Educational screen & audio-visual guide (c1956-1971])

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Students with difficulty in expression use AV to help them with some Real Life Reporting by Ruth Nelson I T was a project— like Topsy— that "jest growed." It would be neater to claim that all of the aims and objectives of the project had been carefully planned, as the textbooks explain they should be, but this was not the case. This particular class of sophomores, the school's Department of Audio-Visual Instruction, and I created the project out of the situation which developed in the classroom. Let us start at the beginning. It was one of those groups of students who entered (or rather, attacked) the room, eventually sat down, and not too subtly defied me to teach that horrible subject "English" to them. Textbook techniques soon dissolved in an antagonistic atmosphere. What could be done with a class of low ability and low achievement— rebellious youths aged 16 to 18? Their concepts and experiences concerning real life and realistic learning were far from the academic classroom orientation. I decided to try to let each one talk to the class about "real" life in an orderly controlled way, in a learning environment, and yet in a milieu of security and offered warmth. As this experiment began, the ingredients for a successful project were slowly introduced and valuable interactions began to take place among them: senior girls volunteer helpers, a dedicated audiovisual director, a patient librarian, and an available work room. Each student was excused from class in turn to meet with the senior girl and the audiovisual director in the work room. Here the student selected a subject upon which he would like to comment in class, learned how to make an outline, how to use an encyclopedia, how to use file cards and other references for himself and his classmates, and then he chose a method of presentation for himself. The audiovisual director encouraged him to explore several possible techniques and materials for his project. These included the showing of pertinent films, the preparation of charts for the opaque projector, the use of filmstrips, and the pre-taping of his talk if he felt that standing before the class would be too difficult. As with Topsy, the results were astounding. Mark told the class how to obtain a driver's license. He used slides and projected a film. He humbly asked class mates to read the printed words ( he himself had difiBculty in reading simple sentences and had never read a complete pamphlet or book ) . He was able to explain the charts and the fairly difficult mathematical concepts involved as a result of slow and careful study and despite his reading problems. Donald and Neil taped their talks. When they played back the tape recording, they were themselves : appalled at their diction. As a result they remade the j tapes three times until they were satisfied with thr quality of their speech. Neil then helped others to u.m the tape recorder. Despite the fact that he gave up his i own class time to do this, he never used this as an ex I cuse for missing work and always had his assignments j prepared. Tom, 18, had literally never said a word in class. He petitioned our very wonderful reading teacher for aid. With her help and that of the audiovisual director, he gave a magnificent speech on tape— all neatly outlined —dealing with the problems of segregation and educa tion in the South! Bob, almost a non-reader, read two books on skindiving, then projected charts and displayed equipment to illustrate his intelligible 20-minute talk on his favorite hobby. Arthur, four-and-a-half feet high, brought his weights, showed a film about Olympic champions (male and female) and showed us how to become great weight lifters. Ann and Frances, two shy yoimg ladies, had turnec' to columns of stone on the day of their report. How ever, after the room was darkened and their tyint films and filmstrips were being projected, we founc ourselves in the hands of two patient lecturers. Barbara, who is quite angry with the world, wa amazed to find that a teacher had gone home durin}. the hmch period to bring back a particular disc rejj cording she had requested. She gave an excellent tape; report on American folk music and utilized the phono graph. Jack made his own drawing for the opaque pn jector to explain baseball techniques. Bill was very happy to show and explain a beautifi 0 IHH F.nrirATfriiWif ^rpiririv Aivn Aiiniovisiiii. fiiTinp — April. 1%