CO MM U N I T Y   C LAS S R 0 0 M:

LIST OF DEVELOPMENTS: 1975 - 1982

 

Dr. Leon James

University of Hawaii

1983 

 

THE THEORY OF INTERACTIVE LEARNING IN GENETIC CULTURE:

                **LEWIN:                            GROUP VALUES/GROUP EDUCATION/FIELD THEORY

                **SKINNER:                       CONTINGENCY MANAGEMENT/NATURAL SOCIAL REINFORCERS

                **SWEDENBORG:           RATIONAL PSYCHOLOGY/COLLECTIVE SELF

 

I. ADDITIVE INSTRUCTIONAL PROCEDURES

A.            MNEMONIC KNOWLEDGE (READINGS, HANDOUTS, SINGING)

B.            ORGANIZATION OF KNOWLEDGE (LIBRARY SCIENCE SKILLS

II. DIGESTIVE INSTRUCTIONAL PROCEDURES

A.            PERFORMATIVE KNOWLEDGE (TALKING & THINKING SOC. PSYCH.)

 

III. CONJUNCTIVE INSTRUCTIONAL PROCEDURES

A.            USABLE KNOWLEDGE (PROSOCIAL BEHAVIORS; PERSONAL WITNESSING APPLICATIONS)

B.            GENERATIONAL KNOWLEDGE (SALIENCE, RELEVANCE)

C.            INSTRUCTIONAL KNOWLEDGE (PEER TEACHING)

DIAGRAM 1

THE EDUCATION OF THE WILL in COMMUNITY CLASSROOM:      

THE FLOWERING OF EDUCATION -- personal pedagogic model

 

Analytic STAGE 1

ontological: STAGE 3

STAGE II

STAGE 2

STAGE Ill

STAGE 1

A

 

HISTORY

EDUCATION OF

MEMORY KNOWLEDGES

AND SOCIAL SKILLS

(the external man)

EDUCATION OF

INTELLECT AND

UNDERSTANDING

(the moral man)

EDUCATION OF

THE WILL

(OR THE HEART)

(the spiritual man)

B

 

GOALS

DIPLOMA

OBJECTIVES

(literacy and library-science skills; minimum & standard competencies)

 

LIFESTYLE

IDEOLOGY OBJECTIVES

(professionalism; consumerism; pragmatism; materialism)

COMMUNITY INTEGRATION

OBJECTIVES

(leadership; patriotism; religion)

 

C

 

METHODS

MEMORIZATION & VICARIOUS EXPERIENCE METHODS

(normative tests and stanine groups; token economy systems; use of media and self instructional systems)

EXPERIENTIAL ENRICHMENT METHODS

(apprenticeships; psychodrama; open and jigsaw classrooms; team teaching; field work; community visits; travel)

COLLECTIVE PERFORMATIVE LEARNING METHODS OF COMMUNITY-CLASSROOM

(cultures emulation; generational curriculum; instructional singing; impulse management take home exercises; terminology skits; overlapping activities; kids as

D

 

THEORY

FOUNDATIONS OF LEARNING THEORY AND ITS EXTENSIONS

(conditioning paradigm; experimental paradigm; negative bias)

FOUNDATIONS OF

EQUITY THEORY

AND DISTRIBUTIVE

JUSTICE

(Pragmatism;

Humanism;

Scientism;

Creationism)

FOUNDATIONS OF GENETIC CULTURE AND COLLECTIVE SELF

(absorption learning; authentic modeling; interactional progressivism; community-awakening; nobility and virtue)

E

 

PRACTICE

ILLUSTRATIONS
OF COST/REWARD
ORIENTATION
(anti-sociality;
teaching to the tests; selection and grouping)

 

 

ILLUSTRATIONS OF SOCIAL COMBATIVENESS
(intimidation; anomie; diseducability; underachievement; burnout; geriatrics)

ILLUSTRATIONS OF AUTHENTIC CULTURE-
SIMULATION ACTIVITIES
(milling; crowding; convening; huddling; enhancing)

 

EFFECTS

ORGANIZATION MAN
(social self; thought from memory; affection for knowing; obedience to authority and power)

PSYCHO-ECONOMIC MAN
(professional self; thought from under-standing what one knows; affection for understanding)

PSYCHO-SPIRITUAL MAN
(collective self; thought from wisdom; affection for seeing truth; obedience to love; community integration)

 

HUMAN RELATIONS IN THE CLASSROOM: COST/BENEFIT ANALYSIS

A THEORETICAL ACCOUNT OF HOW CULTURE SIMULATION IN COMMUNITY-CLASSROOM IS TO IMPROVE THE LEARNING CLIMATE

DIAGRAM 2

 BASED ON JAMES, 1982 – HERA presentation.

