
(1)
directive
) excellent
(2)
effective
(1)
dull
) useful
(2)
enthusiastic
(1)
encouraging
) motivating
(2)
fast
(1)
enlightening
(motivated)
(2)
frustrated
(1)
eventful
(motivational)
(frustrating)
(1)
experience
) great
(2)
groups
(1)
expertise
) interaction
(2)
materials
(1)
food
(interactive)
(2)
model
(1)
format
) involvement
(modeling)
(1)
fruitful
(involved)
(2)
needed
(needs)
(1)
fulfilling
) learning
(1)
functional
) people
(2)
prepared
(1)
generous
) stimulating
(2)
presentation
(1)
gracious
) valuable
(2)
(2)
professional
profitable
(1)
improvement
) boring
(2)
reactionary
(1)
insightful
(bored)
(react)
(1)
instructional
) exciting
(1)
intrigued
) friendly
(2)
relevant
(1)
kits
) humor
(2)
timed
(1)
lag
(humorous)
(2)
timely
(2)
usable
(1)
leadership
) ideas
(2)
well done
(1)
lively
) innovative
(1)
long
) relax
(1)
activities
(1)
media
(relaxed)
(1)
ambiguous
(1)
more
(relaxing)
(1)
appropriate
(1)
moving
873
(1)
muddy
(1)
reassuring
(1)
tantalized
(1)
multi-media
(1)
reinforcing
(1)
techniques
(1)
objectivity
(1)
resentful
(1)
thinking
(1)
okay
(1)
revealing
(1)
thorough
(1)
paced
(1)
roles
(1)
thought provoking
(1)
participant
(1)
rushed
(1)
unanticipated
(1)
personalities
(1)
setting
(1)
uncertain
(1)
pleasant
(1)
sharing
(1)
unclear
(1)
pleasurable
(1)
smooth
(1)
understanding
(1)
practical
(1)
successful
(1)
unique
(1)
precise
(1)
suitable
(1)
unprofound
(1)
productive
(1)
superb
(1)
unused
(1)
purpose
2. What do you feel uere the two most valuable aspects of the
Workshop?
(26) Meeting and interacting with other teacher trainers.
(18) The replicable training materials that were provided.
(4) Workshop Kits
(4) Workshop Planning Kits
(1) Instructional Strategy Activity
(14) The information that was provided.
(13) Experiencing a workshop led by other trainers.
(12) Involvement activities.
(4) Video tape activity
(3) You Are. . . activity
(2) Visiting the Regional IMC.
1. If this Workshop were to he offered again for a different group
of participants J what one thing should he eliminated?
NOTHING (n = 13)
Nothing
Nothing as far as I am concerned as of this moment.
At this time I'm not sure if anything should be eliminated.
Nothing
Keep as is
Nothing
Nothing should be eliminated.
Nothing
87A
(Question 3 continued)
Nothing - keep all components
Nothing
Nothing
Nothing
Nothing
VIDEO TAPING (n = 7)
The video tape of personal experiences
The video taping procedure. Obviously it didn't suit
as many needs as the other sessions. It's just not
your style.
While filming people having non-participants receiving
some other input elsewhere.
Felt "You Are" activity too lengthy and TV taping long,
not that informative and pressure to get it organized.
Use of video-tape in contrived situation.
Video-taping
The entire video-tape activity
KARNAK (n = 7)
Karnak - cute but not needed at that point. Good
experience for first time contact.
Karnak
Not sure I saw relationship to Karnak ' s performance and
time it took and value received.
Karnak
Re-tool Karnak skit - not necessarily omit.
The Karnak routine was excellent, but could be shortened
time-wise.
If anything, the time with Karnak could be modified to be
more effective.
875
(Question 3 continued)
USE OF THE KITS (n = 6)
Reviewing kits (suggest that it be a total group
activity with more introduction to the activity.)
Evaluating the kits yesterday. Activity not clarified
enough or simplify it.
Observing kits rather than using in groups.
The looking at kits - I felt that there was not enough
time to understand many of the kits as there were no
cassettes available to hear them and get total
understanding .
Looking at kits instead of actually working with one kit.
Reliance on kits - should be an adjunct not a major focus.
