Illustrative Learning Experiences

Illustrative Learning Experiences: University High School in Action

EMMA MARIE BIRKMAIER EDITOR
Volume: 2
Copyright Date: 1952
Edition: NED - New edition
Pages: 116
https://www.jstor.org/stable/10.5749/j.ctttszvq
  • Cite this Item
  • Book Info
    Illustrative Learning Experiences
    Book Description:

    Illustrative Learning Experiences was first published in 1952. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. This volume is number 2 in the Modern School Practices series; established in 1950 by the College of Education at the University of Minnesota, and the Bureau of Educational Research. The series is designed as a replacement to two earlier series: the Series on Individualization of Instruction and the Modern School Curriculum series. The University High School was established at the University of Minnesota in 1908 as a laboratory center for the College of Education. This volume presents the activities of the High School as an environment of observation, study, and experimentation. Topics discussed include units in social studies, chemistry, business, mathematics, foreign languages, and language arts.

    eISBN: 978-1-4529-3755-7
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. INTRODUCTION
    (pp. 1-4)
    Minard W. Stout

    In 1908, by an act of the Board of Regents of the University of Minnesota, the University High School was established as a laboratory center for the College of Education. It has been accredited by the North Central Association of Colleges and Secondary Schools since 1915. As an institution established for purposes of demonstration and investigation its primary objectives are:

    to provide a superior learning environment for its pupils

    to give students of education and teachers in service an opportunity to observe and study the best practices in the teaching field

    to carry on experimentation

    to provide teaching experience for...

  4. THE STUDENTS
    (pp. 5-7)
    William D. Carlson

    The student population of University High School is drawn from the Twin Cities and the suburban villages. A deliberate effort is made to secure a cross section of socioeconomic backgrounds and the major occupational groups. Thus the unemployed, unskilled, agricultural, skilled, clerical, domestic, sales, managerial, and professional groups are represented by the parents of students enrolled at University High School.

    In order to provide further for a wide range of students, selections are made to ensure opportunities for working with all levels of mental ability found in secondary schools. For example, in the school year 1950–51 a range from...

  5. WHAT’S HAPPENING? A Curriculum Bulletin Board Answers
    (pp. 8-15)
    Emma Marie Birkmaier

    Placed strategically on the wall of the main corridor of University High School, a fuchsia-colored bulletin board, four feet high and six feet wide, strikes the eye of everyone, coming or going, and causes quite a stir among the newcomers to the building. (See the photograph, p. 9.) When parents attend afternoon or evening functions in the school, they are intrigued by the story the curriculum board has to tell about the learning activities in which their children participate.

    The printed headline reads units in progress—here and now and as the visitor curiously approaches the board, intent upon a...

  6. THE NATURE AND PURPOSE OF THE UNITS
    (pp. 16-17)
    Curriculum Committee

    The units and materials included in this bulletin should take on greater meaning for the reader after the foregoing summary of the basic philosophy of University High School and its organization and operation. The reader has seen, too, how the faculty evolved the idea of making available to the schools of the state some of the typical teaching units illustrative of work done regularly in the school. The units have been selected from all grade levels and from the major areas of learning. They extend from the subject-matter type of unit up through the experience type. The nature of the...

  7. HOW IS THE WAR EXPERIENCE PRESENTED IN WORLD LITERATURE? A Unit in World Literature
    (pp. 18-28)
    Dwight Burton

    One of the general purposes of the twelfth-grade program in literature at University High School is to give the students an opportunity for contact with fine literature of many nations of the world. Often, this purpose is implemented by extensive reading projects centered around some problem or topic important to the students in the class. Such projects have been advantageous in providing the unity of a significant problem while still permitting the individualization necessary with a broad range of abilities and backgrounds. The class in which the project here described was undertaken presented, for example, a range of ten years...

  8. POLITICS IN ACTION: A Unit in Social Studies
    (pp. 29-43)
    Dorothy McClure Fraser and Edith West

    Election years are always exciting ones for social studies classes. Students have an opportunity to see politics in action. They can follow the progress of the campaign, see the wheels of the political machinery turning, and participate in the country’s election decisions to the extent of arranging a poll of their own student body or even of doing active community work in getting potential voters registered and to the polls. A thorough study of politics and election procedures in which students investigate actual issues and candidates, campaign actively in their own school for the men and policies they have decided...

