classification, aimed at teachers, employs seven broad headings and

198 Pages·2007·8.12 MB·English

DOCUMENT RESUME
SP 007 638
ED 086 697
Houston, W. Robert; And Others
AUTHOR
TITLE Resources for PerforNance-Based Education. Supplement
A.
Multi-State Consortium on Performance-Based Teacher
INSTITUTION
Education, Albany, N.Y.; New York State Education
Dept., Albany..Div. of Teacher Education and
Certification.
PUB DATE
Nov 73
NOTE
196p.
MF-$0.65 HC-$6.58
EDRS PRICE
Audiovisual Aids; *Educational Programs; *Educational
DESCRIPTORS
Resources; Films; *Instructional Materials;
*Performance Based Teacher Education; *Programed
Materials; Slides
ABSTRACT
This document is a supplement to the annotated
bibliography "Resources for Performance-Based Education," published
by the Nev York State Education Department (ED 076 555). The
supplement adds new instructional modules, films, slide/tapes,
programmed materials, video tapes, and other nontextbook materials
useful for supporting performance-based teacher education programs.
These instructional materials are indexed two ways, by a competency
subject classification and by general headings. The subject
classification, aimed at teachers, employs seven broad headings and
five to eight subheadings. The general index lists the items
according to key words, academic subject areas, and series names. The
information given includes name of the instructional material, author
or developer, distributor, cost of purchase or rental, audience, and
gra'de level in which educational personnel would work..(BRB/CCM)
FILMED FROM BEST AVAILABLE COPY
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U S DEP:.RTMENT
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THE PERSON OR
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FILMED FROM BEST AVAILABLE COPY
3oretvord
The Division of Teacher Education and Certification
of the New York State Education Department is pleased
to make available to interested readers this resource
guide to competency - based teacher education materials
which was developed i,y W. Robert Houston and col-
leagues. This resource guide supplements one published
in March, 1973. The publication was developed pursuant
to a contract with Designers Group, Houston, Texas,
through funds available to the New York State Education
Department under Part B-2 of the Education Professions
Development Act.
The printing and dissemination cost of this publica-
tion were borne by the Multi-State Consortium on
Performance-Based Teacher Education. It is the belief
of the New York State Education Department and the
Multi-State Consortium on Performance-Based Teacher
Education that this guide will be of significant value to
all those engaged in developing and refining competency-
based teacher education programs.
CONTENTS
Foreword
MULTI-STATE CONSORTIUM ON
1
Introduction
PERFORMANCE-BASED TEACHER EDUCATION
1
PerformanceBased Education
2
The Annotation Process
2
REPRESENTATIVE
STATE
Using this Resource Guide
3
Acknowledgments
Edwin L. Lyle
Competency Classification
Washington
5
Key
Richard Jones
Oregon
7
Index
8
Roger C. Mouritsen
Utah
General Index
28
John Potts
Arizona
Annotations
58
Texas
Tom T. Walker
Distributors
188
Patricia J. Goralski
Minnesota
Robert Vail
Vermont
Vincent C. Gazzetta
New York
Florida
Nell Kannwischer
Administering State: New York
Project Director
Theodore E. Andrews
Nrw York State Education Department
Stuart E. Dean
United States
Office of Education Representative
James Collins
Syracuse University Coordinator
Funded by a U. S. Office of Education,
Title V, Section 505, grant,
and
Syracuse University Projects
supported by Teacher Corps and
National Center for Improvement of
Educational Systems.
Person-) and agencies may reproduce any or all
parts of this guide provided that appropriate credit is
given to the individuals and organizations responsible
for its publication.
Introduction
In March, 1973, Resources for Performance-Based Education was published
by the New York State Education Department and distributed by the Multi-State Con-
sortium on Performance 13ased Teacher Education. Since that time many new resour-
ces have been developed and others identified by the project staff which provide rich
materials for professional educational preparation programs. This Supplement in-
cludes annotations of these materials. It includes annotations of modules, films
slide/tapes, programmed materials, videotapes, and other non-textbook materials
which would support a performance based or competency based professional education
program.
