DOCUMENT RESUME

ED 079 965 EM 011 298

TITLE A New Motivation for Learning: The GraphicsExpression System..Manual for Administrators.

INSTITUTION New York State Education Dept., Albany. Div. ofEducational Communications.; Uniondale Union FreeSchool District 2, N.Y.

PUB DATE 73NOTE 28p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Administrator Guides; Educational Technology;

*Educational Television; Elementary Grades; *LearningMotivation; Manuals; Motivation Techniques; ProgramDevelopment; *Reading; Reading Improvement; ReadingInstruction; Student Motivation; *Underachievers;Video Tape Recordings

IDENTIFIERS *Graphics Expression System; Uniondale, w YorkUnion Free School District

ABSTRACTThis manual describes how the Uniondale, New York,

school district uses a technological system, the Graphics ExpressionSystem (GES), to produce dramatic reading improvement on the part ofelementary school underachievers. It shows how GES, based upon theassumption that all youngsters want to communicate, employs atelevision mini-studio and an eight step process to motivate studentsto develop reading and other communication skills. It reviews thefundamental activities necessary for the implementation of GES,beginning with investigations by administrators and teachers,followed by faculty and parent meetings, contracting fpr hardware,identification of criteria, selection of participants, inservicestaff training, and program scheduling. Classroom procedures such aslogistics and orientation are covered and information is given on theprocess whereby students: 1) pick a topic; 2) research it; 3) preparegraphics; 4) write a script; 5) practice reading it; 6) tape arun-through; 7) evaluate the topic; and 8) record a final tape..(PB)

FILMED FROM BEST AVAILABLE COPY

New York State Education Department Bureau of Educational Communications Albany, New York

FILMED FROM BEST AVAILABLE COPY

E M

MANUAL FOR ADMINISTRATORS

US DEPARTMENT OF HEALTHEDUCATION &VVELFAReNATIONAL INSTITUTE OF

EDUCATION. S (CII VI N II I 1 P.(',

I t) I At k v ..( I .10 "t",.;41 P( P. I . 'pi'."."1, Pf,, f 5 I, ,0,' A.1 f) o.n 0.! %, vut

PT f SIMSc'' A T

on Department Bureau of Educational Communications Albany, New York 1913

THE UNIVERSITY OF THE STATE OF NEW YORKRegents of the University (with years when terms expire)

1984 Joseph W. McGovern, A.B., LL.B., L.H.D, LL D., D.C.L., Chancellor New York1985 Everett J. Penny, B C S , D.0 S., Vice Chancellor White Plains1978 Alexander J. Allan, Jr., LL.D., Litt.D. Troy1973 Charles W. Millard, Jr., A.B.. LL.D., L.H.D Buffalo1987 Carl H. Pforzheimer, Jr., A.B , M.B A., D.C.S., H.H D Purchase1375 Edward M M Warburg, B.S., L H.D. New York1977 Joseph T. King, LL.B. Queens1974 Joseph C. Indelicato, M.D. Brooklyn1976 Mrs. Helen B. Power, A B., Litt D , L.H.D Rochester1979 Francis W. McGinley, B.S., LL.B., LL.D. Glens Falls1980 Max J. Rubin, LL.B., L.H.D. New York1986 Kenneth B. Clark, A.B., M.S., Ph.D., Litt.D. Hastings-on-Hudson1982 Stephen K. Bailey, A B., B A., M.A , Ph D , LL D. Syracuse1983 Harold E Newcomb, B.A Owego1981 Theodore M. Black, A.B. Sands Point

President of the University and Commissioner of EducationEwald B. Nyquist

Executive Deputy Commissioner o' EducationGordon M. Ambach

Deputy Commissioner for Elementary, Secondary and Continuing EducationThomas D. Sheldon

Associate Commissioner for Research and EvaluationLorne H Woollatt

Director, Division of Research and Educational CommunicationsCarl E. Wedekind

Chief, Bureau of Educational CommunicationsRaymond W. Graf

Prui Aisne Writ sca*r

ib401441111 SO.1.7

Er.umnsTM*

MAKE a paw-7401.

I Tom..rtrmars

./,1Vr

1

I

This publication was designed and printed byResearch and Development Division

Jack Tanzman, Director

BODES, Nassau, New York

2

e

I' is a distinct pleasure to bring the Manual for Administrators into thehands of educators. The Manual is directed to those teachers andadministrators who are seeking effective motivational techniques to reinforcecommunications skills, with emphasis on reading., The GraphicsExpression System (GES) is one of the exemplary programs involvingtechnology which we have followed from its early development inNevi York State. It is a particularly timely program, because it not only offersart alternative approach to the youngster with attitudinal learning problems,but it also works as well with the accelerated student. The approach andprocedures described in this manual were developed under an ESEA Title Iproposal in Uniondale Union Free School District #2, Uniondale, New York.However, we are convinced that the Graphics Expression System can bereplicated in any school district in a variety of ways.

Many educators in the field helped immeasurably in the development of thismanual. Within the State Education Department, we acknowledge thecollaboration of the Bureau of Reading Education. Special acknowledgementis due to Dr. William Irvin, Superintendent of Uniondale Union Free SchoolDistrict #2; Mr. Frank Sawicki, Director of Pupil Personnel Services; MissDorothy Dietrich, Supervisor of Reading, who wrote the original text. We alsoacknowledge with gratitude the contribution of Mr. David Petti, a seniorat Uniondale High School, for his photographic work. The final publicationwas prepared by Ms. Lucille McCabe, Associate in the Division ofResearch and Educational Communications.

Raymond GrafChiefBureau of Educational Communications

1

Foreword 2

Chart: Implementation of the Graphics Expression System Centerfold

The Graphics Expression System 6

Background 8

Program ImplementationWhat Administrators Should Know 12

Summary for Administrators 16

Involvement of Classroom Teachers 17

Involvement of Teacher Aides 18

Classroom ProceduresLogistics .. .

