ERIC ED441666: Kolb's Learning Cycle: An Alternative Strategy for Engineering Education.

8 Pages·2000·0.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 441 666
SE 063 512
Kuri, Nidia Pavan
AUTHOR
TITLE
Kolb's Learning Cycle: An Alternative Strategy for
Engineering Education.
2000-00-00
PUB DATE
NOTE
7p.
PUB TYPE Descriptive (141)
Reports
EDRS PRICE
MF01/PC01 Plus. Postage.
DESCRIPTORS Cognitive Style; Conventional Instruction; Creativity;
*Engineering Education; Higher Education; *Learning
Processes; Teaching Methods; *Technology
IDENTIFIERS
*Kolb (David A)
ABSTRACT
The knowledge of exponential development, the multiple
aspects of social problems, the fast technological advancements and the
growing availability of advanced hardware and software are increasing demands
on undergraduate engineering education and practice. Therefore, it is
imperative that engineering teachers become able to accomplish much more than
the simple assignment of transmitting information: they have to teach their
students "how to learn" so the students will be prepared for any challenges.
More effective teaching methods and techniques have to be considered beyond
the traditional model, which is based on information transmission and fully
centered on teachers' figures. However, this method's implementation fully
requires comprehension of the available alternatives and the possibility of
creating them by the teacher. This work aims to present David Kolb's ideas
about learning styles and describes his empirical model--the Learning
Cycle--as ad alternative strategy to deal with the widely used traditional
way of teaching engineering. The four styles or types of learning identified
by Kolb derive from the manner in which people perceive and process new
information. Each one these styles is associated with some typical questions
that represent the internal structure of learning, which can be seen as a
standard model for new concepts of learning and can be used regardless of
subject matter. (Contains 10 references.)
(Author/ASK)
Reproductions supplied by EDRS are the best that can be made
from the original document.
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
This document has been reproduced as
ceived from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
KOLB'S LEARNING CYCLE:
AN ALTERNATIVE STRATEGY FOR ENGINEERING EDUCATION
Nidia Pavan Kuri
School of Engineering of Sao Carlos
University of Sao Paulo
13560-250 Sao Carlos, Sao Paulo, Brazil
leadership, performance highlighted in a teamwork,
Abstract - The knowledge exponential development,
the fast
domain of the modern techniques of the engineering,
the multiple aspects of social problems,
Although the traditional
initiative and creativity.
technological advance and the growing availability
of advanced hardware and software are increasing
teaching of engineering comes executing its role well,
form capable
demands on undergraduate engineering education
that
could
not unlikely
it
is
it
professionals to answer to all challenges of the new
and practice.
that
imperative
Therefore, is
it
world scenery. A new paradigm is necessary and it
engineering teachers become able
accomplish
to
of
should affect institutions, teachers and students with
assignment
than
the
more
much
simply,
transmitting informations: they have to teach the
the same intensity.
The traditional model of teaching, based on
students "how to learn"so they might be prepared
of knowledge and centered on
transmission
for any challenges.
the
teacher's figure is the most used in the engineering
More effective teaching methods and techniques
teaching, but the only application of that model has
have to be considered beyond the traditional model,
little survival chances before the explosion of the
which is based on information transmission and
fully centered on teacher's figure. However, this
Consequently,
information technology.
is
it
fully
imperative that the educators execute much more and
requires
implementation
methods
besides the task of transmitting knowledge:
and the
comprehension of the available alternatives
it
is
necessary to teach the students how to learn, so they
possibility of create them
by the teacher.
can be prepared for an entire learning life.
