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An Institute for Teachers and Teacher-Trainers inAdult Basic Education of Urban Adults: FinalReport.Lincoln Univ., Jefferson City, Mo.Bureau of Adult, Vocational, and Technical Education(DHEW/OE), Washington, D.C.12302331 Aug 72OEG -0 -71 -3422 (323)50p.

MF-$0.75 HC -$3.15 PLUS POSTAGE*Adult Basic Education; Adult Reading Programs;*Institutes (Training Programs) ; Models; NegroCulture; Negro Dialects; Program Planning; SummerInstitutes; *Teacher Educator Education; Teachers;Teaching Techniques; Urban Culture; *Urban Education;*Urban Teaching

The document is introduced by a summary of goals,activities, participants and other aspects of the institute. Chaptertwo, Background of Urban Adults, presents highlights of fivelectures: African Heritage; Discovering Negroes in American History;Development of Urban Communities; Motivational Characteristics andValues of Urban Adults; and Racism in Urban Communities. Techniquesof Teaching Urban Adult Learners, chapter three, presentsRecruitment, Motivation, and Retention; Techniques in Teaching UrbanAdults; Psychological Tests in Adult Basic Education; Techniques ofTeaching Reading to Adults; The Language Experience Approach toTeaching Reading; Differences between Dialect Problems and ReadingProblems; and Measuring and/or Evaluating Adult Reading Problems.Three models are presented in chapter four: Six-Step Program PlanningProcedure for Adult Educational Activities; Six-Step Problem-SolvingProcedure for Adult Educational Program Planning; and a 12-stepProcedure for Program Planning of Adult Educational Activities.Chapter five evaluates the institute's objectives. Chapter sixreports on participants' efforts to establish teacher-trainingworkshops in their communities. Chapter seven gives a summary,conclusions, and four recommendations for teacher-training programs.A three-page bibliography and five appendixes related to instituteactivities conclude the document. (NH)

FINAL REPORTInstitute for Teachers and Teacher - Trainersin Adult Basic Education of Urban Adults

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LINCOLN UNIVERSITY OF MISSOURIJEFFERSON CITY, MISSOURI

August :31, 1972

diallia1410

FINAL REPORT

Project No.: 123023

Grant No.: OEG.0.71.3422 (323)

AN INSTITUTE FOR TEACHERS AND TEACHER-TRAINERSIN ADULT BASIC EDUCATION OF URBAN ADULTS

August 31, 1972

U. S. DEPARTMENTOF'

HEALTH, EDUCATION, AND WELFARE

()trice of Etitivationlitirati of Adult k'ocational

And Technical Education

The 111)(0 II %%CIS perfurIleti III to a grant with tlw ()flirt ofEducation, 1:.S. 1)epartment of Health, Education, and ellare. ('ontractorsundertaking such projects tinder Government sponsorship are encouraged toexpress freely their professional judgment in the conduct of the project. Pointsof V1u.V or opinions stated do not, therefore, necessarily represent 11w officialposition or policy of the Office of Education.

3

BEST COPY AVAilABLE

I have a dreamthat one day this nation

will rise upand live out

the true meaningof its creed:

We hold these truthsto be self evident;

that all menare created equal...

with this faithwe will be able

to transforr tthe jangling discords of r nation

into a beautiful symphonyof b. .(.)t herhood.

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MARTIN LIJTHER KING, JR.

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BEST COPY AVAILABLE

Dr. Robert H. KingProject Director

ACKNOWLEDGEMENT

The completion of this report dependedupon t he assist ance and cooperation of

any persons. Special thanks to theIn:lititte participants and graip leadersfor thtir cooperation and support as theprime subjects undergird Mg this report.Hearty appreciatioo also to tilt Departmentof Education and its Chairmar for themany considerations and services providedfor the Institute and this publication.Moreover sincere gratitude to thePresident. Director of Summer Studies,Director of Student Personnel, and othercolleagues for their assistance, guidance,and eneourgement during this project.

A special Word of appreciation isalso expressed to Assistant DirectorDennis Williams for helping to compilethese materials, and to Ihe evaluating team,the consultants. and the instructionalstaff for providing materials for this report.

5.to

INSTRUCTIONAL STAFFMr. Edward BeasleyMrs. Antronet,e BrownMr. Theodore BryantMiss Del FinleyMrs. Jean KingI)r. Charles ParrishMiss Ethel PittsMrs. Anne H. I'reussI)r. George L. JohnsonDr. James H. Seeney

EVALUATING TEAMMr. Bill GhanDr. Lorine KnightMr. iaires Tinny

ASSISTANT DIRECTO}Mr. Dennis Williams

CONSULTANTSDr. John E. GeolysDr. William Ii. (;riffen1)r. Robert JackDr. Itobert E. LeibertDr. Jolai K. Sherk, Jr.

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

"SIX-STEP PROGRAM PLANNING PROCEDUREFOR ADULT EDUCATIONAL ACTIVITIES"(Model I 1- Dr. James Secaey . 18

CHAPTER II "SIX-STEP eROBLEMSOLVING PROCEDUREFOR ADULT EDUCATIONAL PROGRAM

BACK' :ROUND OF URBAN ADULTS PLANNING" (Model II)"AFKTCAN HERITAGE" Mr. Edtvard Beasley 2 Dr. Robert H. King 19"DISCOVERING NEGROES IN AMERICAN "A TWELVE -STEP PROCEDURE IN

HISTORY" Mr. Edward Beasley 3 ORGANIZING AND CONDUCTING A PROGRAM"DEVELOPMENT OF URBAN COM- FOR URBAN ABE TEACHER TRAINING"

MUNITIES" Dr. Charles Parrish 4 (Model III)"MOTIVATIONAL CHARACTERLSTICS AND Dr. Robert L. Jack . . ... . 20

