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DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8...

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ED 089 412 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE PROM EDRS PRICE DESCRIPTORS DOCUMENT RESUME EA 005 999 Toward a More Relevant Curriculum; Report of a National Seminar. An Occasional Paper. Institute for Development of Educational Activities, Dayton, Ohio. Danforth Foundation, St. Louis, Mo.; National Association of Secondary School Principals, Washington, D.C. Jan 71 28p.; Report of a joint National Seminar held March, 1970 Institute for Development of Educational Activities, Inc., P.O. Box 628, Far Hills Branch, Dayton, Chio 45419 ($1.50) MP-$0.75 HC-$1.85 PLUS POSTAGE Community Support; Conference Reports; *Curriculum Development; *Curriculum Evaluation; Educational Environment; Grading; Independent Study; Principals; *Relevance (Education); *Secondary Schools; Student Motivation; *Student Needs; Student Rights; Student Teacher Relationship; Teacher Role .ABSTRACT This report summarizes the dialogues and debates of 27 secondary school principals who discussed at length the emerging problems of providing a pertinent education for young people. Among the topics discussed are a description of a relevant curriculum according to students and teachers; the teachers, roles in student teacher relationships; effects of grading on students; gaining community support; student rights; and ways to change the schocl environment. (Photographs may reproduce poorly.) (Author/MLP)
Transcript
Page 1: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

ED 089 412

TITLE

INSTITUTION

SPONS AGENCY

PUB DATENOTE

AVAILABLE PROM

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

EA 005 999

Toward a More Relevant Curriculum; Report of aNational Seminar. An Occasional Paper.Institute for Development of Educational Activities,Dayton, Ohio.Danforth Foundation, St. Louis, Mo.; NationalAssociation of Secondary School Principals,Washington, D.C.Jan 7128p.; Report of a joint National Seminar held March,1970Institute for Development of Educational Activities,Inc., P.O. Box 628, Far Hills Branch, Dayton, Chio45419 ($1.50)

MP-$0.75 HC-$1.85 PLUS POSTAGECommunity Support; Conference Reports; *CurriculumDevelopment; *Curriculum Evaluation; EducationalEnvironment; Grading; Independent Study; Principals;*Relevance (Education); *Secondary Schools; StudentMotivation; *Student Needs; Student Rights; StudentTeacher Relationship; Teacher Role

.ABSTRACTThis report summarizes the dialogues and debates of

27 secondary school principals who discussed at length the emergingproblems of providing a pertinent education for young people. Amongthe topics discussed are a description of a relevant curriculumaccording to students and teachers; the teachers, roles in studentteacher relationships; effects of grading on students; gainingcommunity support; student rights; and ways to change the schoclenvironment. (Photographs may reproduce poorly.) (Author/MLP)

Page 2: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

An

Occ

asio

nal P

aper

tow

ard

am

ore

rele

vant

curr

icul

umR

epor

t of a

Nat

iona

l Sem

inar

h!oa

r,er

nde

atfo

rg1

see:

and-

I rem

embe

r.I d

o -a

nd'I

unde

rsta

nd'.

(Chi

nese

Pro

verb

)

Page 3: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

AN

D IT

CA

ME

TO

PA

SS

thro

ugho

utth

e la

nd th

at th

ose

amon

g th

e yo

ung,

who

se b

usin

ess

it w

as to

lear

n, .

beca

me

diss

atis

fied

and

mig

htily

so.

"Sha

ll he

who

hath

not

, rea

dH

amle

t be

cond

emne

d to

ete

rnal

dam

natio

n?"

they

ask

ed in

- th

eir

inno

cenc

e. "

Sha

ll th

e m

emor

izat

ion

of e

ndle

ss d

ates

and

Unr

emitt

ing

fact

s tr

uly

erup

t in

a fo

unta

in o

f gol

den

succ

ess?

Whe

n th

e cl

assr

oom

bel

lto

lls,..

doth

it s

ound

for

me

or th

ee?"

.A

nd th

e an

swer

was

loud

and

it w

as c

lear

: 'S

eek

ye 't

hat w

hich

ism

eani

ngfu

l unt

o th

ysel

f, th

atth

ine

"ow

n lif

e be

true

."

Page 4: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

"We

cann

ot to

lera

te a

noth

erge

nera

tion

that

kno

ws

so m

uch

abou

tpr

eser

ving

and

des

troy

ing

life,

but s

o lit

tle a

bout

enh

anci

ng it

. We

cann

ot p

erm

it ou

r ch

ildre

n to

com

ein

to th

eir

mat

urity

as

mas

ters

of t

heat

om a

nd o

f the

. gen

e, b

ut ig

nora

nt a

ndba

rbar

ous

abou

t the

way

s of

the

hum

an m

ind

and

hear

t." Alv

in C

. Eur

ich

1771

U.S

DE

PA

RT

ME

NT

NE

ALT

N.

ED

UC

AT

ION

&W

ELF

AR

EN

AT

ION

AL

INS

TIT

UT

E O

FE

at/C

AT

ION

/NIS

DO

CU

ME

NT

HA

S B

EE

N R

EP

RO

DuC

ED

EX

AC

TLY

AS

RE

CE

.vE

D F

RO

MT

HE

PE

RS

ON

OR

OR

GA

NIZ

AT

ION

OR

IGIN

AT

1NC

. IT

PO

INT

S O

F V

IEW

OR

OP

INIO

NS

ST

AT

E()

DO

NO

T N

EC

ES

SA

RIL

Y R

EP

RE

SE

NT

OF

FIC

IAL

NA

TIO

NA

L IN

ST

ITU

TE

OF

ED

UC

AT

ION

PO

SIT

ION

OR

PO

LIC

Y

An

Occ

asio

nal P

aper

tow

ard

am

om r

elev

ant

curr

icul

umR

epor

t of a

Nat

iona

l Sem

inar

Join

tly s

pons

ored

by

The

Dan

fort

h F

ound

atio

n,In

stitu

te fo

r D

evel

opm

ent

of E

duca

tiona

l Act

iviti

es, I

nc.,

and

Nat

iona

l Ass

ocia

tion

of S

econ

dary

Sch

ool P

rinci

pals

Page 5: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

cons

ulta

nts

to th

e se

min

arG

rego

ry A

nrig

U. S

. Offi

ce o

f Edu

catio

nW

ashi

ngto

n, D

. C.

B. F

rank

Bro

wn

IIID

IEIA

!M

elbo

urne

, Flo

rida

Pet

er G

illin

gham

Edu

catio

n an

d W

orld

Affa

irsN

ew Y

ork,

New

Yor

k

Har

ry J

. Har

tley

New

Yor

k U

nive

rsity

New

Yor

k, N

ew Y

ork

Eug

ene

R. H

owar

dN

ova

Uni

vers

ityF

r. L

aude

rdal

e, F

lorid

a

Ruf

us C

. Huf

fman

Nat

iona

l Ass

ocia

tion

for

the

Adv

ance

men

tof

Col

ored

Peo

ple

Tus

kege

e In

stitu

te, A

laba

ma

Ral

ph K

imbr

ough

Uni

vers

ity o

f Flo

rida

Gai

nesv

ille,

Flo

rida

R. A

lec

Mac

kenz

ieA

lec

Mac

kenz

ie a

ndA

ssoc

iate

sC

happ

aqua

, New

Yor

k

A. H

arry

Pas

sow

Col

umbi

a U

nive

rsity

New

Yor

k, N

ew Y

ork

John

Rem

bert

Urb

an S

taff

Dev

elop

men

t Cen

ter

Whi

te P

lain

s, N

ew Y

ork

Mar

shal

l Ros

enbe

rgC

omm

unity

Psy

chol

ogic

alC

onsu

ltant

sS

t. Lo

uis,

Mis

sour

i

June

Sha

galo

ffN

atio

nal A

ssoc

iatio

nfo

r th

e A

dvan

cem

ent

of C

olor

ed P

eopl

eN

ew Y

ork,

New

Yor

k

Ben

jam

in S

mith

Uni

vers

ity o

f Ala

bam

aB

irmin

gham

, Ala

bam

a

J. L

loyd

Tru

mp

Nat

iona

l Ass

ocia

tion

ofS

econ

dary

Sch

ool P

rinci

pals

Was

hing

ton,

D. C

.

conf

eren

cere

port

erW

. Art

hur

Dar

ling

111D

IE1A

1M

elbo

urne

, Flo

rida

chai

rman

Dr.

Car

roll

F. J

ohns

onD

irect

orIn

stitu

te o

f Fie

ld S

tudi

esT

each

ers

Col

lege

Col

umbi

a U

nive

rsity

New

Yor

k, N

ew Y

ork

part

icip

ants

Sal

vato

re J

. Cat

ania

Sta

mfo

rd H

igh

Sch

ool

Sta

mfo

rd, C

onne

ctic

ut

Rob

ert D

. Cox

Dal

ton

Hig

h S

choo

lD

alto

n, G

eorg

ia

Joe

W. D

avis

Virg

il G

risso

m H

igh

Sch

ool

Hun

tsvi

lle, A

laba

ma

Jose

ph C

. DeV

itaB

rien

McM

ahon

Hig

h S

choo

lN

orw

alk,

Con

nect

icut

Man

son

A. D

orta

ghey

Whi

te P

lain

s H

igh

Sch

ool

Whi

te P

lain

s, N

ew Y

ork

Jam

es D

. Eve

rget

isT

appa

n Z

ee H

igh

Sch

ool,

Ora

ngeb

urg,

New

Yor

k

Sta

nle;

Goo

deF

itchb

urg

Hig

h S

choo

lF

itchb

urg,

Mas

sach

uset

ts

Bob

H. G

reen

eT

hom

as J

effe

rson

Jun

ior

Hig

h S

choo

lW

inst

on-S

alem

, Nor

th C

arol

ina

Will

iam

F. H

endr

ixA

mph

ithea

ter

Hig

h S

choo

lT

ucso

n, A

rizon

a

Joe

W. H

iggi

nsC

umbe

rland

Hig

h S

choo

lN

ashv

ille,

Ten

ness

ee

Rev

. Jam

es R

. Hitc

hcoc

kB

isho

p B

yrne

Hig

h S

choo

lM

emph

is, T

enne

ssee

Kim

ball

L. H

owes

Lake

woo

d H

igh

Sch

ool

Lake

woo

d, O

hio

McD

onal

d H

ughe

sD

ruid

Hig

h S

choo

lT

usca

loos

a, A

laba

ma

Hen

ry C

. Jen

sen

Eas

t Sid

e U

nion

Hig

h S

choo

l Dis

tric

tS

an J

ose,

Cal

iforn

ia

Ric

hard

A. L

yden

Wyl

ie E

. Gro

ves

Hig

h S

choo

lB

irmin

gham

, Mic

higa

n

Rev

. Joh

n J.

McC

orm

ack

St.

Piu

s X

Hig

h S

choo

lK

ansa

s C

ity, M

isso

uri

Jam

es R

. McC

rum

bM

ount

Heb

ron

Hig

h S

choo

lE

llico

tt C

ity, M

aryl

and

Hug

h E

. Mea

bon

Indi

an H

ill J

unio

r-S

enio

rH

igh

Sch

ool

Cin

cinn

ati,

Ohi

o

Gen

e E

. Meg

iver

onW

ater

ford

Tow

nshi

pH

igh

Sch

ool

Pon

tiac,

Mic

higa

n

Bill

y R

. Mill

sD

avid

son

Hig

h S

choo

lM

oi)il

e, A

laba

ma

Ber

nard

S. M

iller

Hun

ter

Col

lege

Hig

h S

choo

lN

ew Y

ork,

New

Yor

k

Daw

son

Orm

anS

haw

nee

Juni

or H

igh

Sch

ool

Loui

svill

e, K

entu

cky

Har

old

D. P

atte

rson

Mou

ntai

n B

rook

Hig

h S

choo

lM

ount

ain

Bro

ok, A

laba

ma

Jose

ph R

. Spr

oule

Brig

hton

Hig

h S

choo

lR

oche

ster

, New

Yor

k

Ric

hard

N. S

tacy

Yor

k H

igh

Sch

ool

Elm

hurs

t, Ill

inoi

s

Leon

ard

Szu

dyC

entr

al H

igh

Sch

ool

Wes

t Alli

s, W

isco

nsin

Hen

ry W

eyla

ndC

onar

d H

igh

Sch

ool

Wes

t Har

tford

, Con

nect

icut

tabl

e of

con

tent

s4

Intr

oduc

tion

5 T

he R

elev

ant C

urric

ulum

and

oth

er P

riorit

ies

6H

ones

ty in

App

roac

hing

Cur

ricul

um R

elev

ance

8 T

he F

acul

ty's

Rol

e in

the

Rel

evan

t Cur

ricul

um11

Gai

ning

Com

mun

ity S

uppo

rt11

Com

pass

ion

Is P

art o

f Cur

ricul

um R

elev

ance

11D

o M

arks

Hav

e a

Pla

ce in

the

Rel

evan

t Cur

ricul

um?

13 T

he A

tmos

pher

e fo

r a

Rel

evan

t Cur

ricul

um17

Exp

andi

ng th

e C

urric

ulum

and

Fre

eing

the

Stu

dent

19D

evel

opin

g th

e R

elev

ant C

urric

ulum

20 B

etw

een

the

Scy

lla o

f Tra

ditio

nan

d th

e C

hary

bdis

of R

elev

ancy

21P

uttin

g C

urric

ulum

Rel

evan

cy in

Per

spec

tive

22Li

ving

with

the

Rel

evan

t Cur

ricul

um24

The

Rel

evan

cy o

f Ser

vice

Lea

rnin

g

Page 6: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

,,J

,

Page 7: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

inte

oduc

tion

Per

haps

New

Yor

k C

ity h

igh

scho

ol s

tude

ntP

aul S

tein

er s

aid

it be

st w

hen

he w

rote

: "W

e've

had

TV

's, c

ars,

and

sub

scrip

tions

to L

ife m

aga-

zine

. It's

tim

e w

e st

arte

d su

bscr

ibin

g to

life

." *

How

can

Am

eric

an e

duca

tors

inje

ct "

life"

into

a de

sicc

ated

cur

ricul

um?

Wha

t do

toda

y's

youn

gste

rs c

onsi

der

to b

e"r

elev

ant"

?W

hat d

o th

eir

teac

hers

thin

k is

"re

leva

nt"?

Can

ther

e be

a r

elev

ant c

urric

ulum

und

er th

epr

esen

t "qu

iz-t

est-

exam

-mar

k" s

yste

m?

For

10

days

, 27

seco

ndar

y sc

hool

adm

inis

-tr

ator

s fr

om 1

6 st

ates

dis

cuss

ed th

ese

and

man

yot

her

aspe

cts

of r

elev

ancy

in a

ret

reat

-like

atm

os-

pher

e un

der

the

dire

ctio

n of

rot

atin

g le

ader

s. T

hepr

inci

pals

then

ret

urne

d to

thei

r re

spec

tive

scho

oldi

stric

ts fo

r th

ree

wee

ks to

con

side

r th

eir

delib

-er

atio

nslig

ht o

f the

ir ev

eryd

ay jo

bs. D

urin

gth

e se

cond

10-

day

perio

d, th

ey r

etur

ned

to th

ese

min

ar fo

r ad

ditio

nal d

ialo

gues

bet

wee

n th

em-

selv

es a

nd o

utsi

de r

esou

rce

peop

le. T

he te

mpo

of th

e sc

hool

s du

ring

the

inte

rim h

ad it

s im

pact

on th

e se

rn:n

ar. O

ne p

rinci

pal w

as a

day

late

for

the

seco

nd s

essi

on b

ecau

se o

f a r

iot a

t his

scho

ol. T

wo

wer

e un

able

to -

retu

rn b

ecau

se o

fpo

tent

ially

exp

losi

ve s

ituat

ions

in th

eir

scho

ols.