This work aim to present David Kolb's ideas
It
is
necessary that they have a solid knowledge of the
and
also
learning
describee
about
styles
his
as an
the Learning Cycle
fundamental principle, a domain of refined strategies
empyrical model
alternative strategy to deal with the largely used
for problem solving, capacity to think and to act in an
traditional way of teaching engineering . The four
independent way and to work and learn in groups.
techniques alternatives
styles or types of learning identified by Kolb derive
and
Methods
for
'teaching and learning need to be considered besides
from the manner which people perceive and process
Each one
the traditional model, based on the transmission and
are
these
styles
informations.
new
reception of information and centered in the teacher's
associated with some typical questions that represent
illustration. However, the implementacfto of new
the internal structure of learning, which can be seen
methods requests that the educator is aware of the
as a standart model for new concepts learning and
available alternatives or that he is capable to create
can be used regardless of subject matter.
new ones, disposition to dedicate time and necessary
personal effort to perform the changes, beyond, is
1. Introduction
clear, of an education system that encorages teachers
to invest more in the students' learning and in their
The practice of the engineering comes moving in an
own development as educators.
irreversible way, forced by factors as the increase of
This work approaches the theory of Kolb [I]
consequent
industry
competitiveness
and
the
or learning types and
describes the
on styles
it
restructuring, the diffusion of great corporations, the
the Cycle of
empiric model developed by him -
"technological unemployment" provoked by
the
Learning. Conceiving the learning as a cycle of four
massive use of new technologies, as well as for the
apprenticeships, the model supplies a good structure
appearance of new fields of performance, as it is the
for the planning of the learning and, in that sense, it
case of the tertiary section. Before these and another
alternative
the
strategy
for
suggested
an
as
is
factors, it has been discussed the need of professional's
of
complemental
abordagens
development
formation with profile adapted to the demands of the
instrucionais to the traditional form, broadly used in
new labor market, through the creation of new courses
the engineering teaching.
and curricula in syntony with the current rules of the
market.
2. Learning Styles
Today,
success
engineering
the the
in
demands much more than
technical capacity.
It
communication,
capacity
requests
for
effective
AVAILABLE
BEST COPY
the teacher thinks of
point of views. He tends to be patient, objective and
perfectly natural that
It
is
careful in the judgement, but he doesn't necessarily
base own
learning
with
its
teaching
and
in
take any decision.He trusts in hisown thoughts and
experiences and, like this, plan the activities of its
The
opinions.
learning
form
is
feelings
students' learning in the same way which he learned
to
characterized by the careful observation and thinking
or taught with larger success. However, the students
learn in several ways: some react positively to the
before doing judgements.
(AC)
or
Abstract
Conceptualization
lecturing and they accompany with
interest the
In
"thinking" the learner try, logic and systematically,
demonstrations, while others prefer the situations that
to organize the information in concepts, theories and
offer opportunities for they place the "hands on";
principles. He tends to leave its personal opinions
some prefer to study alone and others produce more if
sideway and to obtain an universal description or
in interaction with other colleagues; and other, still,
general principle. The logical analysis of the ideas,
react better to the situations that propitiate them time
planning
intellectual
and the
systematic
the
to contemplate or to apply the new knowledge in real
understanding of the situation characterize the learning
situations.
in this apprenticeship.
The teachers also come in different ways in
Experimentation (AC)
or
Active
class room. They have been used varied techniques
the
In
directly with
learner wraps up
"doing" the
the
and methods: some emphasize the understanding,
situation to test the ideas. He tends to apply the
while other emphasize the application of the material
material learned in new situations to
solve
real
to be learned; some use demonstrations and others
problems. The world is manipulated and tested to
prefer to promote discussions; some motivate the
obtain answers. This learner type has ability to do
individual and other motivate the efficiency in the
things, to face risks and he can influence the people
work groups. Therefore, how the students learn in
and events through the action.
class room is governed, partly for their own previous
The theory of Kolb describes, therefore, the
prepare and abilities and, partly, for the compatibility
process through which the four systems or modes of
between their learning style and the teaching style of
human experience are engaged at various levels of
the teacher.
complexity to create more complete levels of the
students
take the
and
So,
teachers
to
understanding. The adaptative engagement between
maximum profit of the learning-teaching relationship,
and among CE, RO, AC and AE are constituted in
it is necessary to recognize their preferences and use
personal
learning
and
the
pre-requirement
for
all the available resources to guarantee the success.