VALUES OF URBAN ADULTS" Miss Del Finley 5

"RACISM IN URBAN COMMUNITIES"Dr. William H. Griffen . 7 CHAPTER V

EVALUATION OF ON-CAMPUS ACTIVITIES 22

CHAPTER III DAILY EVALUATION 22WEEKLY EVALUATION 22

TECHNIQUES OF TEACHING URBAN PRE-TESTS AND POST-TESTS . 23ADULT LEARNERS 8 EXPECTATION-OUTCOME 24"RECRUITMENT, MOTIVATION AND SPECIAL EVALUATION 24

RETENTION" - Dr. Robert H. King 9

"TECHNIQUES OF TEACHING URBANADULTS" Mrs. Antronette Brown 10 CHAPTER VI

"PSYCHOLOGICAL TESTS IN ADULT BASIC FOLLOW-UP ACTIVITIES 26EDUCATION" Vr. Theodore Bryant 11 ONSITE ACTIVITIES . ..... 26

"TECHNIQUES OF TEACHING READING TO FOLLOW-UP WORKSHOP 2CADULTS" 1)r. John K t;eorge 12

"THE LANGUAGE EXPERIENCE APPAOACH CHAPTER VIITO TEACHING READING"Dr George L. Johnson .... . 13 SUMMARY. CONCLUSIONS AND

OIFFERENI :ES BETWEEN DIALECT PROBLEMS RECOMME "DATIONS 29

AND nEADING PROBLEMS" SUMMARY 29

Dr. John K. Sherh. Jr. . .. . 14 CONCLUSIONS 29

"MEASURING AND/OR EVALUATING ADULT RECOMMENDATIONS 29

READING PROBLEMS" BIBLIOGRAPHIES '30

Dr Robert E Leihert 16 APPENDIX 3:3

Daily Program :13

Professional Staff :35C11/11#1.ER IV Participants 35

NIODELS FOR DEVELOPING TEACHER Evaluating Instruments :37

TRAINING PROGRAMS .. . 17 Follow-up Workshop 43

6 N

CHAPTER IINTRODUCTION

The Institute for teachers andteachertrainers in Adult BasicEducation of Urhan Adults was heldat Lincoln University. Jefferson City,Missouri, for a period of three weeksfrom July 12 through 'July 30, 1971.Ttie purpose of the Institute was toprovide special educational activitiestoward teaching undereducatedadults in urban communities. Thespecific objectives of the programwere to help teachers and teacherLtrainers in adult basic education tobe able to:

1. Inentify special problems of un-dereducated adults in urbancommunities.Participate in ,liscussions onthe uniqueness of Al to-Americans as urban adults.Identify major characteristicsand values Of urban adults.

.1. Synthesize appropriate contentand techniques in effectiveteachii.g of adults in urbancommunities.Demonstrate skill in evaluationof adult basic educational ac-ti%-ities by studying, anal -zing,and usill4, a number ofevaluating procedures.

)1'1111,,iSI raft. coipetenc inadult basic education by plan.11 1 ng, organizing. and con -ducting teacher a raining 'mi-grants in adult basic educationof Urban adults in back-homesituations.

There were two major assump-tion, undergirding the Institute: I 1

undereducated adult, are generif fyunable to whilst sitificient Iv and totonction productielv in urban commutinies, and 1) training teachersand ranter., in 11111111 basiled neat 11)1111 principle ,,nel tech

- ,Ili niit,e1 II, rf1 ively 10.1pitigin fulfill I lienist.Ivr. lvin atheist 111010 to Urban lit" and fun,.11(111 1 Inure product 1%4.1% a, citizens intheir lirlian envIromilent

3.

.4.

Efforts were made to recruit 100teachers and teacher-trainers inadult education from urban com-munities in nine central andsouthern states which compriseRegions VI and VII of the Depart-ment ot Health, Education andWelfare. The Institute staff and statedirectors of adult education workedcooperativ,y to meet designatedcriteria for systematic and desirablerecruitment of participantsand or alternates..Tne results were82 participants enrolled in the In-stitute from 40 cities of eight states.excluding Kansas which was theninth st.te considered for par.t iuipat ion. The states and the numberof participants from each state arelisted below.

StatesArkansasIowaKansasLouisianaMissouriNebraskaNew MexicoOklahomaTexasTotal - s

Participants11

(I

17r)

1

31

$2

Teachers and eacht.r raint.rsfront participating states ranged fromone I New N1('xico) to 31 !'Texas.).Nvarly stn per cent of the Pa 11 11.11);1111S

rano. from Texas fulliwyed 2', percent and Is per cem from Louisianaand Missouri respectively. The 112pari trip:nits comprised .114 men andit; wumeo %%AI 11 educational level.:ranging front high gi admit innto gradu.itt. Ages of pa -

Iitil,artts I ;tinged from the early 211'sto itic late :in's. 75 per relit 4,1

Ili, part i4 ipant, lit k andSpanish American. and the other 2.)pi I wit \\I1111

Tilt' st'slulIs of I111' In,t11nle %%tIthtIti Ill Nlartill Luther King Hall on

1.niversitv 1;11111,11,. Tilt 1,11

Ile Theater, several small rooms, of-fice facilities and equipment, and air-conditioning provided a conduciveeducational environment for the In-stitute.

The Institute was divided intotwo major phases a coo-cent rated three-week on-campuseducational experience, and 121 a six-month follow-up educational un-dertaking in the communities If theparticipants, Collowed by a three-dayon-campus workshop.

Institute activities teat tired onLincoln's campus were lectures, largeand small group discussions, demon.strations, supervised praetice, andassigned readings and investigationsof current adult ed a ea t lona Imaterials. Participants wereprovided the opportunity to learnboth in group situations and throughindividualized study.