Ano

ther

prin

cipa

l med

iate

d a

serio

us s

tude

nt c

on-

fron

tatio

n in

the

inte

rim b

etw

een

the

two

sess

ions

.T

his

repo

rt s

umm

ariz

es th

e di

alog

ues

and

deba

tes

of p

rinci

pals

who

dis

cuss

ed a

t len

gth

the

emer

ging

pro

blem

s of

pro

vidi

ng a

per

tinen

t edu

ca-

tion

for

youn

g pe

ople

. The

sem

inar

was

join

tlysp

onso

red

by T

he D

anfo

rth

Fou

ndat

ion,

Inst

itute

for

Dev

elop

men

t of E

duca

tiona

l Act

iviti

es,

Inc.

,an

d th

e N

atio

nal A

ssoc

iatio

n e

Sec

onda

ry S

choo

lP

rinci

pals

.4

New

Yor

k H

igh

Sch

ool F

ree

Pre

ss, N

o. 6

.

Page 8: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

the

rele

vant

cur

ricul

uman

d ot

her

prio

ritie

s"I

t rea

lly is

n't t

oo d

iffic

ult t

o ac

hiev

e ge

nera

lag

reem

ent a

bout

the

goal

s of

edu

catio

n,"

the

conf

eren

ce c

hairm

an to

ld th

e as

sem

bled

del

egat

eson

the

open

ing

day

of th

e se

min

ar. "

It is

gen

er-

ally

acc

epte

d, fo

r ex

ampl

e, th

at th

e sc

hool

has

am

ajor

res

pons

ibili

ty fo

r pr

epar

ing

yout

h fo

r to

day'

sso

ciet

y, a

nd th

at th

e st

uden

t sho

uld

be a

ble

tore

ad, w

rite,

spe

ak, a

nd m

aste

r hi

s nu

mbe

rs.

"How

ever

, thi

s ag

reem

ent c

rum

bles

as

soon

as w

e ta

lk a

bout

prio

ritie

sw

hen

som

eone

sta

rts

insi

stin

g th

at r

eadi

ng is

mor

e im

port

ant t

han

auto

mec

hani

cs. T

hen

the

real

battl

e be

gins

whe

ned

ucat

ors

and

laym

en fa

ce a

ltern

ativ

es o

n w

hat

know

ledg

e, s

kills

, and

val

ues

are

need

ed b

y yo

ung

peop

le. W

hich

of t

hese

are

bes

t tau

ght b

y th

esc

hool

and

whi

ch s

houl

d be

left

to th

e ho

me,

chur

ch, o

r to

cha

nce?

"H

ow c

an th

ese

deci

sion

s be

mad

e m

ore

soun

dan

d ea

sier

to r

each

? "F

irst o

f all,

" su

gges

ted

one

of th

e co

nsul

tant

s to

the

sem

inar

, "w

e m

ust

assu

me

that

the

scho

ol is

onl

y on

e ed

ucat

iona

lin

stitu

tion.

We

mus

t not

con

fuse

sch

oolin

g of

the

who

le c

hild

with

the

nons

ensi

cal n

otio

n th

atth

e sc

hool

sho

uld

take

res

pons

ibili

ty fo

r th

e ch

ild's

who

le e

duca

tion.

Thi

s is

an

impo

rtan

t dis

tinct

ion.

"We

have

no

prec

eden

t in

hist

ory

for

a so

ciet

yth

at is

goi

ng in

to it

s si

xth

gene

ratio

n of

uni

vers

alel

emen

tary

sch

oolin

g an

d its

third

gen

erat

ion

ofun

iver

sal s

econ

dary

edu

catio

n,"

he r

emin

ded

the

asse

mbl

ed a

dmin

istr

ator

s. W

e ca

n no

long

er o

ver-

took

the

addi

tiona

l im

pact

of t

he a

udio

visu

al m

edia

to w

hich

chi

ldre

n ar

e ex

pose

d fr

om in

fanc

y. D

ata

from

bio

logi

sts

are

begi

nnin

g to

indi

cate

that

we

are

deal

ing

with

an

upw

ard

shift

in in

telle

ctua

l

abili

ty, a

ttrib

utab

le to

sev

eral

fact

ors,

par

ticul

arly

bette

r pr

enat

al a

nd in

fant

nut

ritio

n.T

his

cons

ulta

nt r

elat

ed s

ever

al in

tere

stin

g hy

-po

thes

es th

at h

ave

been

adv

ance

d by

Dr.

Jam

esS

.C

olem

an o

f The

Joh

ns H

opki

ns U

nive

rsity

.D

evel

opm

ents

in s

ocie

ty o

utsi

de th

e sc

hool

wou

ldin

dica

te s

ubst

antia

l cha

nge

in th

e m

issi

ons

and

actv

ities

insi

de th

e in

stitu

tions

, par

ticul

arly

thos

eof

sec

onda

ry s

choo

ls:

The

leve

lof

info

rmat

ion

richn

ess

has

risen

radi

cally

, exp

andi

ng th

e ch

ild's

hor

izon

thro

ugh

vica

rious

exp

erie

nce.

For

mer

ly, t

his

prov

isio

nof

vic

ario

us e

xper

ienc

e w

as s

uppl

ied

alm

ost

excl

usiv

ely

by th

e sc

hool

.T

here

is a

n in

form

atio

n pl

ural

ism

child

ren

are

now

exp

osed

to d

iver

se p

ersp

ectiv

es.

Cog

nitiv

e ab

ility

is b

eing

dev

elop

ed tn

roug

hin

stitu

tions

and

mec

hani

sms

othe

r th

an th

esc

hool

s.C

ompu

ter

and

othe

r da

ta-p

roce

ssin

g te

chno

logy

are

tran

sfer

ring

from

teac

hers

to o

ther

med

iath

e im

part

ing

of c

ogni

tive

skill

s.A

ccep

ting

thes

e as

sum

ptio

ns, o

ne w

ould

hav

eto

ask

whe

ther

the

scho

ols

will

with

er a

way

. Dr.

Col

eman

thin

ks n

ot. H

e se

es n

ew a

nd d

iffer

ent

dem

ands

of s

ocie

ty a

nd a

lso

belie

ves

that

func

tions

form

erly

car

ried

out b

y ot

her

soci

etal

inst

itutio

nsw

ill b

e tr

ansf

erre

d to

the

scho

ols.

As

he s

ees

it,th

e pr

oble

m is

that

our

onc

e ac

tion-

rich,

inte

llect

ive-

poor

soc

iety

is n

ow th

e re

vers

epa

rtic

ular

y fo

ryo

ung

peop

le. S

ocie

ty is

not

giv

ing

youn

g pe

ople

a ch

ance

to p

lay

sign

ifica

nt r

oles

. The

refo

re, t

hesc

hool

s m

ust a

ssum

e th

e fu

nctio

n of

act

ion-

base

for

the

youn

g.A

cru

cial

func

tion

for

the

scho

ol is

to h

elp

the

child

dev

elop

ski

lls a

nd s

trat

egie

s fo

r ha

ndlin

g, a

s-se

ssin

g, o

rgan

izin

g, a

nd a

pply

ing

info

rmat

ion

in th

isac

tion-

rich

soci

ety.

Sim

ply

impa

rtin

g in

form

atio

n

a

Page 9: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

is n

o lo

nger

the

prim

ary

func

tion

of th

e sc

hool

.T

he u

rgen

t nee

d ch

ildre

n ha

ve to

day

is to

mak

ese

nse

out o

f the

wor

ldre

leva

nce.

Dr.

Col

eman

ass

umes

that

mos

t you

ngst

ers

are

som

ewhe

re n

ear

the

zero

poi

nt w

here

one

's n

ose

is ju

st b

arel

y ab

ove

wat

er in

term

s of

a s

ense

of

abili

ty to

cop

e w

ith th

e en

viro

nmen

t and

soc

iety

.S

choo

ls h

ave

to h

elp

prov

ide

the

surr

ound

ings

and

prec

ondi

tions

in w

hich

chi

ldre

n ca

n de

velo

pa

sens

e of

acc

ess

to e

ffect

ive

know

ledg

e.

hone

sty

in a

ppro

achi

ngcu

rric

ulum

rel

evan

ce1'

m b

egin

ning

to w

onde

r w

hat i

t is

goin

g to

take

to g

et y

oung

ster

s re

ally

inte

rest

ed in

sch

ool.

My

own

child

ren

are

goin

g to

bea

utifu

l new

scho

ols

with

car

pets

and

all

the

fines

t equ

ipm

ent,

yet t

hey

are

tota

lly u

nim

pres

sed

with

the

educ

atio

nth

ey a

re r

ecei

ving

," S

peak

ing

as a

par

ent,

this

adm

inis

trat

or e

choe

d a

recu

rrin

g st

atem

ent o

f the

conf

eree

s th

at a

larg

e nu

mbe

r of

sch

ools

are

givi

nglip

serv

ice

or to

keni

sm to

the

rele

vant

curr

icul

um. "

You

can

wal

k do

wn

the

hallw

ay o

fyo

ur o

wn

scho

ol, a

nd,

if yo

u ar

e ho

nest

with

your

self,

you

wilt

see

thin

gs g

oing

on

in th

ena

me

of e

duca

tion

that

are

rid

icul

ous.

" T

opic

sw

hich

are

impo

rtan

t to

adul

ts, s

uch

as p

oliti

cs,

wor

ld a

ffairs

, rel

igio

n, a

bort

ion,

sex

, lov

e, fa

mily

plan

ning

, and

infla

tion,

are

rar

ely

disc

usse

d in

dept

h an

d w

ith m

eani

ng in

the

clas

sroo

m.

A r

esou

rce

lead

er fe

lt th

at r

elev

ance

mea

nsw

hat l

ifeou

ght t

o be

rat

her

than

wha

t life

isno

w o

r w

ill b

e in

the

futu

re. "

Rel

evan

ce m

ust

refe

r to

the

cont

ent a

nd th

e fo

rm o

f the

lear

ning

expe

rienc

e. Y

ou h

ave

to c

ome

up w

ith le

arni

ngex

perie

nces

that

are

sui

ted

to th

e co

mpr

ehen

sive

ost

yle

and

tem

pera

men

tal c

hara

cter

istic

s w

hich

diff

er

Page 10: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

from

one

eth

nic

grou

p to

ano

ther

. You

hav

e to

cons

ider

wha

t is

real

ly s

ocia

l or

utili

taria

n to

man

ysu

ch g

roup

s w

ithin

toda

y's

scho

ol."

He

belie

ved

that

stu

dent

s ar

e ca

lling

for

scho

ol e

xper

ienc

esth

at w

ill d

efin

itely

pro

vide

them

with

com

pete

nces

whi

ch w

ill e

xpan

d th

eir

func

tiona

l or

voca

tiona

lop

tions

. Thi

s do

esn'

t mea

n co

pyin

g th

ose

thin

gsth

at g

ener

ally

are

don

e fo

ral

lof

the

stud

ents

.H

is p

oint

was

that

suc

h re

leva

nce

mus

t ref

er to

mat

eria

ls a

nd e

xper

ienc

es th

at r

elat

e to

thes

eyo

ungs

ters

inte

rms

of th

eir

own

back

grou

nd.

A r

espo

nden

t que

stio

ned

wha

t is

conc

eive

dof

res

ourc

es a

nd m

ater

ials

. "In

add

ition

to th

eno

rmal

item

s, th

is m

ay in

clud

e th

e sc

hool

itse

lf,pe

rson

nel,

the

com

mun

ity, a

nd o

ther

alte

rnat

ives

.O

ne o

f the

big

gest

hop

es fo

r ur

ban

educ

atio

n is

tole

arn

how

to u

se th

e ci

ty a

s a

reso

urce

."T

his

indi

vidu

al d

id n

ot s

ee w

here

org

aniz

atio

nm

ay b

e re

lied

upon

to m

ake

the

diffe

renc

e in

rele

vanc

e. "

The

stu

dies

I ha

ve s

een

indi

cate

that

abili

ty g

roup

ing

mak

es li

ttle

diffe

renc

e ex

cept

as

the

way

it is

per

ceiv

ed b

y th

e st

uden

ts a

nd u

sed

by th

e te

ache

rs. A

dmin

istr

ativ

e or

gani

zatio

n ha

sim

pact

onl

y to

the

exte

nt th

at in

stru

ctio

n, c

onte

nt,

mat

eria

ls, a

nd o

ppor

tuni

ties

are

mod

ified

."O

ne o

f the

big

gest

pro

blem

s is

that

edu

cato

rsha

ve n

o w

ay to

judg

e th

e ef

fect

iven

ess

or r

ele-

vanc

y of

a p

artic

ular

sch

ool p

rogr

am. T

he p

rese

ntcr

iteria

is n

ot v

ery

relia

ble.

For

exa

mpl

e, a

sch

ool

boar

d w

ill lo

ok a

t the

num

ber

of m

erit

scho

lars

or

stud

ents

goi

ng o

n to

col

lege

as

the

chie

f mea

sure

of s

ucce

ss. A

prin

cipa

l agr

eed

with

this

cas

tiga-

tion.

"Ius

ed to

spe

nd h

undr

eds

of h

ours

incl

assr

oom

obs

erva

tion

wat

chin

g th

e te

ache

r. O

neda

y I

got s

mar

t and

sta

rted

wat

chin

g th

e st

uden

ts.

The

y ar

e, fo

r th

e m

ost p

art,

bore

d st

iff!"

A s

peak

er c

ompl

aine

d th

at m

ost o

f the

thin

gsgo

ing

on :n

sch

ools

toda

y ge

t in

the

way

of m

oti-

vatio

n. "

The

onl

y pu

rpos

e of

any

pre

sent

atio

n is

mot

ivat

iona

lto

get

the

stud

ent i

nter

este

din

doin

g so

me

inde

pend

ent s

tudy

." H

e de

clar

ed th

at60

per

cent

of a

stu

dent

's ti

me

in th

e fir

st g

rade

is in

volv

edin

inde

pend

ent s

tudy

. Thi

s hi

gh p

er-

cent

age

is n

ever

dup

licat

ed a

gain

in h

is e

duca

tiona

lca

reer

unt

il gr

adua

te s

choo

l.A

gre

at d

e& o

f dis

cuss

ion

cent

ered

on

inde

pend

-en

t stu

dy a

s an

exp

edie

nt m

eans

of a

ddin

g re

le-

vanc

e to

the

curr

icul

um a

nd p

rovi

ding

suf

ficie

ntch

alle

nge

to s

uper

ior

stud

ents

. Ind

epen

dent

stu

dym

eans

not

onl

y re

adin

g, w

ritin

g, a

nd v

iew

ing,

but

doin

g. "

You

nev

er le

arn

until

you

do

som

ethi

ngan

d ev

alua

teit.

