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TEACHER TRAINING PROGRAM IN APPLIED SOCIAL
PSYCHOLOGY AND PSYCHOLINGUISTICS |
ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ SUMMER
INTENSIVE WORKSHOP FOR TEACHERSÀÀÀÀÀÀ June,
1980
ÀÀÀÀÀÀÀÀÀÀÀÀÀ 50?100À DOE Oahu Schools (K?12)
ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ À(Anticipated)
ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ
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EXPERIENCE IT |
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COMMUNITY CLASS ROOM |
LEARN ABOUT IT |
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TRY IT IN YOUR OWN CLASSROOM |
À
OBJECTIVE:ÀÀ To introduce teachers (K - 12) to teaching
strategies that get pupils to assume greater responsibility for the learning?s
to be acquired and the work to be accomplished.
METHOD:ÀÀÀÀÀÀ Workshop
participants (between 50 and 100, anticipated) will from into a ?class? taught
by Workshop Staff.À Teachers will thus
experience being pupils. They will be instructed in the new method of community-classroom
and given assignments, collective field projects, and grades. Through this
process, teachers experience œwhat it feels like? to be a pupil in
community?classroom.À
.
As well,
they learn the very techniques which they themselves might wish to use in their
own classrooms, with any subject matter and at any level. Finally, participants
can judge for themselves regarding the usefulness or lasting value of
community-classroom by discovering whether it produces valuable peer
relationships among the participants as a result of the two-week intensive.
ÀÀÀÀÀÀÀÀÀÀÀ
HISTORY AND FACILITIES:
COMMUNITY-CLASSROOM
was invented and developed at the University of Hawaii by Dr. Leon James and
Dr. Barbara Gordon, the Instructors for the Workshop. They have co?authored
several sets of bound Lecture Notes which will be made available to Workshop
participants.
COMMUNITY-CLASSROOM
THEORETICAL PRINCIPLES
I.ÀÀÀÀÀ ALL COMMUNITY IS ORGANIZED THROUGH SPEECH
(WRITTEN & ORAL LITERACY)
=ÀÀÀ Workshop participants
learn about the variety of uses of sentences in daily life: e.g., reading,
writing, speaking, note-taking, thinking, and reporting. (Note: these are the
academic issues now in the ?language sciences?, i.e. applied psycholinguistics,
socio linguistics, language teaching, discourse analysis, higher cognitive
processes, etc.).
II.ÀÀÀÀ ANONYMITY IS
ANTI-SOCIAL AND INTERFERES WITH COMMUNITY?BUILDING
=ÀÀÀ Workshop
participants learn the techniques currently used in community-classroom at the
University of Hawaii to counteract anti-social competitiveness common among
pupils. Participants will practice collective exercises and field projects in
which they read each other? s work and make ?annotations? (written comments),
which are then read and commented on by the original writers. These techniques
build literacy skills, and neutralize the negative effects of secretiveness,
shyness, and timidity, which are anti-social forces common in classrooms.
III.ÀÀÀÀ SIZE AND
HETEROGENEITY ARE COMMUNITY RESOURCES
ÀÀÀÀÀ Workshop
participants learn about the techniques used in community-classroom to treat
size and heterogeneous composition (=different abilities) as advantages: how
functional teams of pupils can be organized that are small in size yet
co-ordinate to add up organically. In this way everyone in the class profits
from the overall human resources available (e.g., special skills or talents or
knowledge possessed by various individuals are ?made to count? for the benefit
of the class). A system of ?collective points? earned by the Workshop
participants for their activities, will be used throughout the two-week
intensive. In this manner, teachers will experience œfirst-hand what it feels
like, and what effects it may have on their pupils, should they decide to use
these techniques in their own classroom.
IV.ÀÀ THE CLASSROOM'S ?TERRITORY? EXTENDS INTO
THE PUPIL?S œDAILY ROUND' LIFE
ÀÀÀÀÀÀ
ÀÀÀÀÀÀ WORKSHOP
participants learn about instructional procedures that get pupils to partially
manage their course-assigned activities, while making then responsible for
deadlines, quality control (neatness, relevance, length, etc.), progress, and
study aids (pupil feedback reports, class News Bulletin, shared assignments
through the telephone (including ?telephone quizzes?), class committee activities,
?Poster? convention, typists? pool, and many others that will be practiced by
Workshop participants).