20

Orientation 20

The EIGHT-STEP PROCESS 23

AppendixThe Television Console° 27

School Districts with Similar Programs 27

Additional Resources . .27

6

In this manuaSystem is uswhich combi

(1) A thre(2) An eig

The teleengineersystem screate, bpresentatproducticreativity

Operatiomasterednecessarin a cons

Space reinstallatiof the powall outle

All progr"into theneed be rvideotape

ThrecomrGrapSwitarewhicfade

6

In this manual,.the_term Graphics ExpressionSystem is used to describe a specific processwhich combines two essential components:

(1) A three-camera television mini-studio(2) An eight-step process (see pages 21-23)

The television console is a uniquelyengineered three-camera CCTV, VTRsystem so designed that an individual cancreate, by himself, his own videotapedpresentation. It offers him built-inproduction features, which allow hiscreativity wide latitude.

Operation of the system is easilymastered; no special studio know-how isnecessary; it is rugged, and is containedin a console of special design.

Space requirement is small andinstallation is just a simple plugging inof the power cable to the electricalwall outlet.

All program-making capabilities are builtinto the system. No additional equipmentneed be purchased to produce avideotaped program.

Three cameras are at the student'scommand.Graphic zoom lenses are motorized.Switching, mixing, and special effectsare at the operator's fingertips,which allow split screen, fade in,fade out, etc.

The basic philosophy of the system is tocreate as many special effects as thestudent sees on his home screen.

The purpose of this manual is to describe howthe Uniondale (N.Y.) scnool districtintegrated this technological system with atotal learning experience, producing dramaticimprovement in reading.

The goal of this manual is to make it possiblefor other school districts to replicateUniondale's success by following theirprocedures (see pages 8-25).

7

.1

Statement of Dr. William Irvin, Superintendent ofUniondale Union Free School District #2, Unionda'o,I ew York, January,, 1973.

Sometime in 1967, while I was with the PortWashington school district, Mrs. Barbara Dolancame on staff as Television Coordinator, and webegan to look at ways the district could utilizetelevision in the instructional program. Mrs. Dolanhad achieved prominence through her networktelevision program, Science with Miss Barbara.0- e of Barbara's suggestions was a method calledthe Graphics Expression System. It was a compactrecording studio designed to be operated byinexperienced students. With this equipment, wehoned to interest those ycungsters in the juniorhigh school, who had no interest in learning,and who were in school only because of legalrequirements.

At that time, we explored some other implicationsfor the reading program. Because of myinexperience with the possibilities of television,and because M. s Dolan was new in the PortWashington schools we felt our way along. Weboth recognized the jJtential of the TV equipmentto contribute to the educational program, butdid not know exactly how technology couldcomplement educational theory.

The program we developed at the Sousa JuniorHigh School became immensely exciting.Youngsters who were obviously potential dropouts

already turned-off and not interested in formaleduction worked diligently to produce atelevision tape.

In 1969, it was decided to expand the programto the elementary level, and equipment was

8

purchased to begin the new prograleft r')rt Washington that year and cUnior dale; thereby losing the opporbecome involved in developing thatprogram.

A new opportunity arose,, however,1970, when the Uniondale Board of Easked for a detailed analysis of read'p Hformance scores, including theAchievement Test, the Pupil Evaluati.'est, the Gates-MacGinitie Readingowa Silent Reading Test. We were athis analysis into a package recomm

imprcve the reading program forCorothy Dietrich, District SupervisoFran'c Sawicki, Director of Pupil PerI conducted this analysis. As a result.a cif ' youngsters at the element!eve! v ho appeared to have all of thnecess try to learn to read (i.e., .,erbmeasuie.: by IQ scores, absence ofproblems or organic learning dirficullyoungsters, however, did not scoreachievement test in the stanine wheexpect thc.--.1 to score on the Otis QuiMental Ability Test.

In the spring prior to the reading stuapplied for an ESEA Title I programHook Junior High School level to utillthe Graphics Expression units to attzproblems of the potential dropout, ttand/or disruptive student.

Between the date of application for ttand the actual purchase of the equipTurtle Hook Junior High School hadundergo a Middle States' evaluation

William Irvin, Superintendent ofFree School District #2, Uniondale,ry, 1973.

7, while I was with the Porto! district, Mrs. Barbara DolanTelevision Coordinator, and weways the district could utilizeinstructional program. Mrs. Dolanrominence through her networkm, Science with Miss Barbara.

s suggestions was a method calledpres3ion System. It was a compact

designed to be operated bydents. With this equipment, we

t those youngsters in the junioro had no interest in learning,n school only because of legal

explorol some other implicationsprogram. Because of myth the possibilities of television,s. Dolan was new in the Portools, we felt our way along. Wethe potential of the TV equipmentthe educational program, butactly how technology could

ucational theory.

e developed at the Sousa Juniozcame immensely exciting.were obviously potential dropouts

d-off and not interested in formalrked diligently to produce a

decided to expand the programy level, and equipment was

8

purchased to begin the new program. However, Ileft Port Washington that year and came toUniondale; thereby losing the opportunity tobecome involved in developing that elementaryprogram.

A new opportunity arose, however, in the fall of1970, when the Uniondale Board of Educationasked for a detailed analysis of readingperformance scores, including the StanfordAchievement Test, the Pupil Evaluation Programtest, the Gates-MacGinitie Reading Tests, and theIowa Silent Reading Test. We were asked to putthis analysis into a package recommendationto improve the reading program for the district.Dorothy Dietrich, District Supervisor of Reading,Frank Sawicki, Director of Pupil Perscnnel; andI conducted this analysis. As a result, we identifieda group of youngsters at the elementary-schoollevel who appeared to have all of the factorsnecessary to !earn to read (i.e., verbal ability asmeasured by IQ scores, abs3nce of pathologicalproblems or organic learning difficulties). Theseyoungsters, however, did not score on theachievement test in the stanine where one wouldexpect them to score on the Otis Quick-ScoringMental Ability Test.

In the spring prior to the reading study, we hadapplied for an ESEA Title I program at the TurtleHook Junior High School level to utilize one ofthe Graphics Expression units to attack theproblems of the potential dropout, the turned-off,and/or disruptive student.

Between the date of application for the programand the actual purchase of the equipment,Turtle Hook Junior High School had decided toundergo a Middle States' evaluation and was in the

?N. '' i

middle of that evaluation when the equipmentfinally arrived. At that point, it was decided notto involve it in a new program while undergoingevaluation.

