Journal of the Effective Schools Project, Volume 1, 1994 Page: 27
39 p. : ill. ; 28 cm.View a full description of this periodical.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
c. a large rock can become a doorstop.
The list goes on.
The most fascinating session involve teaching
about human resources. How can ED, MR, or LD
students get the idea that they are resources too? The
answer was in play-dough. While sitting in a circle
"sculpting," students have to explain the source for
the art work. Without exception, the students are able
to associate "resource" with their mind. For me,
satisfaction is great.
I must admit, there are days when producing
recipes with picture cues, dreaming up new approaches,
or adjusting for learning styles taxes my feeble mind,
but the results are well worth the effort involved.
Consider a current project. Some students in
the Basic Skills are producing personal cookbooks.
Recipes are collected from magazines. Following
collection, major terms are highlighted in each recipe
so that students may complete the dish even though
reading skills are limited.
A similar ongoing project involves coupon
use. Students routinely clip and file coupons from
magazines or newspapers. Periodically, the students
use the coupon file to match with grocery lists or
menus and compute savings. A field trip to the
supermarket is the final step.
Housekeeping principles are taught through
use of visual step charts. However, students are also
occasionally given the opportunity to discover "what
is wrong" with a room placed in a state of chaos by the
teacher.
The more abstract a concept, the more creativ-
ity is required. If idea #103 does not work in April,
by May, try idea #142. A student can't write his/her
name? Fine, write it in sand or paint or chalk. He/she
. 27still can't write his/her name? Okay, try to write it with
the other hand, sculpt it in clay, sing the letters while
as they are written, write it with an elbow. Whatever
it takes. If one technique doesn't work, try another.
The course Individual and Family Life in-
volves instruction about love. How can students who
were abused in the name of love ever learn its true
meaning? One path is through music. I sing to them;
they sing with me. We examine songbooks to read
lyrics. Tape recordings may be used, but I do recom-
mend that the teacher preview tapes. Music is just one
of many different avenues which may be used to aid
the handicapped student in understanding the myths
and truths about'such a vital subject. Fortunately,
students have always been accepting of my vocal
limitations and since I am willing to "risk," so are they.
More and more, teachers are encouraged to
provide educational opportunities to practice problem
solving. When faced with the additional task of
modifying curriculum and placing it in a manipulative
format, "problem solving" becomes a step in lesson
planning. Methods I use which prove to be effective
include:
a. drawing a large diagram which the students
replicate using building blocks.
b. providing a set of nested tables which
required assembly (The project is completed with and
without written instructions).
c. inflating a balloon inside a milk jug and
requiring the students to decide how the process is
accomplished.
d. presenting topics for discussion such as
"What if elephants rather than dogs were man's best
friend?"
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 1, 1994, periodical, 1994; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201678/m1/27/: accessed May 4, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.