Three major units of instructionwere offered: I 1 I background of ur-ban adult s, ( 2 ) techniques ofteaching, and (31 training models.The development of future teacherswas: the central ,ocus of all units.Five days were devoted to each unit.Hence, lot) clock heirs were given toformal instruction tali clock hourswere given to ilass time. nine hoursto and individual study- andconsultation. and five hours to in-dependent sniti

The second phase of the Institutewas devoted to tin-site teachcr!ranting activities conducted by thepart icioants. Six month, wereallowed the part :eipant, to conducttheir ousite pnIvrts chmaxtql hv aill'uttlity itilluW up workshop on Lin-

coln's campus In January, I972.Participants who fulfilled the

chief requirements of the Institutetlig;tili. er Ulric 111111. 01

In 11114.11th rt.dit Grade., %%t.i l at% :11.11.on 1111 ,I11111'

1;11111,111.11 Io1 t.gii kir ;II Niltinh1( . 1 1 1 - 4 1 , 1 0 . r i 11g , a i I . 1 1 1 1 "11n 1

IR

CHAPTER IIBACKGROUND OF URBAN ADULTS

AFRICAN HERITAGEHighlights of Lecture

The first instructional unit of theInstitute was devoted to offeringstudy on the background of urbanadults. This unit aimed to provideopportunity for the participants todiscuss, identify special problems,and understand major characteristicsand values of urban adults, par-ticularly urban Blacks. Lecture anddiscussion topics included Africanheritage, early American Negrohistory, development of urban com-munities, motivational charac-teristics and values of urban adults,racism in urban communities, andothe-s. Highlights of the chief lec-tures presented On topics in Unit I orthe Institute follow.

byMr. Edward Beasley

%hen the Romans came intoAfrica, there were black peoplearound the Niger River. The Ftoraansreferred to them as people of theNiger River. As we trace the origin ofRoman going into Latin and as wemove from Latin into Spanish, whatdoes Negro mean? Black!

Bey is a very interesting name. Ifyou were to study a group of Bey.. inKansas City and any other area. theyare what we tefer to its Moorishpeople. The. Moors left Africa in Silt)A.I). As we at the Moors conqueringSpain. we find Moorish culture goinginto Spain; we see the culture alltogether mathematics. astronomy.and matiN cultural contributions titthe Moors. This brings us to a %ryintriguing question when we studyBlack llisti,ry in Africa and F',urope.I say this because It het tones a1 verydilficult th rag. because they do iiptidentity with su( -h.

()at% in America do we have thisthillg on the quest;tal tit blood-black fllit!1 st l'1)11gUsl inthe %%odd. All II takes is one. drop ofI.lack Hood and volt become black.lip Louisiana law. It ott have otiesixteenth black bltod. «ii ar blackIn .rkienas %fat are black d votibabe 11111.,11111%,(.1.1)1111 III Hark

blood. It's go: to he some powerfulblood'. Thi.: is the kind of problem wehave in America.

Around 1513 Father Lacausus,Roman Catholic priest, saw the In-dian dying in servitude and suggestedthat blacks take the Indian's place.This was supposed to he humanitar-ian on the father's part. For the firsttime we see blacks coming over asslaves to America in 1513. At thattime the word "Negro" was beingused. A Black did not want to be("died a Negro because it associatedhim as being a slave. African doesnot mean Negro! The concept of colorcame about due to miscegenation. themixing of rarer. During colonialtimes, the emphasis was on African,not on black or color.

In 1831 blacks met in Philadel-phia. They were arguing them" b-lause they were trying to decidewhether they wanted to be calledBlack, Negro, or Colored. They wantcd to change the name of African b-valise th,..y were fearful about theAmerican Colonization Society. The}were taking the free black back toAfrica settling in Liberia. Mostblacks did not want to go back toAfrica. So in 1831, blacks had to dropthe term African because of what

they were trying to do. Thereforefrom 1831 to 1880, we find blacks re-ferred to as colored.

About 1880 U.S. citizens decidedto change; before, they had it left aswhite slave and fret. colored. Theydecided to change it to White andNegro. How was "Negro" accepted inthe black community? It was greatlyopposed.

We find at the turn of the 21Ithcentury that black people began tocall themselves t h e sorts anddaughters of Han'. Around 1917, ablack man came up from -Jamaica,and said, "Rise up. you black people,:1st can accomplish what you will ifyou want." That was Marcis Garvey.

In .939 "Negro" became it propernoun; but in I9ti1 and 19-15. MalcolmN moved over to AfroAmerican.1968 was the Year when there Wascall for hlack awareness, indicating111;1( black is not a color but aphilosophy of life.

We see the retur Africa oncollege campuses in 1970 and 1971.This brief history is shurt out line ofwhat we may refer to as identifyingthe situation among blacks and bowthey relate to their African heritage.

DISCOVERING NEGROES IN

AMERICAN HISTORYHighlights of Lecture

byMr. Edward licasky

There are many myths regardingblack people. One of the main mythsthat seems to stick out is the mythabout blood. Although Dr. CharlesDrew invented blood plasma, he diedfrom the need WI' a blood transfusion.After an accident, he was rushed to awhite hospital in plenty of time toreceive a blood transfusion: but hewas declined by the hospital becausethey said that they did not have anvblack blood. It was too late to saveDrew's life by the time he was takento a black hospital. Dr. Drew hadmaintained during his career thatthere was no difference n blood.

Another myth is that the blackman IS oversexed and his sexualorgans are extremely large. A blackwoman her breasts are very big. Itis interesting to note that when yougo bar k and study African history,you find Ike Africans did things tomake thesi.-things large. Big breasts.large sexual organs, oersize headsand the like had great significance toAfrica us be, a use these thingssignified a continuation of lite

The myth hat Ilho k have tailsteas encountered by soldiers in WorldWar II. %%lien black soldiers were(liming alto Paris, rehire soldiers had

told the Parisians that black soldiershad tails. Black soldiers demon-strated to show the falsehood of thismy-t h.

Coming into the black experiencein America, black people came herewith ('olumbus. The first city built inAmerica was built by blacks: the citywas St. Augustine in 1565. The firstblacks came to America as in-dentured servants, but this was even-tually changed to slavery. The firstcolony to recoa:iize slavery wasMassachussetts in I 101). In the yearHifi!. black well and white women iiiVirginia were marrying.

When You look at the colonialperiod, many people see that it was achange. in the attitude of slavery. Therelationship of the. black men and theblack women changed dr;st Hilly astime moved on in the colonies. Werimt laws regulating the black male.As the black female began to nursethe white male child, the childbecame ail oilier! to the. blackmammy. Leiter on. the white childryas given a black boy as a playmateto kick around, beat on. ahel the like.As the white child grew intowilohmal, he. was given a blackfemale which introdue ell him to the

9

I

world of sex. What did this dopsychologically to his mind'? In manycases, the white man became in-timately attached to the blackwoman.

