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

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could give immediate and profitable stimulus to the cooperative film library idea. And perhaps they too will find that it will work in their area as we have found it working in West Texas. Dollar Expenditure A breakdown of the audio-visual dollar expenditure would be interesting for comparison: The greater part of each .\-VS dollar (46c) was spent for films and etjuipment during the first year of operation. During the second year we will see this portion rise to 49 or 50c per dollar spent. .Administrative and maintenance services accounted for the second highest portion (43c) and operational costs accounted for 8.1c of each dollar. Only 2.9c was expended for consultant services rendered by the .\-\'S to the member schools. .■\n increase of 25% in the size of West Texas' .Audio-Visual Services raises a highly significant point: This modest increase in our overall program would result in an increase of only 10 to 15% in operational cost but would j)ut 85 to 90%, of the increase into new materials and equipment. We are well aware of our immediate goal as .set forth in these significant figures. Consultant Services The consultant services provided in I his program are broadly helpful to llie member schools of the West Texas region. The purposes of these services are: (1) to acquaint teachers with the great variety of materials available for their classroom use from A-VS; (2) to assist these teachers in selecting materials to implement the curriculum; (3) to assist our teachers in obtaining other materials; (4) to demonstrate methods of obtaining the greatest possible control of light and other physical problems in classroom projection, etc.; (5) to assist schools in selecting and preparing materials for the establishment of local school audio-visual instructional materials centers; and (6) to stimulate and develop inservice educational programs particularly as they relate to the use of all types of audio-visual resources. We are looking forward to a constantly expanding materials center, added services, and more effective utilization of audio-visual materials in the classrooms of the area. Through cooperative effort, in a fitting example of democracy and practicality at work, we share our problems and the opportunity to make a continuous contribution to the education of the youth in Greater West Texas. A TEACHER TELLS how to get the most out of films by YVONNE MILETICH Mrs. Miletich is a fifth-grade teacher at the Wahkonsa School, Fort Dodge, Iowa. She received her education at Morningside College and the State University of Iowa. YES. I use motion pictures regularly in my fifth-grade teaching. I've written down here some of the things I do in the hope that my ex])erience and procedures may help other teachers make better classroom use of motion pictures. In selecting a film for my fifth-graders, whatever the general subject, my first jiroblem is to be sure the film is keyed to the specific topic we are studying. By carefully previewing the film and studying the teacher's manual in our audio-visual file, I can make sure this particular film has a definite contribution to make to my students. .After having made myself thoroughly familiar with the contents of the film, 1 try to provide my youngsters with some background that will make the film more meaningful. The boys and girls themselves hel]J identify some of the problems by their questions. Often 1 send them to the library in search of more information I think they need before seeing the film. Duplicated work sheets are prepared in advance of the showing to help direct the observation and thinking of the students. They contain a vocabulary list of new and difficult words and a number of questions or problems that are to be considered by the children before they see the film. The questions are the subjective type so that the students will have to think out their answers and express themselves. The master copy of the duplicated work sheet is filed so that it can be adapted from year to year to suit each new group of students. To tell you the truth, there is really no one formula for preparing students to see a film. The kind and amount of preparation must be determined, as they say in legal circles, "by all the surrounding circumstances." In the final analysis I have to be the judge. No two classes even can be handled in exactly the same way. Finally I am ready to show the film. (I use a special seating plan to help those who do not see well, or those who are short in stature, or those who have a short attention span.) With a "Sit back comfortably and enjoy yourselves," I start the reel arolling. During the actual showing of the film, sometimes I stop the projector and together we consider the problems that each portion of the film has dealt with. I may stop the projector as many as three or four times during one tenminute film. I find the chalkboard a very useful aid for listing the problems and questions of the youngsters during the showing (and before and afterward too). .After the film, discussion always follows. It invariably gives ample proof that this is not to be the end but merely the beginning of learning about the subject at hand. The enthusiasm of fifth-graders usually knows no bounds as they seek out more and more knowledge about the subject. The flexibility with which a film may be used greatly increases its value, I've discovered. In one instance the film may provide motivation in initiating a unit. Again, one may find a film or two useful a little farther along after the unit has already begun. Still again, the film may be used as a culminating or summarizing activity. Or in one unit different films may be used to serve all these functions. Only as the result of careful planning can the teacher find the place where films will pay the biggest dividends in learning. Careful planning, in my opinion, can nearly triple the effectiveness of most teaching films. September, 1954 275