Teaching Methods Courses in an Inner City School [electronic resource] / John Ahern.
Students of urban, commuter universities frequently make unlikely candidates for a team teaching situation in a black elementary school. Methods teachers at the University of Toledo, therefore, decided to hold classes at a multi-unit school in the Toledo ghetto. The objectives were twofold: to teach...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Subjects: |
MARC
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| 100 | 1 | |a Ahern, John. | |
| 245 | 1 | 0 | |a Teaching Methods Courses in an Inner City School |h [electronic resource] / |c John Ahern. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 6 p. | ||
| 500 | |a ERIC Document Number: ED046825. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Convention, National Council for the Social Studies, New York, New York, November, 1970. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 520 | |a Students of urban, commuter universities frequently make unlikely candidates for a team teaching situation in a black elementary school. Methods teachers at the University of Toledo, therefore, decided to hold classes at a multi-unit school in the Toledo ghetto. The objectives were twofold: to teach undergraduates how to team teach social studies, and provide an opportunity to teach black children. Students were formed into nine teaching teams, about two per grade level. All members of a team received the same grade. Teams were given the responsibility for planning a social studies curriculum unit which they would then teach to a group of 6 to 12 black children two afternoons per week for five weeks. Lectures, which later became discussion sessions, and evaluation and planning time accompanied the teaching experience. As the students got to know the children, they made progressively fewer presentations and used more techniques to get the children involved in the learning process. The objectives were achieved, largely because: the ratio of child to teacher was small; the team concept allowed differing levels of creativity to be equalized; topics chosen by the undergraduates were relevant; and the availability of planning time encouraged the students to be flexible. (JLB) | ||
| 650 | 0 | 7 | |a Black Students. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged Schools. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Inner City. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Innovation. |2 ericd. |
| 650 | 1 | 7 | |a Methods Courses. |2 ericd. |
| 650 | 1 | 7 | |a Minority Group Children. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Social Studies. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Experience. |2 ericd. |
| 650 | 1 | 7 | |a Team Teaching. |2 ericd. |
| 650 | 0 | 7 | |a Urban Teaching. |2 ericd. |
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