Unit instruction sheets and individual instruction in vocational classes

Front matter

Unit Instruction Sheets

and

Individual Instruction m

Chapter I Types of Unit Instruction Sheets and the Elements Entering into their

Organization.

1. Type Instruction Sheets.

Carpentry Units for Use in a Continuation School Office Practice Unit for Use in a Continuation School Homemaking Units for Use in a Continuation School Homemaking Unit for Use in High School Classes Machine Shop Unit for Use in a Trade School Shop Mathematics for Evening Trade Extension Classes Industrial Arts Unit for Junior High School

2. Defining the Unit Instruction Sheet.

3. Elements Entering into the Organization of Sheets.

Chapter II

The Teaching Problem in Vocational Classes and the Need for Unit Instruction Sheets.

1. The Teaching Problem in the Continuation School

2. " " " " Industrial or Technical Schools

3. " " " " Industrial Arts Classes

4. " " " " Commercial Classes

5. " " " " Homemaking Classes

6. " " " " Agricultural Classes

7. " " " " Evening V^ocational Classes

8. Summary of the Teaching Problem

Chapter III The Effective Use of Unit Instruction Sheets

1. Suggestions on Organizing the Class

2. The Place of Class or Group Discussion

3. Assigning Work to Students

4. Responsibility of the Teachers

5. The Place of Reference and Notebook Work

6. Physical Factors Having a Bearing upon the Use of Sheets

7. Unit Instruction Sheets for Emergency Situations

8. Recommended Form of Sheet

9. Summary

Chapter IV Summary of the Value of Unit Instruction Sheets

1. Scope of the Plan

2. Results that may be Expected

3. Bibliography

UNIT INSTRUCTION SHEETS AND INDIVIDUAL INSTRUCTION IN VOCATIONAL CLASSES

The Problem

Present day thought and practice in the field of elementary and secondary education are distinctly in the direction of adapting subject matter and procedure to the pupils' individual needs and capacities. To verify this it is only necessary to note the contents of the programs of the various educational conventions or gatherings or to glance through the announcements of regular or summer courses in the many schools of education.

The junior high school is one of the foremost of the numerous institutions attempting to offer diversified curricula. Its steadv growth is due to a recognition of the fact that public education can no longer be extended in terms of formalized mass education but must be developed in terms of the needs of individuals. Hence today there is found, usually beginning at the seventh year, a school organization that provides for the needs of both sexes — a departmentalizing of the school program and an offering of elective courses in several fields. The function of a well organized junior high school is to introduce the child to the occupational world in a comprehensive manner, to assist him in determining his future occupational activities and to bring to him that kind of an education that will help him directly and indirectly in his future occupation. This movement in education comprehends not only the child preparing for college but it also offers educational opportunities for those not so fortunate who must enter early upon wage earning careers in industry, commerce, agriculture or in homemaking.

The recent movement towards applying educational measurements and tests to school children is another indication of the trend of educational development. This scientific testing is an effort to classify and sort children into groups according to like capacities, desires and interests. The proper classification of pupils will enable teachers to offer the instruction that will be of most benefit to groups having varying abilities and interests. It will pave the way for special classes for subnormals, other classes for those of average ability and still others for the very bright individuals. All these efforts point to very specific tendencies in educational progress. These tendencies are all parts of a movement to provide in the most effective way instruction and guidance for the individual child. The trend of thought and practice is away from thinking in terms of many hunderds of children and toward the needs of this child and that child.

V^ocational education is a phase of education that offers an unusual opportunity for the development of procedure and practice that will serve individual pupils. The comparative newness of vocational education and its lack of traditional practices is a decided advantage to those teaching in this field who are attacking the problem of organizing and using individual instruction material. This is especially true in the case of the continuation school problem where the need for such material is acute. The success of the continuation school is dependent upon the effectiveness of individual instruction. Vocational teachers have an opportunity for pioneering in educational procedure that will eventually modify and improve all classroom technique.

This monograph has been prepared with the hope and desire that it may present suggestions to directors, supervisors and teachers of vocational subjects and thus point the way to a more effective organization of teaching material and a his/her standard of instruction.