The

n yo

u re

ceiv

e fe

edba

ck a

ndm

ake

chan

ges

in a

nev

er-e

ndin

g co

ntin

uum

."T

he p

artic

ipan

ts' a

ttent

ion

was

cal

led

to th

efa

ct th

at a

var

iety

of g

roup

ings

exi

sts

in in

de-

pend

ent s

tudy

. Any

pro

gram

of t

his

type

mus

tha

ve a

n or

gani

zatio

nal s

truc

ture

that

cat

ers

to th

em

otiv

atio

n of

the

part

icip

ants

. Stu

dent

s do

not

lear

n at

the

sam

e ra

te. T

hey

com

man

d an

d us

e a

varie

ty o

fra

tes.

Thr

ough

ase

ries

of o

ptio

ns,

prog

ress

is a

ccom

plis

hed

by p

rovi

ding

opp

ortu

nitie

sfo

r st

uden

ts to

pac

e th

eir

lear

ning

to s

uit t

heir

indi

vidu

alst

yle.

The

inte

nt o

f suc

h a

prog

ram

shou

ld b

e to

mak

e in

divi

dual

lear

ning

attr

activ

ean

d ex

citin

g so

that

eac

h yo

ungs

ter

will

no

long

erbe

affl

icte

d w

ith "

grou

pism

." U

nder

thes

e co

ndi-

tions

, edu

catio

n be

com

es b

oth

grou

ped

and

un-

grou

ped.

Som

e co

urse

s ar

e be

tter

suite

d to

two

orth

ree

clas

s m

eetin

gs p

er w

eek

with

the

othe

r da

ysbe

ing

used

for

smal

l gro

up s

tudy

or

indi

vidu

al r

e-se

arch

. Sm

all g

roup

lear

ning

,lik

e in

depe

nden

tst

udy,

is a

hig

h in

volv

emen

t typ

e of

lear

ning

ac-

tivity

. In

com

bina

tion

with

inde

pend

ent s

tudy

, the

two

tech

niqu

es a

re u

nbea

tabl

e. T

he s

peci

fic in

ten-

tion

of in

terv

enin

g in

depe

nden

t stu

dy w

ith s

mal

lgr

oup

dyna

mic

s is

to a

dd th

e su

ppor

ting

activ

ity7

Page 11: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

of s

ocia

l lea

rnin

g to

the

proc

ess

of in

divi

dual

ized

'ear

ning

. Gro

up a

chie

vem

ent i

s bu

ilt u

pon

diffe

r-en

ces.

Con

sequ

ently

, the

mos

t effe

ctiv

e gr

oups

are

thos

e w

hich

hav

e a

high

deg

ree

of h

eter

ogen

eity

.A

con

sulta

nt v

oice

d an

inte

rest

ing

anal

ogy

whe

n he

like

ned

the

trad

ition

al te

ache

r's r

ole

toth

atof

am

ilkpi

tche

r."M

ost c

lass

room

s er

ew

itnes

s to

a la

rge

pitc

her

pour

ing

the

milk

of

know

ledg

e in

to 3

0 em

pty

glas

ses.

At e

xam

inat

ion

time,

the

glas

ses

pour

the

milk

bac

k."

He

said

this

tech

niqu

e is

psy

chol

ogic

ally

har

mfu

l bec

ause

it fo

ster

s a

depe

nden

ce o

n an

ulti

mat

e so

urce

."I

n tr

uly

indi

vidu

aliz

ed in

stru

ctio

n, th

e te

ache

r'sro

le s

hifts

from

that

of a

milk

pitc

her

to th

at o

fa

trav

el a

gent

."If

the

teac

her

chan

ges

his

role

to th

at o

f an

inte

llect

ual t

rave

l age

nt, h

e:

Com

mun

icat

es m

utua

lly o

r in

terd

epen

dent

lyM

akes

attr

activ

ely

visi

ble

the

dest

inat

ion

pos-

sibi

litie

s or

alte

rnat

ives

Tak

es in

to a

ccou

nt in

divi

dual

diff

eren

ces

know

-in

g th

at e

very

one

will

not

wan

t to

go to

the

sam

e pl

ace

at th

e sa

me

time

in th

e sa

me

man

ner

Fac

ilita

tes

lear

ning

exp

erie

nces

with

out b

ecom

-in

g pe

rson

ally

invo

lved

him

self

Thi

s sp

eake

r em

phas

ized

the

need

for

each

stud

ent t

o kn

ow a

head

of t

ime

wha

t the

obj

ectiv

esar

e. T

his

way

he

is c

omm

itted

to th

e ob

ject

ives

and

wor

ks to

war

d th

em in

his

ow

n st

yle

and

onhi

s ow

n tim

e sc

hedu

le. T

he s

tude

nt is

prim

arily

resp

onsi

ble

for

eval

uatin

g hi

s pr

ogre

ss th

roug

hcr

iteria

est

ablis

hed

with

the

teac

her.

He

proc

eeds

to th

e ne

xt u

nit o

nly

afte

r he

has

mas

tere

d th

eob

ject

ives

of t

he o

ne o

n w

hich

he

is w

orki

ng.

Pro

babl

y th

e on

ly p

lace

a s

tude

nt is

eve

ral

low

ed to

take

the

initi

ativ

e is

in k

inde

rgar

ten.

a"T

hen

we

deci

de th

at w

e ha

ve to

sta

rt s

truc

-

turin

g th

e cl

asse

s in

ele

men

tary

, jun

ior,

and

sen

ior

high

." T

his

kind

led

a di

alog

ue o

n pr

ovid

ing

stud

ents

with

optio

ns. "

The

goa

l of e

duca

tion

in th

ese

times

sho

uld

be to

teac

h in

divi

dual

s to

mak

e w

ise

or g

ood

deci

sior

s."

Inor

der

to d

o th

is, t

hest

uden

t has

to b

e fu

rnis

hed

alte

rnat

ives

. The

reso

urce

lead

er c

onte

nded

that

inde

pend

ent s

tudy

is p

art o

f thi

s be

caus

e st

uden

ts s

houl

d ap

ply

for

such

wor

k th

roug

h th

eir

own

mot

ivat

ion.

"Im

med

i-at

e th

ings

that

any

sch

ool c

an d

o ar

e to

allo

w th

est

uden

t to

elec

t his

cou

rses

, det

erm

ine

the

dept

hof

his

pro

gram

, and

dec

ide

on th

e co

mpr

ehen

-si

vene

ss o

f tre

atm

ent h

e w

ants

to u

nder

take

."H

e di

d no

t bel

ieve

it m

atte

red

so m

uch

wha

t ast

uden

t was

lear

ning

, but

that

he

was

lear

ning

!

the

facu

lty's

rol

e in

the

rele

vant

cur

ricul

um"T

he tr

oubl

e w

ith te

ache

rs is

that

they

kno

wto

o m

uch

abou

t the

ir su

bjec

ts."

Thi

s co

nsul

tant

belie

ved

teac

hers

hav

e be

com

e to

o su

bjec

t ori-

ente

d. T

hey

supp

ly a

nsw

ers

rath

er th

an s

timul

ate

the

stud

ents

to d

ig u

p th

eir

own

answ

ers.

He

drew

ade

finite

dis

tinct

ion

betw

een

know

ing

asu

bjec

t and

kno

win

g ho

w to

teac

h a

subj

ect.

Def

inin

g a

prin

cipa

l as

a "t

each

er o

f tea

cher

s,"

he d

ecla

red

that

the

prin

cipa

l sho

uld

begi

n w

ithth

e as

sum

ptio

n th

at th

e te

ache

r kn

ows

prac

tical

lyno

thin

g ab

out t

each

ing

lear

ning

."T

each

ers

inst

ruct

as

if al

l the

ir st

uden

ts a

rego

ing

to b

ecom

e pr

ofes

sion

al h

isto

rians

or

hist

ory

teac

hers

, whe

n, o

bvio

usly

, the

per

cent

age

who

will

is e

xtre

mel

y sm

all.

Som

e st

uden

ts n

eed

only

to b

e ex

pose

d to

a s

ubje

ct, o

ther

s ne

ed a

spe

ak-

ing

know

ledg

e of

it, a

nd a

few

stu

dent

s w

ant t

obe

com

plet

ely

emer

sed

in th

e su

bjec

t. S

choo

lssh

ould

acc

omm

odat

e al

lof

thes

e op

tions

." H

e

cont

ende

d th

at e

very

teac

her

shou

ld p

repa

re a

t lea

ston

e le

arni

ng p

acka

ge. I

n th

is w

ay, t

he id

ea o

fte

achi

ng c

once

pts

to s

tude

nts

is in

tern

aliz

ed a

ndth

e te

ache

r ga

ins

a be

tter

unde

rsta

ndin

g of

the

sequ

ence

of c

once

ptua

l lea

rnin

g.T

he p

artic

ipan

ts w

ere

urge

d to

alte

r th

eir

facu

lty m

eetin

gs to

bec

ome

larg

e gr

oup

inst

ruct

ion

for

the

purp

ose

ofm

otiv

atln

g to

war

d ch

ange

.T

hen,

thro

ugh

inde

pend

ent s

tudy

, try

ing

the

tech

-ni

que,

eva

luat

ing

the

resu

lts, u

tiliz

ing

feed

back

,an

d m

akin

g im

prov

emen

ts, t

he n

ew p

ract

ice

will

be im

plem

ente

d. "

Giv

ing

your

teac

hers

the

free

-do

m to

act

, to

thin

k, a

nd to

cre

ate

lets

them

set

the

stag

e."

A p

artic

ipan

t rel

ated

his

exp

erie

nce

with

let-

ting

the

facu

lty d

evel

op th

eir

own

styl

e of

cha

nge.

"With

my

staf

f,it

took

two

year

s to

con

vinc

eth

em th

ati

was

n't t

here

to im

pose

a p

rogr

am.

Sec

ondl

y, e

very

one

didn

't ha

ve to

sub

scrib

e to

the

sam

e pr

ogra

m in

ord

er to

mak

e th

e sy

stem

wor

k. O

ur s

ocia

l stu

dies

teac

hers

initi

ated

som

egr

oup

lear

ning

. Our

Eng

lish

prog

ram

bec

ame

non-

grad

ed. O

ur m

athe

mat

ics

depa

rtm

ent u

tiliz

ed p

ro-

gram

med

inst

ruct

ion.

So

we

wer

e no

t sea

rchi

ngfo

r th

epa

ckag

e, th

e pr

ogra

m, o

r an

y sp

ecifi

cm

odel

into

whi

ch e

very

one

wou

ld h

ave

to fo

rce

them

selv

es. O

nce

they

felt

com

fort

able

and

und

er-

stoo

d th

at th

e pr

ogra

m th

ey a

dopt

ed w

as th

e on

em

ost e

xped

ient

to m

eet t

he g

oals

they

had

set

,th

en w

e w

ere

read

y to

go

ahea

d. S

ince

they

had

the

prer

ogat

ive

of r

etur

ning

to th

eir

form

er s

tyle

of te

achi

ng if

they

wan

ted,

it w

as e

asie

r fo

r th

emto

try

som

ethi

ng n

ew a

nd d

iffer

ent f

or a

whi

le."

The

bas

ic d

iffic

ulty

with

mos

t exp

erim

enta

-tio

n is

that

the

goal

s ar

e no

t com

plet

ely

unde

r-st

ood.

One

out

side

con

sulta

nt s

ugge

sted

set

ting

up a

sch

ool w

here

all

the

obje

ctiv

es th

at p

eopl

eca

n re

ach

in th

e va

rious

sub

ject

dis

cipl

ines

are

Page 12: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

4411000-

Page 13: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

clea

rlyes

tabl

ishe

d."I

t wou

ld b

e lik

e a

supe

r-m

arke

t in

that

the

stud

ent c

ould

com

e an

ytim

e he

wan

ted

and

wor

k to

war

d w

hate

ver

obje

ctiv

es h

ew

ante

d. S

uch

a le

arni

ng s

ituat

ion

wou

ld n

ot h

ave

clas

s ho

urs

or s

ched

uled

mee

tings

in th

e us

ual

sens

e. S

tude

nts

Wou

ld s

impl

y co

me

shop

ping

and

wor

k to

war

d ob

ject

ives

.it

beco

mes

a m

atte

r of

wha

t obj

ectiv

e a

stud

ent i

s w

orki

ng to

war

d. T

hest

uden

t kee

ps w

orki

ngun

tilhe

mas

ters

that

obje

ctiv

e."

Ano

ther

dis

cuss

ion

lead

er e

xpla

ined

that

one

of th

e re

ason

s st

uden

ts a

re u

nder

achi

ever

s is

that

they

do

not u

nder

stan

d w

hat t

hey

are

sup-

pose

d to

lear

n. T

each

ers

do n

ot 'm

ake

the

obje

c-tiv

essu

ffici

ently

clea

r.T

his

alle

gatio

n pr

ecip

i-ta

ted

a le

ngth

y di

scus

sion

of t

he c

lass

room

pre

s-su

res

on th

e te

ache

r."Y

ou c

anno

t put

a te

ache

r on

dis

play

for

five

hour

s a

day,

five

day

s a

wee

k, a

nd e

xpec

t a c

on-

tinuo

usly

stim

ulat

ing

pres

enta

tion

from

the

teac

h-er

. Now

/a te

ache

r ha

s th

e ad

ditio

nal c

ompe

titio

nof

tele

visi

on."

Thi

s pr

inci

pal a

sser

ted

that

stu

-de

nts

are

look

ing

for

as e

xciti

ng a

per

form

ance

in fr

ont o

f the

cla

ss a

s th

ey s

ee o

n th

e te

levi

sion

set.

"Tha

t is

a to

ugh

assi

gnm

ent."

Ano

ther

adm

inis

trat

or c

halle

nged

him

, "T

his

is th

e ve

ry r

easo

n th

at, o

ver

the

natio

n, w

e ar

em

ore

read

y fo

r ch

ange

than

eve

n th

e te

ache

rs a

rew

illin

g to

adm

it. T

each

ers

are

begg

ing

for

assi

st-

ance

from

som

epla

ce, s

ome

dire

ctio

n. W

ith a

real

istic

am

ount

of p

robi

ng o

n ou

r pa

rt a

s pr

inci

-pa

ls a

nd e

ven

a m

inim

um o

f bac

king

from

our

boar

ds o

fed

ucat

ion,

the

teac

hers

are

ree

dy."

Org

aniz

atio

nal d

evel

opm

ent h

as b

een

calle

dth

esc

ient

ific

man

agem

ent o

f pla

nned

cha

nge.

Cha

nge

happ

ens.

Stu

dent

s be

com

e ac

tiviti

sts,

and

chan

ge is

thru

st u

pon

the

scho

ol. W

hat c

an a

To

prin

cipa

l do

to c

reat

e th

e cl

imat

e w

here

cha

nge

Page 14: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

can

occu

r in

a p

lann

edw

ay?

