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ERIC Number: ED026315
Record Type: RIE
Publication Date: 1968-Oct
Pages: 26
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Appendix J. An Experimental Model to Enable Instructional Managers to Demonstrate Interaction Competency.
Rousseau, Leon; And Others
The interaction tasks (or communication process) model, an experimental model to enable instructional managers (in this case education students undergoing microteaching) to demonstrate competence in their interactions with students, is predicated upon four sequential component subsystems: (1) selection, (2) planning, (3) criterion task, and (4) remediation. If necessary, the criterion task subsystem may be replicated as a fifth component. Moreover, a sixth component, the counseling subsystems, may be entered at any time from within one of the other components. By means of this model, it is possible to analyze five interaction tasks--communicating new information or demonstrating a specific psychomotor skill, communicating a specific learning task in order to elicit responses indicating willingness to undertake the task, eliciting responses indicating the application of a previously comprehended abstraction to solve a problem, eliciting responses which evidence divergent thinking, and eliciting responses indicating valuing behavior (according to the 3.0 level of TAXONOMY OF EDUCATIONAL OBJECTIVES--AFFECTIVE DOMAIN). (This document and SP 002 155-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications in SP 002 154.) (Author/SG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.
Identifiers: Affective Domain; Blooms Taxonomy; ComField Model Teacher Education Program
Note: Appendix J in A Competency Based, Field Centered, Systems Approach to Elementary Teacher Education; Final Report. Vol. II, p222-247.