During the revolutionary war,there were 5.000 black soldiers whofought. A large number of thecowboy.s of the early west were black.When you study the constitution, twopoints stand out: 11 the fugitive slavelaw and 2) the compromise of 1550with strong emphasis on fugitiveslave co-itrol. It' black people weresatisfied with institutional slavery asmany white's claimed, why wouldthey make p fugitive slave law tobring back runaway slave ...7 In in-stitutional slavery. we find themaster not using a Bible to marry hisslaves, but would take a broom -stickand lay it across t he floor. Then, hewould tell the man and the womah toJump across the brooms- stick: thatwas suppose to be the Marring('ceremony.

Black people played importantroles in the developmen. of the %Vestand this country Current views concerning black people in America aredisclosed in the. Film I am about tosh(c%v: Mirk /fisimt best. ,SIn/ci or.Y /r(001/ by shy.

DEVELOPMENT OF

URBAN COMMUNITIESHighlights of Lecture

byDr. Charles Parrish

The oncept of the plantation isthe concept of a large plantationwhich is not typical, and the conceptof the ghetto is taken from a few Nor-thern cities New York, Chicago,Cleveland, Detroit, and the like, andperhaps does not typify at all the lifeof Negroes in other communities. Wehave come to the habit of labelingany area where Negroes live as ghet-toes.

Atther point is recognition thatwithin the city certain class anddistinctions and certain groupingsare so that only in very rare instancesdo we have a whole unified com-munity- activity or attitude. Some-times in accordance to the way wehave been viewing things recently wemay say that nearly every large cityhas a black community and a Negrocommunity. Instead of talking aboutthe black community, you may referto the several Hack communities thatcom:iitute a particular urban city.

What I'm trying to do here israise questions about things whichyou may lase for granted. We talkabout things and we don't (10.111V

th:n that often. And as a result wetutcl ourselves having rosupposit ionsand making certain judgments with-out ever investigating or answeringthe quest -What are the facts he-bind Ir."'

I tried a little experiment last,vea with one of my classes in attempting to (Mine the ghetto. One of

the interesting things found out wasthat when they took these cities inthis fashion and began look atthem, they were not heavily con-centrated Negro populations, butthere were in many instances morewhites in such areas than Negroes.The important significance of thesefindings for the young people is itmight change their conception of theghetto situation. What .'m trying tosuggest to you is that we are likely tohave quite a number of miscon-ceptions and we sometim..s identifycertain cenditions as black andtherefore make positive decisionsbased upon a misconception of theact ua I siu at ion.

Now I'm going to burden you alittle with some characteristics of theUnited States to give you some ideaof the extent to which the black com-munities are changing where theaction is. In the last census. 1970. allthe larger cities of the United Stateshave had considerable increase's inBlack population. This conies at atime when in the very largest cities ofthe United States there has beendecline in the total population. Cen-tral cities have been ,singticin while area outside increase'srapidly. There is a question ofwhether the cities are being aban-doned to Blacks.

In the Southern city there has al-ways been an indigenous population.In the Northern city, Blacks must

10

find a place to live. This is in con-trast to the south where a place is al-ready there when Blacks move in.

In the Northern city, the Blackpopulation is a new populationsimilar to the immigrants that cameto America in the late 1890's and1900.

Another point that is overlookedin these cities is segregation. Theschools in the North are completelycontrolled by the Whites. Schools inthe south are controlled by theBlacks.

Another point is the recognitionthat wherever Blacks have livedbecause of racism, they have beenclustered together by the pressure ora segregated system. This meansisolation from life of the general com-munity in which they live. Thisisolation has developed variousorganizations designed to care for theneeds and interests of all the peoplein these areas. Isolation has tendedto produce a sort of counterpart ofthe association of the organizationallife of a total community with theseparated and isolated segmentthat community. But most jobs bringBlacks and Whites together.

There has been increasingpolitical power a tremendous in-crease in the South in registeredvoters; and therefore an increasingnumber of Blacks holding politicaloffice..

MOTIVATIONAL CHARACTERISTICS

AND VALUES OF URBAN ADULTSHighlights of Lecture

byMiss Del Finley

There are some acute problems inthe urban community. Since they arereal problems, it gives the person out-side as well as inside the urban com-munity a difficult job trying to dealwith the people.

Problems are not only acute toBlacks, but also to Whites. A It ngtime white America felt that it couldignore the black ghettos, but I thinkthat now they haze become aware ofthe taut that the ghettos affect notonly that part of the city, but thoseareas outside as well.

The urban Blacks remind nit, ofsort of a melting pot that turnedmany, many years ago into history.They art, persons suffering frommany different problems but trying todo the same thing. They are trying tomake a new society and have beentrying to make a vow to do this. It isvery undesirable from our standpointor in terms of our values, but theyare still trying to do Ai).

The 111'1)1111 blacks are trying to getinto a society that does not par-ticularly wart them Mtist of us arepart of that smaely. participattugthough we do not like to admit it.What they feel is the white .4ociety.because wt, wear nice chitin's andlag mist, We hart, a car and so' MI.that 111:11{1'. 0'4 a part of the socalled-white" society

Society is very :ifraid of tilts urbaninner-city black society 1a-outing a

pRrt of them or perhaps that thewhole black group of people evenuniting and really overthrowingwhit e America. People of the inner-city are perhaps ignorant enough tobelieve that there is a possibility tooverthrow the "white" society.

If you look at our cities today,they are becoming predominantlyblack. What does that mean? Itmeans that you are going to have ablack city; and if the black peoplebehave as they should, they can ge*little power within the black city.That could he a start. Some peoplefeel it undesirable or perhaps very farin the future. I don't.

