A Modified Self-Paced Approach Kathleen J. Dombrlnk McGluer North High School, 705 Waterford Dr., Florissant. MO 63033 When McCluer North High School was opened in the fall of 1971, individualized instruction was strongly encouraged. As a result, the chemistry program originally consisted of a very loosely structured course with semester deadlines. This program allowed students to choose from a variety of learning activities, as they saw fit, while the teacher basically sewed as a resource person. In this manner, the program strongly resembled individualized . programs developed previOUS~~.'.~
When it became obvious that students were not always capnhle of selecting an appropriate learning style, or of having the self-discipline to learn on their own, changes had to be made. As a result..this nroeram has evolved into what can best . be described as a self-paced course with unit deadlines (nine nnitslsemester). Such a delineation adheres to the tenet. "Deadlines for'the completion of each unit of work are es: sential to the success of any self-pacing program."3 There exists a degree of flexibility within a given unit, and this does allow students to exercise some decision making. Course Structure Students are provided with a list of assigned activities for each unit, along with a list of corres~ondingbehavioral objectives. The activities include laboratory experiments, readings, problems, film loops, and filmstrips. A sample unit, "Solubility Equilibrium-Activities," is shown in the table. In order to expose the students to a variety of learning methods, they have minimal choice in the types of activities that are assigned. However, they are occasionally given choices within a type of activity (for example, choosing between two similar acid-base titrations). At the start of each unit.. a euideline is oosted which lists " fixed daily activities-lectures, demonstrations, quizzes, and the unit test. The remainder of the schedule suaeests a feasible outline for completing the required assignments (see the figure). However, the student chooses hisfher own way of utilizing class time. The chronology of activities is dictated when crucial, but essentially it is up to the student to complete the assignments by the unit test date. Laboratory Work The major emphasis of the course is on laboratory experimentation. with students nerformine some laboratorv work usually thr& out of every ifve class d i p . The experiments are handouts developed by the teacher, based on several sources. The original CHEM Study experiments, which are highly theoretical, have been revised for easier reading, and augmented with mathematical hints and leading questions. These
' Forgy, E. L. and Bakken, M.E., J. CKM.
EOUC., 53,309 (1976).
McMullian. L. U.. J. CIIEM. EDVC.. 57, 498 (1980). Ledoener, E. W., J. C ~ E MEDUC., . 55,666 (1978).
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are supplemented with qualitative traditional experiments (for example, solution chemistry). Whenever possible, demonstrations are restructured into individual or small group experiments. However, demonstrations are still a significant part of this program. Since students are not performing identical tasks on a given day, asystem has been devised toeliminate the possibility of "dry-labs." Before beginning a laboratory experiment, the student prepares the outline of the lahoratory report: title, aim, data table. While the student is actually collecting data, the teacher initials the report in the margin alongsidethe data table. In this manner, the collection of data is verified. It is the responsibility of each student to obtain the teacher's mark of verification while performing the laboratory procedure. As a result, students quickly realize the stress on laboratory work. Classroom Management Students turn in each activity as it is completed. They are allowed access to the answers to problem assignments, hut they are required to show their procedures. All other work is graded by the teacher and returned on the following day. On the day of the unit test, students resubmit all of their checked
High schwi chemistry teachers from around the country open their ciassrwms, through this feature, for ail to see. Teachers are invited to Share their techniques, methods. and ideologies. Contributionsshould be sent lo the feature editor. Ms. Dombrink received her BA degree ham Holy Names College in 1967 and her MS degree from St. Louis University in 1970. Since 1969 she has taught chemistry in the Farguson-Flarissant School Dishict, Florissant. Missouri. Currently she teaches both first- and seconbyear chemistry at McCiuer North High School, which has a Studem ooouiation of aDDr0ximate. . .. F,.' ily 2,000 in the upper three grades. At McCiuer North. KsMleen has been responsible for the development and implementation of liw current chemistry curriculum, where chemistry can betaken as an elective at any one of the upper three grade levais. Ms. Dombrink is quite active in numerous pofessionaiorganizations and has held various offices in the St. Louis Section of the American Chemical Society. She has also presented papers at various Chemical Demonstration Conferences and NSTA redonai snd national eanventlons She Has a pan copant in tne Dreyt~sSummer lnrt Idle on High Scnoo Cnem shy at Prmccton Jn versty in the summer of 1982 She k a k o a m m m ot MVCdED Tarr Fnm on Cont nu8ngEd-callan and Fostering High Schaai Student Achievement,
papers, and their point total is entered in the gradehook. This eliminates daily grade recording and therefore minimizes the teacher's paperwork. If a student fails to complete an activity hy the unit test date, helshe loses the points on that assignment, but the test is taken regardless. Sample UnH for Sel-Paced Chernlstry Course Unit: Solubility Equilibrium Activities Laboratory Expsrinmnts 1) F m i n g Precipitates 2) An lnboduction to Solubility Equilibrium 3) Dissolving Precipitates 4) KSP of Lead Chloride Worksheets Part I : Part I : Part 111 : Part IV:
TestinglGrading
Students are awarded points on activities, quizzes, and tests. Although the points can vary at the teacher's discretion, quizzes and test comprise approximately 60%of the student's grade, while activities make up the remaining 40%. Students are also given the option of retaking a test on their own time, but they suffer an immediate 10%grade reduction on the retake. Since the student is always awarded the higher score, retaking atest does not penalize the student. However, making this option available only outside of class time tends to lessen the number of interested students, and also prevents the possibility of students using the initial test as a "pretest." Role of t h e T e a c h e r
Predicting Solubility in Oeneral Equations for Soiubilii Equilibriaand Ksp Solubility and KW Predicting Precipitates (Xlanliitively
Audio Visual Reswrces Watch the fitmlwp "Equilibrium: Solufiom and Precipitates" and answer related que~tiom.
