USA > Massachusetts > Middlesex County > Tewksbury > Town of Tewksbury annual report 1963-1967 > Part 64
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1. Offerings at the Junior high school level should be truly exploratory so that youngsters may more meaningfully determine educational and career goals.
2. Instruction at this level should emphasize the basic skills needed in the study and research of the more specialized subject matter at senior high school level.
Observation and evaluation of this implementation of the program of studies certainly indicates growth in achieving these purposes. The acquisition of additional equipment has opened new avenues of instructional technique, which deserve comment. There are also certain co-curricular innovations which have a direct bearing on the improvement of instruction. Experiments with large group instruction have also been undertaken this year. In order to develop a more logical approach to these various topics, the following outline will be used:
a. Discussion of courses new to the program of studies.
b. Alterations in instructional approach, grouping or grade level in previous course offerings.
c. Use of new equipment and materials in standard courses.
d. Co-curricular features which have aided instructional growth.
NEW COURSES
Library Research Techniques . .. 7th grade - required
This most successful and basic venture, organized and developed to aid instructional growth, is described by the Department Head as follows:
"Recent evaluation of our cirrculum offerings at the Junior High School led to a recommendation that all seventh grade students be required to take a course in library orientation. The basis for this addition lies in the increas- ing importance placed in American education upon having students acquire the basic tools of research, both to become more effective in their individual subject classes in school, and to develop the ability to learn on their own beyond high school.
We face a knowledge "explosion" in today's world. Much of what we now know may change or become obsolete in the near future. This has a twofold implication for us in providing our students with a modern educa- tion. First, we must teach a method of inquiry that will allow students to continue learning independently once their school days are over. Second,
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we must give students the basic skills in research not only as tools for carrying out a method of inquiry but also as preparation for dealing con- structively with the endless manifestations of the knowledge "explosion." The new library course is a well organized effort in this direction."
French ... 7th grade - selective:
For a number of years it has been our hope and recommendation that language instruction be brought to this grade level. The ALM (Audio- Lingual Materials) approach presently used in all French and Spanish classes is ideally suited for initiating such a pilot project. This past Septem- ber approximately ninety (90) students in grade seven, who were carefully screened and selected, have commenced such training. They will proceed comfortably at Level One of ALM during their three meetings per week. As eighth graders, these students, meeting once again, three times per week, will hopefully complete the Level One materials. Present indications are that this relaxed approach to a new challenging language is quite soundly in tune with the maturation of the clients, and will provide a sound foundation for future development. The response of these classes has been most enthusiastic and progress has been greater than that intially expected. Such observations point strongly toward future expansion of this program when classroom space can readily meet the scheduling requirements.
General Music ... 8th grade - elective:
This offering presents an opportunity for students to continue their study and appreciation of music. It also allows those talented in the musical field to diversify their background in this field.
World History ... 9th grade - elective:
The Department Head evaluates this new presentation as follows:
An interesting and challenging area of the total school program in the area of social studies is the new course in world history. The course was added because we felt the ninth grade was a particularly appropriate level to provide students with a comprehensive view of world events, and help them acquire a background for the more specialized courses encountered in high school. That this course is a popular one is evidenced by the large proportion of our ninth grade students who chose this elective.
Our history teachers feel that a world history course offers a unique opportunity and challege, to help pupils achieve a background on which to build an understanding of the people of our world and the factors which have influenced their development.
General Business ... 9th grade - elective:
This generally accepted foundation course in the field of business educa- tion has finally found its rightful placement at the ninth grade level. Always an area of high selection and an exceptionally high degree of job placement
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Curriculum and Instruction . . continued
following completion of the high school sequence of subjects, this offering will strengthen the basic knowledge required for this later development. This course has replaced the former Business Mathematics course. Students now enrolled in General Business maintain proficiency in mathematics by a suitable offering in that department, i.e., Algebra, Introduction to Algebra, or General Mathematics. Skills of a mathematical nature, as well as the basic concepts of business education, are thus provided in this two pronged approach in scheduling these students. Two large classes are competently pursuing this General Busines course at present.
Public Speaking ... 9th grade - elective:
This course has been added to our curriculum offerings in order to accentuate a stated philosophical goal, namely "that students be trained to express their thoughts clearly and logically." The marked technological changes in communications media requires that students be given an oppor- tunity to perfect their talents in this field. Oral recitation and the ability to communicate ideas are obviously emphasized in each class. This addi- tional course will yield greater returns for those sincerely interested in furthering their abilities by its selection. It is hoped that this foundation course will draw increased response to the offering of a Dramatics elective at the Senior High School level. Only one class of students are presently pursuing this subject at this level.