This idea of changing society is avery normal feeling and I think thatthe inner city people are aware thathe white society is fearing them, and

they are coAstantly oushing to awakethe white society so that they can heaware and deal with it. I think theyshould force white America to dealwith it and I think that whiteAmerica sits hack and says that itthey force us, we've got to deal withit and deal with the matters theywant to he dealt with, not as we teltthey need to be_

I think that the sense 01 clackawareness or this 'Wrist' of blac k prideis evolving very quickly, and I thud,personally "thank goodness- it did.When government officials sponsor aprogram in tbe city, they say here is

the money to help the inner-city.Their reasoning behind it is veryshallow. They have found no par-ticular successful, professional, orscientific methods of helping'the in-ner-city. They just hand over Owmoney ... By the time the money gets%here it is really needed to go, it hasbeen reduced to a small pact of theoriginal amount. The mayor andother city officials must each get theirpart of the money. I think the peopleare heginning to become aware ofthis and they are taking the money orwhat is left of it and using it in thebest way they can. You have had iIprogram for five years and the inner.city had a major problem. The innercity t hat they have been ex-ploited, and they are right. do theprogram has been done for not hit g interms of making a change.

This awareness of blackness hastaken structure tram a totally lion.violent 1110Ve. It may take the shapeor form as the panther movement butwhatever, there is still this settw ofblackness. If wearing a certain thingor wearing your hair a certain wayhelps. this is fine. Whatever it takesfor this black awareness to heroine areality to en.Ii one of you, then Ithink is up to von to do that particttlar thing and it is not up to oilierpers,ifis to NaV volt II1111{ Urn', I. Ithink that this outcome 11;:-. to he and1 I hink that it is becoming very

posit ive. black awareness isperhaps more style. Many of us wearcertain things because it is stylish.Hut all of these things together and itis mill the development of the senseof blackness It is more .t nu,ve thana program. No one has filtered moneyto the inner-city to develop any pride.in the individuals.

I think that white America needsto stop and look at the black gheaand perhaps to look at the degree towhich the' ghetto is demanding thatwhite Amorica Il uk. It appears to methat every federal program dui:: notappeal to the design to help blackpeople save theinselve,: At least thatis not what has happened to themonce the programs heroine real. Ithink they were of11111:1/Ori UN' 111.11) to 1/1`01/11.. It SIPIO,Ithat if your greal gi.ttalparents werereceivers of welfare. your children.your giln'Ichildren and yolirrelatives are stil! on welfare. haswhite i1tnerica really thought interms of whethr Olio* people 11111111A;111' 111.111,1.1%1..;.)

It 17, 110[11111 Ill t11111(.N1;11O1 theIOW 1Valinnal value, whether it islogical or illogical 'Hie ideal ,d thewhole idea HI !,lock pride is Hai k

w re tit I t I. an absolutenrerinikil tor 111, I 11111g 1.1 Had.*Alio:11ov I r:ttotot fell a /11;1.( 11141.

111;11 he I. 1'1111;11 1111111 11V bt'llt.V1', Olafhe 1.111111 Thi. black 'n1-son luts got

to feel (his himself.The people of the innercity are

very aware of their power to with-draw or their power to disrupt. It isgood in tie sense that they are awareof something that they can do.Everylunly wants to feel this way.They need to be in the process of un-tie-standing their awareness to hedisruptive. Out of this should comesoilie sense of their phility to create.

The inner-city Blacks are awareof their needs from the white com-munity. The problem is Whites pointtheir eyes at the black man and tellwhite America, '1 our you hew,"and in I hi. past white America hasbeen ,otyttig to the inner city, "Piii

our help, hore it is." The inner-nit) wants to say. ''/ wan/ help writ/wont to or I, for help ruhrir 1 wont orrto ore it to me tool not when youriot to grit. r. to my." When the iii-nut.-it does not tired help, it wants1,, he able to say. 1 111)117 treed your.help'. ;Ind hock lumr, ." 7rba nblacks art' trying to develop thefreedom to walk around and be apart of the society like ;y one else.

Vluit we shell Id emphasize iswhat we are. Then we have got lo;Iced up sn 111;11 people will ini-(11Ntaiiii our vallios, Ve are linableroe understand then: differences. Theirdiftrencos to iis appear undesirable.

values are t tic lie!-:1? It rotwant to Ittwoole ;* part of white

ti12

society you tire' going to have to moveout of the innercity and change yourvalues to some' extent.

It seems that when white Americabegan to give homey to the' inner-city,the intention was to keep the peoplethere make them happy rightthere. Black Anwrica is turning thetide by making the white peoplemove and by making them very lin-comfortable.

When you deal with the inner -city, you are dealing with thefollowing:

A group of people who are dealingwith tummies and liquor.People who wander from one jobto another --- for small leasuns,but real to them.Police and Blacks looking at eachother with equal suspicion. Policedisrespect Blacks and Blacksdisrespect policePeople who are in the vitriol'sprogram'. for the money. Manytunes they have other things ontheir minds, but they cannotreally miss the class because ofthe money they got.Inkier -ray people value education.

but the tl,ourbt is far in the 'inure.Money is made available. htit there isno idea of what the money is going todo or where it is going to go. They donot really know wha! they are goingto do with it. Of course. they shouldhave something definite in mind forthe Money.

RACISM IN URBANCOMMUNITIESHighlights of Lecture

byDr. William H. Griffen

Racism is fundamentally theassumption that one race of people issuporeur to another. not necessarilyhiolojecally but culturally, sodallyand personally superior. It is woveninto the total fabric of Americansociety and is used often to disadvantages of non-while minorities. Itsinterwoven threads in culture, socialstructure, and personality reinforcemany Americans to maintain a pat.tern of racism.

Cultural superiority is e%pressedin the feeling that civil liherties are

BRANDS OF RACISM

rights which whites possess to give tononWhiles. In social structures,many public workers such as thesocial worker, the real estate agent,the slum landlord) are used byracists to discriminate against peopleof a minority group. Racism also isdistinguished as attitudinal andbehavioral Attitudinal racism 's anyaction taken against people becauseof their color, while behavioralracism is an action Which puts non-white's at a disadvantage to favor theadvantage of whites.