solve a
development. Thus, a person can try
to
But, what is learning style and which are the styles
problem analyzing it exclusively under its personal
identified by the educational researchers? Although
perspective or considering similar problems; while
the existence of individual differences is quite spread
other try to solve it reflecting about it and elaborating
and accepted, the educational researchers define styles
application
several
testing
plan
resolution
or
a
differently: Gregorc [2] emphasizes different behaviors
manners to arrive to the resolution. The base of the
and dualities as indicators of how the person learns
therefore, the balance and the
theory of Kolb is,
and adapts to the environment; Dunn and Dunn [3],
The
experience in all the four learning types.
(environmental,
elements
relate
incentives
and
favorite learning style of any student can be identified
emotional, sociological and physical) and Schmeck
using the Inventory of Styles of Learning, developed
[4] conceives learning styles as a strategy, examining
a test of preferences
by Kolb. This inventory
it on the basis of individual
actively processing
is
selection that requests identification with the several
information while involved in the learning task. In
descriptions of the four learning abilities. With the
agreement with Dunn et al. [5], for Kolb the learning
application of that test in thousands of students, Kolb
style "is the result of hereditary equipment,
past
discovered that the students themselves are declared
of
present
demands
the
the
experience,
and
as belonging to one of the four types, to which he
individual
to produce
combining
environment
denominated of divergers (Type
assimilators
orientations that give differential emphasis to the four
1),
(Type 2), convergers (Type 3) and accommodators
learning modes
experiential
postulated
in
basic
(Type 4), as demonstrated in Fig. I.
learning theory: Concrete Experience (CE), Reflective
In agreement with Stice [6], Divergers prefers
Observation (RO), Abstract Conceptualization (AC),
concrete experience (CE) and
learn from the
to
and Active Experimentation (AE)."
reflective observation (RO). They are creative, efficient
In the Concrete Experience (CE) or "feeling"
to generate alternatives, to identify problems and to
the learner enters in contact with new information and
understand people. Those that are essentialy of this
you/he/she tries to integrate them to his own values
type can be too much involved with the alternatives,
and feelings. He tends to trust more in his feelings
finding difficulties to take decisions. If this feature is
than in a systematic method to attack the problems
no strong, they can have difficulties to generate ideas
involvement
The
is
personal
situations.
and
and recognize problems and opportunities. They try
emphasized and the learning hapens based on specific
to know the value of what they will learn and their
experiences, personal relationship and sensibility to
favorite subject is the question "Why? " ("Why is
the values and personal feelings.
important to know this concept?")
Observation
(RO)
or
Reflective
the
In
"watching" the learner examines the ideas of different
3
R PST COPY AVAILABLE
in time, they have impracticable plans, lacking their
learn through
Assimilators
reflective
the
objectivity. The favorite subject of this type is the
observation (RO) and abstract conceptualization (AC).
question "What if? " ("What if I
do something
They work very well
of
variety
great
with
a
different to solve this problem?)".
information, placing them in logical order. They are
traditional
According to
the
Felder
[7];
generally more interested in the logic of an idea than
exclusively
almost
engineering teaching
focuses
in its practical value. If they are strongly assimilators,
formal presentation of the material (lecturing), a style
they can build "castles in the air" , becoming unable
comfortable just for the Type 2 students. To reach all
to apply their knowledge in practical situations.
If
the types, the teacher needs to expose the relevance of
they are less assimilators, they don't take profit of
each new study topic (Type 1), to present the basic
basis
their
and
lacking
mistakes,
own
their
information and the methods related with the topics
sistematization in the work that they do. The favorite
practice the
to supply opportunities to
(Type 2),
subject of this type is the question "What?" ("What
methods (Type 3) and encourage the exploration of
do I need to know to solve this problem? )
applications (Type 4).