ALIENATION CHARACTERISTICS

COMMUNITY CHARACTERISTICS

SOLITARY COMPETITION

INDIVIDUAL PROJECTS

ANONYMITY

ETHNIC GROUPINGS

SAME-SEX FRIENDSHIPS

FEAR OF TALKING

ANOMIE

HIGHER FAILURE RATE

GROUP COMPETITION

GROUP PROJECTS

PHOTO BOARD & VIDEOTAPE

STRATIFIED TRACKING SYSTEM

CROSS-SEX FRIENDSHIPS

ORAL CASSETTE TAKE-HOME EXAM

DAILY ROUND ARCHIVES (DRA)

LOW FAILURE RATE

GENERATIONAL CURRICULUM

GRAPHIC CONCEPTS ARRANGEMENT

MEMORIZATION CHARTS

LIBRARY SCIENCE SKILLS & GRAPHICS

COHESIVENESS & SYMPATHY

 

INTERNAL EVALUATION SOURCES & FOCUS:       LIST OF RESULTS

 

A.            HIGHER SUCCESS RATE / LOWER FAILURE RATE (SUCCESS/FAILURE RATIO -- FROM 25% / 75% TO 50% / 50%)

B.            HIGHER PRODUCTIVITY & PERFORMANCE STANDARDS

LENGTH OF TYPED REPORTS; NUMBER OF ITEMS TO BE HANDED IN; COHERENCE OF CONTENT; EXTENSION, INNOVATION, CREATIVITY)

C.            HIGHER MOTIVATION, ENTHUSIASM, COURSE EVALUATION

ATTENDANCE; UH COURSE EVALUATIONS; STUDENT DISCHARGE REPORTS; LETTERS TO THE INSTRUCTOR: PUBLIC TESTIMONIALS; ALUMNI; INNOVATIONS

D.            ACCELERATED LEARNING

TERMINOLOGY HANDOUT GROWS IN SIZE; EARLIER EXAMS PERFORMANCE CRITERIA RAISED EACH GENERATION

E.            MORE PROSOCIAL BEHAVIORS

INTERACTIVE LEARNING PROMOTES LOVE & MUTUAL AID; RECIPROCAL STIMULATION IS OF MUTUAL BENEFIT; COMING OUT WITH REPUTATION, IDENTITY, PERSONAL TALENTS)

F.            MORE LONG-TERM EFFECTS & BENEFITS

GENERALITY OF STUDENT CLAIMS; CHANCE INTERVIEWS; LETTERS OF RECOMMENDATION

1.            INTERACTIVE LEARNING PROCESS

2.            GENERATIONAL CURRICULUM

3.            MULTI-CHANNEL PERFORMANCES

4.            WITNESSING DATA APPLICATIONS

5.            ABSORPTION-LEARNING: MODELING/SHAPING

6.            LONG TERM EFFECTS

7.            DIFFUSION/DISSEMINATION OF LEARNINGS

8, MILLING/CROWDING/HUDDLING

9. INSTRUCTIONAL SINGING

10. DYADIC HUDDLE TEACHING


 

1. INTERACTIVE LEARNING PROCESS

DYADIC, TRIADIC, SEXTET

A.            THE QUIZ COMMITTEE

CONSENSUS ANSWER, ETC.