  9. THE WATER SUPPLY IN OUR COMMUNITY: A Unit in Chemistry
    (pp. 44-51)
    Clarence H. Boeck

    There are few things in our lives that are not directly or indirectly affected by chemistry. It affects the future housewife and the ordinary man on the street. The study of chemistry can provide a body of subject matter and a mode of attack on problems valuable for providing a better understanding of our environment and for making a more discriminating citizenry. Consequently, part of the general education of any well-informed citizen of our nation should include activities in this area. University High School today no longer considers chemistry to be the “inner sanctum” of the few who elect this...

  10. BUYING INSURANCE: A Unit in Basic Business
    (pp. 52-61)
    Ramon P. Heimerl

    Consumer Problems can be a course packed with exciting and vital learning experiences for eleventh- and twelfth-grade students. Teacher-pupil planning at the beginning of the course in University High School brought forth a list of innumerable projects and activities to be taken up at some time in the course. One of the learning activities selected for special study was “Buying Insurance,” since most of the class members were particularly eager to learn more about this area. The unit lasted approximately six weeks.

    The personnel of the class did not consist of upper ability pupils only; rather, the I.Q.’s of the...

  11. OUR NUMBER SYSTEM: A Unit in Algebra
    (pp. 62-69)
    Donovan Johnson

    The performance of high school students, as well as of adults, in the solution of arithmetic problems is always disheartening to mathematics teachers. Thus, one of the difficulties facing every high school mathematics teacher is the need for reviewing and extending the high school student’sunderstandingof numbers and computation processes as well as for building computational skills. Usually this review of fundamental processes of arithmetic is done through drill in which computational methods become more mechanical than ever and frequently less accurate because of the practice of errors. The lack of interest in doing the same things presented in...

  12. MAPPING IS APPLIED GEOMETRY: A Unit in Geometry
    (pp. 70-79)
    Theodore E. Kellogg

    During the first weeks of class the students at University High School are ready to suggest an endless number of possible areas in which they feel the study of geometry plays an important part. Among many such areas they mention especially aeronautical, mechanical, and architectural engineering, design, mapping, astronomy, photography, and physics. They display a keen interest in these fields and express a desire to do more intensive work and to seek more information about some aspects of them. But they realize, to a degree, that a profitable study of such applications depends upon a knowledge of basic mathematical and...

  13. CADA UNO UN MEXICANO: A Unit in Spanish
    (pp. 80-85)
    Dorothy Trandeff Michalson

    Television, short wave, student tours, armed service forces transplanted on foreign soil—all these create a need to know our foreign neighbors better. But how can we really understand them unless we speak their language?

    Learning to speak a foreign language is not an easy job; it is one of constant mimicry and memorization. The foreign language teachers at University High School are constantly searching for new devices to make classes more interesting and the work of constant repetition and memorization purposeful and less laborious. One of the more extensive learning activities we have used successfully at University High School...

  14. WE LEARN TO PULL TOGETHER: An Eighth-Grade Camping Experience
    (pp. 86-93)
    Florence Dunning, Beatrice Heimerl and Marion Kirkpatrick

    Forty-eight eighth-graders were going in forty-eight directions. At least so it seemed to the social studies, mathematics, science, and English instructors of University High School. This group of youngsters, drawn from all sections of the Twin Cities and suburbs, was heterogeneous in nature. Approximately sixteen fathers were professional men, fifteen were unskilled or semiskilled laborers, and the remainder grouped themselves between these extremes. The recorded Otis intelligence test scores ranged from 62 to 155.

    One could notice in the behavior of the group that, outside of the regular school situation, there was a minimum of social contact among the students....

  15. WE’RE IN THE NEWS: A Seventh-Grade and Eighth-Grade Writing Unit in Language Arts
    (pp. 94-99)
    Marion Kirkpatrick

    The publishing of a class newspaper is motivation in itself. Everyone likes to appear in print, but usually seventh- and eighth-graders find it unlikely that any of their work will appear in the school paper. Publishing their own paper provides a large number of opportunities for writing and for individualizing instruction. Those students in need of remedial work can be singled out easily for special instruction; those students with creative ability can find an outlet for their talents. The average time spent in this activity at University High School is four weeks. However, it varies with the classes according to...

  16. LET’S GO TO PRESS: A Seventh-Grade Printing Unit
    (pp. 100-108)
    W. Carlisle Anderson

    For University High School’s seventh- and eighth-graders, “exploration” is the motto in the unified arts department. One hundred students are divided into four groups. Each small group of twenty-five rotates through the four divisions of the unified arts department, namely, art, home economics, industrial arts, and music.

    In the industrial arts division the work is divided further into three experience areas. For the seventh grade these areas usually are toy-making, electricity, and printing. In this chapter we shall outline the printing project which has been used successfully a number of times.

    Usually during the initial sessions the class is busily...