Convergers likes to learn through abstract
conceptualization (AC) and active experimentation
3. The Learning Cycle
(AE). They appreciate to do practical applications of
ideas and theories, they have good acting
the
in
conventional tests, they use the deductive reasoning
The Learning Cycle can be seen as a model for the
and they are good to identify and solve problems and
learning, which intern structure is represented by the
to take decisions. If strongly convergent, they can
subjects: "Why?", "What?", "How?" and "What
mistake in the solution of problems because of their
if?." (Fig. 1). According to Harb et al. [8]
in this
precipitate decisions. Those that are less convergent
cycle, the concrete experimentation (feeling) it creates
can lose central axis of the work, becoming disperse.
a need for the learning, that induces to the reflective
This type favorite subject is the question "How?"
observation of the experience (watching),
that
is
("How can I solve this problem?" )
followed by the introduction of concepts (thinking) to
Accommodators prefers to learn from active
integrate the new experience that is already known.
experimentation (AE) and concrete experience (CE).
After the integration, the action is induced (doing)
They adapt well to immediate circumstances, they
and since this action alters what is already known,
learn placing the "hands on" and facing risks. The
new experiences happen and the cycle repeats. To
usetheir energy in any
strongly adapters tend to
walk through the cycle means, therefore, to answer
activities, independent of its relevance and priority.
several subjects in a sequential order.
The less accommodators don't conclude their works
Concrete Experience- CE
(Feeling)
Why?
What If?
Divergers
Accommodators
Reflective Observation -RO
Active Experimentation - AE
- ------ - - -
- ----- - - - - - - -
- -
(Watching)
(Doing)
What?
How?
Assimilators
Convergers
Abstract Conceptualization- AC
(Thinking)
Figure 1 - Learning Cycle
learn how answer to these subjects. For that
is
it
It is important that each student learn how to
necessary that they promote varied teaching activities
move through the cycle, that is, how to answer to
addressed to the different learning styles,in order to
each one of the four subjects. Some engineering
improve the movement through the cycle.
teachers can have the opportunity to learn this while
The movement through the cycle can be,
they are working in M.Sc. and Ph.D. degree. The ,
therefore, gotten through the appropriate interaction
challenge now is to help teachers and students to
4
BEST COPY MAILABLE
implementation are very significant. Some authors
enviroment/activities for each one of the four subjects.
describe how they heve reformulated their disciplines
A lot of options can be intuitively chosen, another are
in an effort to reach the whole spectrum of the learning
more difficult to be placed. However, the teacher can
styles; others tell how they have achieved success
elaborate a teaching plan so that the students can walk
through the cycle. For example, demonstrations,
using a variety of techniques and learning activities,
projects and
such as probelm-solving
group,
report of experiences, simulations and discussions in
in
exercises in complementation to the formal classes.
class, can be activities drifted for the subject "why?";
Many other teachers have involved the Cycle
formal classes, with emphasis
reasoning,
the
in
in
researches about educational themes, presenting and
seminars, resolution of problems by the teacher, for
engineering
the subject "what?"; resolution of problems for the
with
works related
publishing
the
teaching. Other, still, developed or are developing
student (individually or in group), simulation
for
or indexes aiming
inventories
to
computer, field work, for the subject "How?"; and,
questionnaires,
identify the styles of their students' learning and to
finally, for the subject "What If ?", resolution of open
improve its engineering teaching, increasing the use
problems, prepared problems for the students and
of methods gone back to
specific types
of
the
projects.
students.
It is necessary more than the correct choice of
The learning cycle can be used as a strategy
the teaching activities to make students move through
of engineering teaching, independent of the matter. In
the cycle. The teachers also need to have conscience
that sense, the work of Kuri and Giorgetti
that they also have theirs own learning and teaching
[10]
offering Courses of Engineering Teaching, aiming to
styles, and that those students who have compatible
contribute with the training of teachers and future
style can learn easier and quickly than those with
teachers of engineering: how to act, with creativity, in
another
necessary
Therefore,
styles.