INTERACTIVE DISCOURSE

B.            THE DYADIC ORAL TAKE-HOME EXAM (ON AUDIO CASSETTES; STUDENT PREPARED INSTRUCTIONAL TAPES)

C.              COLLECTIVE WITNESSING DATA TAKE HOME EXERCISES (MONEY-THOUGHTS, MANAGEMENT, FOOD BEHAVIOR CHANGE WEEK)

D.            POSTER CONVENT ION (PRESENTATION OF JOINT RESEARCH PROJECTS)

E.            ASSIGNMENTS ON PEER WORK ( SAME & ACROSS GENERATIONS )

F.            LIVE DEMOGRAPHY MAPPING (VISUAL “WHO IS WHAT"; FACTOR ANALYSIS OF QUIZ ANSWERS)



 

2. GENERATIONAL CURRICULUM

A.            DAILY ROUND ARCHIVES (CUMULATIVE STUDENT WORK, BOUND)

B.            ORAL SOCIAL PSYCHOLOGY JOURNAL

C.            PHOTO BOARDS; VIDEOTAPES; SOCIAL REGISTERS

D.            EXAMS; QUIZZES; POSTERS; HANDOUTS

E.            TEXTBOOKS; INSTRUCTOR’S LECTURE NOTES

F.            SOCIAL PSYCHOLOGY SONGS ON AUDIOTAPES

G.           SONG ANALYSES

H.            OTHER

 


3, MULTI-CHANNEL PERFORMANCES

MONADIC, TRIADIC

A.            DAILY POP QUIZ DYADIC

B.            DYADIC ORAL TAKE-HOME EXAM

C.            WITNESSING DATA RESEARCH REPORTS, PEER WORK

D.            REVIEWS AND COMMENTARIES, TEXTBOOK, JOURNAL ARTICLE, MATRICES

E.            GLOSSOLIDS       DIAGRAMS & GRAPHS
                                                TRIGLOSS DICTIONARY
                                                3-D MODELS (SCIENTIFIC ART)

F.            INSTRUCTIONAL POSTERS & SLIDE SHOWS

G.           GLOSSARIES; ABSTRACTS; PRACTICE QUIZZES: ETC

H.            STUDENT INITIATED INSTRUCTIONAL INNOVATIONS (NEW TERMINOLOGY; NEW PROCEDURE; NEW PRODUCT)

 


4.      WITNESSING DATA APPLICATIONS

HUDDLE-BUDDY TECHNIQUE

A.            OVERCOMING INTIMIDATION INTERIOR DIALOG

B.            FOOD BEHAVIOR SELF-MODIFICATION (LEWIN: FREEZING/UNFREEZING/REFREEZING) (SKINNER: BASELINE/INTERVENTION/NEW BASELINE)

C.            TRANSFORMING NEGATIVE EMOTIONS

D.            SONG ANALYSIS

E.            MONEY-THOUGHTS MANAGEMENT

F.            STUDENT PROGRESS AND DISCHARGE SELF-REPORTS (PROFESSIONALIZING YOURSELF AS A STUDENT) (BETTER LEARNING AND THINKING TOOLS)

G.           ANALYSIS OF MY TALK (ANNOTATED TRANSCRIPTS)

H.            DIAGRAM MY KNOWLEDGE; TRANSMIT MY KNOWLEDGE


 

5. ABSORPTION-LEARNING: MODELING/SHAPING

 

A.            ABSORPTION-LEARNING (VS. REINFORCEMENT LEARNING) (MEDIA LEARNING; INNER PROMPTINGS --MUSIC, FLASHBACKS) (IMMERSION LEARNING; CULTURE LEARNING )

B.            QUALITY CONTROL THROUGH MODELING

                (CROPPING TECHNIQUE -- REMOVE BAD MODELS & DUPLICATE THE GOOD MODELS) (SAMPLE ANSWERS; PEER IDENTIFICATION) (AROUSAL OF AFFECT-ó INTERACTIVE LEARNING PROCEDURES)

C.            SHAPING OF TARGET BEHAVIORS

(LICENSING THE A GRADE - ALLOW TO REDO UNTIL CRITERION) (RAISING GRADING STANDARDS GENERATIONALLY)

D.            COMMUNITY-CLASSROOM FIELD STUDY

                PSYCH 499           Independent research and study credits.

