See and hear : the journal on audio-visual learning (1945)

^^ SATISFYING THE DESIRL ^^^-' TO BL PHYSICALLY ACTIVE ^fe^ ^■x.^ • The desire for physical activity. New Teacher: lUii 1 still want lo know about the units. How do \ou scleci a iniit and who decides on the one to be taiighir Supervisor: Let's look at our chart which illustrates the primary se- (|uence of the social studies program. This setiuence is recommended by the state Iramework in social studies but ^\e ha\e adapted it to lit our local rural needs—each unit selected is determined b\ what seems most appropriate for that school at that particidar time. PRI.M.\RY .SEQUENCE OF THE SOCI.\L STUDIES FR.\ME\V ORK iBulle County Adaptation! Kindergarten and Grade I Home, School and Neighborhood Grade II Community Studies Life on the Farm The Dairy Farm People \S\\o Protect Us Trucks and Freight Trains Grade III Life in a Modern Community (Butte County) Life in a Primitive (lonimunitv New Teacher: And since I am to teach the first grade, it looks as if I should Man with the unit on the Hoir.e. Sdiool and Neighborhood. Supervisor: \es. and it is a most satisf\ing iniit for beginning chil- dren. New Teacher: 1 am biginniiig to see the possibilities. My principal said I might secure some teaching mate- lials from \oii. When I moved I didn't ijring my school materials with me. Suj)ervis()r: \es. it takes time to col- lect materials. Our audio-\isual di- rector mav ha\e something to lul]) .Vudio-Visual Director: One excel- lent source of teaching material for this unit is the (lat pictine. Here is a group of moiuHed Hal pictures liom magazines. 'I'hey relate to the unit and shoidd be a |)art of everv teacher's fde. These pictures may be used as i)idletin board material and lor class discussion. I hev are dassi- lied under such headings as: .\Iem- i)ers of the Famil\. Kinds of Homes, Faniilv Fim. .Mother's Work, Father's Work, Rooms ol a Home, and other similar headings. .\s \ou begin your collection, encourage the children to hel]) ^ou. New Teacher: 1 hat is a good sug- gestion and oiu that 1 can act on inmiediateh. .\udio-Visual Director: Here is a set of filmstrips called "Cooperalive Lw- iiig ill the Home." There are five in the set. The teacher might begin b\ discussing with the children a particular set ol jjictures which she has piu on the bulletin board to ]jrepare them for the filmstrip she wishes to use. This woidd lead na- turally into the personal experiences of each child. \\'hen readiness has been developed, the children will be receptive to such filmstrips as Tlif Day Begins, Mother Cures For The Family, Father Works For The Fam- ily, The Children Hat'e A Busy Day and Holiday. Suppose I show Holi- day.* /-*f< HOW WE SAVE We put on old clothe s afler school We take out just what food we can eat. We turn out liqhts when we do not need them We do not buy foolish thincjs I if FUN WITH FATHER Father and I play boll We <3o to tlio hills CXI Sunday We cp fishinq toqether Some+imes we hunt rabbits In the eveninq Forfter and I box. I take walks with Father New Teacher: 1 understand what \()u mean b\ |)ieparing the children lor the filmstri]). but after the tilm- siiip is sli()\\n. what do \ou do.' .\udio-Visual Director: 1 am glad \ou ;ire also concerned with "hjllow- up." 1 feel it is one of the most ini- jjortant steps. Look at these experi- ence charts. These are examples of the out- growth of class discussion and c<wp- erative stor\ writing, which came as a result of using the filmstrips. Later the children illustrated the stor\. The desire to conmuinicate and share, the desire for esthetic expres- sion are but two of the drives that A\ere satisfied through the utilization of \isual material. This is just one kind ol utili/aiion. New Teacher: 1 see how one can help children understand factual in- formation, but what can I do to help ile\elop altitudes and appreciations? (;an that be achie\ed at the six-vear- old lever- Supervisor: We tan jjlant the seed. rile ;ic(|iiisition of attitudes and ap- preciation is all a part of the learn- ing process. Eacii teacher does some- thing for each successive group of children. Sometime you will want to use Knimi sound films to help \ou with that problem. One of these is Family Teamu'ork.** When you use it. whv don't \c)u in\ite the parents (I'l.FASE Tl RN TO PAt;E 33) *Long Filmslide Service, Berkeley, Calif. "Family Teamwork 16mm sound. 22 miii., lii-W. 5W. Simmel-Mesen'ry. Inc.. }2I S. livvirh- Drive. lieverh Hills. California. APRIL 19 4 8 25