Alternative Approaches to Instruction and Scheduling of Middle School EMR Students.

Institution	Marion County Board of Public Instruction, Ocala, FL.
Titel	Alternative Approaches to Instruction and Scheduling of Middle School EMR Students.
Quelle	(1972), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Curriculum Development; Educational Programs; Exceptional Child Education; Information Utilization; Inservice Teacher Education; Junior High School Students; Mental Retardation; Mild Mental Retardation; Program Descriptions; Role Perception; Teachers; Team Teaching + Suchen Sie Ihr Suchwort? Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Informationsnutzung; Lehrerfortbildung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Geistige Behinderung; Role conception; Rollenverständnis; Lehrer; Lehrerin; Lehrende; Teamteaching
Abstract	The first year of a project to implement team teaching concepts in a middle school program for educable mentally retarded students emphasized process development by teachers in the areas of role definitions, curriculum competencies, and behavioral management. Orientation included establishment of project purpose, individual responsibilities, and hierarchies concerning ordering of materials, and planning for such activities as workshops, data collection, and evaluation. Three workshops on role definition involved a group climate inventory, nonverbal and listening exercises, a game illustrating effectiveness of group over individual decision making, a personal growth inventory, and discussion on inadequacy feelings of the team's teachers. Workshops on classroom management taught teachers to plan and implement classroom token economy systems. Curriculum objectives were incorporated into the school district's curriculum framework, and curriculum goals were reviewed in six workshops. Assisted by school and district personnel, the teachers taught and assessed progress of 35 students and were themselves rated for competency. Activities of the team teaching process and of curriculum development were charted; and treated in 10 appendixes were such topics as student competencies, teacher rating scales, and information on the school system's special education services. (MC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01