Because the Title I equipment was on hand and wehad authorization from the Board of Education todevelop a program for these children, we decidedto hire a teacher for a graphics program and towrite a structured program for theseunaerachievers, utilizing a graphic-communicationapproach to learning.

Through reading and listening, it became apparentthat the black, disadvantaged youngster utilizedan entirely different vocabulary and had adifferent language of his own. He had no troublecommunicating with his peers in this creativestreet language, but had a great deal of difficultyparticipating in the highly structured, formal,academic language of the school. The ideaoccurred to use this graphics expression programas a means of reaching these youngsters,exciting them, and turning them on to learningthrough the art of graphic communication. It wasdecided at this point to develop a program basedupon the premise that every youngster wants tocommunicate if he can find someone who willlisten.

The program, as it was visualized at this stage ofdevelopment, was rather amorphous. We had nocriteria for developing it, since there were nostandards and no one had experience in this area.It was felt that the person to operate such anexperimental program should be (1) creative, and(2) unhampered by preconceived learningtechniques to the point of being afraid to trysomething new. Once the teacher was selected,we began a rather intensive period of preparation.discussing what we could do and how we couldwork learning-theory into the actual developmentof the program. There were some key pointswhich we felt were important:

(1) Self-image is an established predictor ofsuccess

(2) Every child has something to say, but noteveryone can learn to communicate withinthe traditional structure

(3) Television has a tremendous impact on theyoung TV generation

(4) Students, properly motivated, will involvethemselves in varied learning experiences,in order to make themselves heard.

With these ideas in mind, we began to develop thetechniques of the EIGHTSTEP PROCESS (see pages23-25). This approach included the idea that thechild should have a hand in picking the subject hewishes to develop. This,then, was a fundamentalstep in getting the children interested in theprogram, which we called the Graphics ExpressionSystem.

Of course, this particular apnach was notdeveloped overnight. It took a series of trials todevelop the EIGHT-STEP PROCESS, which, in myopinion, encompasses all of the learning skills in

the area of communication. As the programgained substance, we began getting very positiveresults from some students. It must beremembered that most of the youngsters in thisparticular program had already had two or moreyears of remedial reading in the traditionalremedial reading approach. We had discoveredthrough diagnostic testing that they were familiarwith all of the learning and reading skillsnecessary to do a good job in reading, but werenot interested in using them.

A word of caution: If anyone is interested indeveloping such a program, that person shouldbe aware of the fact that the type of childrenfor whom this program was developed is a verysensitive group, with a history of failure. Theirparents and teachers realize that these youngstershave the ability to learn, but are not using it.A lot of reassurance is necessary. One mustbelieve that the child can learn, that he has themind and the ability to do so, and that the onlything lacking is the desire.

I think some personal experiences might be inorder at this point. We held a PTA meeting at theschool where the program was being developed.We invited the parents to come in, see theprogram, discuss its various aspects, and viewtapes that had been made by individual children.Sitting in the Graphics Expression Room (withparents of the children who were in the programand with others who were interested), somecomments from parents were very interesting andvery satisfying. Upon viewing her youngster'stape, one mother clapped her hands together andsaid: My goodness, that child hasn't said somany words in his whole life. Another commented:Yes, / know. My youngster worried me to death

10

....ennt......4-...d.*

working on this project at home. These weretypical comments from parents of children whohad exhibited a long history of disinterest and whono longer cared. The parents realtied theirchildren were not stupid, could learn, but had notlearned before.

On May 9th, D-Day occurred and the StanfordAchievement Test was administered by theclassroom teacher to all pupils. Because of theunique nature of the program, we wanted itevaluated in an objective way. We were looking forstatistical evidence of the progress made bythe students involved.

We had askea the District Director of Reading toadminister one form of the Stanford AchievementTest in late January, as a pre-test to locate themeasurable reading level of the children. By thetime we'd found the teacher and started theprogram, we were very close to March 1, 1971. Soin reality, we are talking about a measurableinterlude of time (from March 1st to May 9th);approximately ten weeks had separated the pre-and post-tests.

After analyzing the results, we found the medianachievement level growth in reading skills, asmeasured by the Stanford Achievement Test, ,

rose two years from the pre-test to the post-testfor the sixth-grade youngsters. As a result ofthis group of 17 underachievers making a meangain of two years, the Smith Street sixth-gradeclass moved from lowest mean in reading in thefifth grade to the highest mean for sixthgraders in the district in one year's time.

For this particular group of youngsters, thisexperiment proved an overwhelming success.Because we had applied stringent parameters inthe investigation, we felt rather sure that no error

R

was made. Moreover, as a result of this particularexperiment and analysis, we knew that theprogram did reach that particular segment of ourschool population that lacked motivation.

In addition, we found several unexpected benefitsfrom the Graphics Expression program. One ofthe most important side effects involved severalyoungsters in the experimental group. Theseyoungsters had been added to the program, buthad not been included in the achievementstatistics, since they were scheduled for a programconducted by the Board of CooperativeEducational Services for the emotionallydisturbed. Most of them were disruptive andunable to succeed in the regular classroomprogram. However, the psychologist and theclassroom teacher were to discover that, as a resultof their successful experience of communicatingthrough the Graphics Expression System, theseyoungsters lost their disruptive, disinterestedbehavior patterns and were able to containthemselves in the regular classroom program.They were, therefore, removed from the referrallist for those special education classes intendedfor the emotionally disturbed.

This program, as a means of motivating learning,began to exhibit itself in many respects. Theentire remedial reading program of our districtbegan to take on new directions. Classroomteachers began to be aware of the value of astudent being involved in selecting his or herlearning topic. The outline of the EIGHTSTEP PROCESSbecame a complete learning process in itselfone that could be applied not only to reading, butto social studies, math, science, health, or anyother learning experience. Thus, the television

11

system became an integral, motivatingwhich enhanced a student's desire toreinvolved him in the mainstream of tlearning process.

