The Educational screen (c1922-c1956])

Page 44 The Educational Screen could be used in preparing for the large group in- struction periods, disposing of materials after this period, planning work for the next day, making up apparatus, study hall or club supervision or any other assigned duties. Perhaps the most difficult part of the preparation work yet remained, the planning of the activities for the large group instruction period. It has always been my experience that films or slides, shown in conjunction with the study of some specific problem or as an introduction to or summary of some unit, must be closely correlated with the class work of the pupil to be most effective. A film shown some time before or after its related problems loses its value because the pupil is either studying some entirely different unit and lacks the incentive of the imme- diate need of grasping important facts to be applied in the answering of some question or, having studied the pertinent unit some time in the past, is more in- terested in the present activity and gives only indiffer- ent attention to the belated illustration. Therefore, in the planning, careful attention had to be given to the scheduling of the films and slides so that they might be used to the best advantage. This was accomplished as follows— (a) The titles of those films or slides which de- partment records or film catalogs indicated might be used in teaching the various units were listed on a set of contract sheets beside the related problems. Suit- able demonstrations and pupil activities were similarly noted. In many instances films were scheduled for use in conjunction with demonstrations to picture the practical application of the demonstrated fact or to enlarge upon it. (b) The various problems were then scheduled in my plan book for completion on specific dates, the ac- companying visual aids being indicated for use the pre- ceding or following large-group-instruction period, de- pending on the nature of their contents. (The use of these contracts over a three year period enabled me to anticipate, accurately, the time required for the study of the individual problems and, having used most of the films many times before, a reference to the card record made possible the allocation of materials where they might be used most advantageously, that is —as an introduction, a direct teaching tool (a film por- traying clearly and in detail important facts being studied) or as a summary. (c) The various contributing libraries were then re- quested to schedule the films and slides for our use on the dates planned. . We received very satisfactory co-operation from these agencies as, in every instance, the material was shipped in time for use on the dates designated. Scheduling the material as least three months in advance made this possible. The lesson plans, thus far, were only a skeleton framework, briefly outlined to permit an over-all pic- ture of the term's work. Although the contracts, them- selves, acted as a lesson guide for the pupil's activity during the supervised study period, far more careful planning was required for the visual aid periods than had been done in the past as it was evident that with one teacher in charge of a group numbering from one hundred and two hundred pupils the program must proceed without pause or interruption or the attention of the pupils would be distracted and problems of discipline would result. Hence, in preparing for the large-group-instruction period, this routine was usually followed:— (1) A preview of the visual material was given the preceding afternoon at which time the important facts illustrated were noted. (2) If demonstrations or home made slides were needed to supplement, these were then prepared. (3) A plan of presentation was then worked out in detail and the time required for each part accurately noted to insure the full utilization of the period. (4) A lighting schedule was made out for the boys controlling the house and stage lights and a similar one for the boy operating the projector. (5) When the portable blackboard or some stage setting was required the work was done in the morn- ing before the classes met. (6) Even auxiliary material was provided to be used in case of a breakdown during the film projec- tion. With the scheduling of classes and the ordering of material completed and the tentative lesson plans estab- lished, the actual work of the term was ready to begin. On the first day of the second term the pupils were notified as to the new program and their part in it. Like all new things, it met with their instant approval. Seats were assigned in class rooms and auditorium, monitors appointed to check attendance, stage assistants re- cruited from among the mechanically minded pupils and the undertaking started with the enthusiastic co- operation of all. It would be impossible, in this limited space, to give anything like a complete summary of the activity dur- ing each of the visual aid periods but I shall try, in the following illustrations to give some idea of the many devices included in the program. As an introduction to the teaching of a new unit. On Wednesday the final examination of the imit on "Industry" was given to the various sections in their class periods. At the completion of the examination, the new contracts on the subject "Transportation" were given out. Special reports on—"The origin and devel- opment of the steam engine", "The history of the auto- momobile" and "The history of air transportation" were assigned to three of the best students, to be given in the Thursday large-group-instruction period. A preview of the sound film— The Development of Transportation showed that this film, because it traced the development of transportation from the "pole drag" to the airplane,, would be a fitting introduction to the new topic.