The Educational screen (c1922-c1956])

'ehrnary, 1936 Page 45 The following program was arranged for the Thurs- day class: (a) A brief introductory talk by the teacher em- phasizing the importance of transportation in modern life. (b) Showing of the film. (c) Reports read by the three pupils over the sound system (using a microphone in conjunction with the sound projector) (d) An essay on the subject "The Development of Transportation", based on the film and reports, as- signed for home work. (e) Reshowing of the film. During the class period the following day, several of the better essays were read and discussed before the group after which the first problem—"Early methods of transportation" was studied in the supervised study period. As a direct teaching tool Having completed the study of static and galvanic electricity and magnetism, the classes were ready to take up the problem of the dynamo. The following questions were included under this heading:— (1) List the essential parts of a dynamo and ex- plain the function of each. (2) Explain the changes in the direction of the flow in alternating current. (3) What controls the output of a dynamo? (4) What runs the dynamo? The silent film Current Electricity was selected for use in answering these questions. The following program was arranged:— (a) A general review of static and galvanic electri- city, their advantages and disadvantages, was given by the teacher. (b) A slide having been made on the above ques- tions, it was then flashed on the screen and the new method of current generation, dynamic, was intro- duced. (c) On one side of the stage a table and blackboard had been placed. A simple diagram of a dynamo wir- ing had been drawn on the blackboard and a large dem- onstration model of a dynamo was on the table, il- luminated by a powerful table lamp. The teacher, using the diagram and the model, preceded to explain the various questions as they appeared on the screen (teacher performed demonstrations, students formed conclusions). (d) Having had the questions answered in a series of demonstrations, the class was then ready to see the material included in the film. During the showing of the film the pupils' attention was called to scenes il- lustrating what had just been studied. Notes were taken which were used the next day during the super- vised study period to aid in the study of the day's assignment. Conclusions Based on a comparison of test grades over a three year period, the use of the large-group-instruction per- iod resulted in an average pupil attainment equal to or better than averages of preceding classes. In addition, it exerted a positive influence on the morale of the pupils as was shown by their subsequent improvement in con- duct during assembly periods or other group gather- ings. Within a very short time the classroom pictures ceased to be looked on as an entertainment but were accepted as a vital and necessary tool of learning. This attitude carried over into other classes where films were used. I can best summarize the results of this experiment by quoting the viewpoints expressed by the pupils, teachers and administration— The pupils liked this type program because the more careful planning and wider use of visual materials re- sulted in a more interesting and instructive period. The teachers favored the idea because: (a) All their effort might be centered on the execut- ing of one superior demonstration, or visual, period, rather than repeating the same presentation from five to seven times. (b) The demands made on their ingenuity by this type program stimulated their interest. (c) The scheduling of classes allowed them more time for preparation, etc. The administration considered it successful because: (a) Fewer teachers were required to handle the in- creased enrollment. (b) Although the actual teaching load was increased, teachers had more periods available for preparation work or non-teaching assignments. (c) New interest was stimulated in the teaching staff and better teaching methods were devised. (d) Savings in the cost of equipment were effected as, in most cases, only one set of apparatus was re- quired while, heretofore, each teacher must be provided with material. (e) Only the auditorium required dark shades and a screen while before several rooms must be so equip- ped or else the passing of classes to the auditorium at all times of the day created confusion and noise in the halls. (f) The cost of film rentals was reduced as now only one day was required for showing the films where before, due to a shortage of projectors, rooms suitably equipped, etc., often two or three days were required. (g) The cost of maintaining duplicate projection equipment was reduced, as now one good 16mm sound- on-film projector (capable of showing silent films, also), a 35mm silent projector and a slide projector were sufficient to care for all needs. A similar program was subsequently worked out for the teaching of Geography and proved equally effective. Plans are being made at this time to incorporate the idea in history and music appreciation classes. Only the lack of suitable classroom films limits the possi- bilities of a more wide spread use of large-group-in- struction with visual material.