As an adjunct to the remedial prograsince developed a Saturday Morning RProgram for those children who are ablevel in reading and who want to incre.skills to a more proficient level. In thiswe have taken the direction of develodiscovery technique of examining ar,yso that those youngsters who are acad:talented can develop a means of attacproblem and solving it. We use the saPROCESS which, as we said before, is apto any kind of learning situation, be itviewpoint of the disadvantaged student,average student or the accelerated studStating the problem, investigating the pdeveloping it th,,i Intl research, writing .and videotaping the report provides thestimulus to promote academic achieveReviewing the videotape furnishes the swith immediate feedback on his perforDeveloping critical review is an importaacademic excellence.

We hope that from these experiences,students will go on to more abstract,sophisticated learning experiences e

which have traditionally been expectedchildren in our schools.

oreover, as a result of this particularand analysis, we knew that thereach that particular segment of our

lation that lacked motivation.

e found several unexpected benefitsphics Expression program. One ofportant side effects involved severaln the experimental group. Thesead been added to the program, but

n included in the achievementce they were scheduled for a programy the Board of CooperativeServices for the emotionallyost of them were disruptive andcceed in the regular classroomwever, the psychologist and theacherwere to discover that, as a resultessful experience of communicatingraphics Expression System, these

ost their disruptive, disinterestedterns and were able to containin the regular classroom program.herefore, removed from the referralspecial education classes intended

onally disturbed.

as a means of motivating learning,ibit itself in many respects. Theial reading program of our districte on new directions. Classrooman to be aware of the value of a

g involved in selecting his or herc. The outline of the EIGHTSTEP PROCESSmplete learning process in itself

;Id be applied not only to reading, buties, math, science, health, or anyg experience. Thus, the television

11

system became an integral, motivating device,which enhanced a student's desire to learn andreinvolved him in the mainstream of thelearning process.

As an adjunct to the remedial program, we havesince developed a Saturday Morning ReadingProgram for those children who are above gradelevel in reading and who want to increase theirskills to a more proficient level. In this program,we have taken the direction of developing adiscovery technique of examining any problem,so that those youngsters who are academicallytalented can develop a means of attacking aproblem and solving it. We use the same E1GHTSTEPPROCESS which, as we said before, is applicableto any kind of learning situation, be it from theviewpoint of the disadvantaged student, theaverage student or the accelerated student.Stating the problem, investigating the problem,developing it through research, writing a report,and videotaping the report provides the addedstimulus to promote academic achievement.Reviewing the videotape furnishes the studentwith immediate feedback on his performance.Developing critical review is an important step toacademic excellence.

We hope that from these experiences. all of ourstudents will go on to more abstract, moresophisticated learning experiences expel ienceswhich have traditionally been expected of allchildren in our schools.

WHAT ADMINIS ATORSS;1.-:OULD

After the program's potential and uses arediscussed with the administrators, it isessential that staff members visit anoperational program in some school district.Superintendents are complimented andhappy to have visitors, and it is only bywitnessing what is actually happening inother districts that school personnel will beable to evaluate the significance of thetotal process.

Once the intention is clear to introduce theGraphics Expression System, faculty meetingsshould be held and the use of the televisionsystem with the EIGHT-STEP PROCESS shouldbe introduced to the teachers. Once again, thepossibilities for curricula change, the

J 4 kt4.1"1-61-

program's potential with underthe opportunity to motivate all stshould be discussed in detail.should operate the equipment sbecome familiar with its simplicioperation. With the help of thepupils should then be selectedin the program.

Parents' meetings should be helfamily may see the equipment, olearn about the type of programintends to develop for its childknowledge of the new programthroughout the community, manopportunities to view the equipmbe made available. Coffee klatcmeetings, and meetings with smhelp to make the program betterTotal community involvement isuccess.

In introducing GES to a commur,imperative that careful preparatbringing all factors of school andinto the initial planning, selectioprogramming. Difficulties can stfollowing certain procedures carof information about, or familiarilthe objectives of the program caresentment in administrators, tparents.

The key to the development of a (stems from the selection of the tewill be responsible for its devel

1-3MNISTRATrIR`=-1

K N

he program's potential and uses aresed with the administrators, it is

tial that staff members visit antional program in some school district.intendents are complimented andto have visitors, and it is only by

ssing what is actually happening indistricts that school personnel will beo evaluate the significance of therocess.

the intention is clear to introduce theics Expression System, faculty meetings

d be held and the use of the televisionwith the EIGHT-STEP PROCESS Sh011id

roduced to the teachers. Once again, thebilities for curricula change, the

0.0

-MY

program's potential with underachievers, ancthe opportunity to motivate all studentsshould be discussed in detail. Teachersshould operate the equipment so that theybecome familiar with its simplicity and ease ofoperation. With the help of the teachers,pupils should then be selected to participatein the program.

Parents' meetings should be held so that eachfamily may see the equipment, operate it, andlearn about the type of program the schoolintends to develop for its children. Asknowledge of the new program spreadsthroughout the community, manyopportunities to view the equipment shouldbe made available. Coffee klatches, PTAmeetings, and meetings with small groups willhelp to make the program better understood.Total community involvement is the key tosuccess.

In introducing GES to a community, it isimperative that careful preparation be made,bringing all factors of school and communityinto the initial planning, selection andprogramming. Difficulties can stem from notfollowing certain procedures carefully. Lackof information abut, or familiarity with,the objectives of the program can developresentment in administrators, teachers, andparents.

The key to the development of a good programstems from the selection of the teachers whowill be responsible for its development.

r

tar

Uniondale looked for someone wh(, cow becreative, was unafraid of experimenting witha new program, was willing to wor"- withother teachers, and had a real love of children.Although the emphasis should be put oncreativity, expertise in the teaching of readingis equally important. However, it must beremembered that the nature of the televisionconsole demands a teacher with unlimitedhuman insight and, again, the ability to createand dramatize.

A teacher aide is needed with each GESteacher. Because these people work togetherat least five or six hours a day, the GESteacher, along with the director of reading andthe school principal, should participate inselecting the aide.

Aides should be willing to work underteacher direction and should be capable ofhandling all aspects of the program. Theyshould also have a desire to handle the TVconsole, for it is important that the aide knowall phases of the Graphics Expression programand be able to help pupils in any capacitythat is needed at that moment. It should beclear to administrators that teachers and aideswork closely together in planning activities.