Reading Assignmem Chapter 20, "Precipitation Reactions." pages 501-519 LIemonsfrations 1) Solubility Equilibria in Nature 2) Simuitaneous Equilibria 3) Successive Equilibria
At the start of class, the teacher announces thestructured activities (group work)-for example, a 15-20 minute lecture, a demonstration, andlor a quiz. The teacher then suggests what activities may be performed in the remaining time, such as a laboratory experiment, worksheet problems, a filmstrip, or specific pages of a reading. The teacher also outlines the work for the next few days to keep the class informed of an upcoming quiz and/or test. This information is also posted. Once the group work is completed,the class begins a variety of activities. At this point, the teacher is readily available for questions of an immediate nature. Returned assignments requiring lengthy explanations will have the note, "See me," and students are to contact the teacher during this time. It is also at this juncture in the class period that the teacher invites small groups of students to discuss briefly the results of a quiz or test from the previous day. For the remainder of the class time, the teacher circulates, checking on the progress of each student. If a student is performing a laboratory experiment, GUIDELINE
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Number 12 December 1982
the teacher initials the data table. This time affords the teacher the opportunity to offer individual help, as well as to question each student informally, soas to assess the student's g a s p of the material. The teacher also supervises an adjoining Science Resource Area where students view audiovisual materials, as well as work in small groups on problem assignments. At the end of the class period, students turn any completed assignments into a folder. These assignments are then checked by the teacher and placed in another folder for pick-up on the next day. Obviously, the teacher cannot he in all places at once in the combined classroomllahoratory. Yet the variety of activities insures, for the most part, that not all 25 students (average class size) will require direct supervision a t all times. The teacher quickly learns to identify the student requiring minimal guidance, and the students who need to he prodded into action. Insecure students who demand constant reassurance can he very time-consuming, while shy students can he inadvertently overlooked in this system. Dealing with these latter types of students is a very individual concern, with the teacher generally adjusting through trial and error. Student Attitude
The student usually arrives in class early in order to pick up graded papers from the class folder and to check the posted daily schedule. Frequently, the student will begin work before the class period starts, often gathering chemicals and setting up the apparatus for a laboratory experiment. As the student works on assigned activities, informal conversation is allowed with classmates. As a result, the atmosphere of the classroom appears noisy and chaotic, hut is
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comfortable and seemingly conducive to a relaxed state of learning. Since students are allowed to work in isolation in study carrels in the Science Research Area. noise level rarelv ~ ~ ~ becomes aprohlem. Also, since students ark allowed to fin& assignments a t home, and have the option of retaking tests, they generally feel little pressure and anxiety. The students' eager and enthusiastic approach to this program, while difficult to measure, undoubtedly enhances the learning process. ~
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Summary
The development of the present chemistry curriculum a t McCluer North High School was the result of confronting the pitfalls of individualized instruction and modifying the situation. Structure was established by means of lectures, avarietv of required activities. and test deadlines. Flexihilitv -is stifappare& in an element'of student choice among activities, but especially in the utilization of class time. As a result, a system now exists which not only provides a framework for acquiring a sufficient background in chemistry, but one which fosters a cooperative atmosphere in the classroom. Since the beginning of McCluer North, some type of selfpacing has been done in chemistry. Therefore, there have been no standardized test results to indicate the effect of this tvoe of program on academic achievement. The same can also be said about the influence upon enrollment. The chemistrv enrollment, however, has hrrn maintained at 9-10 sections per year over the post 11 yearidespite a drop in the total enrollment of'the school. It is the general feeline" among scienrr ~ - ~ department faculty and the administration that the chemistry program is very popular. ~
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