A n

eces

sary

com

-po

nent

in th

e pr

oces

s of

cha

nge

is a

per

iod

ofdi

sorg

aniz

atio

n.If

the

prin

cipa

l wan

ts to

brin

gab

out c

hang

e du

ring

that

dis

orga

niza

tion,

peop

leha

ve to

rec

ogni

ze th

at w

hat t

hey

are

doin

gis

not

wor

king

. Fin

ally

, the

y co

me

to th

e po

int

of a

d-m

ittin

g th

at th

e si

tuat

ion

is d

eplo

rabl

e an

d so

me-

thin

g m

ust b

e do

ne. W

hen

peop

le a

re a

tth

ispo

int,

then

cha

nge

may

be

impl

emen

ted.

gain

ing

com

mun

ity s

uppo

rtF

ollo

win

g a

scho

ol d

isru

ptio

n, o

ne o

fth

epr

inci

pals

beg

an g

oing

into

the

com

mun

ityan

dm

eetin

g w

ith g

roup

s of

15

to 2

0 pa

rent

s."I

alw

ays

take

alo

ng a

noth

er s

taff

mem

ber

from

the

scho

ol. T

hese

ses

sion

s ar

e us

ed to

ans

wer

que

s-tio

ns a

nd c

lear

up

mis

info

rmat

ion

abou

tthe

sch

ool.

I try

to b

e co

mpl

etel

y ho

nest

and

not

cov

er u

pan

y of

our

pro

blem

s. T

his

has

enab

led

me

tolo

cate

man

y of

the

thin

gs th

at a

rebo

ther

ing

peop

le."

Ano

ther

adm

inis

trat

or, w

hose

loca

lsi

tuat

ion

has

been

cal

m, s

ets

up "

bloc

k co

ffees

"in

ord

erto

mee

t with

peo

ple

in th

eco

mm

unity

. A s

tude

ntac

com

pani

es th

e ad

min

istr

ator

to e

ach

mee

ting.

The

exp

erie

nce

so fa

r ha

s be

en th

at th

est

uden

tus

ually

doe

s m

uch

of th

e ta

lkin

g."W

e ar

e ap

-pr

oach

ing

this

with

the

attit

ude

that

peo

ple

mea

nw

ell a

nd h

ave

a rig

ht to

be

conc

erne

d.A

s sc

hool

peop

le w

e sh

ould

list

en a

nd g

ive

our

side

of

the

stor

y."

In o

ne M

idw

este

rn c

ity w

here

the

boar

d of

educ

atio

n w

as e

xper

ienc

ing

grea

t diff

icul

tyin

gai

n-in

g ta

xpay

er a

ppro

val o

f sch

ool b

ond

issu

es,

boar

dm

embe

rs a

nd a

dmin

istr

ator

s to

ok to

the

stre

ets

on S

atur

days

and

Sun

days

.T

hey

wen

t fro

m

hous

e to

hou

se, d

iscu

ssin

g sc

hool

prob

lem

s w

ithpa

rent

s. O

ne p

rinci

pal c

alle

dth

is p

ract

ice

"the

best

edu

catio

nal p

ublic

rel

atio

ns p

rogr

amin

the

coun

try

toda

y."

com

pass

ion

is p

art o

fcu

rric

ulum

rel

evan

ce"T

he h

uman

pro

blem

s of

edu

catio

n so

ofte

nou

twei

gh th

e ac

adem

ic p

robl

ems.

"A

gree

ing

with

this

sta

tem

ent b

y a

reso

urce

per

son,

apa

rtic

ipan

tdi

sclo

sed

that

the

prob

lem

s of

disc

iplin

e, d

rugs

.an

d ra

cial

rel

atio

ns h

ave

com

plet

ely

supe

rsed

edth

e cu

rric

ulum

as

the-

prim

ary

conc

ern

of p

aren

tsin

his

are

a. "

Thi

s is

esp

ecia

llysi

gnifi

cant

sin

cem

y co

mm

unity

is v

ery

colle

ge-o

rient

ed."

Yet

the

pare

nts'

wor

ries

are

not g

ener

ally

shar

ed b

y th

eir

sons

and

dau

ghte

rs.

"In

mee

ting

with

com

bata

ntst

uden

ts fo

llow

-in

ga

disr

uptio

n in

my

high

sch

ool,

t was

as-

toun

ded

by th

e ap

peal

thes

e yo

ung

peop

le m

ade,

"th

is p

rinci

pal t

old

his

fello

wco

nfer

ees.

"T

hese

stud

ents

sai

d th

ey w

ould

rea

llylo

ve to

mee

t the

irte

ache

rs. T

hey

aske

d m

e, Is

ther

e no

way

that

we

can

get t

okn

ow o

ur te

ache

rs a

s pe

ople

?'T

he s

tude

nts

belie

ved

they

cou

ldhe

lp th

e te

ache

rsto

und

erst

and

the

youn

gpe

ople

if th

ey c

ould

talk

to th

em in

an

info

rmal

setti

ng. A

t the

sam

e tim

e,th

e st

uden

ts w

ould

be

gain

ing

a be

tter

unde

r-st

andi

ng o

f the

teac

hers

. Eve

n in

the

shad

ow o

f asc

hool

-wid

e rio

t, th

ese

stud

ents

felt

that

this

new

rela

tions

hip

with

teac

hers

wou

ldbe

nefit

thei

r ed

u-ca

tion.

The

sch

ool

is n

ow w

orki

ng in

sev

eral

area

s to

brin

g ab

out t

his

chan

ge.

Spe

akin

g to

the

prob

lem

of i

nter

pers

onal

re-

latio

ns, a

con

sulta

nt o

pted

for

shed

ding

the

ad-

viso

ry r

elat

ions

hip

whi

ch s

o of

ten

exis

ts b

etw

een

stud

ents

and

teac

hers

. "If

the

issu

es u

nder

lyin

gst

uden

t unr

est a

re th

e la

ck o

fin

terp

erso

nal r

e-la

tions

hips

, the

n it

does

n't d

o an

y go

odju

st to

free

the

teac

her's

tim

e. T

here

has

tobe

a w

ay to

free

stu

dent

s' ti

me

and

prov

ide

a pl

ace

whe

reth

ey c

an m

eet.'

"O

ne s

choo

l he

visi

ted

had

larg

ede

part

men

tal o

ffice

s w

hich

wer

e op

en to

stud

ents

.A

ll st

uden

ts w

ere

allo

wed

hono

r st

udy

whe

reby

it w

as a

ssum

ed th

at e

Ltch

stu

dent

ente

ring

that

scho

ol c

ould

be

trus

ted

until

he

dem

onst

rate

dot

herw

ise

rega

rdle

ss o

f his

mar

ks. E

ach

stud

ent

was

ass

igne

d to

five

clas

ses

but w

as fr

ee to

go

anyw

here

in th

e sc

hool

at a

ny o

ther

time.

If h

eab

used

his

free

dom

by

cutti

ngcl

asse

s or

goi

ngof

f cam

pus,

then

he

was

ass

igne

d to

ast

udy

hall.

"Fre

eing

the

stud

ents

' and

teac

her's

time

and

givi

ng th

em a

n op

en m

eetin

g gr

ound

was

foun

dto

be

an e

xcel

lent

mea

nsof

inte

ract

ion.

A lo

t of

stud

ents

wer

e m

ovin

g th

roug

h th

ese

offic

es a

ndm

any

wer

e no

t the

one

sth

at n

orm

ally

wou

ld b

eex

pect

ed to

mee

t fre

ely

with

the

teac

hers

. The

teac

hers

wer

e qu

ite r

elax

ed in

that

type

of s

ettin

g."

do m

arks

hav

e a

plac

ein

the

rele

vant

curr

icul

um?

"You

can

't do

you

r be

st w

hen

your

ene

rgy

fade

s:ce

real

hel

ps y

ou g

et b

ette

r gr

ades

!"F

rom

a b

reak

fast

food

man

ufac

ture

r'ste

levi

sion

com

mer

cial

"The

gra

ding

'of a

stu

dent

's a

chie

vem

ents

in

high

sch

ool i

s re

lativ

ean

d th

eref

ore

not r

elev

ant,"

one

of th

e ad

min

istr

ator

sst

ated

. "If

John

rec

eive

san

A-

in E

nglis

h, a

ndM

ary

rece

ives

aw

hat

do th

ese

grad

es r

ealty

mea

n? B

oth

stud

ents

pas

sed

the

cour

se, s

o th

e le

tter

desi

gnat

ions

tell

us o

nly

that

Joh

n's

mas

tery

of t

he m

ater

ial

cove

red

durin

gth

e sc

hool

yea

r, b

y on

e pa

rtic

ular

teac

her

in o

ne

Page 15: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

part

icul

ar s

ubje

ctar

ea, w

as s

uper

ior

to M

ary'

sun

ders

tand

ing

of th

e sa

me

mat

eria

l und

er th

e sa

me

cond

ition

s. T

he c

oncl

usio

n th

at is

usu

ally

dra

wn

(Joh

n is

a "

bette

r" s

tude

nt th

an M

ary)

is e

rro-

neou

s in

the

light

of a

rel

evan

t cur

ricul

um. S

ince

both

of t

hese

stu

dent

s ha

ve a

bout

the

sam

ege

nera

l int

ellig

ence

, a m

ore

logi

cal c

oncl

usio

n w

ould

be th

at M

ary'

s in

tere

sts

and

abili

ties

wer

e no

tst

imul

ated

suf

ficie

ntly

by

the

subj

ect m

atte

r an

d/or

the

teac

her.

"The

refo

re, i

t see

ms

obvi

ous

that

whe

n w

eim

pose

lette

r gr

ades

on

the

achi

evem

ents

of

stud

ents

, we

are

not r

atin

g th

e yo

ungs

ters

at

all

rath

er, w

e ar

e ra

ting

the

effe

ctiv

enes

s of

the

curr

icul

a!"

A c

onsu

ltant

to th

e se

min

ar a

gree

d. "

Eve

nin

sch

ools

-w

hich

hav

e be

gun

to g

roup

by

abili

tyan

d ac

hiev

emen

t, th

e ge

nera

l pra

ctic

e is

to a

ssig

nm

arks

of A

and

B o

nly

to th

e hi

ghes

t-ac

hiev

ing

grou

ps, w

hile

mar

ks o

f C a

nd 0

are

aut

omat

ical

lygi

ven

in th

e re

med

ial g

roup

s."

Itis

har

dly

fair

for

an in

telle

ctua

lly h

andi

capp

ed y

oung

ster

or

ase

rious

ly w

orki

ng r

emed

ial s

tude

nt to

be

mar

ked

on th

e sa

me

scal

e as

the

acad

emic

ally

gift

ed. E

ven

whe

n w

orki

ng a

t his

bes

t rat

e, th

is s

tude

nt r

e-ce

ives

a lo

w o

r fa

iling

gra

de. "

Con

fron

ted

with

arig

idm

arki

ng s

yste

m,

are

med

ial s

tude

nt m

ayw

ork

at h

is to

p m

enta

l cap

acity

and

nev

er r

ecei

vea

pass

ing

mar

k, w

hile

an

acad

emic

ally

abl

e st

uden

tm

ight

put

fort

h lit

tle e

ffort

and

stil

l mak

e a

high

mar

k. N

o w

onde

r co

nfus

ion

and

appr

ehen

sion

are

evid

ent a

mon

g st

uden

ts, p

aren

ts, a

nd te

ache

rsab

out t

he m

arki

ng a

nd r

epor

ting

prec

tices

of m

any

of o

ur s

choo

ls.-

Inde

ed, s

tude

nts

are

com

plai

ning

abo

ut th

ehi

gh s

choo

l gra

ding

sys

tem

, be

it le

tter

or n

umer

i-ca

l. O

ne c

onfe

renc

e m

embe

r m

ade

refe

renc

e to

a72

lette

r to

the

edito

r w

hich

was

prin

ted

in T

he O

pen

Doo

r, a

n un

derg

roun

d hi

gh s

choo

l new

spap

er,

publ

ishe

d in

Milw

auke

e, W

isco

nsin

:

Dea

r E

dito

r:I c

onsi

der

mys

elf a

n av

erag

e st

uden

t with

an

aver

age

rang

ing

from

abo

ut 8

0 to

88.

My

ques

tion

is: W

hat i

s 80

? In

sch

ool,

the

teac

hers

mar

k yo

uin

num

bers

. Sho

uld

this

be

done

? W

hen

I lea

rnw

hat I

am

sup

pose

d to

lear

n, I

am u

sual

ly s

atis

-fie

d. I

can'

t see

why

I sh

ould

hav

e to

be

diss

atis

-fie

d ju

st b

ecau

se s

ome

teac

her

does

n't l

ike

me

or d

oesn

't th

ink

I've

lived

up

to m

y ab

ilitie

s. A

fter

all,

the

ques

tion

is: H

ave

I lea

rned

wha

t I w

assu

ppos

ed to

? N

ot: H

ow m

uch

of e

very

thin

g ha

veI l

earn

ed?

Or:

How

muc

h of

this

boo

k ha

ve I

lear

ned?

/ th

ink

that

we

shou

ld b

e m

arke

d on

apa

ss-f

ail b

asis

. In

othe

r w

ords

, we

are

mar

ked

ona

repo

rt c

ard

eith

er "

P"

or "

F."

I re

aliz

e th

atth

is w

ould

be

"unf

air"

to th

e on

es w

ith v

ery

high

aver

ages

, bat

wha

t of i

t? It

wou

ld e

limin

ate

the

bitte

r st

rugg

le g

oing

on

betw

een

the

norm

al g

uys

and

the

brai

ns.

It w

ould

elim

inat

e th

e "b

row

nie

syst

em"

in w

hich

teac

hers

(no

t all

of th

em)

mar

kso

me

guys

hig

her

beca

use

they

get

alo

ng w

ell.

It w

ould

als

o gi

ve a

stu

dent

mor

e tim

e to

lear

na

cour

se h

e is

act

ually

inte

rest

ed in

or

will

do

him

mor

e go

od th

an a

noth

er r

equi

red

cour

se. I

prop

ose

that

sch

ools

wou

ld s

tart

to m

ark

requ

ired

cour

ses

this

way

and

gra

dual

ly p

roce

ed to

cha

nge

the

othe

rs o

ver

a pe

riod

of s

emes

ters

unt

il al

lco

urse

s w

ere

mar

ked

this

way

. Thi

s w

ould

avo

idco

nfus

ion

but s

till g

et it

don

e.

"Wha

t is

trag

ic a

bout

that

lette

r,"

a pa

rtic

ipan

tob

serv

ed, "

is th

at th

e w

riter

was

com

pelle

d to

re-

sort

to a

n un

auth

oriz

ed s

choo

l pub

licat

ion

to g

ethi

s vi

ews

acro

ss. W

hy c

ould

n't t

hat s

tude

nt h

ave

talk

ed th

e m

atte

r ov

er w

ith h

is p

rinci

pal?

I gu

ess

the

answ

er is

pre

tty o

bvio

us."

Page 16: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

Too

ofte

n sc

hool

adm

inis

trat

ors

appr

oach

cha

nge

with

:pus

illan

imity

. 'In

a le

tter

toch

ief s

tate

sch

ool

offic

ersA

he U

nite

d S

tate

s C

omm

issi

oner

of E

duca

-tio

n re

ques

ted

that

sch

ools

not

req

uire

cert

ain

grad

e av

erag

es b

efor

e st

uden

tsco

uld

part

icip

ate

in,c

heer

leac

ting

squa

ds, b

ut h

em

ade

no s

imila

rre

ques

etab

our

the

requ

irem

ents

for

play

ing

vars

ityat

hlet

ics.