Selection of students is based upon referralsof pupils who appear to be reading two ormore years below level: these referrals shouldbe made by the classroom teacher to thereading specialist. These pupils can be testedon a district-developed, informal reading

13

inventory. Stand aused. Other studegrade level but wincluded as a mepotential growth.

Pupils can be schWhere schools mfor reading instruclass or grade leExpression teachto schedule studeat the same time.classroom teacheteam in the Readshould be given twith preparationreading skills thatheir next script.necessary to takclasswork to thedistricts should asupplementary aincluding music,scheduling shoulthe classroom topupils may be micurriculum areasExpression expemany of the necprepare them foexperiences. Thibased on identifi

Because the Reacontain two to fo

Jniondale looked for someone who could bereative, was unafraid of experimenting withnew program, was willing to work with

ther teachers, and had a real love of children.(though the emphasis should be put onreativity, expertise in the teaching of reading

is equally important. However, it must beremembered that the nature of the televisionconsole demands a teacher with unlimitedhuman insight and, again, the ability to createand dramatize.

teacher aide is needed with each GESeacher. Because these people work togethert least five or six hours a day, the GES

teacher, along with the director of reading andthe school principal, should participate inselecting the aide.

Aides should be willing to work underteacher direction and should be capable ofhandling all aspects of the program. Theyshould also have a desire to handle the TVconsole, for it is important that the aide knowall phases of the Graphics Expression programand be able to help pupils in any capacitythat is needed at that moment. It should beclear to administrators that teachers and aideswork closely together in planning activities.

Selection of students is based upon referralsof pupils who appear to be reading two ormore years below level; these referrals shouldbe made by the classroom teacher to thereading specialist. These pupils can be testedon a district-developed, informal reading

13

inventory. Standard reading tests can also beused. Other students, whose scores are atgrade level but who lack motivation, can beincluded as a means of releasing theirpotential growth.

Pupils can be scheduled in a variety of ways..Where schools make use of the Joplin Planfor reading instruction (scheduling acrossclass or grade levels), the Reading-GraphicsExpression teacher should make an attemptto schedule students selected for this programat the same time. In some instances, theclassroom teacher can serve as part of theteam in the Reading-Graphics Lab. Helpshould be given to pupils individually, bothwith preparation of their scripts and withreading skills that will help them to improvetheir next script. In other instances, it will benecessary to take the children from regularclasswork to the GES Lab. In all instances,districts should avoid having children miss thesupplementary aspects of education,including music, art, and gym. Usually,scheduling should be done in conjunction withthe classroom teacher. Although somepupils may be missing instruction in othercurriculum areas, it is felt that the GraphicsExpression experience provides them withmany of the necessary skills that will betterprepare them for other classroomexperiences. This must be a district decision,based on identified needs.

Because the Reading-Graphics Lab willcontain two to four adults at any one time, the

FILMED FROM BEST AVAILABLE COPY

,MPLEN

r; L'it'7' --.! - ri;'t

RethinkReconsider Opt, OnS

N9- k

Oecis,o'

FILMED FROM BEST AVAILABLE COPY

14

NIA- 101\1 uF

----t&-i

RethinkReconsider Options

4

No-GoDecision

I S EXPstSSIOI 5 STE

ESSION SYSTEM

number of students who are scheduled fora particular period may vary. (The ratio ofteacher to pupils usually approximates 1:5-6.)The younger the pupils, the shorter theperiod of time in which they may meet. Grades6-9, for instance, can effectively use the labfor periods of 50 minutes, or more, a day.Grades 3-5 probably will profit more from a30-minute period. Preference would be toschedule students approximately three timesa week, with the two remaining days used toprovide the classroom teacher with time tocarry through her own reading activities withthe Graphics Expression group in her ownclassroom.

The Graphics Expression teacher, with anaide, will probably assume responsibility for atleast 50 to 60 youngsters per week andshould have one free period a day. This periodis to be used for preparation of materials,checking pupil assignments, and makingadditonal time available for the classroomteacher.

Completed tapes can be used in the classroomto provide information to classmates and,incidentally, to help the Graphics Expressionstudent achieve a certain esteem as a TVPersonality! The best way, therefore, to usethe Graphics Expression System is in a grovprocess, which develops a production team.The interaction of helping each other andevaluating each other's programs providesan important motivation and stimulation.

SUMMARY FOR A 0 MINIST AFOR

In organizing a GES program, theadministrator must remember that the key tothe success of the entire program rests with acreative teacher. There are, however, manyother factors that can either enhance ordetract from the program. Unless the programis properly introduced into a school orcommunity, the lack of acceptance can causeproblems. Teachers and administrators needtime to become familiar with the TV console,as well as with the goals of the program.Parents need to be introduced to the materialin a positive way, and note that its introductionhas approval of the schoo! personnel.Parent programs need to be repeated yearlyso that new members of the community orparents of children using the equipment forthe first time are clearly aware of the goals ofthe program.

It must also be remembered that the GraphicsExpression System provides the motivation;it is the creative teacher and thesupplementary materials that offer theopportunity for total learning to take place. AGraphics Expression Room needs to becarefully equipped so that it not only containsthe TV mini-studio, but also includes anample supply of scissors, paper, paste,magazines, books, newspapers,, listeningcenters, and reading skill materials. Thericher the supply of supplemental material, thebetter the opportunity for learners to producethe scripts they are interested in.