EVENING ACTIVITY (n = 2)
The Monday evening activities should be done in terms
of needs of the group - this could be changed.
The evening meeting - really very rushed and some
people who couldn't get to the meeting on time due to
slow service were quite unhappy.
MEETING FACILITY (n = 1)
The University Inn
SEQUENCING GAME (n = 1)
Sequencing games
TIMING (n = 1)
The close timing which at least on one occasion during
this session was too short to allow for closure.
LENGTH OF WORKSHOP (n = 1)
I would like to have more time - 3 full days perhaps
STARTING TIME (n = 1)
You covered the ground well, but how about 9 AM instead
of 8:30.
876
What was omitted, yet should have been inaluded in this
Workshop?
(16) Nothing
(9) Needed more time to work on individual objectives
(contract)
(5) More information on evaluating workshop materials
(and workshops)
(2) Actual demonstration of kits.
(2) More individual participation.
(1) Actually adapting a kit.
(1) Teacher made materials.
(1) More discussion of interlock between local IMC's.
(1) More discussion of "Yours for a Better Workshop"
booklet.
(1) More shifting between groups.
Suggestions or comments :
Allow time to work through rather than just read through
kits - active participation.
There should be a multi-county-statewide workshop next year
for IRMC coordinators. Provide continuous inservice.
The follow-up on the contract which involved lettering each
item on whether the task was completed was poorly designed
because of the words "list, sketch," etc. These items should
be changed to terms which do not require actual writing.
Use of overhead projector was not as effective as it could be -
e.g. size of image on screen, clarity, overflow of light,
(beyond screen), etc.
Believe there will be excellent transfer.
Excellent workshop. I am glad I was invited.
An excellent workshop.
Make participants aware at the outset that some time should be
set aside for evaluating of material.
877
Keep up the good work I You practice what you preach!
Foster the 'seed' of competition between groups that you
began to introduce. e.g. silly little award for group
that accumulates most 'points,' etc.
This was a most rewarding experience. Thank you for a most
informative, well organized learning experience.
In pre-conf erence contract, some explanation should accompany.
In addition, items should be altered some way to allow
completion in spite of tight time schedule of sessions.
Keep up the good work.
Different facilities where you didn't have to go outside for
everything .
Two more meetings here, two in our own states.
Continue use of groups, discussions, summaries. Another choice
of motel could have been more physically comfortable. Cold
floor I Better than I anticipated. Excellent I I
It would have been helpful to go through a kit completely and
discuss its contents. Tuesdays sessions were far more
meaningful for the contents related to frustrations of in-
service coordinator.
Good job. Semi-annual involvement of 3-state group using
people from the states to assist implementation of the program.
Perhaps an IRMC - CRC - ETC. membership unit in CEC. Perhaps
a summary of our skills.
Let's do this again real soonl
A most beneficial workshop.
Experience, if nothing else, has taught m.ost in-service trainers
how to conduct training sessions. I thought most of the activity
was not particularly profound or new. The materials used were
excellent and the organization of the two days was good. Private
discussions with participants were particularly helpful.
Meeting was very worthwhile at times. However, there were times
when I felt that the MSU staff talked very abstractive in order
to sound impressive. Small words are always understood.
Follow-ups where at least part of group could get back together
to refresh ideas and the urge to really try some of the
suggested innovations. A very well-planned session - most
enjoyable and full of ideas which have multiple use in
adaptability.
878
Time to fulfill the "written" parts of the contract if one
selected that as I did. Similar to work sessions we had in
June.
This has been a valuable experience in many ways. I most
appreciated meeting staff and participants, and obtaining
such good ideas for our own inservice. I would like more
direct information on group dynamics, and how to anticipate
some of the feeling generated by inservice activities.
Thanks to all the Michigan Regional IMC staff.
All roles of workshop leaders were demonstrated by the staff -
except for the reporting, which will be sent to us. Good job.
Thanks.
I feel I am leaving better informed this time.
Please, expand into content areas. If you can do the perceptual
kit you can do kits such as "Reading, Phonics, Linguistics
and look say" etc. Why not another workshop where we are
the leaders using the kits that we have.
Very good workshop for in-service trainers.
