The educational screen (c1922-c1956])

November, 1942 Page 343 A Film to Demonstrate the Principles of Teaching The complete filming of actual class- room procedure for use as observation material in teacher-training classes. By GAROLD D. HOLSTINE Director, Teacher Training State Teachers College, Minot, North Dakota ONE application of the sound motion picture film to teacher education is as an instrument for directed observation of the principles and methods of teaching. So used, the film avoids many of the inconveniences of the usual observational procedures. By narrator and titles, the observer can be guided throughout the demonstration lesson. The film permits intensive and critical study of the teaching procedure by repeated showings; and makes it possible to focus the attention of the ob- server on any specific part of the lesson. However, films of this nature should be used principally to enrich the usual observational procedures, rather than to supersede them. The film is effective for presenting desirable practices and procedures in teaching and making simultaneous interpretation. A sound motion picture film has been constructed at the State University of Iowa under the sponsor- ship of the College of Education for this express purpose. The film pictures an extemporaneous classroom demonstration of the cooperative plan- ning of an assignment for the unit The Historical Development a] Certain Basic Institutions of Freedom in America. The three major parts of the film are the introduction, the demonstration lesson, and the summarization. The film project, submitted by the writer in par- tial fulfillment of the requirements for the Doctor of Philosophy degree, consisted of four parts: (1) the construction of the sound motion picture film, (2) an analysis of the problems involved in the con- struction of the film, (3) the preparation of a manual to accompany the film showing, and (4) an analysis of subjective judgment of the value of this film for the pre-service and in-service training of teachers. The film was produced by the Bureau of Visual In- struction of the State University of Iowa. It was organized and directed by the writer. The general procedures used in the production of this film were adapted from those discussed by Devereux.* First Step. This project was arbitrarily limited to the construction and evaluation of a sound motion picture film, for the training of teachers, to serve as a directed observation of the process of teaching. One of the principal weaknesses in teacher education results from the difficulty of pro- viding effective observations of teaching. It was decided to concentrate upon three basic principles ip. L. Devereux, The Educational Talking Picture, Chicago: The University of Chicago Press, 1933, pp. 2-20, 154-157. of teaching, formulated from authoritative .sources, and to delineate them during a single lesson. I. Formulation of Immediate and Ultimate Ob- jectives for each learning enterprise, that are consistent with desirable educational out- comes. II. Selection of Content and Activities that are suited to the interests, abilities, and needs of the learners. III. Adaptation of Method to the nature of the learners and the learning experiences to be provided. The social studies area was selected for the film demonstration because it was especially favorable for the utilization of the principles formulated. Second Step. The following major objectives were set up for the film. 1. To arouse the pre-service and in-service teacher's interest in effective teaching. 2. To point out the use of objectives, subject matter and activities, and method in the teaching of a single lesson. 3. To show how a teacher utilizes certain basic principles for teaching. 4. To enable the teacher to see the interrelation and interaction of two or more of these prin- ciples. 5. To make the teacher more critical in his anal- ysis, observation and application of the prin- ciples involved. Third Step. The selection of the personnel in- cluded (1) advisory committee, (2) demonstration teacher, (3) pupils, (4) film technicians, (5) meth- ods instructor, and (6) student teachers. Ryland Crary (staff member of the University High School, teacher of Social Studies and critic in student teach- ing) was selected as demonstration teacher because of his ability to present good demonstrations with his class. Nineteen eleventh grade pupils from one of his classes in American history were selected for the demonstration. Voice-quality acceptable for sound recording was considered in the selection. The average intelligence quotient of 118, ascer- tained from standardized tests, was definitely above that of the mean of the typical class. However, it was not considered wise to attempt the filming of a less well qualified group because of the many hazards involved in filming an unrehearsed and extemporaneous classroom recitation. The Bureau of Visual Instruction of the State