different
the field of the teaching methodology, it is a good
select and to develop teaching
conditions are to
begun in
example. Although those courses have
methods adapted to each one of the cycle phases,
the authors included
only since
the several types of
because besides assisting to
in
1993,
1984,
programming a detailed study of learning styles
students, maintaning the interest of everybody with
theory and the implementation of the learning cycle as
relationship to the discussed subject and facilitating
a practical task for the participants.
the learning retention, it renews teachers'enthusiasm
The first contact with the model developed
with relationship to the educational process, because
by Kolb is highly motivador and its implementation
it eliminates a lot of the embarrasment caused by the
is a constant challenge, but the results have been
formal classes.
worthwhile: the teachers and students
In agreement with Harb et
potencialize
four
[9],
al.
abilities, change experiences and eagerly try to obtain
teaching methods are related to each phase of the
more information on the methods and techniques
cycle. They are respectively:
more adapted for each teaching and learning style, in
1) questioning, that generates personal involvement
the immediate
search of better results in the task of teach and learn. It
student's commitment to
and the
can be difficult at the first time, but the advantages of
objective of the learning, establishing the motivation
its application are very exciting: the great satisfaction
2) didactics, that demands the
to learn (Why?);
involved and the
of those
support
efficient transfer of the knowledge, requesting the
the
to
four
educational goals: development of the
reasoning,
content and
organization of the
consistent
clear
of
communication
and
problems,
resolution
presentation of the information (What?); 3) coaching,
that frequently involves the active experimentation
solemnity-motivation.
Belhot [11], taking the learning cycle as a
and the work with abstract concepts, helping the
four different
teaching-learning
students to learn how to work alone (How?) and; 4)
reference, suggests
approaches, that link with each one of the cycle
simulating, that involves the active experimentation
stages. They are: prospective, formative, prescritive
and the concrete experience, placing the students in
and constructive wich concisely, are described as
contact with professional world so that they solve
follows.
real, open and complex problems (What if?).
In the prospective approach the strategy is,
It's important to point out, however, that
considering the context, to justify new experiences so
this division cannot be considered absolute, because
that the student notices which is the object of his
each one of the four methods can be modified and
study, the relevance of the associated problems and
used in anyone of the other three phases of the cycle.
the importance for the current moment of the course
The combination of the teaching methods with the
and his relationship with the future career. It is on
on the teacher's
learning activities depends a lot
that moment that the student begins
its learning
creativity, because there are many ways of "teaching
experience and to motivate him is teacher's role. For
through the cycle."
so much, he suggests activities that favor contact with
reality and the student's personal involvement, such
4. Applications in Engineering Education
of experiences
visits,
and
reports
technical
as
cases/problems discussion.
Numerous reports about the application of the Cycle
In the formative approach, the strategy is to
of Learning in engineering education found in the
speculate, placing the student in contact with the
pertinent literature show clearly that the benefits of its
5
BEST COPY AVAILABLE
that the knowledge of the techniques only
not
aid
is
that the
beginnings concepts
will
and
in
enough, but mainly to interpret, analyze and criticize
identification and resolution of problems. The teacher
them to know the why, when and for what they
must present the information in an organized and
should be applied.
integrated way, to supply models and to open space
The efficiency in any professional activity
for activities that favor the reflection and search of
also demands a good acting in all the dimensions of
student's own facts. The use of the computer is
the learning styles, and one of the objectives
highlighted by the author as source of information and
in
engineering education should be aiding the students
training.
in the favorite and less
to develop their abilities
In the prescritive approach, the strategy is to
favorite learning styles. The model here described
solve problems and situations contextualized and
supplies that opportunity, because besides helping the
identified in the previous stages. It is the moment of
students become independent,
the
stimulates
theory and practice integration of the. The teacher
it
reasoning, the development of the necessary abilities
must help the students to acquire experience with the
for the resolution of problems and the communication
taught material, promoting activities that emphasize
to each apprenticeship of the cycle. The problem
the application of the concepts and the construction of
of analysis
development
solving
promotes
the
models. Here, the computer assumes the function of
abilities, synthesis and evaluation, abilities which are
simulating
process,
resolution
inthe
facilitator
but that are clearly
not encouraged by lecturing,
situations that cannot be reproduced in the school
necessary in the engineering teaching, because they
atmosphere.