It is a pleasure to do business with you folks - may I return
the favor at a later date.
A very well planned conference.
I feel my time was very well spent. Would like to see any
follow-up workshop keying in on specific workshop skills, i.e.
change agent, communicating, etc.
The workshop was excellent and most helpful to me. It may have
been helpful to provide time in the middle of the workshop to
have people reflect on contracts. A reaction sheet following
each package would have provided opportunity for feed back
on items that may need change. Since it was not provided, many
comments that were made during examination of kits were lost.
Lodge us in a cleaner motel.
I do have a need to see and use your instructional material
center has. Time did not allow me to use it as I would have.
More time to overlook the Centers when workshops are held in
the area.
I think that we should have new leaders. It seems that the
leaders techniques are repeated to some of us who have been
with them before. The leaders do not show any new areas that
have not been used before. We need many people that show
different techniques. Retool.
879
should there he another 'nulti-s tate vorkshop of this
nature next year?
(37) Yes
(1) True
(1) Certainly
(1) Perhaps
(1) Yes - with new leaders
880
USOl,MSli
RFCKJNAL
INSiKUCIIONAI
WAFLRIAIS
( [NFtk lOK
HANI)ICAPf'll>
CHILDKFN
AND VOUIH
LEADERSHIP WORKSHOP
Evaluation Study #4
S. Joseph Levine
Sue Ann Yovanovich
SUMMARY
At th
ipants wer
within thi
participan
following
fulfilled
fulfilled
at the bot
other item
e conclusion
e asked to ma
s contract we
t could check
the workshop,
at the end of
by the end of
torn of the co
that they wo
of the LEADERSHIP WORKSHOP all partic-
ke out a "LONG TERM CONTRACT" . Contained
re a series of 14 possible items that a
as activities that they would fulfill
Some of these items were expected to be
two months and some were expected to be
three months. A blank space was provided
ntract for each participant to enter any
uld like to contract for.
Two separate follow-ups were made of the LONG TERM CONTRACT.
The first follow-up, at the end of two months, asked each partic-
ipant that had contracted for two month items the level to which
they had accomplished those items which they had contracted. The
second follow-up, at the end of three months, asked for level of
accomplishment on the three month items.
PURPOSE
This contracting activity was designed for two primary
reasons. First, it was used to demonstrate to the participants
a procedure for promoting some degree of participant accountability
after the conclusion of a workshop. In this way, the participants
could get a better feel for the use of long term contracts. The
second motive behind the use of this contract procedure was to
create a vehicle for subtle reinforcement of concepts and content
that occurred during the two day workshop. The use of the two and
three month follow-up letters provided an opportunity to remind the
participants that they had in fact attended a workshop that they
should continue to think about.
881
^t vVmbr* InMrucnofdl ^A^tfmU Mptiwnrh tot MjfwlKAprM'vl f hitdipo jiirt Vniith - L. S <)»ln i- ul Educ4li<>n Bufju t>l Idui *lii>n tm 1S*- Mdndu «{>|>r4l
RESULTS
1) ihose coKtra.''t itt.rnr, ^hit ..li.I r • ; < ' r^: ;. I-'rcc'- ^■■rta.'^t
uith the FEGJON..L CEl^TEH shoi) ; • ■.. ■• ;' acocmplf^h-
mont t'iijn thor.r- i terns that d-i d ."c /;< > •■ ■ > • 1.7 ■ . This can
be explained in two possible ways. First, those items that
required contacting the REGIONAL CENTER cculd be considered
harder than the other items and therefore not as easily
accomplished. Second, the respondent tiad to be truthful in
his response to contact items since hiri reply could easily
be Checked. This second possibility could infer questionable
reliability on the non-contact items.
2) Two contract items on the TWO MONTH FOLLOW-UP appear to be
significant. Meeting with a "Ir^ul idr^iyiintx'atcr" and with
a "l:cj.l jroup of teaohers" seem to ^f- tuo activities that
the part ijzp'znts contracted for and did accnplish to a
hijh degree.
3) The use of the FOLLOW-UP CONTRACT resulted in a large number
of feedback letters directed to the HfJSONAL CKNTEh. Most
of these letters provided workshop staff with good feedback
on the content and techniques from the workshop. These
letters were primarily stimulated by the use of the contract.