App

aren

tly, e

ven

the

Com

mis

sion

er o

f Edu

ca-

tion;

is fe

arfu

l, of

aro

usin

g th

e ire

of s

tate

activ

ities

asso

ciat

ions

whi

ch c

Ont

rol a

thle

tic e

ligib

ility

.It

isin

tere

stin

g to

not

e th

at th

ese

grou

psw

hich

are

com

pose

d en

tirel

y of

prin

cipa

ls a

re m

ore

trad

i-tio

nal a

nd h

ideb

ound

than

any

oth

ered

ucat

iona

l

orga

niza

tion.

otm

orph

ere

for

o re

lev

curr

icul

umT

he s

truc

ture

of t

he s

choo

l, w

ithth

e po

wer

appo

inte

d fr

om a

bove

, and

the

stru

ctur

e of

eac

hcl

ass;

with

the

wor

ds o

f the

teac

her

equa

ling

the

trut

h; s

erve

. the

pur

pose

of tr

aini

ng s

tude

nts

toac

cept

thet

pres

ent s

yste

man

d th

eir

plac

es in

it.

Whe

rtim

atte

rs. i

nsc

hool

is th

at y

ou s

top

ques

-tio

ning

-and

crit

iciz

ing

and

begi

nto

mem

oriz

ew

hat y

ou're

told

ris

rig

ht.

It m

akes

no

diffe

renc

ew

hat i

t is-

(m

ath

or s

ocia

l stu

dies

) or

whe

ther

ies;

Tru

e (b

lack

peo

ple

wer

e ha

ppie

rin

sla

very

),w

hat,Y

ou d

ig b

r'the

tim

e yo

u, g

etto

hig

h sc

hool

is,to

giv

e th

e rig

ht a

nsw

ers

on th

ete

st."

'T

he N

ew Y

ork

Hig

h Sc

hool

Fre

e Pr

ess

Ano

ther

,of t

he s

emin

ar c

onsu

ltant

s re

port

edth

at in

vest

igat

ions

con

duct

ed b

y th

eU

nite

d S

tate

sO

ffice

of '

Edu

catio

n ha

ve r

evea

led

four

bas

icki

nds

of c

once

rn v

oice

d by

hig

hsc

hool

and

colle

ge2i

tude

nts.

The

se s

ame

conc

erns

are

bei

ng

a

Page 17: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

voic

ed in

diff

eren

t way

s by

par

ents

, tea

cher

s, a

ndpr

inci

pals

:T

he q

uest

ion

of d

ehum

aniz

atio

n of

inst

itutio

nal

life

a lo

ss o

f ide

ntity

and

per

sona

l tou

chev

iden

t with

in th

e in

stitu

tion

The

con

cern

for

the

ineq

uitie

s in

soc

iety

The

who

le q

uest

ion

of e

duca

tiona

l irr

elev

ancy

The

pro

blem

s of

rac

ial a

nd c

ultu

ral d

iscr

imin

atio

nT

he in

vest

igat

ions

foun

d ce

rtai

n si

mila

ritie

san

d', d

iffer

ence

s be

twee

n hi

gh s

choo

l and

col

lege

diso

rder

s. W

hite

the

issu

es a

re a

like,

the

man

i-fe

stat

ions

are

dis

sim

ilar.

For

exa

mpl

e, s

pont

anei

tyis

,arr

evi

dent

trai

t .of

hig

h sc

hool

dis

orde

rs, w

hich

ofte

n ex

hibi

t a r

iot-

like

pers

onal

ity. C

olle

ge d

is-

orde

rs r

end

to b

e m

ore

plan

ned.

In h

igh

scho

ol,

mor

estu

dent

-to-

stud

ent c

onfli

ct is

dis

play

ed th

anat

the

colle

ge le

vel.

"Wha

t con

cern

s m

e m

ost a

s i t

rave

l aro

und

the

coun

try,

" th

e co

nsul

tant

exp

lain

ed, "

is th

atth

e fo

llow

ing

diffe

rent

iatio

ns a

re n

ot m

ade,

par

ticu-

larly

by

prin

cipa

ls:

Res

pect

for

auth

ority

ver

sus

fear

of a

utho

rity

Aut

horit

y in

exp

osin

g id

eas

vers

us a

utho

rity

inim

posi

ng id

eas

Sel

f-di

scip

line

vers

us o

bedi

ence

"Man

y of

the

adul

ts in

our

sch

ools

see

m to

thin

k, th

ere,

are

Cer

tain

idea

s th

at a

utho

rity

mus

tim

pose

on

stud

ents

. As

educ

ator

s, w

e th

ink

we

are,

-res

pons

ible

for

a ch

ild's

lear

ning

. We

are

not;

they

are

resp

onsi

ble

for

thei

r ow

n le

arni

ng! S

ocia

lre

sear

ch h

as fo

und

that

a n

euro

tic r

elat

ions

hip

will

exi

st w

hene

ver

one

hum

an b

eing

ass

umes

resp

onsi

bilit

y fo

r an

othe

r hu

man

bei

ng's

thou

ghts

,fe

elin

gs o

r be

havi

or. T

he te

ache

r ca

n on

ly b

ere

spon

sibl

e fo

r st

ruct

urin

g co

nditi

ons

cond

uciv

e'to

lear

ning

."T

he id

ea ''

of p

unis

hmen

t and

rew

ard

whi

ch is

14pr

actic

ed o

vert

ly o

r co

vert

ly in

mos

t sch

ools

is

base

d on

the

prem

ise

that

ther

e is

one

una

mbi

g-uo

us r

ight

ans

wer

as

dete

rmin

ed b

y au

thor

ity. A

nyot

her

resp

onse

is g

oing

to b

e pu

nish

ed. T

he c

on-

fere

es fe

lt th

at th

is w

as th

e ke

y fa

ctor

beh

ind

ase

ries

of n

egat

ive

effe

cts

on s

tude

nts

as h

uman

bein

gs, w

hich

are

evi

denc

ed in

mos

t sch

ool s

yste

ms

toda

y. Stu

dent

s ar

e ta

ught

from

the

outs

et th

at th

eysh

ould

be

afra

id o

f hav

ing

cert

ain

thin

gs h

appe

nto

them

poor

gra

des,

pun

ishm

ent f

rom

aut

hor-

ities

, hum

iliat

ion,

ost

raci

sm, a

nd fa

ilure

. Fro

mel

emen

tary

sch

ool t

hrou

gh h

igh

scho

ol, s

choo

lof

ficia

ls u

se th

ese

fear

s as

a w

eapo

n to

est

ab-

lish

and

mai

ntai

n or

der

and

obed

ienc

e.In

ord

er to

be

"suc

cess

ful,"

stu

dent

s m

ust l

earn

to s

uppr

ess

and

deny

feel

ings

, em

otio

ns, a

ndth

ough

ts th

at a

re n

ot in

line

with

wha

t the

teac

her

feel

s is

acc

epta

ble.

In p

lace

of t

hese

hone

st fe

elin

gs, e

mot

ions

, and

thou

ghts

, stu

-de

nts

are

taug

ht th

at, t

o "s

ucce

ed,"

oth

erex

terio

rsdi

shon

est t

houg

h th

ey m

ay b

em

ust b

e su

bstit

uted

. Thi

s is

the

expl

icit

mes

-sa

ge c

onve

yed

thro

ugho

ut a

stu

dent

's 1

2 ye

ars

in s

choo

l.It

is s

oon

obvi

ous

to s

tude

nts

wha

t typ

es o

fre

spon

ses

are

likel

y to

be

succ

essf

ul a

t pla

ying

the

scho

ol g

ame.

And

so,

bef

ore

too

long

, ast

uden

t's a

ppro

ach

to q

uest

ions

and

pro

blem

sun

derg

oes

a ba

sic

chan

ge.

It be

com

es c

lear

that

app

roac

hing

a q

uest

ion

on a

test

by

sayi

ng,

"Wha

t is

my

own

resp

onse

to th

is q

uest

ion?

"is

ris

ky in

deed

, and

tota

lly u

nwis

e if

one

cove

tsth

e hi

ghes

t gra

de p

ossi

ble

(and

the

scho

olsy

stem

teac

hes

the

stud

ent t

hat h

e sh

ould

).R

athe

r, th

e re

al q

uest

ion

is o

bvio

us to

any

stud

ent w

ho k

now

s an

ythi

ng a

bout

how

sch

ools

wor

k, "

Wha

t is

the

answ

er th

e te

ache

r w

ants

me

to g

ive?

Wha

t can

Iw

rite

that

will

ple

ase

the

teac

her?

"T

he s

choo

l sys

tem

take

s yo

ung

peop

le w

ho a

rein

tere

sted

in th

e th

ings

aro

und

them

and

des

troy

sth

isna

tura

ljo

y in

dis

cove

ring

and

lear

ning

.G

enui

ne, h

ones

t rea

sons

for

wan

ting

to le

arn

are

squa

shed

and

rep

lace

d w

ith a

n im

med

iate

set o

f rew

ards

(w

hich

edu

cato

rs s

ay a

re n

oten

ds in

them

selv

es, b

ut w

hich

nev

erth

eles

sbe

com

e ju

st th

at).

Rea

l rea

sons

for

wan

ting

to le

arn

the

stud

ents

' ow

n re

ason

s --

are

not t

reat

ed a

s th

ough

they

wer

e va

lid.

With

its d

isho

nest

y an

d pr

emiu

m o

n du

tiful

obed

ienc

e, th

e sc

hool

sys

tem

cau

ses

feel

ings

of r

esen

tmen

t and

alie

natio

n, w

heth

er th

ese

feel

ings

are

exp

ress

ed (

as is

bec

omin

g m

ore

and

mor

e th

e ca

se),

or

hidd

en a

nd s

ubm

ern,

ed.

The

ran

ge o

f ide

as to

whi

ch s

tude

nts

are

ex-

pose

ci b

y th

e sc

hool

sys

tem

is p

itifu

lly n

arro

w,

espe

cial

ly in

the

earli

er g

rade

s. T

hrou

gh u

seof

text

book

s th

at g

ive

only

lim

ited

pers

pec-

tive,

and

thro

ugh

use

of c

urric

ula

and

teac

her

attit

udes

that

are

con

finin

g, s

tude

,As'

min

dsar

e co

nditi

oned

to a

ccep

t tha

t with

whi

ch th

eyar

efa

mili

ar a

nd r

ejec

t wha

t see

ms

fore

ign.

By

insi

stin

g th

at th

e sc

hool

s re

mai

n in

telle

c-tu

ally

isol

ated

from

idea

s an

d cu

lture

s th

at d

ono

t ble

nd w

ith th

ose

of th

e im

med

iate

com

-m

unity

, sch

ool

offic

ials

have

the

effe

ctof

solid

ifyin

g an

d pe

rpet

uatin

g lo

cal p

reju

dice

s.O

nly

with

the

free

exc

hang

e of

idea

s an

d lif

est

yles

can

stu

dent

s ga

in a

bro

ad o

utlo

ok.

Per

haps

mos

t tra

gic

of a

llis

wha

t the

sch

ool

syst

em d

oes

to th

e em

otio

nal a

nd m

enta

lat

titud

es a

nd s

ubco

nsci

ous

ofits

stu

dent

s.T

he s

yste

m, f

or in

stan

ce, i

s w

illin

g to

labe

lst

uden

ts a

s fa

ilure

s at

age

8, 1

2, o

r 17

and

does

. In

addi

tion

to th

e fa

ct th

at th

is o

ften

serv

es a

s a

self-

fulfi

lling

pro

phec

y, th

is a

ctio

n

Page 18: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

has

a cr

uelly

dam

agin

g an

d de

grad

ing

effe

cton

stu

dent

s, a

nd is

inex

cusa

ble.

"Wha

t is

wor

thno

ting

here

,"a

sem

inar

dele

gate

rem

arke

d, "

is th

at th

is li

st o

f des

truc

tive

effe

cts

was

com

pile

d no

t by

a te

am o

f out

side

expe

rts,

but

by

high

sch

ool s

tude

nts

them

selv

es!

Mor

eove

r, th

ese

stud

ents

put

toge

ther

a li

stof

24 s

peci

fic c

hang

es w

hich

they

thou

ght s

houl

dbe

impl

emen

ted.

"1

Est

ablis

h an

om

buds

man

offi

ce, r

espo

nsib

ledi

rect

ly to

the

boar

d of

edu

catio

n, to

inve

sti-

gate

and

res

olve

com

plai

nts

from

stu

dent

s.T

his

obje

ctiv

e in

divi

dual

, who

is g

ener

ally

ape

rson

of t

he c

omm

unity

res

pect

ed b

y st

u-de

nts

and

facu

lty a

like,

bas

es h

is r

ecom

men

da-

tions

on

pers

onal

dis

cuss

ions

, inv

estig

atio

ns,

and

anal

ysis

of a

situ

atio

n.2.

Sto

p th

e in

timid

atio

n of

stu

dent

s by

sch

ool

offic

ials

thro

ugh

abus

e of

col

lege

rec

omm

enda

-tio

ns,

grad

es,

secr

et fi

les,

and

per

man

ent

reco

rd fi

les.

3. G

ive

the

stud

ents

an

impo

rtan

t rol

e in

the

shap

ing

and

impl

emen

tatio

n of

cur

ricul

a. T

hey

are

also

in a

n ex

celle

nt p

ositi

on to

pro

vide

mea

ning

ful f

eedb

ack

thro

ugh

cont

inuo

us e

val-

uatio

n of

the

effe

ctiv

enes

s, s

tren

gths

, and

wea

knes

ses

of th

eir

clas

ses.

4. A

llow

stu

dent

inpu

t in

teac

her

eval

uatio

ns.

Stu

dent

s ar

e in

the

best

pos

ition

to p

rovi

deva

luab

le in

form

atio

n co

ncer

ning

whe

ther

ate

ache

ris

stim

ulat

ing,

cre

ates

ent

husi

asm

,is

res

pons

ive

to in

divi

dual

nee

ds a

nd p

rob-

lem

s of

his

stu

dent

s, c

an r

e'at

e to

stu

dent

s(a

nd v

ice

vers

a), a

nd tr

eats

stu

dent

s w

ithre

spec

t for

thei

r hu

man

dig

nity

.5.

Elim

inat

e te

nsio

n an

d rig

idity

from

the

scho

ols.

Thi

s im

plie

s a

chan

ge in

atti

tude

an e

lim-

inat

ion

of th

e ap

proa

ch w

hich

say

s th

at w

hen

Page 19: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

16

stud

ents

exp

ress

them

selv

es, v

erba

lly a

ndth

roug

h in

tera

ctio

n, th

ey p

ose

a th

reat

to th

e"a

utho

rity"

and

"or

der"

of t

he s

choo

l sys

tem

.6.

Hire

edu

cato

rs a

nd r

esea

rche

rs to

exa

min

ede

eply

wha

t effe

ct th

e sc

hool

sys

tem

has

on

a st

uden

t's s

elf-

conc

ept,

crea

tivity

, and

des

ireto

exp

lore

and

lear

n.7.