ID

INVOLVEMENT OF CLASSROOMTEACHERS

It is important to introduce the GraphicsExpression System to the classroom teachersat an orientation session. Teachers shouldbe informed of the ease of operation, thepossibilities for curriculum involvement, andthe importance of cooperation among

PICK A TOPI/DO RESEAR1

PREPARE PI:WRITE A S

PRACTICETHE_SC7

RECORD A_P. I-EVALUATF .HE TAPE

RECORD/ FINALTAPT

*51

17

classroom toteachers. Haequipment tway to familyoperation. Ttaking placeprogram invthey already

Through disto see how gprojects coculminate inbooklets, diomade. TeachExpression p

What typWhat tyHow to p

Once teacheequipment, tshould arranparticipate ithat they mayafforded by tt

During this dFshould permitthemselves orpossible usesgood videota,another classpupils' interewatching telE

vOLVEMENT OF CLASS

TEACHE-IRS

It is important to introduce the GraphicsExpression System to the classroom teachersat an orientation session. Teachers shouldbe informed of the ease of operation, thepossibilities for curriculum involvement, andthe importance of cooperation among

s,

PICK A.....TOPI/DO RESEAV

PREPARE PI_WRITE A S

PRACTICETHE SC'

RECORD A_ _It 4-

EVALUATE BE TAPERECORD/ FINAL_TAPT

classroom teachers and Graphics Expressionteachers. Having one teacher operate theequipment to tape another teacher is the bestway to familiarize each one with the ease ofoperation. They will then realize that what istaking place within the Graphics Expressionprogram involves no skills greater than thosethey already possess.

Through discussions, teachers should be ledto see how group or individual classroomprojects completed by pupils can ultimatelyculminate in videotaping instead ofbooklets, dioramas, or reports, a tape can bemade. Teachers should discuss with GraphicsExpression personnel:

What type of projects are most suitable?What type of materials photograph best?How to prepare children for the taping

Once teachers have become familiar with theequipment, the Graphics Expression teachershould arrange for each teacher and class toparticipate in a half-hour demonstration sothat they may all recognize the opportunitiesafforded by the system.

During this demonstration, the GES teachershould permit the children to see and hearthemselves on TV ,Ind to suggest ideas forpossible uses of the equipment. Showing agood videotape that has been made byanother class is an excellent way to excitepupils' interest, for most children lovewatching television and are often outspoken

-J.

Icritics of the shows they watch. The idea ofbeing on television and being involved inpreparation of television scripts is veryappealing to them. They are captivated by thenumerous ways in which the system can beused, and quickly master the camera tapingtechniques, and the commercial effects builtinto the master control panel. They thenhave the power to produce their ownprograms. Without realizing it, students beginto use the EIGHTSTEP PROCESS (reading, writing,listening and speaking) in order to reach thegoal a chance to appear on television. Thisapproach de-emphasizes the reading skillarea; instead, it emphasizes reading as anecessary means of achieving an end.

Throughout the year, the GES teacher needsto be constantly aware of proposed classroomprojects and may suggest possibilities for theuse of videotaping. Whenever a pupil or agroup has completed a tape, that tape may beused in the regular classroom or in otherclassrooms studying similar units. The peerrecognition which comes from suchshowings is invaluable to the children whoproduced the TV program. Moreover, theinstructional content of the videotape (e.g.,Martin Luther King, the first railroad, ahomemade puppet, etc.) can provide valuableinformation to the entire class. Learning occursfor many viewers beyond those involved inthe production.

-,

14-

18

;NrvOLVENIE!".4:1' OF TFI:(7;i:Er'

The teacher aide is an invaluable athe Graphics Expression program.provides the teacher with the help ncarry on a program in a more worthfashion. If an aide is to work successprogram, she (he) must first becomthoroughly familiar with the programini-studio, and the materials to benecessary that the aide be as proficthe teacher in operating the televisiconsole. She should be familiar withlocation and names of all read.ng agraphics materials, and should bedistribute supplies as needed.

f the shows they watch. The idea oftelevision and being involved in

ion of television scripts is veryg to them. They are captivated by thes ways in which the system can bed quickly master the camera tapinges, and the commercial effects builtmaster control panel. They thenpower to produce their own

s. Without realizing it, students begine EIGHT-STEP PROCESS (reading, writing,

and speaking) in order to reach thechance to appear on television. This

h de-emphasizes the reading skilltead, it emphasizes reading as ary means of achieving an end.

out the year, the GES teacher needsstantly aware of proposed classroom

and may suggest possibilities for theeotapin9. Whenever a pupil or as completed a tape, that tape may behe regular classroom or in otherms studying similar units. The peerion which comes from suchs is invaluable to the children whod the TV program. Moreover, theonal content of the videotape (e.g.,ut her King, the first railroad, ade puppet, etc.) can provide vsluableion to the entire class. Learning occursviewers beyond those involved inuction.

18

A

;NVOLVT'IviFbil OF TEACHFR AMPS

The teacher aide is an invaluable adjunct tothe Graphics Expression program. She (he)provides the teacher with the help needed tocarry on a program in a more worthwhilefashion. If an aide is to work successfully in theprogram, she (he) must first becomethoroughly familiar w:th the program, the TVmini-studio, and the materials to be used. It isnecessary that the aide be as proficient asthe teacher in operating the televisionconsole. She should be familiar with thelocation and names of all reading andgraphics materials, and should be able todistribute supplies as needed.

w.

The aide should become involved in everyaspect of the program under the direction ofthe teacher. Working with small groups or in aone-to-one situation, the aide should beable to:

(1) Help children audiotape stories(2) Use the listening centers(3) Carry out skill work activities(4) Listen to the oral reading of scripts(5) Help children audio- or videotape a

script.

In some instancaide to transcrichildren, and hachildren to rereaclass period. Th:help the childrespecific project.accompanying tlibrary or helpinin the learning cmay also meanspecific material,or newspaper.

Aides should alsiditto sheets on spupil workbooks,skill exercises, itcheck the mated,completed materand further prescCertainly, an aiddisruptive child vindividually with

Noir problems can oft

19

The well-organizincludes a Graphshould make useaspects. The Graso easy to operaare able to work Imost meaningful

e should become involved in everyof the program under the direction ofcher. Working with small groups or in aone situation, the aide should be

elp children audiotape storiesse the listening centersarry out skill work activitiesisten to the oral reading of scriptselp children audio- or videotape acript.

I`

,

19

in some instances, it may be necessary for theaide to transcribe stories audiotaped bychildren, and have such material ready for thechildren to reread and edit during the nextclass period. The aide should also be used tohelp the children locate library material for aspecific project. This may meanaccompanying the children to the schoollibrary or helping them make use of the libraryin the learning center. In some instances, itmay also mean helping the children to locatespecific material within a book, magazineor newspaper.