These additions of subjects certainly proves out the thought and research entailed in our development of a new program of studies. Staff members are to be complimented for their acceptance of the challenge with purposeful thought and planning, and their attempts to implement these goals on a daily instructional basis.
ALTERATIONS IN COURSES
In addition to the introduction of new courses, certain changes have been made in previous course offerings. The delineation of these follows:
In September we introduced basic grouping in our developmental reading program at the seventh and eighth grade level. Although the group- ing is divided into two major sections, those above or at reading level and those below reading level, it has enabled the teachers to diversify their techniques, use of equipment, and rate of class progress in order to meet the varying needs of the students. This semblance of homogeneity has enabled the teachers to refine their sub-grouping within each class. The additional reading specialist can readily work during his one and one-half day schedule at the junior high school with those students who can benefit most from individualized attention to their reading difficulties. This program is making greater inroads in this most important area than ever before.
The reduction of the number of periods in seventh grade Industrial Arts and the accompanying increase in the allocation of time to eighth grade students in this program has been a development based on the capacity and
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maturity of the pupils. The introduction of basic skills of drawing in each of the 7th grade Industrial Art classes has opened a new avenue of explora- tion and development.
The inauguration of an Accelerated Mathematics program, in which eighth grade students of selected ability are pursuing the previously estab- lished ninth grade program, has met with great success. This type of pro- gram will not only allow for greater study in the field of mathematics but also will assist in giving these students a necessary mathematical foundation for concomitant acceleration in the field of science, e.g., Physics could be offered to these students in the eleventh grade.
Our core program, a unified approach to the teaching of English and History in the eighth grade, as well as an experiment in large group instruc- tion and team teaching, has progressed quite well. Continued progress would indicate the feasability of further pilot projects of this nature. Stu- dent response has been most gratifying. One significant by-product of such an experiment has been a blending of the two subjects. With specialization and departmentalization at this level, a student's mind often becomes com- partmentalized and the transfer of items of knowledge, concepts, and skills is not readily made from one subject to another. This combination approach diminishes this lack of transfer.
These changes are rather simply stated and, therefore, may appear insignificant. Yet modifications of this nature, minuscule as they might seem, often result in very measurable changes in pupil learning. These alterations were also well thought out by staff members during the workshops con- ducted last year. They have enabled us to present a much stronger program in these areas.
EQUIPMENT
Wise use of monies available under federal projects, as well as our own school budget considerations, have furnished teachers with a wealth of audivisual equipment and materials. These are the necessary back-up tools for instruction in the 20th century. These items have allowed teachers to diversify their approach to the subject, to up date materials often only out- lined in the textbooks and to supplement their instruction in an enrichment and/or remedial way.
The PL 864 Title III project has provided an abundance of varied materials and equipment for use in developmental reading and in mathe- matics. Hardware in the nature of tape recorders, and tachomatics, and the related software to be utilized with this equipment have been put to produc- tive use in these areas. The use of such equipment has enabled the teacher to bring assistance of a more individualized nature to each child.
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Curriculum and Instruction ... continued
The PL 89-10 Title II project in Library and Audiovisual materials has seen enrichment in both of these areas. Our library has become a center for research and study with a wide range of books for student selection. The use of this area by students and teachers has broadened the background of students and has enriched the presentations of the teacher.
Our audiovisual room has developed into an instructional materials center with filmstrips, records, prepared transparencies readily available to supplement curriculum development.
The PL 864 project in English and History was exceptionally well planned and our evaluation of this project indicates proper selection of both hardware and software for its' implementation. Our planned project for next year in civics and geography would bring an equal "boon" to these areas.
The addition of a wide variety of gymnastics equipment has allowed us to give our students one of the finest physical education programs in this section of the Commonwealth. We are proud to exhibit our facilities or equipment in this or any other area of the building. The acceptance and use of such items have been most favorable. The curriculum and instruction have truly benefited from this gratifying response.
CO-CURRICULAR FEATURES
A dedicated staff often times initiate a variety of ways of improving growth in curriculum and instruction even though these innovations are not a basic part of curriculum development. Examples of such are the formation of a Math League Team and its continued growth; the use of student aids in certain math classes; continuation of the Math-Science Fair and the Industrial Arts, Home Arts, and Art Exhibits; the presentation of musical assemblies and concerts; the maintenance of a Book Fair, and the reestablishment of a Book Store in the school.
Also, our bi-weekly activity period allows students to exert leadership, broaden backgrounds, explore various topics not necessarily a part of the established curriculum. This feature, for instance, permits girls to obtain training in leather tooling, and all students to experience in dramatics, newspaper and so forth.