Elim

inat

e al

l let

ter

grad

es. I

n el

emen

tary

and

juni

or h

igh

scho

ols,

gra

des

shou

ld b

e ab

ol-

ishe

d im

med

iate

ly, a

nd r

epla

ced

with

writ

ten

eval

uatio

ns b

y th

e te

ache

r. In

nig

h sc

hool

, ast

uden

t sho

uld

sim

ply

rece

ive

cred

it or

not

rece

ive

cred

it fo

r ea

ch c

ours

e he

has

take

n.In

ord

er fo

r th

e st

uden

ts to

get

feed

back

as

to h

ow th

ey a

re p

rogr

essi

ng, t

each

ers

shou

ldpr

ovid

e st

uden

ts w

ith w

ritte

n an

dor

alev

alua

tions

as

ofte

n as

nec

essa

ry. S

tude

nts

shou

ld r

ecei

ve a

cop

y of

all

writ

ten

eval

ua-

tions

; a c

opy

shou

ld b

e en

tere

d in

stu

dent

s'fil

es, b

ut s

houl

d no

t be

rele

ased

to c

olle

ges

with

out s

tude

nt-p

aren

t con

sent

. If a

com

plet

ech

ange

is m

ade

for

all t

he s

choo

ls w

ithin

the

coun

ty, c

olle

ges

will

hav

e no

cho

ice

but t

oco

nsid

er e

ach

appl

ican

t fro

m th

e co

unty

on

his

indi

vidu

al m

erit;

they

wou

ld b

e fo

rced

todo

with

out g

rade

s an

d cl

ass

rank

in e

valu

-at

g ap

plic

ants

.*8

. Enc

oura

ge a

nd a

llow

teac

hers

to r

espo

nd to

the

indi

vidu

al n

eeds

of t

heir

stud

ents

. Thi

sw

ill m

ean

few

er r

egul

ator

y re

stric

tions

and

,su

bseq

uent

ly, m

ore

flexi

bilit

y.9.

Allo

w s

tude

nts

to e

xerc

ise

cont

rol o

ver

wha

tha

pper

rs to

them

in s

choo

l. F

or e

xam

ple,

give

them

the

right

to tr

ansf

er o

ut o

f a c

ours

ew

hen

they

feel

that

the

cour

se is

not

sat

s-fa

ctor

y, th

erig

htto

go

into

inde

pend

ent

stud

y at

any

tim

e, a

nd th

e rig

ht to

form

ulat

eth

eir

own

goal

s an

d to

dec

ide

the

best

way

s

of a

chie

ving

them

.10

. Rep

lace

rigid

clas

s pe

riods

inse

cond

ary

scho

ols

with

shor

ter

and

mor

efle

xibl

em

odul

es.

11. G

rant

stu

dent

s th

e rig

ht to

prin

t and

dis

trib

ute

thei

r ow

n pu

blic

atio

ns w

ithou

t set

ting

upre

stric

tions

or

impo

sing

obs

tacl

es.

12. A

llow

stu

dent

s th

e fr

eedo

m to

dec

ide

wha

tth

ey w

ant t

o pr

int,

not o

nly

in s

tude

nt n

ews-

pape

rs b

ut in

yea

rboo

ks a

nd li

tera

ry m

aga-

zine

s as

wel

l.C

enso

rshi

p by

spo

nsor

s or

prin

cipa

ls, w

hate

ver

the

degr

ee o

f sub

tlety

,m

ust n

ot b

e al

low

ed.

13. G

ive

outs

ide

spea

kers

a c

hanc

e to

talk

tost

uden

ts w

ithou

t fav

oriti

sm o

r di

scrim

inat

ion.

14. R

efus

e to

pro

vide

me

nam

es a

nd a

ddre

sses

of h

igh

scho

ol s

tude

nts

to a

ny o

utsi

de o

rgan

-iz

atio

n w

ithou

t the

exp

ress

per

mis

sion

of t

hest

uden

t and

his

par

ents

.15

. Dev

elop

rel

evan

t cou

rses

to m

eet s

tude

ntin

tere

sts.

Stu

dent

s sh

ould

be

surv

eyed

as

tow

hat c

ours

es th

ey w

ould

like

to s

ee o

ffere

d,an

d th

e re

sults

sho

uld

play

a d

eter

min

ing

role

inth

e di

rect

ion

of c

ours

e of

ferin

gs.

Rac

ism

, urb

an li

fe, s

ubur

ban

life,

dru

gs, h

uman

rela

tions

, for

eign

pol

icy,

pol

ice-

yout

h re

latio

ns,

and

civi

llib

ertie

s ar

e a

few

topi

cs in

gre

atne

ed o

f cur

ricul

ar d

evel

opm

ent.

16. C

onsi

der

the

use

of th

e co

mm

unity

as

acl

assr

oom

for

"ser

vice

lear

ning

" in

an

ex-

tens

ion

of th

e hi

gh s

choo

l cur

ricul

um. I

nter

-es

ted

stud

ents

cou

ld "

appr

entic

e" Ih

emse

lves

(for

sch

ool c

redi

t) to

a lo

cal d

entis

t, ar

chite

ct,

libra

rian,

art

ist,

or n

ewsp

aper

edi

tor.

Oth

erst

uden

ts m

ight

wor

k in

chi

ld d

evel

opm

ent

clas

ses

with

ele

men

tary

chi

ldre

n, in

the

fire

orpo

lice

depa

rtm

ents

,in

hos

pita

ls, o

r in

rest

hom

es.

Page 20: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

17. A

llow

lstU

dent

s to

, arr

ange

vol

unta

ryse

min

ars,

or m

ini-c

ours

es, t

o be

held

dur

ing

the

scho

olda

y"; I

f-sc

hool

s ar

e to

bec

ome

real

lyre

le-

vant

; stu

dent

s m

ust b

eal

low

edin

deed

enco

urag

edto

set

up

disc

ussi

ons,

hold

wor

ksho

ps' a

nd s

emin

ars,

and

hea

rsp

eake

rs

who

,'ar

e w

ell-i

nfor

med

abo

utth

e su

bjec

tsth

at in

tere

st te

enag

ers.

18. E

xpan

d ',

the,

ran

ge o

f res

ourc

es.

Div

ersi

fied

pape

rbaC

klbo

oks

givi

ng d

iffer

ent p

ersp

ectiv

essh

ourc

t.:pl

ay' a

n im

port

ant p

art i

nw

iden

ing

the'

scop

e of

-th

ough

t and

exp

osur

ein

the

scho

ots;

,'Tex

tboo

ks a

tone

are

just

too

limite

din

cov

erag

e an

d, p

ersp

ectiv

e.19

. frif

orrr

rstu

dent

i,of t

heir

right

s. If

the

scho

olbo

ard

agre

es th

at 's

tude

nts

'do

have

right

s,th

en' i

t mus

t be'

will

ing

to m

ake

thes

e rig

hts

dire

ctly

kkno

wn

to e

ach

stud

ent.

20. E

grni

nate

' res

tric

t:3ns

hav

ing

todo

with

stu

-de

nidr

ess.

2T. H

old,

sem

inar

s fo

r te

ache

rsin

the

area

s of

hum

arkr

elat

ions

, rac

ism

, and

pro

gres

sive

'mac

h-in

g., m

etho

ds"

22. i

nteg

rate

intv

cla

sses

, su

ch a

sA

mer

ican

his

tory

and

prob

lem

s of

, the

20t

h ce

ntur

y,m

ater

ial

whi

ch th

orou

ghly

exp

lore

s al

l cul

tura

lm

inor

-iti

es',a

ndrin

inor

ity,v

iew

poin

ts. S

peci

al tr

aini

ngsh

ould

' be.

pro

vide

d to

teac

hers

in o

rder

torn

aket

henr

ctua

lifie

d to

dea

l with

this

impo

rtan

tas

pect

ofA

mer

ican

his

tory

and

soci

ety.

23. A

llow

, sch

ool b

oard

, hea

rings

for

stud

ents

. It

isi*

opor

tarit

, tha

t sch

ool o

ffici

als

com

e in

toco

ntac

t with

the

conc

erns

of s

tude

nts.

The

boar

d-co

uld

sche

oule

hea

rings

eve

ry tw

ow

eekS

, 'at

'whi

ch ti

me

stud

ents

wou

ld b

ein

vite

d tc

c,vo

ice

sugg

estio

ns a

nd a

irco

mpl

aint

s.24

. Ele

ct s

tucl

ents

,,to'

part

icip

ate

in s

choo

l boa

rdm

eetin

gs. E

very

sem

este

r th

e sc

hool

boa

rd

shou

ld s

uper

vise

the

elec

tion

of s

tude

nt r

ep-

rese

ntat

ives

from

am

ong

coun

ty h

igh

scho

olst

uden

ts, w

ho w

ill a

ttend

and

par

ticip

ate

inal

t sch

ool b

oard

mee

tings

.

expa

ndin

g th

e cu

rric

ulum

and

free

ing

the

dent

In d

iscu

ssin

g ci

vil l

iber

ties

inth

e re

leva

nt h

igh

scho

ol c

urric

ulum

, the

con

fere

esag

reed

that

the

aver

age

stud

ent i

s un

awar

eth

at h

e ha

s an

y rig

hts.

Adm

inis

trat

ors

wis

hing

to d

ispa

tch

with

"di

ffi-

culti

es"

as s

moo

thly

and

effic

ient

ly a

s po

ssib

le,

do n

othi

ng to

cha

nge

this

feel

ing.

The

typi

cal s

tude

nt s

ees

him

self

asbe

ing

atth

e m

ercy

of s

choo

lad

min

istr

ator

s; a

nd in

pra

ctic

e,in

deed

he

is. H

owev

er, a

nat

iona

lcom

mitt

ee th

atst

udie

d st

uden

t rig

hts

mad

eth

is s

tate

men

t re-

gard

ing

the

youn

g pe

opl e

.s le

galp

ositi

on, "

Stu

dent

sha

ve th

e rig

ht, a

s th

e cl

ient

sof

an

inst

itutio

n, to

guid

e th

e ef

fect

s th

e in

stitu

tion

has

on th

em. A

sot

her

inst

itutio

ns e

xist

to s

erve

thei

r cl

ient

s, s

choo

ls

at a

llle

vels

exi

st s

o th

at p

eopl

eat

tend

ing

them

may

lear

n. M

ore

than

mos

t ins

titut

ions

, sch

ools

influ

ence

the

cour

se o

f the

ir cl

ient

s'pr

esen

t and

futu

re li

ves.

Stu

dent

s, th

eref

ore,

have

the

right

to s

ubst

antiv

ein

fluen

ce o

ver

the

educ

atio

nal p

ro-

gram

, inc

ludi

ng th

e go

als

they

pur

sue,

the

topi

csth

ey s

tudy

, the

lear

ning

mat

eria

ls a

vaila

ble,

and

the

crite

ria fo

r ac

com

plis

hmen

t."T

he s

choo

l sys

tem

mus

t not

be

afra

id to

in-

form

eve

ry s

tude

nt d

irect

ly o

fhi

s fu

ndam

enta

lpr

otec

tive

right

s.F

or e

xam

ple,

whe

n st

uden

tsst

udy

the

Uni

ted

Sta

tes

Con

stitu

tion

and

its

amen

dmen

ts, t

heir

inte

rest

will

be

grea

tly e

n-liv

ened

if th

ey r

ead,

ana

lyze

, and

disc

uss

rece

ntS

upre

me

Cou

rt d

ecis

ions

affe

ctin

g st

uden

ts'r

ight

sun

der

the

Fou

rtee

nth

Am

endm

ent.

The

con

fere

nce

Page 21: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

refe

rred

spe

cific

ally

to tw

o la

ndm

ark

Sup

rem

e C

ourt

deci

sion

s,-

In W

est V

irgin

ia S

tate

Boa

rd o

f Edu

ca-

tion

et.

at.

v. B

arne

tte e

t. al

., th

e C

ourt

sta

ted

that

, "T

he F

ourt

eent

h A

men

dmen

t pro

tect

s th

eC

itize

n, a

gain

st th

e st

ate

itsel

f and

all

of it

s cr

ea-

ture

sbo

ards

of e

duca

tion

not e

xcep

ted.

" In

the`

mor

e re

cent

cas

e of

Tin

ker

et.

at.

v. D

esM

oine

s' In

depe

nden

t Com

mun

ity S

choo

l Dis

tric

tet

the

Cou

rt's

opi

nion

rea

d th

at: "

Sch

ool

offic

ials

, do'

not

pos

sess

abs

olut

e au

thor

ity o

ver

'thei

r st

uden

ts. S

tude

nts

in s

choo

l as

wel

l as

out

of s

choo

l are

'per

sons

' und

er o

ur C

onst

itutio

n."

The

unf

ortu

nate

, par

t is

that

text

book

s de

alin

g w

ithth

e so

cial

stu

dies

do

not p

rint e

ither

cop

ies

orex

cerp

ts o

f 'th

ese

deci

sion

s. C

onse

quen

tly, i

t is

incu

mbe

nt u

pon

the

teac

her

to p

rocu

re c

opie

sfr

om 't

he c

lerk

of t

he S

upre

me

Cou

rt. B

oth

ofth

ese

cour

t cas

es b

ear

heav

ily o

n th

e st

uden

t'srig

hti a

nd b

elon

g in

any

cou

rse

of s

econ

dary

soci

a;st

udie

s.C

harle

s E

. Silb

erm

an, w

ho s

pent

sev

eral

yea

rsan

alyz

ing-

cou

rt c

ases

invo

lvin

g st

uden

ts, i

s of

the

opin

ionm

that

for

a sc

hool

adm

inis

trat

or to

sus

pend

a st

uden

t, he

mus

t:T

. Pro

vide

not

ice

inw

ritin

gof

the

char

ges

2. D

raft,

a s

umm

ary

of e

vide

nce

on w

hich

the

char

ges,

are

base

d3.

Allo

w, '

the

right

of a

form

al h

earin

g w

ithth

e 's

tude

nt's

par

ents

or

atto

rney

4. G

ive

the

stud

ent t

he r

ight

of c

ross

-exa

min

atio

n5.

Pro

vide

rea

sona

ble

time

for

the

stud

ent t

opr

epar

e a

defe

nse

Sib

erm

anst

ates

furt

hert

hat,

"sin

ce r

epre

ssio

n fa

ilsan

yway

, it m

ay b

e w

orth

tryi

ng fr

eedo

m. T

here

isev

iden

Ce

that

it c

an w

ork

that

eve

n 'd

iffic

ult'

and

'dis

rupt

ive'

stu

dent

s ca

n re

spon

d to

an

atm

os-

w p

here

of t

rust

, par

ticul

arly

if a

dmin

istr

ator

s do

not

Page 22: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

conf

use

trus

t in

the

stud

ents

with

sent

imen

talit

y

abO

ut ;M

eth.

"C

orpo

ral p

unis

hmen

t in

toda

y's

high

scho

ols

'als

o ca

me

unde

r at

tack

dur

ing

the

sem

inar

. Aco

nsul

tant

sai

d th

at -

the

scho

ol b

oard

in h

is c

orn-

Inun

ity r

ecen

tly 'r

eins

tate

dco

rpor

al p

unis

hmen

taf

ter

...a

10-y

ear

repr

ieve

. The

loca

l nev

vspa

per,

in a

sto

ry h

eadl

ined

"Spa

nkin

g in

Sch

ool A

ppro

ved,

"re

port

ed:

Mos

t,of,,

the

disc

Oss

ion

was

dev

oted

tode

tails

of

corp

oral

7pu

nish

men

t suc

h as

the

posi

tion

of th

ebu

ttock

s;,w

heth

er s

tand

ing

or b

endi

ng o

verd

urin

gth

e',s

pank

ing:

pro

cess

; tim

e at

whi

chpr

inci

pals

shou

ld' b

e co

nsul

ted

on p

addl

ing;

and

the

exte

ntof

liab

ility

pro

tect

ion

for

thos

edo

ing

the

padd

ling.