Aides should also help by preparing skillditto sheets on specific skills not available inpupil workbooks. Once pupils have completedskill exercises, it is possible for the aide tocheck the material with the pupil and make thecompleted material available for diagnosisand further prescription by the teacher.Certainly, an aide would be invaluable for thedisruptive child within the center. By workingindividually with these youngsters, suchproblems can often be minimized.

The well-organized learning center thatincludes a Graphics Expression Systemshould make use of a teaching aide in allaspects. The Graphics Expression System isso easy to operate that the teacher and aideare able to work cooperatively to carry out amost mean: . ful program.

I

i

.t"

LOrz:STCS

.

4 5 1 E; ;6 ; x ;

4.*

The GES console should be housed in amini resource-learning center having manydifferent areas of interest. The center shouldinclude a variety of materials to providepupils with a stimulating and changingclassroom environment.

Within the classioom, the following areasshould be set aside:

(1) A listening center(2) A script-writing or dictating center(3) An art supplies area(4) A reading skills center(5) A videotaping studio

PiEN A7-

Pupils should first be oneand its components. Afterfamiliar with the locationareas within the room, claslprocedures should be disci

GES console should be housed in aresource-learning center having many

rent areas of interest. The center shouldde a variety of materials to provideIs with a stimulating and changingsroom environment.

in the classroom, the following areasId be set aside:

A listening centerA script-writing or dictating centerAn art supplies areaA reading skills centerA videotaping studio

(4.

Pupils should first be oriented to the roomand its components. After they are somewhatfamiliar with the location of the five differentareas within the room, classroom rules andprocedures should be discussed.

The pupils must have the procedure forassignments and all work in the GES Labexplained to them. One procedure found tobe effective is to give each pupil two manilafolders one containing his GraphicsExpression work, and one containing all skill-work assignments. All work having anythingto do with his script and taping should beplaced in the Graphics Expression SystemFolder. Weekly assignments (carefullyprescribed for each child, depending uponhis specific reading deficiencies) should beplaced in the Skill-Work Folder, Pupils shouldbe instructed to label all skill and graphicsassignments as to: date, source, level, andpage number. With proper reinforcementover a period of about a month, the childrenwill know exactly how the program is workingand will have learned to do most routinethings independently.

The children should be instructed thatimmediately upon entering the Graphics-Reading Center, they are to: locate theirfolders, gather the materials that they need,begin working on their assignments.The teacher and aide should circulate aboutthe room, helping those pupils who are notsure of an assignment, reading with children,giving encouragement, reviewing anassignment that has been completed, orworking with those who are encounteringdifficulty. The children should be informedthat they may complete their skill assignmentsin any order they wish and that if they are

working on a televisiopostpone their skill w.This should be workedteacher and pupil.

Graphics Expressionin groups numberingChildren begin to learthrough listening to itthe teacher, and gettin

First, pupils sho.21d bedescription of the syshow each part works.introduced to commersuch as wipe, fade, taithey will become fameThey should then be gto see themselves on tfew words so that theylook and sound. Altertaped, tapes should bcan discuss how theyand how they perform

At this time, it is wise tthat they have seen onevaluate these progradiscussion, pupils canwhys of their own proEIGHT-STEP PROCESS that

produce a television punderway!

;Is must have the procedure forents and all work in the GES Labd to them. One procedure found toive is to give each pupil two manilaone containing his Graphics

on work, and one containing all skill-ignments. All work having anythingh his script and taping should be

the Graphics Expression Systemeekly assignments (carefully

d for each child, depending uponific reading deficiencies) should be

the Skill-Work Folder. Pupils shouldcted to label all skill and graphics_nts as to: date, source, level, and

ber. With proper reinforcementriod of about a month, the childrenexactly how the program is working

have learned to do most routinedependently.

ren should be instructed thattely upon entering the Graphics-Center, they are to: locate theirather the materials that they need,rking on their assignments.

her and aide should circulate about, helping those pupils who are notn assignment, reading with children,couragement, reviewing annt that has been completed, or

with those who are encountering. The children should be informedmay complete their skill assignmentsder they wish and that if they are

21

working on a television assignment, they maypostpone their skill work indefinitely.This should be worked out between theteacher and pupil.

Graphics Expression work should be donein groups numbering no more than six.Children begiil to learn about the TV systemthrough listening to its description, watchingthe teacher, and getting involved in its use.

First, pupils should be given a briefdescription of the system's components andhow each part works. Next, they should beintroduced to commercial television terms,such as wipe. fade, taping, monitor, so thatthey will become familiar with their use.They should then be given an opportunityto see themselves on television, and to say afew words so that they will know how theylook and sound. After all pupils have beentaped, tapes should be replayed so that pupilscan discuss how they looked, how they felt,and how they performed.

At this time, it is wise to discuss programsthat they have seen on regular TV, and toevaluate these programs. From thisdiscussion, pupils can be led to the hows andwhys of their own programs, and theEIGHT-STEP PROCESS that is used to write andproduce a television presentation will beunderway!

4.1.,. rmr, runr,tkun.w

errumm

ath..n........

r!

(i'..!

)

111(

....."^"if

t;11'

.1.

11.1111,1tir°3

'1(

1. PICK A TOPIC

2. DO RESEARCH

3. PREPARE GRAPH

4. WRITE A SCRIPT

S. PRACTICE READI

6. RECORD A RUN-T

7. EVALUATE THE T

8. RECORD A FINAL

A number of interesting tpupils might enjoy writinsuggested. Pupils shoulexpress their own interown ideas.

When the children have ftopics, which may rangedrug abuse or sports, libshould be reviewed and,taught. With the librarianstudents should then obttopics of interest. Theydirected to books, magaencyclopedias, filmstripUsing all library resourcshould begin reading abcmaterials that are on thereading level. They shoul

THE E;(3!.-11-S-f EP 0H0: f:::_z

1. PICK A TVPIC

2. DO RESEARCH

3. PREPARE GRAPHICS

4. WRITE A SCRIPT

5. PRACTICE READING THE SCRIPT

6. RECORD A RUN-THROUGH

7. EVALUATE THE TAPE

8. RECORD A FINAL TAPE

A number of interesting topics about whichpupils might enjoy writing a script should besuggested. Pupils should be encouraged toexpress their own interests and offer theirown ideas.