Level ofawareness

Illusion ofinnocence

Vaguelyaware

Self-hatred

Aggressivemalevolent Tragic

Blatant "Rednecks'.Boot-st rappers

Soul-searchers Heroes Quitters

Pa lite Mort:istic Tolerant Defensive Benevolent Cop-outs

Mood Ihimb happy TroubledDepressedguilty Protective Resolute

The Legal of :lira ren ess uw /ft ereff.se

Comments onMajor Brands of Racism

I. of Innocence tDo notknow they are racist)

a. "Rednecks" "Whites aresuperior to Blacks: that's the wayit is .." any trouble is caused byantside agitators" ur Com-munists; intellectuals aredangerous, anti should be. avoidedif not fought; accept a "JahnWayne type" as her(); fail toretie( t an events.

h. Moralistic "Some. at our bestfriends are..." "We have them inour hanie for dinner..." utterlynaive ahaut Black anger; lave theservants, give them clothes.their boApital bills, believeeverything they say: resent beingcalled racist: "All at us art' God'screatures..." "Everyone shouldlove other people..." "There isgood and had in all races..." failto take racism surr)osly.

Vaguely Aware (beginning tofeel ncanitartablei

a. Boot-strappers Know aboutthe problems but rationalize thecauses: -1.(»"k haw we started .

they should do t he same..." "'I'lit'vare laly..." te the Bible to pro% ereasons tor difference - Inalagicalinferiority. although may not saythis in %%-ortl-,... eery cancel-tied;thaw property tin ()10 rast topeaplei: stillurb -.1ekers to avaidnal lit nui or other ;irrupt a He

but Mix t)w.., Nothing to Eradicate

reasons; "God rewards the hardworker..."

b. Tolerant - do not like to talkabout racism; avoid conflict;"Live and let live..." "Theyshould have equality butgradually..." see opportunitiesavailable to minorities but (I() notsee pressures which makeminority people quit; may set' sub-tle discrimination but do nothingto change it: disturbed by marchesand violence.i. SelfHat red (have listened,

read, begun to identity withminarities)

a. Soul searchers - "Negroesh:ye soul and Envycare'fre'e life of Blacks, uninhibit-ed lite; see whiteness as cans' "fracism and hate. being white; in-ner fear that Blacks art. betterthan whites; enjoy black revengeon whites, try too hard to relateto blacks, understand often notaccepted. thus frustration.

h. i)efensive - They can getalong with anyone; may prove itby interracial marriage; seek Yvay-sto punish theniseiy es tarwhiteness; (quay Black talk about"kill the pigs" - selttlagnlation;may endanger their livesneedlessly, join t ht. r% (dot ion.

i. tggres;s. t; Nloicvulent to,-(--:

iLi-

Ra( ism

racism of self and society for ad-vantage:power)

a. Heroes - "George Wallacetype" "They'll never out-sing usagain.." build their power an fearand hatred; refuse to change anypart of the "good old Americanway"; "Whites have rights too!"

h. Benevolent - Totally aware ofracism in self and society: want tohelp "those poor people";preachers, I h ers socialworkers try to :aur it. and healwounds of in sit othersvvon't suffer; try to he (iod;"change the world..." assume theyare stranger than others and thusdeny others full humanity anddignity.5. Tragi it to do mallet hing

but are helpless)a. Quitters have tried to

change things: "We have done all..wt. didn't mind

when the shirt' was rabbet) but theriot was the end!" "tired of lining

take minority sideagain..." "can' t change nytVe give ."

h. Cop-outs use lilac kseparatism as excuse to quit:

told tile we have la) placeIn the revol tit ion -problem istoo coin ple), "don't appreciate

look tor efir.i. to escaperesponsibility.

BEST COPY AVAILABLE

CHAPTER III

TECHNIQUES OF TEACHING URBAN

ADULT LEARNERS

Techniques are essentially toolsused in educational activities. Theyare not ends in themselves, but serve.HS means to ends. Techniques ofteaching are important because theway a lesson or subject is taughtdetermines to some degree what islearned or accomplished. Thetechniques or methods used in a

teaching-learning situation shouldhave a great deal to do with the !sub-jects being taught, the clientele ofstudents participating. the at-mosphere of the group, group interrelatie.nships, and the skills of theteacher. Much of the basic learningand change that takes place in thelearners depend largely on the ap-propriate selection and use oftechniques.

Methods or techniques are not tobe chosen arbitrarily, but rather fortheir appropriateness to theeducational situation. A techniquethat is effective in One situation maybe ineffective in another. One personsuggested: ''The best technique forany given mansion is the one that accomplishes the best results in the bestway."

A number of techniques are em-ployed in adult educationalacitivites. They inaY vary from oneeducational situation to another.Teachers need skill in the effectiveuse of techniques in activities ofadult learners. In order fur par-ticipants of the Institute to developunderstanding and skill in adulteducational techniques, severalpresentations were given to providethem kith opportunities for studyand practice.

4

111,

APMck A

14

b.!

ft

.4

RECRUITMENT, MOTIVATION

AND RETENTION

byDr. Robert H. King

liecruitmnt is a vital aspect ofthe adult educational program. Elf-feet iyt.ness of recruitment may deterMine to :Mlle extent the motivationand retention of adult students.Therefnre, ways of recruiting adultstudents are important.

There are three major ways ofrecruiting adults to an educationalprogram:

1. Through agencies, nrga 111,11-toms, and institutions such as um-pinyment agencies, welfare service.human development, community cen-ters. housing authority. churches. and

i organizations.2- 14c iwrsonal contact have

recruiters to make calls in person urv tlphnn on persons whose 118111(5have been acquired as pruspectiyest

.t. Through mass media -- lettersmg adults to coml to tho

progt am. and anntainceinnts alm;the prngram i:: the newspaper, tairadio and tele% isittn, and so on

Information :iboto the pritgrainshould he clear and concise. such asthe purpose of Ila prngrani, subjectsthat art. ()tiered, the time, the place,and the name and tell.plinne numbernt the itonii iit '.large.