Performance Based Education
Performance Base(' or Competency Based Education' has developed during the
past few years as a vEble movement to improve the preparation of educational per-
sonnel. In PBE, the competencies to be acquired are made explicit, known to learner
and instructor alike, and defined in terms of a professional role. Students are held ac-
countable for demonstrating these competencies rather than completing a time-based
course of study. Program designers are accountable for specifying, testing, and revising
objectives; developing alternative learning experiences which facilitate student
achievement of those objectives; and evaluating student accomplishment and the
program.2
Instructional objectives are often classified according to the criteria applied in
assessing competence. Cognitive objectives specify knowledge and intellectual
abilities and skills which are to be demonstrated by the learner. Performance ob-
jectives require the learner to demonstrate professional role behaviors. With Con-
sequence objectives, the individual is expected to bring about change in others. To
assess a prospective te-,ic.her's ability to teach, the achievements of pupils he instructs
are examined. Conventional preparation programs emphasize Cognitive objectives,
PBE programs shift the focus to Performance and Consequence objective's. What
/the educator can do or accomplish seems more important than what he simply knows
about his role. Affective objectives permeate all aspects of a program, dealing with at-
titudes, values, and beliefs. Such objectives resist the precise definition sought by PBE.
Nevertheless, their importance and interrelationships with other aspects of competency
make them vital to the success of any program. Rather than specifying lehrner out-
comes as is done with the first four types, Exploratory objectives identify activities
which hold promise for important learning. While PBE does not depend on Ex-
ploratory objectives, experiences specified in them may lead to identification of other
objectives or provide exploration in areas where precise learner outcomes have not yet
been explicated.
In PBE, program objectives are specified prior to designing instructional strategies
or selecting resources. Instruction then is designed and focused an specific objectives,
and its effectiveness can be assessed by measuring the extent to which learners achieve
objectives. Selecting or designi)Ig specific instructional resources which facilitate learn-
ing of such objectives is crucial in PBE, and a sourdeortimtinued concern for program
designers.
1Both "Performance based" and "Competency based" as descriptors for this movement are extensively and
interchangeably used in the profession, and are so employed herein.
2PBE is described, defined, and analyzed in several publications, including the American Association of
Colleges for Teacher Education series on performance-based teacher education, notably paper *1: Stanley
Elam, Performance-Based Teacher Education: What is the State of the Art? (Washington, D.C.: AACTE,
W. Robert Houston and Robert H. Howsam (ed.) Competency-Based Teacher Education: Progress,
1971);
Problems, and Prospects (Palo Alto, Calif.: Science Research Associates, 1972); and Wilford Weber et al.,
Competency Based Instructional Systems, P. O. Box
CBTE GuideboOk (Westfield, Texas
77090:
90627).
During the past ...ew years a multiplicity of excellent instructional resources have
been developed. Many meet evolving needs in education to facilitate teacher com-
petence in using instructional strategies such as set induction, pacing, closure, and
questioning techniques; to demonstrate important aspects of cultural pluralism; or to
improve skills of administrators in employing systemic management procedures. When
carefully selected and tailored to appropriate populations and objectives, these new in-
structional materials can greatly enhance a professional preparation program.
The Annotation Process
While a rapidly increasing number of instructional materials have been developed
during the past few years, program designers have not had access to a comprehensive
annotated listing of these resources. The purpose of this project was to survey potential
materials throughout the country, review and annotate them, and index them for
ready access.
Resources annotated include films, slide/tapes, modules, programmed texts, and
multi-thedia kits for training prospective or inservice educational personnel. The
following were not included: textbooks (since they are generally accessible and because
of the extensive collection); materials produced prior to 1967; resources for children;
materials whose primary purpose is to teach content (e.g., English, mathematics, etc.)
unless'they are in modular format; descriptions of programs; or lists of objectives or
competencies.
A number of instructional modules have been annotated. Almost all of these are
still being developed, and many are undergoing major revisions. The quality and
creativeness of modules vary widely. Those who propose using modules designed
elsewhere may be advised that, most program designers find it more effective to adapt
them than simply adopt them for their current program. After having 'identified the
philosophy and assumptions underlying a program, stipulating assumptions, and
specifying specific objectives, program designers will find most modules require
modification to be appropriate. Because a module has been included herein does not
imply a degree of comprehensiveness, development, polish, or completeness. It may,
however, stimulate local variations and provide ideas for activities, materials, and
assessment modes.