As such, the contract stimulated valuable feedback that
might not have been stimulated if the contract hadn't been
used .
DATA
The following two pages show the data from the two and
three month follow-up studies. An explanation of "COMPLETION
INDEX" is shown at the bottom of the first page.
882
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884
January 19, 1972
Indianapolis, Indiana
XN-SET^VICE WORKSHOP ?i;^'AI,UATION
"Selection and Evaluation of Cotin:i«:rc ' ally Available Tfe-'erieJ-s"
This evaluation is designed to provi(tS the vorkt»iiop ati.tx vi'.;; feedback regarding
youi" reactions to this vorksLop. The resul-.a will assise ua i.i plonnine future
in-ser^/lce activities.
1. Please rate each of the activitiec in termH of its INTPH^EST to you.
Check the appropriate blank after each activity.
A. Evaluation Game
B. Commercially Available
Measuring Devices
C. ^estlons and Issues
D. Teachers and Teaching
Very
Interesting
Hot
A.
What has each of today's training kit 3 moant fr.
A. Evaluation Game
(See attached sheet)
B. Conmerclally Available Measuring Eevices
(See attached sheet )
C. (Jueations end Issues
(See attached sheet)
D. Teachers and Teaching
I-iterestir
-J
In
terestia^
1+
0
9
__SL
9
2
r:: . Be
^T
eci
fie.
3. Which of the training kits has the nosL vaiav? f
tradning?
A. Evaluation Game - 8
B. Commercially Available Measuring Devices - 5
C. Questions and Issues - h
U. The tvo most valuable aspects of today's sePE;i<~>
(See attached sheet)
cur uae in i'-a.,iVlce
5. Please rate each of the actlvltie.i in te?ui8 nf
IMPOFP.'AI'C!^ to y-u.
A. Evaluation Game
B. Commercially Available
Measuring Devices
C. Questions and Issues
D. Teachers and Teaching
Very
Important
i?
Isaportant
5
lot
Ic port ant
0
JLL_
1 .
885
January 19, 197?
Indiauapolio , Indiana
6. I have attended the follovrlrig traininjr seEsion.''-
10 IndlanapollB , Oct. 27, 1971 ■ "Problame and ro.ntn"
Huntingburg, No/. 17, 1971 - "Design and Use it inat-uctional Cbjectlvce"
6 South Bend, Dec. 15, 1971 - "Tovsrd su; Uad<.—diiandiiig of P'!;rc.-»ptual-f>1oi.Oi'
Prograica "
l6 Indianapolis, Jan. 19, 1972 - "Selection &nd n-valuaticn of Cor!imercia.lly
Available Materials"
7. As a teacher-trainer in Indiana, you will be erpected to conduct in-service
treiining with teachers in your local area.
As a restilt of the training sessions I've atteai3?^a, I am better prepared to
conduct in-service training vlth teachers.
16 Yes _1_ ? ^0_ N •>
8. The trolrdng kits presented durii:g the •.relninr; • saiona are aelf-explejiaK;or>'
and easy to use.
lU Yes 2 T 0 i(cj
p. I have used the followiiig workshop kits in con<'.v : •'ng ia-i:ervlc.e tra:ining:
2 InEtruclionaJ. Objectives
5 Perceptual-?fotor Activities
10. Since the initiation of this series cf four tr ' j'ng cessiorf;, I hcv; held
in-service training programs for 37^ (total : olliiierit) yeof ].e
.^ 3l6 teachers
Show -I of { 17 supervisors
each type I 11 adJidnistrators
/ 2^ college students
( 0 parents
11. Comments (vhat other topics should be covered : i future tr jf.nin'^ rcasrcnsf )
(See attached sheet)
886
What has each to today's training kits meant for you. Be specific.
A. Evaluation Game
Forced deeper thinking about materials , their uses and criteria necessary
to consider prior to j urchase
I liked it - good to ».^e in In-service
Valuable for use with teachers in in-service programs
Not setting up prior likes or reasons for liking
I liked it. Good! I will use this one. It has and will help.
Plan to use.
More insight to the pertinent questions to be asked.