Much of value has come into being this year in the area of curriculum and instruction. Continued emphasis is our primary goal and should con- tinue this way. Changes are made not for the sake of change itself, but, rather because these changes make the learning situation more productive.
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Curriculum and Instruction . .. continued
ELEMENTARY READING AND PHONICS WORKSHOPS
(Edward F. Pelletier, Principal)
In October 1966, Tewksbury adopted the Phonetic Keys to Reading as a supplement to the basal reading program in grades one and two. Since that time curriculum meetings and workshops involving all teachers of Reading have been held by grade level. Consultants from American Book Company, publishers of our basic reading series and the Economy Company, publishers of Phonetic Keys to Reading have participated in some of our meetings.
At the first workshop of the current school year the general format for curriculum development was drawn up. It was decided that the Curriculum would be a written document and that it would reveal the intent of its planners to all teachers who would take advantage of it.
The design is to be made up of four distinct elements or parts :
I. A descriptive statement of the document itself.
II. A statement of goal direction:
1. Philosophy
2. General objectives
3. Specific objectives
III. A guide for the activities of the Tewksbury school pupils based on units of work:
1. Activities
2. Content
3. Skills
4. Developmental Value
IV. A statement of provisions for evaluation and modification:
1. Objective evaluation
2. Subjective evaluation
a. Teacher made tests
b. Classwork achievement
c. Anecdotal Records
d. Pupil reporting procedures
e. Minimum achievement required
Both the American Book reading program and the Economy phonics program have unique individual qualities and the curriculum committee feels that Tewksbury is taking advantage of the best in each program. By utilizing both series in conjunction with one another, we have acquired a phonetic approach to reading with stress on word analysis in addition to a reading series which fosters other basic skills with great importance placed on comprehension.
We are hopeful that our present reading program will effectively provide the vocabulary and basic skills needed for a successful program.
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Curriculum and Instruction ... continued
ELEMENTARY ENGLISH WORKSHOPS
(John S. Weir, Principal)
With the passing of each school year, the necessity of an updated English curriculum guide has become more an more evident. The decision to direct all teacher workshops to the development and completion of said guide has provided the individual teacher with the opportunity to create approaches and construct plans with regards to specific units, time allotment, objectives, procedures, instructional aids and evaluation techniques.
In establishing the structure or setting the stage for each following workshop, such questions as, "What are we attempting to do?," "Why are we doing this?," and "How are we going to do it?" had to be answered first.
Upon arriving at meaningful answers to the aforementioned questions, the teachers were grouped into grade level segments. Under the direction of appointed chairmen, the next logical step was to generally build a foundation of units based upon a complete school year. After establishing a set of general units, each individual unit must then be specifically completed.
It was determined that each single unit must stimulate the child's imagination and provide interesting but simple concepts as a basis for self- expression. The child must attain those language tools needed for successful and satisfying experiences with both oral and written expression. Although listening skills are important, major emphasis should be placed upon speak- ing and writing. Vocabulary should grow through speaking and writing about experiences both real and vicarious and by listening to others. The child should also be provided with the opportunity to recognize and evaluate his own growth in the use of language.
Within the framework of the previously mentioned guidelines, present and future workshops are and will be directed toward the evolution of realistic and effective units geared toward the ability level of the particular homogeneous group being taught.
The final composition of all individual units into a working curriculum guide should provide elementary teachers with an extremely necessary educational tool capable of creating a unification of effort and a similarity of goals.
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Curriculum and Instruction ... continued ELEMENTARY MODERN MATHEMATICS CURRICULUM (Daniel C. Hanson, Principal)
Modern Mathematics for the first six grades is based on the parallel development of arithmetic and geometry. The program in the Tewksbury elementary schools is based on a spiral curriculum in which concepts are introduced in the primary grades, then returned to again and again, each time at a higher level of mathematical comprehension.
Our mathematics course, like most others, strives for learning by dis- covery rather than learning by drill. Instead of being taught just the opera- tional techniques for adding, subtracting, multiplying and dividing, pupils are taught the fundamental principles underlying those techniques. By using a variety of visual and tactile devices, teachers hope to convey abstract concepts in concrete terms.
First grade mathematics is based on sets which provide the ideal initial introduction to mathematics. It permits clear and exact definitions of concepts. A set is a collection of objects. Zero is the number of objects in the empty set. Because sets are more concrete than numbers and putting together sets of physical objects is a more concrete operation than adding numbers, the ideas are easier to understand.