To insure adequate coverage of potential resources, the authors contacted PBE
program developers throughout the country, commercial publishers, R&D Centers,
educational laboratories, professional organizations, Teacher Corps projects, Spebial
Education Instructional Materials Centers, Protocol and Training Materials projects,
university
udio- visual centers, and others known to be concerned with the develop-
ment of resources.
Despite endeavors to be comprehensive and complete, some very useful and
promising resources may have been missed. Some materials were not avail:11)k) but
descriptions were; in several cases annotations were written from these. The authors
invite developers to submit modules, materials, and other resources to be included in
suppl iments to this guide.
Using This Resource Guide
Competency Classification. Materials are indexed in two ways. The first keys
resources to the Florida Catalog of Teacher Competencies.3 This system classifies
objectives and materials within competency categories for educational personnel, par-
ticularly teachers. It is composed of 7 general categories with from 5 to 8 subcategories
for each. A complete list is included immediately prior to the index.
Sorpe resources are specifically related to one or two subcategories. Others, which
could 'be classified in all subcategories in a section, were indexed in the general
heading (10, 20, ..., 70). When searching for resources, readers should check both the
3Norman R. Dodl, Catalog of Teacher Compe4ncies (Tallahassee: Florida Department of Education, 1972).
appropriate subcategory and the general category. For example, materials on higher-
order questions are indexed in subcategory 37, "Questioning and Responding" as well
as category 30, "Conducting arid Implementing Instruction."
General Inciex. In the second index, resources are classified by key words, descrip-
tions, academic subject areas, and name of the series. The name of the material is in-
cluded under each appropriate heading. In both indexes a capital letter preceding the
title identifies the type of media employed. For example, two items are listed in the
General Index under. "Curriculum."
Evolving Patterns for School Science Facilities
S
M Field Supervisory Training Program
The first is a sound/filmstrip presentation while the second is an instructional module.
Media and their codes are:
A Audictapes
Books, guides, or printed matter
B
Films
F
G Games and simulations
K Kits, multimedia packages, or minicourses
M Modules
Programmed texts
P
Slide/tapes or filmstrips, almost all with audio support
S
Videotapes
Annotations. Each instructional resource has been annotated and listed
alphabetically in this guide. Identifiers for each include:
Name of resource
Author or developer
Distributor code (see back for full name and address)
Cost of purchase or rental
Audience (teachers, administrators, counselors, supervisors,
subprofessional (teacher aides, clerks, etc.), librarians,
learning resource center directors, etc.)
Level of school program in which educational personnel
would work (early childhood, elementary, middle ur
junior high, high school, or all levels)
The Objectives for the resources are listed if they were specified bythe developer.
Some focus on the purposes of the materials while others are concerned with audience
behavior. Under Description, activities specified in the resource are outlined, materials
identified, special requirements delineated, and average completion time estimated.
assessment procedures for learners and any completed
Evaluation describes
the
studies of the effectiveness of the resource. If a resource is part of a series, this too is
noted. The series name and all materials included are listed in the General Index.
Thus, if a reader wanted annotations on the resources in the same series, he would
look up the series name in the General Index.
Addresses of Distributors. In each annotation, a coded name identifies the
distributor. In the back of this Guide, the full names and addresses for distributors are
listed.
Acknowledgements
This project has been supported by a grant from the Division of Teacher Education
and Certification of the I4ew York State Education Department, Vincent C. Gazzetta,
Director. Direct project supervision was the responsibility of Mike Van Ryn, Chief of
the Bureau of Inservice Education. The project was conceived by them as a useful data
source for those programs currently' experimenting with competency-based education.
In its initial stages and as the project progressed, their suggestions and ideas con-
tributed substantially to the usefulness of this guide. Mary Van Ryn has been ex-
tremely helpful'with fiscal arrangements and the mass of administrative detail.