WORKSHOP
STAFF
DR. TED
ROGERS, Education and Sociolinguistics
INSTRUCTORS
& DEVELOPERS
DR. LEON JAMES.,
Social Psychology and Psycholinguistics
DR.
BARBARA GORDON, Educational Psycholinguistics
MS.
CATHARINE GRAHAM Ph.D. Candidate in Anthropology logy
COMMUNITY-CLASSROOM
CLASS MANAGERS (CM's )
MS.ÀÀ DIANE NAHL-JAMES M. L. S. Candidate
MS.ÀÀ SANDRA NAKAZAKI, M.A. IN ESL
MR.ÀÀ MIKE MESCO, Ph.D. Candidate in Social
Psycho logy
MR.ÀÀ KURT FUKUDA, M. S. W. Candidate
BENEFITS OF COMMUNITY-CLASSROOM
TECHNIQUES
À
SEE QUICK BENEFITS IN LITERACY SKILLS (THE USE OF SPEECH
FOR:
-expressing;
thinking explicitly; communicating; note-taking; transacting with others;
following directives; telephoning; writing longer & more relevantly;
typing, organizing, presenting work; indexing, filing; etc.
SEE QUICK AND EXTENSIVE IMPROVEMENTS IN STUDENT
SELF?MANGEMENT SKILLS:
À -collective pacing of work; attentiveness
& focus; involvement in cooperating; amount of effort willing to
expend;ÀÀÀÀÀ
À mutual help orientation; favorable relationship
with teacher; enthusiasm; etc.
WHAT SPRING 1980
COMMUNITY-CLASSROOM STUDENTS SAY (Note -to Oahu teachers: these are
ÀÀÀÀÀÀ your students a few years later
ÀPsych 222(2)? at the UH...)
After seeing some of my old DFFs
(Delayed Feed back Forms filled out by students after each class), I saw a lot
of negative points, which I brought about in my forms. By witnessing them I
suddenly grew up as I saw myself better and actually learning from them....
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This comment was written by the student on his
feedback report for lecture 14 (mid?term). It illustrates the beneficial
effects students experience when able to review their own work regularly and
cumulatively, and thereby to see change in the self. |
Your project is good because you
were more conscious than me though some of the thoughts did pop up in my head
but never ended up on paper because I didn't consider it a ?money
thought." Maybe you could comment more to complete your entries a bit more.
ÀÀ
This comment was written by a fellow pupil. Illustrates how guidedÀ processing of one another? s work, when
guidedÀÀ
ÀÀ
away from evaluation, results in mutually and reciprocally induced
insights.
After reading all the feedback (on
a field project called my ?Money Thoughts") from three of my fellow
"cell" members (=learning cell or team), I realized that money has a
very dynamic effect on people. Different people are affected differently by
money. This is evident in the type of reasoning they use when dealing with
money.
ÀIllustrates how guided peer processing can reinforce concepts
andÀ understandings from the lecture.
PART A:ÀÀ Intimidation
Project When asked to play the piano, I became intimidated because I do not play
the piano as well as I should....
PART B:À Huddle Buddy
Strategy I feel this intimidation assignment would be of great value to me if I
am able to overcome this specific feeling of intimidation Being able to
"objectify and "overcome intimidation with a
(a peer pupil) may enable me-to overcome other
intimidations.......
PART C: Huddle buddy for I.D.ÀÀ 209: I can relate to your intimidation
situation because I also get intimidated whenÀÀÀÀÀÀÀÀÀ
asked to
play a piece on the piano....... In most cases, when a person asks you to play
the piano it's because he wants to hear music not because he wants to be a
judge .
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Illustrates
step-wise process used in guided peer processing. Shows that benefits to
students accrue through being given the chance to use oral and written speech
exchanges with each other through class work Note how first student? s
because (in Part A) is modified and reclassified by the second student. |
My name is S.T., but everyone either
calls me Susie or Suzy. I?m 21, female and a œ78 graduate from Punahou
Presently I?m working part -time at Long?s as a cashier-sales person... I have
a known reputation for being indecisive and have a habit of..... I enjoy
meeting I would call myself shy but those who know me never agree.