At the start of a child's education in mathematics he is first taught to recognize numerals. He is then taught to understand cardinal numbers, equality and inequality, union of sets and addition, subsets and subtraction, order principle of addition, and the special addition property of zero. Geometric figures are introduced early.
Much attention is given to the concept of place value. Word problems are introduced through oral presentation by the teacher and later these problems are written. The ability to read is now more than ever a factor in the success of a math student. Word problems play a major role in re- inforcing understanding of important concepts.
Multiplication is introduced in much the same way as addition and subtraction, i. e. through many concrete experiences with sets. Work with measurement and coins is introduced. With multiplication comes division. Both are presented in a variety of ways, both as an aid to under- standing the processes and to help the pupil master the basic facts.
As the children continue to progress through the grades they are intro- duced to fractions in all their various forms. They also are taught to under- stand and work with rational numbers. After the children. have gained a
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Curriculum and Instruction . .. continued
feeling for rational-number concepts and operations, decimal and per-cent notations are introduced. Once decimal notation is brought in, whole number skills are automatically maintained.
In addition to covering thoroughly all the standard topics, our program contains many unusual topics and devices that clarify the standard material, broaden children's knowledge of mathematics, and stimulate interest, creativity and discovery.
With Modern Mathematics the children are taught the "why" as well as "how." More thany anything else, the new math is a new approach to old ideas, a judicious mixture of intuition, organization, deduction and applica- tion. Modern Mathematics has so widened the potential for learning that few suggest a return to the traditional methods and materials.
ELEMENTARY SCIENCE CURRICULUM (Nicklos Andronikos, Principal)
The swift, dramatic changes that are taking place today in the world of science presents a never-ending challenge to the elementary pupils and the elementary teachers.
The elementary science program is presently being taught in grade three through grade six. All children are provided with textbooks, and science labs, which are keyed to the text and are available for each grade level. The program combines broad coverage with a depth of treatment. The content is organized in three main areas; physical sciences, earth sciences, and living sciences, and concepts from all three areas are presented at each grade level, with certain topics being treated in great conceptual depth and detail. Learning experiences increase in complexity as the student progresses, thus a framework of basic concepts is provided on which he can build mature understanding from year to year.
Our general aim in the elementary science program is to help the children develop a scientific attitude toward the world around them.
Our general objectives are as follows:
1. To arouse a curiosity in and an enthusiasm for learning about the world in which we live.
2. To instill a store of fundamental knowledge regarding one's self, the environment, and outer space, and how and where to find sources of further information.
3. To develop scientific attitudes and scientific ways of planning, ob- serving, and working through experiences in problem solving.
4. To develop some understanding of the scientific enterprise, the struc- ture of science, and how science has developed.
5. To develop an appreciation of the contributions science has made to man and society and its import for the future.
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Curriculum and Instruction ... continued
Presently our approach for teaching elementary science is based on (1) the use of science textbooks, (2) the use of audio-visual materials such as films, filmstrips, and television and (3) the involvement of pupils in elemen- tary science laboratory activities.
The nine basic content areas that are being taught in our elementary science curriculum are as follows:
I. Matter and Energy
1. Matter - Chemical and Physical Changes
2. Forms of Energy
3. Applied Science and Conservation
II. Earth and Space Science
4. Solar System and Space Travel
5. Earth - Geology and Oceanography
6. Weather and Climate
III. Living Things
7. Human Body - Health and Safety
8. Animals
9. Plants
In summary, our elementary science program is concerned with today's child who is interested in today's environment. It is the aim of the program to help every child develop a sense of space, a sense of time, a sense of order, and above all a sense of his own relationship to the universe.
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Curriculum and Instruction . .. continued
ELEMENTARY SOCIAL STUDIES CURRICULUM
(William Tsimtsos, Principal)
The term "Social Studies" refers to the schools' program in the "social sciences." The social sciences include geography, history, and other special- ized disciplines which deal with man and society. The field of elementary school social studies is composed chiefly of two subjects: geography and history. We concern ourselves with man, his activities both past and present, and his relationship with other men and with his environment.
The importance of social studies can hardly be overestimated. Our society is highly efficient in many branches of technology, from the manu- facture of essential goods to the science of destruction. Solutions for society's human problems which range from conservation of natural resources to control of crime, from inefficient and corrupt government to the maintenance of security could result, largely, from the thinking of educated people.
One of the tools essential to social understanding is information. Facts form a basis for all learning, and properly used, provide color and vitality to learning. Once a child has a knowledge of pertinent facts he then proceeds to use this information in the development of skills. Social skills that are taught include the reading and interpretation of maps, globes, time lines, charts, social studies reference books and other source material. He gradually learns and refines such skills over the school years.
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