Provided an insight for future purchases and recommendations to other
teachers
Never realized hew well general guides could be applied to a wide
variety of materials
Insight into materials evaluation - might be omitted if short of time
Opened avenues of thought with the knowledge of other ideas to be
presented to a training group
More positive evaluative techniques
Points out need for systematic sound approach
Gave new ideas as to evaluation and selection of materials
Make me more aware of importauice of close selection
B. Commercially Available Measuring Devices
I'm glad to have knowledge of these materials. I teach EMR-1 and think
the Bercy might serve as an instructional guide.
Brought me up to date on these devices
Fortifies our concerns about tests
Examples of available items - need to let teacher diagnose and not rely
on psychologist
Very little - but mainly because T am presently using each of the devices
presented and have been "pushing" them for some time
887
B. (Continued)
Solid useful information
I was unfamiliar with a couple of the tests and -chink they would be
valuable
A chance to "see the real thing" and hear others opinions on them
I was interested especially as a teacher wanting more knowledge on
materials for predictive measurement
Plan to use
Interesting, but I had the information already.
Idea for use of para-professionals assigned to teachers for assessment
Liked the presentation
I was familiar with all but one - found that of interest - worth
repeating
C. Questions and Issues
As a participant in the experiment I got less from this, I think, than
had I been a spectator - although I did enjoy my role.
Good
Valuable for use with teachers in in-service program - am revising
in-service program for next week
It was more fun for the center group than for me . It lacked in part the
active participation and I did not feel that new information was gained
as in a lecture. Although I realize the "live-presentation" was necessary
I have to be honest. It soured the rest of the activity.
t
Will need to modify - a separate session
Good although sometimes couldn't hear nor see.
Some guides are necessary particularly for effective use of time
The questions (criteria) are most helpful and could be sent to teachers
considering materials selection if they had no opportunity to attend a
workshop.
Nothing
Adoption need for more specific analysis to make final decisions
Not of value
Little value
888
k. The two most valuable aspects of today'' s session were:
Evaluation Game - 5 responses
Commercially Available Measuring Devices - 3 res] rmses
Questions and Issues - ] response
Interaction and feelings of all
Awareness of group needs versus self.
Group brainstorming, "Judging" evaluating materials
Working with tangible objectives which in turn can be used later with other
groups .
Criteria sheet
Becoming familiar with tests; guides for evaluation, etc. of materials
Group discussions
Available materials and tests, ways of selecting
Reinforcing, providing an approach
Information gained, sharing ideas
Techniques and kits
The specific helps and suggestions for giving workshops
Self-evaluation in adoption of materials and hopefully, can be of better
assistance to teachers
To get together and stimulate thinking concerning material and its evaluation
Suggestions for format of our in-service here and the evaluation of specific
materials
889
11. Comments (what other topics should be covered in future training sessions?)
I am not a teach-r fn-:. ynar but work us a rami I y counselor and although I
do not do the ordering qP materials I reel yo'.r v irKshop has helped me to
kn'ivr what to refer to olni-TS.
Teach^'r- tfede Maic-r: . . -!ing; Math
Very well done
Teaching the slow learner in the regular clastroom. More workshops of
newly developed materials. I generally enjoyed the workshop and will make
an effort to attend future ones - depending ^n geographic location. Thanks.
I found ycur techniques very he;pful.
Please include a comparison of similar materials to be evaluated.
Tests (formal) - diagnostic!
890
LC3955 Alonso, Lou. c.l
Al 71 FINAL TECHNICAL REPORT VOL.11
OF THE GREAT LAKES SPECIAL
EDUCATION INSTRUCTIONAL
MATERIAJ^^^C^g^ER. (1974)
A^^A^^Tt iJj . CqyJ^^
LC3955
Al 71
c.l
VOL . II
Alonso. Lou.
FINAL TECHNICAL REPORT OF THE
-GREA^iAKES-S^EGIM. EDUCATION
INSTRUCTIONAL MATERIALS CENTER.
1 I f
ISSUED TO
PijjA^^fiJ /W/
AMERICAN FOUNDATION FOR THE BLIND
15 WEST 16th STREET
NEW YORK. N. Y. 10011
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