projects
the
component
indispensable
for
are
In the constructive approach, the strategy is
development. Finally, the learning cycle supplies a
to test and manipulate the abstractions to
obtain
practical and accessible model to teachers that aims
practical results or to
create something that
has
teaching and
increasing of the
of semi-
engineering
the
resolution
The
personal
significance.
structured and open problems
learning.
suggestedhere
are
because of the emphasis relapses in the analysis and
evaluation of the consequences and impacts of the
6. References
lifted up alternatives. Competes to the teacher to
stimulate the independent learning, the solemnity-
"Experimental Learning:
(I) KOLB, D. A.(1984)
discovery and the creativity. The work in team is also
of Learning
and
the
Source
as
Experience
stimulated so that the students can share their own
Development", Prentice-Hall, Englewood Cliffs,
discoveries.
N.J.
As it can be observed, the use of the cycle
(2) GREGORC, A. F.(1979)
"Learning/teaching
increases the students' motivation with learning styles
styles: Their nature and effect. In Student Learning
assisted by the
that are not
typically
lecturing,
Styles: Diagnosing and Precribing Programs".
preponderant in the university middle. Developing
Reston, VA: National Association of Secondary
abilities in the four apprenticeships, the students are
School Principals. p.19-26
moved more quickly through the cycle and this
(3) DUNN, R. & DUNN, K.J. (1979) " Learning
solemnity-motivated,
turns
them
certainly
Styles: Should they, can they, be matched? " ,
independent and creative.
Educational Leadership, 36(4), p. 238-244
"Inventory of
(4) SCHMECK, R. R. (1982)
5. Conclusions
learning processes". In Student learning styles and
National
Reston,
VA:
brain
behavior.
and the
The fast knowledge evolution
activities
Association of Secondary Schools
Principals.
are imperative to put
that
evidence
diversity
in
p.73-80
contemplate the
engineering should
education in
"Learning Style
(5) DUNN, R.
(1981)
al.
et
future engineers of a wide and conceptual formation
Defines
Differences Differently",
Researches
that allows them the fast domain of new technological
Educational Leadership. p. 372-375. Feb.
developments and unembarrassed performance. It
is
"Using Kolb's Learning
(1987)
(6) STICE, J.E.
necessary to change the orientation and make it work,
Learning".
Student
Improve
Cycle
to
always reminding the current moment, in order to
Engineering Education. p. 291-296. Feb.
identify the opportunities and risks of the current
"Matters of Style", ASEE
(7) FELDER, R. (1996)
labor market and take actions that adjust to
the
p.18-23. Dec.
PRISM
transformation process or the process of engineer's
(8,9) HARB, J.N. et al (n/d) "Teaching Through
formation. It is necessary to define what is wanted and
the Cycle: Application of Learning Style Theory
then establish which resources are necessary to reach
Brigham Young
to Engineering Education
at
the proposed objective.
University", 54p. BYU Press.
It is necessary to qualify the future engineer
(10) KURI, N.P. & GIORGETTI, M.F. (1993)
work
creating
reality,
new
adapt
to
the
to
"Estilos de Ensino e Estilos de Aprendizagem".
opportunities and not just simply exploring the
Sao Carlos. 25p. Apostila - Centro de Tecnologia
as well as to prepare him to
drift with
existent,
para
Escola
de
Engenharia,
Educacional
creativity and flexibility and not more to reproduce
well-known solutions. It should also be reminded,
6
LE
BEST COPY AVAILA
4
Engenharia de Sao Carlos. Universidade de Sao
Paulo.
Reflexaes e
(11) BELHOT, R.V.
"
1997)
(
.
propostas sobre o "Ensinar Engenharia" para o
Seculo XXI ". Sao Carlos. 1 13p. Tese (Livre
Docencia) - Escola de Engenharia de Sao Carlos,
Universidade de Sao Paulo.