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Passages
from a student? s Self-introduction Letter for her community classroom Class
Registry project. Illustrates how students typically like to have an
?identity? and a ?reputation? with each other when anonymity, secretiveness,
competition, and solitary work are counteracted through community-classroom
management techniques. Students report that there is less fear of each other,
cooperative work orientation is visibly fostered, and individual progress is
more evident, both to the teacher and to the student. |
From today's lecture I became
cognitive (sic) of our "cross-cultural differences" and how they
affect our community relations our reputations, which include our
"roles" in society, our work and school "status", our
"lifestyle" and our customs all affect the way people interrelate
with each other. Of course I was aware of this before, but I never related it
to my life in my "daily round."
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Illustrates
how the Delayed Feedback report helps the student make use of lecture
concepts and apply then to one? s own life. The Delayed Feedback report is
written by the student at home and handed in at the next lecture. Students
have access to each other? s feedback reports and encouraged to read then.
The instructor reads all feedback reports as information on how lecture
concepts are assimilated by students. Regular feedback comments are given in
class by the teacher regarding the quality and helpfulness of the reports.
Visible improvement is evident in the reports as the semester goes on: in
neatness, in length, in relevance, in ability to use concepts, in
attentiveness, and others. Students tend at first to give evaluations and
criticisms of the teacher or lecture, but with guided steps, they abandon
evaluation and learn descriptive and more objective ?data? and
"demonstration" feedback. |
I totally agree that everyone
should be mindful of another I feel that students should be ready on time for
class and with the same token professors should be prepared to let the class go
on time. Both should be aware of each other's responsibilities.
ÀÀ
Illustrates the involvement students in community-classroom experience
with self management responsibilities.À
ÀÀ
This issue is explicitly dealt with in community-classroom under the
rubric of ?Professionalizing Yourself as aÀÀ
ÀÀ
student?
Our ethnicity does not determine
what intimidating forces are around us. As a result of ourÀÀÀ family connections, reputations, and
community connections, we create biculturalism and cross-cultural differences
which create competitive forces in our lives and creates intimidating
influences. So, intimidation is stimulated by external forces rather than
internal forces
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ The
role you assume has intimidation inherent in it.À These roles are taught through typology of ethnicity.
This can
be exemplified by the different responses to the biculturalism. Community
connections ties this all together.
The preceding are two
different students? answers to a take home quiz written on their Delayed
Feedback report. The quiz requires the student to make up a paragraph in which
are used the newly introduced lecture concepts (underlined words in their
answers). A variation of the technique is to have students discuss the quiz
answer by twos (dyadic exchanges), in class or on the telephone, then have
students write their own answers on the Delayed Feedback report.
COMMUNITY-CLASSROOM:À SUMMER INTENSIVE WORK PROGRAM FOR TEACHERS
The
two-week intensive Workshop consists of ten working days, 8 to 4 daily, or 80
hours of total supervised instruction time. This includes a proportioned time
chunks each day for lectures, doing exercises in teams, carrying out individual
projects, library research, and socializing discussions (including taking food
together). Thus, there is to be no additional assigned homework or readings for
the evenings or weekends, so that participants can use these in between times
for incubating and self-rehearsal of the course concepts and ideas. Peer
telephone exchanges and a couple of telephone practice quizzes will however be
given. The Workshop participants will constitute ?The Summer 1980 DRA
Generation? an will 1 be incorporated in the Psychology 222(2) DRA Collection
used by regular students of that course at the University of Hawaii. By
becoming a regular DRA generation, the work of the participants, bound and
indexed, will enrich the collection. As alumni, participants will continue to
have the privilege of using and contributing to the DRA Generational
Curriculum. Teachers who will wish to start a DRA Generational collection in
their schools may call upon the Workshop staff for advice and help.
COMMUNITY-CLASSROOM GRADING
TECHNIQUES:À THE COLLECTIVE POINT SYSTEM
In
community -classroom every pupil is essential. Credit is given both for
individual contribution and for relative worth or effort (ie., dedication,
sincerity, good will). Pupils are endowed with variable talents and skills (due
to birth and prior experience), and the teacher attempts to maximize
each
pupil?s contribution to the class, each according to their own capacities.