()mil the arro. al of athilts to aht. well-

planned orientation tat pot I in'

students at ette, to make them feelthat they are wanted and eared for,to give teachers opportunity to buildrapport with the students, and tomake sure they are adequatelyenrolled and assigned to appropriateclasses.

Effective orientation is a key tomotivation -- t he response of thestudent to what is being offered, adrive which impels a student to wantto learn something. Adult studentstend to he mnre highly motivatedwhen the teacher is able to relate, isput-satiable and studnt-oriented inhis teaching rather than when theteacher is impersonable and subject -matter oriented. For the teacher to bemotivatinnal. he must be sure thatthe students are learning what theywant to learn and what satisfies theireducational needs, Learning isfacilitated fnr adults when they experience sat istact inn of their interestsand needs. Mnrenver, adults ',Vent toht motivated if learning is useful andcan be applied in their life-sn nationstoward silt-improvment.

If adult students are motivated.retention is less hazardous. Adultsattend schtml 1111tintarily. Ilttt fromcoercion as children. Generally. theyhm.t. (haw a full day's work and at.cull! school ill better their prsnnal.

social and or wnrking cnntlit inns.

14

Adult students have to fight many aproblem to get to school inclementweather, traffic, parking, eating,family responsibilities, social andreligious demands, and so on. Inspite of the sacrificial experiences, itis estimated that about three out often adults in basic education dropout.

Teachers and administrators canpursue a number of hints to keepadult students in educationalprograms:

I. Notice the first signs of dissatis-faction an adult student shows andtry to remove or correct the causesfor dissat isfact ion.

2. Immediately call on a studentwhen he Is absent to find out thereason for the asence and encouragethe student to return to school rightaway or as :i(11)11 as possible.

a. PrOV idU counselingpnriunities fill: adult students to airtheir grievances and to discuss theirprnblems whether personal oreducational.

t. Cold little to evaluate tat'd It les,140111111nt, !vaulting !Min antes, and,alter! Ina! to see !hal they aregeared for whttlsnm adult learning.

1. Otter in- sery icv training ticteachers in retaining their studentsfor 0.41 ive and useful luarnifigritnre..

TECHNIQUES IN TEACHING

URBAN ADULTSHighlights of Lecture

byMrs. Antronette Brown

A basis for making a scientific ap-proach to teaching adults is testing.In adult education we have the in-dividualized approach to teaching.We only provide that which needs tohe provided, and teach that whichneeds to be taught. How we do this'?We do so from the results ofachievement tests.

Three areas of teaching. Thethree chief areas of teaching adultsare communication art, numericskills, and social living. They areidentified as follows:

I. Communication arts arcreading, language, spelling andwriting.

2. Numeric skills are everythingfrom the most simple in math to themost complex.

St. Social Iii mg refers ti in-dividual training aml guidance in-14ving nriiblems in the home, the

and anything that might helpimp to be it better person in the com-mons' %-

Teach in different ways. "I'Pacloug

adults may he done through largeand small group discussions,machines, commerical material, andteacher-made material. No One's par-ticular way can stand up before agroup of students, because allstudents do not need the same things.

Most adult teaching is donethrough small groups or individually.In the small group technique, personsare brought together with the sameneed to learn in it particular subjet tarea. Adults prefer the individualizedtype of teaching because they oftenare ashamed of what they are doing.

Teacher made material is en.muraged. Develop a file of materialsyou found successful at var:ouslevels 'them,, it is there when an in-dividual needs it. Cse a paraprofes-sional. Under the direction of t hrteacher. the paraprofessional can bevery helpful.

Things to remember. There arecertain things to be remembered byteachers of adults when using thetat hnique above. They alt. as

16

follows:I. The teacher cannot learn the

student. The teacher is to motivate,be able to translate subject matter interms of the student's world, askquestions to give direction to thestudent, and he able to vary subjectmatter explanations. The teacherneeds to provide personal support tothe student, but nut give too ninth rtoo little attention. The teacher is tobe able to stimulate the studentwithout threatening him.

2. T'ae time factor is alsoportant. A certain amount of tune isnecessary to learn a skill. Look atyour skill and think how long youworked on that particular skill. (;irethe student time to develop skill inlearning subjects and activities.

:t. Use different techniques. Donil lust give an assIgnmunt and ex-pect students to Iva rn. Teach more onan individual level. Suggest ways mwhich you may help t he adultstudent to learn best iu t heclassroom.

PSYCHOLOGICAL TESTS IN

ADULT BASIC EDUCATIONHighlights of Lecture

byMr. Theodore Bryant

There are some basic problems inpsyhningical testing tot adults. Testsart designed mainly to pick out cerrain pa rt of I he personality: theycan't get it all, because people act as

%% huh. rather than as a part. Thumain problem 'ii intelligince testsdoes ma it in the tests. but in the in.di% itIlial who administers the testsand in the interpretations be gives.Adult, are usually h artiii ofexaminatinu... lik.cause examinaiimeare tad at NI tu 11111g in 'he pastwhen tin.% %%ere lett out or simplv lettbehind.

1)o we really need tests? Yes.hi.raiisi. wt 'wed stone %%:t in %%Inchvt an Make a itirlignivtil. 11e chidporpf.se 1f ts...t nig I. It t Hid %. hat!ect area. ni %Ouch an indtvithialtails ...hurt. (hire we know this. wehen an make I hi ti.1 Mork

I aching the mill\ Itloal in the tibiectarea, %%here ht is not op to the st an!lard

tel.' I hi% :1111110 111111

101 t W 111111)11 4.111-4 ill in Iliad I I(1%% t.r. [itale they get

thc lasst 1.1111, Iht% led h% andu it better

111111q1 AI \ ;I rt.11..u.111% rt.h.f.! tql (I is.a11% itntagtal

lar.am Whose env irun !lien t hashut been cutithiivt to t heir learning.hese peranis are considered disad-vantaged because they do not have ajob, education. and MI nn. They areoften taken i.dvantage of by people

art nut disadvantaged.In teaching adults, we need some

Illy :tll h \' %hit'il WI' can decide whatthe indn'uival ha. or dues ne! 1%.The best %%a In decide what a personran (In is In have 1)1.11aVjura I1111'a -oronents that is. what couldhe du Ilhcll he Ca Mt. II) IN. and whatcan he do when he lea\es us. It he i.the t hen wt' have not don"anything.