"Thi

s is

not

onl

y rid

icul

ous,

it's

dow

nrig

htin

hum

ane,

" ,th

e' c

onsu

ltant

dec

lare

d."H

ow c

anex

pect

the-

.stu

dent

s' r

espe

ctw

hen

they

kno

wth

at w

e're

allo

wed

tove

hip

them

?"

elop

ing

ricu

lurn

We

are

in a

n en

tirel

y ne

w e

ra a

sfa

r as

Cur

ricul

ar d

evel

opm

ent a

ndin

stru

ctio

n ar

e co

n-ce

rned

," a

'CC

itisU

ltant

dec

lare

d.A

noth

er s

peak

erag

reed

with

this

ver

nacu

lar

anal

ysis

."T

hefu

nctio

nsof

the

scho

ol4a

nd th

e tr

ansf

erof

info

rmat

ion

are

bein

g, ta

ken,

ove

r by

out

side

sou

rces

rang

ing

from

'Ses

ame

Str

eet t

o m

ail o

rder

lear

ning

inst

itutio

ns."

Atte

ntio

n in

,the

pas

t has

bee

nfo

cuse

d pr

imar

ilyon

the

cogr

et. i

!de

area

s, o

nin

form

atio

n, a

nd o

nkn

oWle

dge.

` "S

o; 't

oo o

ften,

in c

urric

ular

rev

isio

n,'th

e co

nten

t 4' u

pdat

ed s

o as

topr

ovid

e m

ore

ofth

e su

bjec

t 40t

her

than

mor

ete

achi

ng a

bout

the

subj

ect:

The

dis

cipl

ine,

has

bee

n re

fined

from

the

know

ledg

e or

ski

lls a

rea.

" N

owin

crea

sing

em

phas

isis

bei

ng p

lace

d on

the

valu

es, a

ttitu

des,

emot

ions

,an

d fe

elin

gs o

f stu

dent

s as

impo

rtan

t asp

ects

of

wha

t the

y ar

e le

arni

ng.

The

env

ironm

ent o

f the

sch

ool i

s on

eof

the

curr

icul

ar d

imen

sion

s if

the

educ

ator

is c

onsi

derin

gth

e cu

rric

ulum

in te

rms

of w

hats

tude

nts

lear

n an

dho

w th

ey le

arn

it. A

con

sulta

ntre

port

ed th

at a

num

ber

of s

tudi

es in

dica

tes

that

the

clim

ate

of th

esc

hool

is a

sig

nific

ant f

acto

r in

term

sof

stu

dent

s'as

pira

tions

, mot

ivat

ions

, and

Qua

lity

ofle

arni

ng.

"You

can

't lo

ok a

t jus

t soc

ial s

tudi

es o

rE

nglis

h,as

suc

h, in

con

side

ring

acu

rric

ular

cha

nge.

One

has

to ta

ke in

to c

onsi

dera

tion

the

envi

ronm

enta

lfa

ctor

s of

the

scho

ol_

The

se a

re ju

st a

sim

port

ant

in te

rms

of w

hat i

s le

arne

d, a

s th

esp

ecifi

c su

bjec

tin

form

atio

n. In

look

ing

at c

urric

ular

alte

rnat

ives

,on

e of

the

chan

ges

the

adm

inis

trat

or m

ay w

ant t

oco

nsid

er d

eals

with

alte

ring

the

who

leen

viro

nmen

tfo

rle

arni

ngra

ther

than

rear

rang

ing

part

icul

arto

pics

."It

isn'

t nec

essa

ry, i

n m

any

case

s,to

chan

ge th

e co

nten

t of a

cur

ricul

um,

but t

o ch

ange

the

stra

teg

ies

for

teac

hing

and

lear

ning

.For

exa

mpl

e,th

is m

ight

invo

lve

utili

zing

the

disc

over

y m

etho

d,th

e in

quiry

tech

niqu

e, o

r te

am le

arni

ngm

etho

ds.

The

lear

ning

that

take

s pl

ace

is q

uite

diffe

rent

if th

e te

ache

r us

es d

iffer

ent s

trat

egie

s.T

his

cons

ulta

nt p

erce

ives

the

seco

ndar

ysc

hool

's jo

b as

prov

idin

ga

stud

ent w

ith th

ekn

owle

dge,

ski

lls, i

nsig

hts,

mot

ivat

ion,

aspi

ratio

ns,

valu

es, a

nd a

ttitu

des

that

will

enab

le h

im to

con

-tin

ue g

row

ing

and

lear

ning

and

tobe

com

e in

volv

edaf

ter

grad

uatio

n. "

Hig

h sc

hool

ssh

ould

be

grad

u-at

ing

self-

gene

rativ

e le

arne

rs. T

heid

ea o

f im

buin

gst

uden

ts w

ith a

mar

keta

ble

voca

tion

is li

mite

d.T

hese

ski

lls c

an b

e be

tter

lear

ned

outs

ide

the

scho

ol. A

stu

dent

who

has

a s

ound

gene

ral e

duca

-tio

n an

d se

lf-w

orth

orie

ntat

ion

has

the

capa

bilit

y

of le

arni

ng th

e sk

ills

nece

ssar

yfo

r a

voca

tion.

"In

an

age

of in

crea

sing

spec

ializ

atio

n,it

isbe

com

ing

incr

easi

ngly

diff

icul

t to

dete

rmin

e w

hich

subj

ect d

isci

plin

es to

incl

ude

in a

scho

ol's

cur

-ric

ulum

. The

mos

t im

port

ant s

ingl

ech

ange

a s

choo

lca

n m

ake

in it

scu

rric

ulum

has

to d

o w

ith it

sm

echa

nism

s fo

r re

spon

sive

ness

.T

his

mea

ns th

eab

ility

to b

e ab

le to

dia

gnos

ein

divi

dual

as

wel

las

gro

up n

eeds

.T

he s

choo

l mus

t the

n re

spon

dw

ith w

ays

and

mea

ns o

fm

eetin

g th

ose

need

s."E

duca

tors

giv

e to

o m

uch

lipse

rvic

e to

indi

vidu

al-

izat

ion

and

too

little

atte

ntio

n to

the

natu

re o

fin

divi

dual

izat

ion.

The

bes

t kin

d of

indi

vidu

aliz

atio

nis

wha

t the

stu

dent

doe

sfo

r hi

mse

lf."

Rec

ently

som

e ed

ucat

ors

have

bee

nab

le to

hel

p st

uden

tsdi

agno

se th

eir

own

need

s an

dch

oose

the

help

they

feel

is n

eede

d."U

ltim

atel

y, a

llin

divi

dual

izat

ion

is d

one

byth

e st

uden

t bec

ause

his

ner

vous

syst

em is

not

wire

d to

any

one

else

's n

ervo

us s

yste

m.

The

refo

re,

itis

he

who

ulti

mat

ely

diffe

rent

iate

s by

wha

t he

lear

ns a

nd h

ow h

e le

arns

it It

is o

ur r

espo

nsib

ility

to c

reat

e th

e en

viro

nmen

tan

d th

e co

nditi

ons

unde

rw

hich

he

has

expo

sure

s an

dop

port

uniti

es fo

rpr

actic

ing

this

self-

indi

vidu

aliz

atio

n.If

we

can

acce

pt th

is n

otio

n,th

en s

tart

look

ing

at w

hat c

anbe

don

e an

d w

hat n

eeds

tobe

don

e, w

e ca

nap

proa

ch c

urric

ular

dev

elop

men

tqu

ite d

iffer

ently

.M

ore

atte

ntio

n ne

eds

to b

egi

ven

to p

roce

dure

s fo

rla

ying

out

var

ious

cur

ricul

arop

port

uniti

es fr

omw

hich

the

stud

ents

can

pic

k. It

is th

en th

e te

ache

r'sjo

b to

hel

p th

em c

hoos

e am

ong

thes

e al

tern

ativ

es."

How

adm

inis

trat

ors

perc

eive

inst

ruct

ion

for

teac

hing

det

erm

ines

how

they

wan

tthe

ir te

ache

rsre

latin

g to

the

stud

ents

. It i

sge

nera

lly a

ccep

ted

that

inst

ruct

ion

cons

ists

of t

hete

ache

r sa

ying

or

doin

g so

met

hing

to th

e st

uden

t.W

hat i

f thi

s w

ere

reve

rsed

. Hav

e th

e te

ache

r op

en u

pop

port

uniti

es19

Page 23: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

for-

the

',stu

dent

to b

ecom

e in

volv

ed. T

his

dele

gate

sre

spO

nsib

ility

to th

e st

uden

t."D

urin

gvth

e sm

all-g

roup

inst

ruct

ion

perio

d, th

epa

rtic

ipan

ts'd

id a

gre

at d

ear

of s

oul-s

earc

hing

abo

utth

ein

prof

essi

on. "

We,

hav

e be

ento

o in

sist

ent t

hat

ever

y,on

e do

it-

the

sam

e w

ay. Y

ou n

eed

varia

tion.

"A

noth

er p

rinci

pal a

gree

d. "

Sch

ool s

houl

d gi

vepe

ople

an

'opp

ortu

nity

to tr

y on

som

e ro

les

and

get a

n id

ea o

f wha

t rife

is o

r ca

n be

. Now

they

are

fille

d w

ith m

easu

red

prop

ortio

ns o

fsp

ecifi

edsu

bjec

tsan

d pu

shed

on

out i

nto

life

in a

'her

e I

com

e,;,

read

y-or

not

' sty

le."

One

:ich

oof l

eade

rga

ve c

onsi

dera

tion

to e

x-pl

odin

g: 1

he s

truc

ture

d da

y. "

You

can

't st

udy

astr

olog

y,at

10

a.m

. You

nee

d a

nigh

t ciz

ss fo

rth

is:.

.Stk

rnm

et is

the

best

tim

e to

stud

y bi

olog

y,an

d a

river

bank

or

Lake

shor

e is

the

best

pla

ce to

cond

uce

the

clas

s."

Ano

ther

par

ticip

ant s

ugge

sted

open

ing'

up'

typi

ng -

clas

ses

so th

at a

stu

dent

can

star

t, it

whe

neve

r he

see

s th

e ne

ed. "

We

have

forc

ed -

the,

stu

dent

s in

to ti

me

and

spac

e sl

ots.

The

se: n

eed

to b

e- lo

osen

ed,"

A d

iscu

ssio

n le

ader

quiP

ped-

that

"T

hese

idea

s co

nsis

t of t

inke

ring

and

patc

hing

:the

old

win

eski

n. W

e ha

ve to

rep

lace

the.

con

stip

ated

way

of t

each

ing

with

mor

e ac

tive

less

ons;

with

; tea

cher

s an

d st

uden

ts d

iscu

ssin

g."

ofte

aditi

onof

ta

:t F

orei

gn la

ngua

ges

are

-one

dis

cipl

ine

bein

gbu

ffete

ckby

lhe

rele

vant

-cur

ricul

um tu

rmoi

l. F

orei

gn, l

angu

agei

inst

ruct

ion,

- w

hich

bur

geon

ed a

fter

the

Rus

sian

/, fa

unch

ed th

eir

Spu

tnik

in 1

957,

has

exP

erie

nded

> o

utsi

de a

ttack

s, in

tern

al d

ebat

e, a

nd20

serio

us' e

xam

inat

ion

ofits

goa

ls a

nd m

etho

ds.

Page 24: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

Enr

ollm

ent'

in' '

som

e hi

gh s

choo

l lan

guag

e co

urse

s,w

hich

gen

eral

ly',

have

;,not

zbee

n re

quir

ed b

ut h

ave

been

str

ongl

y're

cOrn

rree

nded

for

colle

ge-b

ound

stu

-de

nts,

haS"

,dec

lined

. Lan

guag

e in

stru

ctio

n in

som

eel

emen

tary

gra

des,

onc

e ha

iled

as a

sig

n of

atr

uly

prog

ress

ive-

scho

ol s

yste

m, h

as b

een

cut

bade

-or

is 'u

nder

,Scr

utin

y be

caus

e of

bud

geta

rypr

e ss

ures

end

rea

sses

smen

ts o

f ac

adem

ic p

rior

ities

.M

any,

par

ents

' con

side

r fo

reig

n la

ngua

ges

as a

nac

ader

niC

"fr

ilL,"

Fac

ed w

ith c

harg

es o

f ir

rele

vanc

e,de

clin

ing

rsta

dent

,inte

rest

, and

stif

f co

mpe

titio

nfr

om s

uch

hew

l'cou

rses

as

envi

ronm

enta

l stu

dies

and

com

rnar

ritY

,ser

vice

,,' la

ngua

gere

quir

emen

ts a

rebe

ing'

mod

ifie

d,re

duce

d,,

or 'e

limin

ated

in m

any

scho

ol,s

yste

ms:

fSuc

hPro

gra

M c

utba

cks

and

elim

ina-

lions

are

:by'

no' m

eans

uni

vers

al. S

ome

scho

ols

are

satis

fied

'witk

thei

r la

ngua

ge p

rogr

ams,

alth

ough

ther

e is

no?

tvid

ence

of e

xpan

sion

.. Si

nce

Am

eric

ans

are

geog

raph

iCal

lyis

otat

ed'fr

om e

xpos

ure

to m

any

lang

uage

s,,lh

eyha

vera

' exh

ibite

d 'm

uch

enth

usia

smfo

r th

e te

diou

s ;e

xerc

ises

bel

ieve

d ne

cess

ary

tole

arn

anot

her

lang

uage

... S

ever

al e

xper

ts c

laim

that

the

fore

igri

kmgu

agei

nstr

uctio

n's

curr

ent p

robl

ems

are

repr

e,se

ntat

iVe

of a

,, ge

nera

l ree

xam

inat

ion

ofac

adem

ic,c

uniC

ulaa

ndth

eir

rele

vanc

y to

the

need

san

d de

sire

s;uf

toda

y7ss

tUde

nts.

A .g

row

ing4

ium

ber

of c

olle

ges

and

univ

ersi

ties

incl

udin

gB

row

n, 'S

tanf

ord,

Tri

nity

,an

dW

esle

yarr

,'hav

e ab

oliS

hed

the

unde

rgra

duat

e la

n-gu

age

requ

ireM

ent *

Oft

emel

ong

with

oth

er r

equi

red

cour

ses.

''Duk

e,:',

Hav

erfo

rd, a

nd th

e U

nive

rsity

of

Cal

ifor

nia

'at,t

oS,;?

Ang

eles

'hav

e re

duce

d re

quir

edla

ngua

ge c

ours

es:,

and'

"sim

ilar

actio

n ha

s be

enco

nsid

ered

+hY

:4ri

arlY

'oth

er 's

choo

ls. A

fter

muc

hde

bate

;phi

0Sta

te U

nive

rsity

abo

lishe

d th

e fo

reig

nla

ngua

ge:r

equi

rem

ent f

or it

s .P

h. D

. can

dida

tes.

Irr,

arr

effo

rtlo

ibri

ng th

emse

lves

in li

ne w

ithst

uden

t pie

fere

nces

, man

y se

cond

ary

scho

ol la

n-

guag

e de

part

men

ts a

re e

mph

asiz

ing

the

mor

epr

actic

al c

onve

rsat

iona

l use

s of

a la

ngua

ge, r

athe

rth

an r

eadi

nglit

erat

ure

or w

ritin

g es

says

. As

are

sult

they

are

usi

ng c

urre

nt f

orei

gn p

erio

dica

lsas

text

s.

putti

ng c

urric

ulum

rele

vanc

y in

per

spec

tive

Too

muc

h of

the

scho

olw

ork

is c

ompl

etel

yun

rela

tec

to th

e yo

ung

pers

on's

out

side

wor

ld.