The Multi-State Consortium on Performance-Based Teacher Education is
dedicated to improved preparation programs and certification standards. The Con-
sortium publishes the PBTE Newsletter, papers, monographs; sponsors working con-
ferences on timely itopics; and is printing and disseminating this document. To
Theodore E. Andrews, Consortium Director, the authors are particularly grateful for
facilitating data collection, and for his encouragement and support throughout the
project.
Many persons in addition to the identified authors have contributed to the collec-
tion and annotation of resources. Robert Kolvoord, President of Designers Group, Inc.,
designed the format for the guide and provided overall leadership. Karl Massanari,
American Association of Colleges for Teacher Education, generously shared a listing
of colleges currently developing PBE programs. J. Bruce Burke, Norman R. Dodl,
Gene E. Hall, and Wilfoirt( Weber have assisted with various parts of the project. John
Houston and Pat Heinicke checked and alphabeazed indexes. Lastly, thanks are
deeply expressed to the hundreds of person who contributed modules and materials for
annotation.
Competency Classifications
KEY
ASSESSING AND EVALUATING STUDENT BEHAVIOR
10
Selecting assessment instruments
11
Designing and developing assessment instruments
12
Collecting and quantifying data
13
Diagnosing student difficulties or abilities
14
Summarizing and interpreting data
15
Involving students in self-evaluation
16
Diagnosing student affective characteristics
17
20. PLANNING INSTRUCTION
Selecting and specifying goals, aims, and objectives
21
Selecting instructional strategies
22
23 Organizing students
24 : Selecting or developing materials and activities
Collaborating with others in planning
25
26
Developing procedures and routines
Evaluating instruction and instructional' design
27
CONDUCTING AND IMPLEMENTING INSTRUCTION
30
Structuring; establishing rapport and providing atmosphere
31
Motivating and reinforcing, students; providing for feedback
32
Conducting discussion and small group activities
33
Individualizing instruction and conducting individual activities
34
Presenting information and giving directions
35
Utilizing deductive, inductive thinking or problem-solving
36
Questioning and responding
37
Utilizing audio-visual equipment and aids (resources)
38
40 PERFORMING ADMINISTRATIVE DUTIES
Supervising aides, tutors, etc.
41
Arranging physical environment
42
Establishing and maintaining procedures and routines
43
Maintaining records
44
Organizing materials
45
50
COMMUNICATING AND INTERACTING
Conferring with parents
51
Counseling students
52
Representing school and school programs
53
Involving others in the school program
54
Establishing and maintaining professional relationships
55
DEVELOPING PERSONAL SKILLS
60
Accepting self
61
Evaluating self
62
Planning for self-improvement and improving self
63
Accepting responsibility
64
Developing subject-related skills
65
Accepting others
66
Solving problems
67
DEVELOPING PUPIL SELF
70
Developing pupil self-concept
71
Developing pupil social interaction skills
72
Developing pupil learning to learn skills
73
Developing pupil acceptance of responsibility
74
Developing pupil attitudes and values
75
5
Competency Classificatien Index
10 ASSESSING AND EVALUATING STUDENT BEHMIOR
Readiness for Reading
14'
M Arithmetic
Teaching Principles for Elementary
Specification for CAM Tests
M
Classroom Use
M Sunnuary of Comprehensive Achievement Monitoring
Checking tip
F
(CAM)
M Classroom Management Strategies
M Teaching for Mastery
M Criterion Referenced Testing
M Teat hing Languagt. Arts: Diagnosing Elementary
M Diagnosing and Prescribing for Reading
Reading Ability
Diagnosis in Mental Retardation
F
Teaching the Disadvantaged Adult: Evaluation
111
M Diagnostic Module I) -2
K
Tests and Measurement Kits
Educational Measurement
A
Use of Standardized Tests by Teachers. Parts I and II
111
M Effective Planning, Teaching, and Evaluation: An Ap-
12 DESIGNING AND DEVELOPING ASSESSMENT IN-
plied Course
STRUMENTS
M -Asse>ril
Evaluating the Retarded Client
Progress towards Achievement of Per-
14'
Eynsham
F
formanci: Objectives
M How Does CAM Relate to Course Structure
Balloons: Aggression and Destruction Games
F
M Human Growth and Development
Competencies Essential for Diagnosing Reading Dif-
B
M Impact of CAM on Course Objectives
ficulties
Individualized Instruction: Materials and Classroom
P
M Construction of Achievement Tests
Procedures
Disgnosing and Prescribing for Reading
M
K Instructional Accountability:
Philosophy and
M Diagnostic Evaluation of Reading Progress
Methodology
M How Does CAM Relate to Course Structure
M Instructional Needs Assessment Task Analysis and En-
Interaction Analysis
M
ti.y Behavior
M Learning Process
M Interaction Analysis (Analysis of Verbal Behavior)
Readiness for Reading
F
M Introduction
to Comprehensive, Achievement
M Research
Monitoring (CAM)
Specification for CAM Tests
M
Let's Try Something Else Kind of Thing: Precision
S
Teaching fin. Mastery
114
Teaching
M Teaching Language Arts: Diagnosing Elementary.