When the children have finally arrived at .Heirtopics, which may range from racing cars todrug abuse or sports. library proceduresshould be reviewed end, in many cases,taught. With the libralan's assistance,students should then obtain books on theirtopics of interest. They should also bedirected to books, magazines, atlases,eicyclopedias, filmstrips, and pictures.Using all library resources available, theyshould begin reading about their topics inmaterials that are on their particularreading level. They should also learn how

,..7F* OWL. a.4....utas..."ar,,,A.

to take notes from these sources. At thebeginning, most of the children will need agreat deal of help and encouragement inlearning how to take notes. This is a poorlydeveloped skill for many of them. They willalso have difficulty working alone.

Often it will be necessary for the teacherto obtain resources from other librariesand centers. There is a twofold reason fordoing this: first, to demonstrate to the childthat the teacher is willing to help him withhis work; and second, to provide him withadditional resources.

While the pupil is researching material forhis project, he should be constantly on thelookout for graphic materials that can be usedto illustrate his script. If no graphic materialis available from magazines or books, he maywant to prepare his own. Sometimes, pupilswill use objects or even animals to illustratetheir topic. Even a live snake is possible!

Once the pupil has completed his readingand notetaking from all available resources,he will be ready to write his script. The writingof the script will involve him in another areaof communication, for he must be able to usegood sentence structure, punctuation, andvocabulary, as well as correct spelling.If the student is deficient in any of thesewritten skill areas, such deficiencies shouldbe noted and skill instruction Provided.

24

It has been noted in the past that pupils oftenhave difficulty in paragraphing. Because thisis a common fault, lessons on paragraphingshould be developed and utilized with thosestudents who demonstrate this difficulty.Providing practice in a skill area when adeficiency is noted means that duringsubsequent production it is possible todetermine whether the skill has been acquiredor whether additional practice is needed.However, skill lessons should not interruptreal heat in producing a proper script. Thismoment is an excellent opportunity to use themethod of audiotaping and aide transcribing.After this process is completed, a lesson inparagraphing, grammar skills, and spellingwill be more effective.

Once the script has been written, corrected,edited, and rewritten, the pupil shouldpractice reading it. He should check to be surethat he can pronounce all words properly,that he can read the script fluently, and thathis voice is expressive.

Then, he will be ready to record a run-through.All of his graphics should be centered underthe stationary cameras. Group members(production crew) should be available tomanipulate these graphics materials and manthe movable cameras, which tape thespeaker. Immediately following this firstrun-through, the teacher, pupil and productioncrew should evaluate the tape to determineits strengths and weaknesses. The followinglist of questions may be used as criteria:

f-,_xiieria for Evan: sh r Li i ape

(1) Is the performer clean and neat inappearance?

(2) Is his posture good?(3) Is he speOing clearly? Too fast? Too

slow? Blurring words? Can you hearevery word?

(4) Do the visuals suit the subject matter?(5) Did the program keep your interest from

beginning to end?(6) Was the program telling something or

just entertaining?(7) Was there background music? If so, did

it really help the program?(8) Would you want to make any changes

that might improve the program?(9) What kind of program would you call

this (humorous, serious, educational,etc.)?

Suggestions should be made as to how thetape may be improved. This sometimesinvolves adding to the script or the graphics,taking note of punctuation marks when

reading aloud, or a suggestion as to posture orvoice quality. The final tape can be madeimmediately. If more work is needed, thepupil may delay the final taping for severaldays. No tape should be considered final untilthe pupil feels that it is the best he can doat that moment.

It is important that the classroom teacher beconstantly in touch with the GraphicsExpression teacher regarding the progressbeing made by a child. The classroom teachershould be encouraged to visit the center,particularly when a pupil has completed ascript. If possible, the tape should be shownto the entire class, either by CCTV (closedcircuit TV), if available, or by bringing theclass to the center. No pupil's tape should beshown to the teacher or the class unless theauthor has given his (her) approval.

Most pupils are eager to have their tapesshown. However, it is difficult for them tobelieve that they have been able to prepare apresentation that their whole class willwatch and listen to. TV, as used in the GraphicsExpression System,proves to them that theyhave succeeded!

THE TELEV/S1ON ONSOLE

It is possible for a school to assemble its ownthree-camera television mini-studio. However,two companies sell the unit complete (evenwith additional capacities):

LAD Electro-Systems, Inc.8 Commercial StreetHicksville, New York 11801

AMNEC Corporation670 White Plains RoadScarsdale, New York 10583

SC1'001 DiS l''rSTOTS WITHSMC_AR PROGRAMS

Port Washington Schools16 Belleview AvenuePort Washington, New York 11050

Central Islip SchoolsHalf Mile RoadCentral Islip, New York 11722

ADD,TIONAL RESOURCES

The Bureau of Educational Communicationsin the New York State Education Departmenthas produced a 25-minute program on theGES, which explains its uses in PortWashington and Uniondale and whichhighlights the EIGHT-STEP PROCESS. Thisprogram is available (free of charge, exceptfor return mailing /insurance) for use byany educational group.

The program is available in three presentationformats:

3/4-inch color videotape cassette1/2-inch color reel-to-reel videotape16mm color film.

To obtain this program, write to:New York State EducationDepartmentBureau of EducationalCommunicationsAttention: A New Motivation ForLearningRoom 476 EBAWashington AvenueAlbany, New York 12224

Upon request, staff members in the Bureau ofEducational Communications will visit schooldistricts and discuss with staff members anyquestions not answered by this manual or bythe tape/film presentation. Again, a letter or aphone call of request to the Bureau willmake possible the scheduling of a date andtime for your school or district. ContactMs. Lucille McCabe at (518) 474-5825, or atthe address listed above.

In cooperation with Mrs. Barbara Dolan ofPort Washington, National EducationalTelevision (NET) has produced an excellenthalf-hour program on the use of the televisionconsole there. For information about thisprogram, available in 16mm color, contactMrs. Dolan at the address given above.