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ERIC Number: ED030624
Record Type: RIE
Publication Date: 1969-Mar
Pages: 16
Abstractor: N/A
Reference Count: 0
Interaction and Design: Teacher or Teachers. Technical Report No. 10.
Merrill, M. David
Learning as an indirect, individual process operates through two overlapping school environments, the interpersonal (or extracurricular student teacher relationships) and the instructional. Two teaching abilities, interaction skills and planning or design skills, are necessary for the teacher to manipulate both environments effectively; however, training in interaction toward the development of instructional skills alone is emphasized in most teacher education programs. There has been some training in design skills, such as specifying behavioral objectives for the instructional environment, but teacher education programs should further include training in classifying instructional principles for each specified behavioral objective for both environments, a procedure which can be systematized into selection, comparison, and modification. Experimental instructional design and interpersonal interaction training programs were implemented at Stanford and Brigham Young universities with favorable results; however, to attain each skill at an adequate level often takes more time than is available. A horizontal plan of staff differentiation utilizing a team of teachers, each trained for and specializing in one teaching ability, would eliminate problems caused by possible inadequacies of an "all-purpose" teacher. (SM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Brigham Young Univ., Provo, UT. Coll. of Education.
Identifiers: Brigham Young University UT; I STEP; Individualized Secondary Teacher Education Program; Stanford University CA