9. individualized instruction, p. 26
10. pluralism, pluralistic society, p. 30
11. self-pacing, p. 34
12. socialization vs. individualization, pp. 30, 37
13. stimulus-response theories, p. 24
14. "total" student, p. 31
2. Describe the changing character of the school curriculum and of the school student body from the beginnings until the present day.
3. What philosophy of education do you favor for the schools? Which group has been most influential in recent years?
4. Can more be done to take advantage of student input into the decisionmaking process in the schools? Should more be done? Give examples. How do your views agree with or differ from those of current high school students, high school teachers, and high school principals?
5. Outline some of the changes that will take place in the typical classroom if the affective domain is considered to be equally as important as the cognitive. That is, how will the classroom differ from that in which you were a student? To what degree is this change desirable, undesirable, or basic?
6. Discuss the apparent lack of student interest in the current curriculum. What is the cause of this lack of interest? Have students always been this way? What do you think would turn them on? What might be done in a second-language class?
7. How do you think students can be prepared for the future? What types of knowledge and/or skills do they need?
8. Discuss the idea of putting educational objectives into behavioral terms. Does this trend reflect efficiency or external, mechanical control of desired learning outcomes?
9. In your opinion, why have enrollments in second-language classes dropped? What can be done to increase the numbers of students taking second languages? Why is the percentage of high school students taking a second language so small? Compare the figures with those of other countries. How can this difference be explained?
10. React to the list of expected future developments presented in this chapter. With which do you agree and with which do you disagree? What others would you add?
ACTIVITIES
1. Visit some high school classes to try to get a feel for what the high school students like and dislike about school.
2. Compare the students' responses with what a teacher, counselor, and an administrator would say about student likes and dislikes.
3. Visit a traditional, lock-step classroom, an individualized class, and a class organized according to Individually Guided Education (IGE) or Individually Prescribed Instruction (I PI). Discuss the various characteristics of each and your reaction to each.
4. Survey local schools in general and local second-language classes to determine what is being done to combat student lack of interest and to make the curriculum more pertinent to the student.
5. Interview a high school principal to see what new programs have been instituted in the school during the last five years and to determine how change is accomplished. If they have a student-centered curriculum, how has it been implemented, and what is the student response? What have been the teacher and student responses to innovations? What does the principal see as present and future trends?
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