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ERIC Number: ED187870
Record Type: Non-Journal
Publication Date: 1980-Apr-2
Pages: 341
Abstractor: N/A
Reference Count: N/A
Performance Based Curriculum Development for Disadvantaged and Handicapped Students. Final Report [and] Modules.
Purdue Univ., Lafayette, IN.
This project was undertaken to develop a model for the construction of curriculum material using Vocational Technical Consortium of States (VTECS) occupational information as the primary background source. Each instructional package developed related to one specific task listed in the VTECS catalog and was totally self-contained. The packages were along a tri-modal approach: i.e., teacher centered, student centered, or a combination of the two. The student-centered component was designed for use by disadvantaged and handicapped students with low reading ability, short attention spans, or with problems in abstract comprehension and reasoning. Among the findings reported was that the tri-modal approach was an improvement over either teacher-centered or student-centered material in that it allows the teacher the flexibility to teach the material conventionally, has students work individually or in small groups, or uses the activity sheets to supplement conventional instruction. (Appended to the document are the twenty modules developed in horticulture and auto mechanics). Some representative titles are (1) Transplanting Annuals, (2) Reseeding Established Lawns, (3) Repairing Damaged Bark, (4) Protecting Trees from the Weather, (5) Check Coolant Freezing Point, and (6) Remove and Replace the Air Cleaner Shell. (LRA)
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Indiana State Board of Vocational and Technical Education, Indianapolis.
Authoring Institution: Purdue Univ., Lafayette, IN.