DRA WITNESSING DATA


E.            INSTRUCTIONS, PROMPTS AND FORMS

 

6.      LONG TERM EFFECTS

 

A.            ALUMNI, GRADUATE STUDENT THESES PRESENTATIONS, VISITORS AND VOLUNTEER HELPERS

B.            PROFESSIONALIZING YOURSELF

(OBJECTIVITY SKILLS; LIBRARY SCIENCE SKILLS) (SOCIAL SKILLS -- JOINT WORK, TALK FOCUS) (PROSOCIAL SKILLS, CONSENSUS, SHARING) (MORAL SKILLS -- HONESTY, INVOLVEMENT, DEPENDABILITY)

 

7. DIFFUSION/DISSEMINATION OF LEARNINGS

 

A.             COMMENTARIES, REPORTS, CLASS EXAMS, PEER EXAMS & QUIZZES, QUIZZES, TAPES, ETC.

READING EACH OTHER ESTABLISHES

REPUTATION
IDENTITY
RESPONSIBILITY
CARE
PERSISTENCE
MUTUAL ESTEEM
PROSOCIAL BEHAVIORS



B.            CROSS-GENERATIONAL

                COLLECTIVE EXERCISES

C.            STUDENT-DONE INSTRUCTIONAL TAPES

                                RESEARCH REPORTS

                                TIPS & ADVICE

                                GLOSSARIES, NOTES, ETC.



 

8. MILLING/CROWDING/HUDDLING

 

A. MILLING ACTIVITIES

SHARING, EXCHANGING, BORROWING

SEATING REARRANGEMENTS

DAILY QUIZ COMMITTEE COMPOSITION

MUSIC & SOCIALIZING BEFORE CLASS

CIRCULATION OF STUDENT WORK

STUDENT SKITS & PERFORMANCES

 TELEPHONE ASSIGNMENTS

 

B. CROWDING ACTIVITIES

 

 COMMITTEE QUIZ

CONGESTED CLASSROOM OR AREA

 

C. HUDDLING ACTIVITIES

 

 COMMITTEE QUIZ

 DYADIC TAKE HOME EXERCISES

 FUNCTIONAL TEAMS

CROSS-CULTURAL CONTACT (ALUMNI, VISITORS, GUEST LECTURERS)


 

9. INSTRUCTIONAL SINGING

 

SOCIAL PSYCH. TERMINOLOGY CORRESPONDENCES

                MEDIUM WITHIN WHICH TO PRACTICE

A.            SONG ANALYSIS

TALKING SOCIAL PSYCHOLOGY ABOUT ONE’S DAILY EVENTS

                INNER-SPIRITUAL/PERSONAL MESSAGE

                ABSORPTION LEARNING

                MEDIA LEARNING

GENETIC CULTURE

GRAPHIC LAYOUT OF TERMINOLOGY

 



B.            SONG MNEMONICS       SPONTANEOUS INNER SINGING

NO FORGETTING

                                TAXONOMIC LYRICS

C. PERSONAL VALIDATION

OFFICIAL UTILIZATION OF RESOURCES AND TALENTS

                GENERATIONAL STRIVING

D.            COMMUNITY-AWAKENING ISSUES

                                BONDING FORCES

                                SYNCHRONOUS ACTIVITY

                                PERMISSIVENESS IN PUBLIC

                                EXPRESSION OF SOCIAL AFFECT

 

10. DYADIC HUDDLE TEACHING

 

A. ANTIDOTES TO DELUSION

BROADER INFORMATION BASE

JOINT CONFIRMATIONS

JOINT EVALUATIONS

JOINT PLANNING

B. INTERACTIVE PROMPTING

FOR GOOD IDEAS

FOR STIMULATION

FOR REHEARSALS

FOR FEEDBACK

C. INSTRUCTIONAL SKITS

FOR DEMONSTRATION & MODELING

FOR ENTERTAINMENT & RELAXATION

D. ENLARGING RESOURCES

COMPLEMENTARY ROLE BEHAVIORS

(E.G.: LECTURER VS. LAB COACH)

DIVERSITY & VARIETY OF TALENTS

GREATER ACCESS CHANNELS FOR STUDENTS TO INSTRUCTORS


 

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