M Managing Behavior
Reading Ability
A New Approaches to Old Problems
K
Tests and Measurement Kits
Objectives and Selected Bibliography
B
Using Diagnosis in a Mathematics Classroom
F
M Oral Language
Phase I
Visualization A Key to Reading
*14'
Performance-Based Guide to Student Teaching
13,M
13 COLLECTING AND QUANTIFYING DATA
Prescriptive Teaching System: Individual Instruction
11,1'
Checking Up
F
M Psychological Statistics
Child Development with Implications for Working with
AI
M Psychological Theory and Its Implications for
In-
Disadvantaged Children and Their Families
struetional Efforts
Classification
F
M Reading Methods (C.S.U.-San Diego)
M Development of a Teaching Prescription
M Reinforcement Principles for Elementary Classroom
M Diagnosing and Prescribing for Reading
Use
Interaction Analysis
M
M Research
Interaction Analysis (Analysis of Verbal ]Behavior)
M
Science in Your Classroom
M Measures of Central Tendency
M Specification for CAM Tests
M Needs Analysis
M Summary of Comprehensive Achievement Monitoring
A
New Techniques for Assessing Cognitive Development
(CAM)
M Psychological Statistics
M Teacher Competencies
Reading: Diagmising Needs
F
M. Teaching for Mastery
M Recognition and Remediation of Disorders Relating to
M Teaching Language Arts: Diagnosing Elementary
Inadequacy in Sensory Processing
Reading Ability
M Reinforcement Principles for Elementary Classroom
F
Teaching the Disadvantaged Adult: Evaluation
Use
K Tests and Measurement Kits
M Research
A,B
Tests and Use of Tests (Violations of Human and Civil
Specification for CAM Tests
M
Rights)
M Summary. of Comprehensive Achievement Monitoring
Three Year Old
F
(CAM)
Understanding Children's Play
F
M Teaching Language Arts: Diagnosing Elementary
M Using Behavioral Objectives
Reading Ability'
11 SELECTING ASSESSMENT INSTRUMENTS
Teaching the Disadvantaged Adult: Evaluation
F
M Assessing Progress towards Achievement of Per-
K
Tests and Measurement Kits
formance Objectives
*K
Verbal Interactiion in the Cognitive Domain
Cilasification
F
14 DIAGNOSING STUDENT DIFFICULTIES OR ABILITIES
M Construction of Achievement Tests
M Addition of Whole Numbers
M Criterion Referenced Testing
Alice. A High School Junkir
F
M Diagnosing and Prescribing for Reading
F
Auditorially Handicapped Child: The Deaf
M Diagnostic Evaluation of Reading Progress
Broken Bridge
F
Measuring Hearing
Camphill School
A New Techniques for Assessing Cognitive Development
M Causes of Mental Retardation
Audiotapes; B
Books, Guides, Printed Matter; F
A
Films; G
Games and Simulations; K
Kits, Multi-Media Packages, or Mini-Courses;
6
Programmed Texts; S
Videotapes; * Annotated
Modules;
Slide/Tapes and Filmstrips; V
P
First Edition of this Guide.
M
in