?Trying hard? is rewarded equally irrespective of the absolute size of a
person?s contribution at any one time, or even, cumulatively. This policy is
consistent with the actuality in community life, namely that so-called
œindividual achievement? is never truly individual, but rather presupposes a
collective community context that is essential and contributory. The principle
is: if each tries hard, all will succeed.
A
collective point?system is used in community -classroom which is in accordance
with community-building principles (such as ?the essentialism of the
individual?), and Workshop participants will be operating under such a grading
system for the summer intensive course. In this manner, teachers can gain a
first hand experience with these new psycho-economic values used as classroom
management
techniques.
COMMUN ITY-CLASSROOM:À INTERDISCIPLINARY RESEARCH OPPORTUNITY
The
Workshop staff will seek to have available an interdisciplinary research team
that will attempt to assess the effects of community-classroom management
principles upon human behavior and social organization. Workshop participants
will be given a chance to cooperate with and participate in this collective
research effort, and later, will be able to share in the findings.
PPOGRAM CONTENT & WORK LOAD
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Day |
Lecture |
Field Project Due to Hand In |
Description |
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1 |
1 |
class
information card |
Information |
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2 |
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DFF#2;
Registry @ B |
Self
Introduction Letter |
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2 |
3 |
DFF#3;
Registry @ A |
Peer
Annotations thereof |
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4 |
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DFF#4;
Money Thoughts @ B |
Report
& Analysis of one?s money-thoughts |
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5 |
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DFF#5;
Money Thoughts @ A |
Peer
Annotations thereof |
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C-B
Study Bulletin No.1 |
Class
News Bulletin |
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6 |
DFF#6;
Intimidation @ B |
Analysis
of one?s routine intimidations daily |
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4 |
7 |
DFF#7;
Intimidation @ A |
Peer
Annotations thereof |
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8 |
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DFF#8;
Progress Report @ B |
Self-change
Objective Analysis of Skills |
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5 |
9 |
DFF#9;
Progress Report @ A |
Peer
Annotations thereof |
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10 |
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DFF#1O;
Mid-term Grades |
Collective
and Team Discussions on Results |
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C-B
Bulletin No. 2 |
Class
News Bulletin |
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ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ
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6 |
11 |
DFF#11; Poster Convention (1) |
Practicing
Scientific Register Skills |
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12 |
DFF#12; Poster Convention (2) |
Ditto |
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7 |
13 |
DFF#13; Rehearsals for Play |
Social
Psychology Mystery Play Production |
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14 |
DFF#14; Mystery Play |
Put on
by participants |
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8 |
15 |
DFF#15; Review of Course |
Collective
and Team Discussions |
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16 |
DFF#16; C-B Bulletin No.3 |
Class News
Bulletin |
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9 |
17 |
DFF#17; Final Grades |
Collective
and Team Discussions |
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18 |
DFF#18; Post-mortem |
Collective
Evaluation and Discussion |
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10 |
19 |
DFF#19; Post-mortem |
Ditto |
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20 |
Graduation Ceremonies |
Awards, Prizes,
Certificates; Plans for |
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LECTURE MEETINGS:ÀÀÀ STRUCTURE
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DAY 1 |
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8:00 ? 8:45ÀÀÀ AM |
Learning
Cells meet with their Class Managers for class preparation |
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8:45 -
9:00ÀÀÀ AM |
Practicing
?Forces Song? (an aid in memorizing new terminology) |
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9:00 ?
10:30ÀÀÀ AM |
Lecture
1, plus dyadic or team exercises |
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10:30 ?
11:00ÀÀÀ AM |
Socializing
break |
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11:00 ?
12:30 |
Individual
work period (reports, library, etc.) |
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12:30 ?
1:00ÀÀ PM |
Learning
Cells meet with their Class Managers for class preparation |
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1:00 ?
2:30ÀÀÀ PM |
Lecture
2, plus dyadic or team exercises |
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2:30 ?
3:00ÀÀÀ PM |
Socializing
break |
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3:00 ?
4:00ÀÀÀ PM |