Too

oft

en, t

he s

choo

l has

bec

ome

a fo

rtre

ss a

ndan

end

inits

elf.

Stu

dent

s ne

ed th

e st

imul

atio

nto

pur

sue

wor

k ou

tsid

e of

sch

ool,

but b

ecau

seth

ey o

ften

can

not s

ee th

e re

latio

nshi

p of

sch

ool-

wor

k to

the

day-

to-d

ay w

orld

activ

ities

, man

yst

uden

ts m

iss

the

who

le p

oint

of

an e

duca

tion.

Scho

ol s

houl

d be

a p

lace

in w

hich

stu

dent

s ca

nex

pres

s th

eir

own

idea

s, b

ased

on

thei

r ob

serv

a-tio

ns a

nd e

xper

ienc

es, a

nd g

ain

satis

fact

ion

from

know

ing

that

the

scho

ol is

inte

rest

ed in

wha

tth

ey h

ave

to s

ay. S

choo

l is

seen

as

a pl

ace

tole

arn

the

fact

s, to

stu

dy th

e ac

cept

ed a

nd n

on-

cont

rove

rsia

l ide

as o

fot

hers

. Stu

dent

s be

lieve

that

the

scho

ol d

oes

not v

alue

wha

t the

y m

ight

brin

g fr

om th

eir

wor

ld to

con

trib

ute.

The

ess

ence

ofis

that

the

teac

her

mus

t lea

rn to

teac

hm

ore

than

wha

t is

impo

rtan

t to

him

in h

is o

wn

life.

A s

peak

er p

ut th

e m

eani

ng o

f cu

rric

ulum

rele

vanc

y on

a p

osta

ge s

tam

p w

hen

he d

ecla

red

that

to s

tude

nts

it m

eans

, "fo

r m

e, f

or h

ere,

and

for

now

.- T

o fi

t the

se s

uper

bly

sim

ple

crite

ria,

a sc

hool

's c

urri

culu

m w

ill h

ave

to e

volv

e co

n-tin

uous

ly. T

his

is s

omet

hing

in w

hich

the

rest

of c

onte

mpo

rary

Am

eric

an s

ocie

ty a

nd c

ultu

reha

s be

en e

ngag

ed f

or m

any

year

s. A

s a

way

of

mee

ting

this

dem

and,

a g

roup

of

part

icip

ants

21

Page 25: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

deve

lope

d a

cont

inui

ng e

valu

atio

n te

chni

que

for

each

cou

rse,

in th

e sc

hool

. The

gro

up's

lead

erco

nten

ded

that

in -

orde

r to

sta

rt a

ny r

ealis

tican

d 'lo

ng-la

stin

g cu

rric

ular

cha

nge,

the

staf

f has

to d

ecid

e- w

hat t

he s

choo

l sys

tem

's p

hilo

soph

yis

, sup

plem

ente

d by

any

theo

ry o

f ide

as p

ract

iced

at th

e bu

ildin

g le

vel.

The

n th

ey m

ust d

evel

opa

serie

s of

obj

ectiv

es in

line

with

this

tota

lra

tiona

lefr

t, es

tabl

ishi

ng a

sch

ool's

phi

loso

phy,

ther

esh

ould

be

prof

essi

onal

, stu

dent

, and

com

mun

ityre

pres

enta

tion.

. The

obj

ectiv

es a

re d

evel

oped

inlin

e w

ith -

this

sta

ted

philo

soph

y. T

he s

ame

rep-

rese

ntat

ive,

peo

ple-

mos

t lik

ely

wou

ld b

e in

volv

edin

writ

ing,

,,the

obj

ectiv

es. A

t the

leve

l of m

eth-

odol

ogy,

the

bulk

of t

he w

ork

is p

erfo

rmed

by

the

prof

essi

onal

-st

aff.

Bel

ow th

is a

re th

e ac

tual

lear

ning

,act

iviti

es th

at ta

ke p

lace

in th

e cl

assr

oom

and,

are

car

ried

out b

y th

e fa

culty

.A

t the

poi

nt o

f eva

luat

ion,

the

com

mun

ityan

d ,s

te.id

erit

'repr

esen

tativ

es a

re b

roug

ht in

for

thei

r fe

edba

ck, o

n ho

w w

ell t

he p

rogr

am is

ful-

fillin

g ,it

sotin

tend

ed p

hilo

soph

y. T

he b

alan

ce o

fth

e ev

alua

tion,

team

mig

ht w

ell c

onsi

st o

f all

the

depa

rtrn

ent,b

eads

. If

it is

foun

d no

t to

be fu

l-fil

ling-

Abe

sta

ted

philo

soph

y, th

en th

e cu

rric

ulum

team

mus

t use

this

feed

back

to ta

ke a

com

pre-

hens

ive

look

,',at

the,

phi

loso

phy,

if th

e ph

iloso

phy

is c

onsi

dere

d, in

ord

er, '

then

the

team

look

s at

the

obje

ctiv

es a

nd w

orks

rig

ht th

roug

h th

e st

eps

mak

ingt

hang

e,s,

unt

il th

e pa

rtic

ular

cou

rse

beco

mes

esta

blis

hed

curr

icul

um. P

art o

f the

follo

w-u

p to

eval

uatio

n 's

houl

d be

a-r

epor

t,to

the

scho

ol b

oard

as to

how

Wei

r th

e sy

stem

is w

orki

ng, a

nd w

hat i

sne

eded

toirn

prov

e it.

Onc

e, th

e pa

ttern

of t

he te

chni

que

is im

ple-

men

ted,

eac

tedi

scip

line

is u

nder

con

tinuo

us e

val u

a-22

tion

so th

at -

min

or r

evis

ions

are

mad

e to

kee

p th

e

subj

ect a

rea

abre

ast o

f the

stu

dent

's w

orld

. Pre

sent

prac

tice

is to

wai

t unt

il th

e de

gree

of g

ener

aldi

ssat

isfa

ctio

n re

ache

s a

leve

l whe

re a

mas

sive

over

haul

isin

evita

ble.

The

res

ult w

ould

be

am

oder

n, u

p-to

-the

-min

ute

curr

icul

um w

here

the

sub-

ject

bec

omes

any

thin

g w

hich

a s

tude

nt c

an s

tudy

with

pro

fit a

nd p

leas

ure.

The

pur

pose

of e

duca

tion

toda

y is

to in

still

in in

divi

dual

s th

e sk

ill to

mak

ew

ise

deci

sion

s. T

his

mea

ns th

at th

e sc

hool

pro

-gr

am m

ust p

rovi

de a

var

iety

of c

hoic

es a

nd a

lter-

nativ

es.

Onc

e st

uden

ts h

ave

acqu

ired

a go

od m

aste

ryof

the

basi

c sk

ills

and

tool

s fo

r le

arni

ng, t

here

shou

ld b

e a

min

imum

of r

equi

red

cour

ses

at th

ehi

ghsc

hool

leve

t, an

d st

uden

t cho

ices

sho

uld

begi

n w

ith th

e op

port

unity

to s

elec

t fro

m a

ver

i-ta

ble

smor

gasb

ord

of a

ctiv

ities

.

livin

g w

ith th

ere

leva

nt c

urri

culu

mA

res

ourc

e pe

rson

dec

lare

d th

at th

e sc

hool

prog

ram

ofte

n co

ntrib

utes

to th

e m

alad

just

men

tof

you

th. "

Tea

cher

s an

d co

unse

lors

, the

sch

ool

curr

icul

um, a

nd th

e te

achi

ng m

etho

ds m

ust a

ccep

tst

uden

ts a

s th

ey a

re, a

nd h

elp

them

to u

nder

-st

and

the

fine

feat

ures

and

the

prob

lem

s in

any

envi

ronm

ent."

The

sch

ool p

rogr

am n

eeds

to a

ccep

tits

clie

nts

and

help

them

to d

evel

op th

e m

otiv

a-tio

n an

d th

e sk

ills

need

ed to

mov

e on

from

that

poin

t. He

obse

rved

that

the

scho

ol c

lutte

rs u

p th

est

uden

ts' d

ays

and

year

s at

all

age

leve

ls w

ithso

muc

h co

nten

t and

trai

ning

for

so m

any

skill

sth

at n

ot e

noug

h tim

e is

left

for

crea

tive

and

in-

dept

h st

udie

s th

at in

tere

st th

e st

uden

ts, o

r ar

ein

line

with

thei

r in

divi

dual

tale

nts.

For

exa

mpl

e,bi

olog

y is

the

stud

y of

livi

ng th

ings

. The

idea

is

Page 26: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

+.1

fi;er

ao-n

rth

at a

lt pe

ople

nee

d to

hav

e a

bette

r un

ders

tand

ing

of h

ow to

cop

e w

ith a

nd u

tiliz

e ot

her

livin

g th

ings

.H

ence

, the

bio

logy

cur

ricul

um fo

r st

uden

ts in

the

inne

r ci

ty s

houl

d co

nsid

er r

ats,

roa

ches

, and

wee

ds.

The

se th

ree

impo

rtan

t liv

ing

thin

gs m

ake

up th

ere

al w

orld

ther

e. B

ut te

ache

rs in

sch

ool b

iolo

gyla

bora

torie

s ha

ve th

ese

sam

e st

uden

ts s

tarin

gin

to m

icro

scop

es, o

r di

ssec

ting

frog

s an

d ra

bbits

.S

choo

ls n

eed

to p

rovi

de b

ette

r co

mm

unic

atio

nbe

twee

n le

arne

rs, t

each

ers,

and

the

proc

ess

ofed

ucat

ion.

Kee

ping

the

fore

goin

g ph

iloso

phy

ofcu

rric

ulum

inm

ind

coul

d re

duce

the

requ

ired

cont

ent s

igni

fican

tly s

o th

at in

divi

dual

stu

dent

sco

uld

find

time

for

adva

nced

wor

k in

fiel

ds w

here

they

hav

e sp

ecia

l int

eres

ts o

r ta

lent

s. M

ore

impo

r-ta

nt th

e co

nten

t wou

ld m

ake

sens

e to

the

lear

ners

beca

use

it w

ould

be

mor

e us

eful

in e

very

day

livin

g. T

he c

onte

mpo

rary

sch

ool c

urric

ulum

em

pha-

size

s co

nten

t and

ski

lls th

at m

any

stud

ents

nei

ther

need

nor

wan

t"S

omeh

ow, t

his

who

le a

rea

of e

duca

tion

mus

tbe

take

n fr

om th

e th

eore

tical

to th

e pr

actic

al,

from

rea

ding

abo

ut to

doi

ng s

omet

hing

abo

ut, f

rom

supe

rfic

ial t

o ba

sic

trea

tmen

t. P

atrio

tism

in th

isco

untr

y de

man

ds m

uch

mor

e th

an k

now

ing

the

Pre

side

nts,

the

Con

stitu

tion,

and

the

impo

rtan

tvi

ctor

ies

in o

ur w

ars.

" H

e su

gges

ted

bette

r ut

i-liz

atio

nof

sch

ool a

nd c

omm

unity

res

ourc

es a

son

e w

ay to

acc

ompl

ish

inte

rcul

tura

l edu

catio

n."P

rese

nt e

ffort

s to

cha

nge

text

book

s by

add

ing

info

rmat

ion

abou

t the

pla

ce o

f Neg

roes

in U

nite

dS

tate

s hi

stor

y an

d pu

tting

a fe

w b

lack

face

s in

them

are

com

men

dabl

e bu

t qui

te in

adeq

uate

togi

ve w

hite

stu

dent

s. a

nd o

ther

s an

und

erst

andi

ngof

Neg

ro c

ultu

re."

The

sam

e th

ing

is tr

ue o

f oth

er,

raci

al a

nd e

thni

c gr

oups

. His

tory

as

taug

ht in

the

scho

ols

is to

o m

uch

the

stor

y of

war

s an

d to

olit

tle th

e st

ory

of m

anki

nd g

ener

ally

.

A g

ood

curr

icul

um is

dep

icte

d as

one

whi

chen

tails

a g

reat

dea

l of m

ater

ial,

invo

lves

vas

t and

diffi

cult

read

ing,

cal

ls fo

r m

any

thes

es a

nd b

rings

top

grad

es o

nly

to a

sel

ect f

ew. T

he s

peak

erpl

aced

par

t of t

he b

lam

e on

wha

t he

term

ed,

"A fe

tish

on r

eadi

ng!"

Som

e pe

ople

will

inev

itabl

ydo

bet

ter

by li

sten

ing,

doi

ng, o

r se

eing

rat

her

than

read

ing.

"'M

ost o

f us

know

how

we

lear

n be

stan

d so

do

mos

t stu

dent

s."

He

calle

d fo

r pr

ovid

ing

stud

ents

with

alte

rnat

ive

way

s of

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ning

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uch

a pr

ogra

m w

as d

escr

ibed

by

one

part

ic-

ipan

t. "W

e ha

ve a

faci

lity

whe

re w

e ca

n se

ndst

uden

ts w

ho a

re a

liena

ted

from

the

norm

al h

igh

scho

ol s

ituat

ion.

It is

co-

spon

sore

d by

the

boar

dof

edu

catio

n an

d a

soci

al in

stitu

tion.

Stu

dent

s ar

egi

ven

a to

tally

diff

eren

t typ

e of

edu

catio

nal e

xper

i-en

ce. I

t util

izes

sm

all g

roup

s, m

ultim

edia

pre

sent

a-tio

ns, a

nd n

once

rtifi

ed p

erso

nnel

from

the

com

mun

ity a

nd n

earb

y co

llege

s. It

is u

nder

the

dire

c-tio

n of

the

scho

ol b

oard

. The

stu

dent

s w

ho a

ttend

it ca

n st

ill r

ecei

ve c

redi

t fro

m th

e hi

gh s

choo

l."T

he p

rogr

am a

ppro

ach

to te

achi

ng v

ocat

iona

lag

ricul

ture

was

put

forw

ard

as a

mod

el fo

r to

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sre

luct

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ome

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the

stud

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e si

tuat

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Agr

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ork

and

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isin

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tude

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uch

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e re

spon

sibi

lity

for

his

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k. T

he te

ache

r is

a tr

ue r

esou

rce

rath

er th

an th

e be

stow

er o

f kno

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dge.

How

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the

succ

ess

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ther

hig

h sc

hool

voc

atio

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rogr

ams

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tbe

st d

ubio

us. A

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roac

h fa

vore

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mos

tad

min

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ator

s is

the

use

of th

e pe

rfor

man

ce c

on-

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t for

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atio

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ree

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ensi

ve a

uto

mec

hani

c sh

opbu

ilt a

nd m

aint

aine

d at

the

high

sch

ool,

unde

r th

e23

Page 27: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

perf

orm

ance

con

trac

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cept

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l aut

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uden

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ess

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aini

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ove

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ple

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ified

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resu

lted

in24

the

follo

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g va

riety

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easo

ns w

hy te

enag

ers

ar

4

Page 28: DOCUMENT RESUME ED 089 412 Toward a More Relevant ...Honesty in Approaching Curriculum Relevance 8 The Faculty's Role in the Relevant Curriculum 11 Gaining Community Support 11 Compassion

Ihe

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