7
4V:
at ricszDZO.3
4TIra0E3
ERIC CSMEE
03
PAGE
us.
ClopertmontofraluteatiOn,
Office of
Educational Rasetuch-antimpmvetnent
(OERI)
National- Library of Education (NLE).
Educational ResoureminfOrmation
Cont
(ERIC)
REPRODUCiTON
RELEASE
(Specific
Docurnant)
I.
DOCUMENT IDENTIFICATION:
kolbis
Le M J,P e
C. t(A.E.
ft h) A ISER N
PDa.
STrart To rod
Title
e but."-ri
Os.)
6t.)64 hre43424146. ,
k cki
Author(s):
"P AO A)
k%1 i Di A
Corporate Source:
Publication Date-
REPRODUCTIONRELEASE::
In onto. to dissendnalesserkietystnossibla
Newly and srorriatsnt nialOtete of Interest
to the edvosEonel CORTIlunity, dodunsanta announesd in the
Tonthry Bowan *mei of thrbefltiC system, Resources
M
end usuelty Mode oveflable to was In rniorofiahe, reotedused
pew copy,
and d4dtrdned "did, and cold through th
(ems).
ERIC Document Reproduction EVAN
source of mit
Credit Is given to the
dominant, and, If
enOroduction release is grenisdi One of the it/Sawing nations
is anted to the document.
OoffnIssiOn Is wonted to Maratha= and disseminate the
identified document, phew CHECK ONE of the following
three eettersatelolpt et the bottom
of the owe:
TM ammo Mgr fear Ukelele ea
Thslipia alder
maws
WWI *OM
radar
Ns )Mw*
derairla
allere1a ail
WWI 1
.1611.11.111841111.
ReRkellEPON TO RIIPRODUCE AND
PERMISSION TO REPRODUCE AND
DISSEMINATE Twit MATEntat, IN
PERMISSION To aapacouce pro
oiSSEMINATt TIMS MATERIAL HAS
mICROPICHE. ANO IN ELECTRONIC MEDIA
011. . ..11.11....114.0
DISSEMINATE THE MATERIAL N
e net eaten
PA, I OAMP4041,111* SAO Al&a&MIlb. Aftobei
HE EDUCATIONAL RESOURCES
0 THE EDuC.AtiONAL RESOURCES
THE EDUCATIONAL RISOURCES
'4FORMATION CENTER (ERIC)
NPORMATION CENTER (ERIC)
.HFoRfmTicat CENTIER (EMI
2A
21
Level i
Laval SA
Laval IS'
'4
rim
meiglionow
owes mot *elm* EA Mona awnalki
deo rimer
in mule* a*. MC wawa
Levu op awn% ppoods,
1.+0 6SOOMMIOR
end iliasanliMem
inolikhe old
dell ..J.
rimeavviionele elossninsion at aleilltite goo
-mold ale. alaarailea Mid New gory.
sit mac pooh* calogive evbecrests vriti
Daewoo afill be ealtaaN11 e
Indulges's*** nenalvillon
WPM WM.
Ir
pannisloa*IpmAial u snmsed. bsvie web einem. eisounamts gal YNi
peossare C LA*1
1.
I hereby grunt to theEducetionel
baberadon
Canter (onto norrerfaushe Dehesswe
ROSO111010
and
to foontelvoe
dIsSelnants this
thretenent
es indicated Mow
Roptoductket
born the
mac miaow* or deem,* Awes Oy
mem other theft
anigrOgn'anstli.
sYsionti
aonneatant teeteres benntssion bunt Ilse topyncett banter. Exceptions
noes nlr norbotellt repnxtuatton by
agenda
101110106 en ct odor mut=
to unify Infonnellon made or educators in
response to *wets twines
Sign
Peleivall.aairailleaffine
item,
14 (pi Ss PAY Itav
011:1=
I" 4
4c4hoo(. of
pleas*
.3 41_34qt
6:0 PP 140
u xi; veaSi TV,
.
Glet-os - sp -
11560 - )56
540