l'euple hare many intelligences.nut lust limb. II Is 1111 r tub II) find

inti.11 !gullet. F hinter for the M-itt\ !dual, to bring it ullt, ;Intl It) !flakyOw it t: !wire 'limit

1,1'111.11 %%i. an. I ti ki allat IllibN 1' \:111111i_;I 111111, it 1(1

aki. mill all turn! lit -.111)011

Thi. I lir . al i(1.1111/1-1illa pc.icilt Ito a otintbcrsublet t I mini IAMI, le,l, if hIV\ ;11.1

'I) 11,11 itill;11 121.11rd It matchthe at 111t \ e1t11 It It 111.uilh, in lit hi;

17

eulture,:, and geographic areas.The 'MBE: and ABI.F. tests art

designed specifically for adults.especial'', those who have not takenexams very much before. The at-titude of the sttidents taking theexam will be greatly effected by thepersans giving the t.xanis.

We also hart. the (tilture Freetest. This test is ,opposed to be treefront all utiltuts; it is composedlargely of pictures. Ninienvr, there isthe Culture Free Entrance Esau) forboth wale and female. It is a testthat Iim%s art yyords.Culture Fret. ,,tea ns that the culturein,u1 11AI the irdiy tibial comesdoes not Alert the test rsulls, hiltone does not hat- to come Irian ;11

1111111 1111* t1 1);I: the PY.ailiThe TAT and other test: are to

Ittid ponality Irian m,hlrliwe can discover omething about the

iglu, ;II II MIA.411(11'11 culture andbackground. These test are Ir.terpret It the pia on yylio administers them, yY 'terra, 10 11..1.

illt' V1111'111 ittld \ I (...1

are

ill a t hill atha, hi he dne,nst rated.

TECHNIQUES OF TEACHING

READING TO ADULTSHighlights of Presentation

The approach doesn't let the per-son fail at all. He never fails. Why? Isimply start with his language. Willsomeone volunteer? It would makemore sense if I showed you how to dothis rather than if I just talked aboutit. You will be able to see the stepsmuch more clearly.

(Blanche Allen voluntee;s fromaudience).

Blanche arid I are going to showyou how to use Blanche's language,Blanche's experiences to teach Blan-che how to read words and how toread sentences.

I take a picture like this a pic-ture of a mother and her daughter,and I can say to Blanche, "1 arngoing to teach ,vesie a word." But firstI go through all of the needs.1)r. George: How do you feel?Blanche: FineDr. George: Pretty good. U.K.?

George to altillytire: I go throughall of the needs but because of time, Ican't right now..Dr. (loom.: Blanche., could you tellme about the picture?Blanche: Yes, this is a girl. The' girlis rutting paper.Dr. George: What did you say this is?Blanche: A girl.Dr. George: Would you say thatagain?Blanche: Girl.Dr. George to audience: I tooksomething from Blanche's language'.Dr. George: Could you say thatagain?Blanche: Girl.Dr. George to audience: Blanche didnot say the word, girl, because. I saidhe word, girl. I did not say the word.Dr. George: Say the' word again.Blanche: Girl.Dr. George to audience: You Set' I'mwriting it down about as many timesas there are letters in :he word.Dr. George.. Say it again, Blanche'.Blanche: Girl.Dr. George : And one more t ime.Blanche: Girl.Dr. George: Blanche, can you readthis word ?Manh:Dr. George to audience: Blanche isan illiterate who didn't know how toread at all./tr. George. ('rood: Let's .41.1* you spelltit. IA ord. Girl is spelled girI Couldcoo point to the letter-. and spell it,Maio lie"(Blanche hesitates/h. George to author/cc. lo-Inuit ions %oil may Ino. ter $A-ork withneed-; ;wain.lb I ;ridgy r Will go peerII :;gain tor coil and %1/11 clrr 111.1 What

I. K *'Won ch, (

Vvi% Vuld hal 1, I

byDr. John E. George

letter right here'?Blanche: LDr. George: Very good.Dr. George to audience: Now I willsee that Blanche takes a pencil, andcopies the word, girl.Or. George: Blanche, take this penciland copy this just the way it is here'.Dr. George to audience: Blancheused her own language. If she hadn'tsaid girl when she looked at this pie-ture, I would have selected girl. But Iused Blanche's language.Dr. George: Good, Blanche. What'sthe word?Blanche: Girl.Dr, George: What does my word say?Manche: Girl.Dr. George: What does your wordsay?Blanche: Girl.Dr. George: Now, Blanche, take thisword and place it on the back of yourword. Good!Dr. George to audience: Now Bhinthe has what you would have it youhad the materials, her word book.It's not my word book and nut theman's word hook.Dr George: Blanche. can you readthe word?Blanche: Girl.Dr. George to audit nee: Blanche canturn the page and there in thematerials is the picture of a girl. NowBlanche didn't know how to readanything. She' now knows how toread words. I'll ask Blanche to prac-tice with this word and tomorrow wewill do a new word just one word inhat sentence each day.

Dr. George to mergence: If I hadbrought the materials which is aphonics book, you would Set' I heph'inirs t hat is taught from thelanguage' of the' person that is beingtaught, not from my language. Why?1.0's take the word, on" tor examIde. That word Is not pronounced thesaint. h). all. All of .von, sit the word,

lid Iris re' On.Dr. George: Again.Aufhence: On.Dr. Griirgf.: I hear ditterent pronoon-(Amain:. In the Southeast that wordis pronounced the way you wouldpronounce ow-11. When you teachgrownups from a book and try toteach iiineone to pronounce iiI1 asih, to teach that in isolation krid alnit's. What vial have is words ofthe language of the person beingtanviit, because dialect differs toomu, Il

I will give Blanche the phonicsmaterials to Mani la' !allmit word now I will :bow you huw-Ir each Iiii1111-111 Io read :ot'', esusing Biala language, Blani-he'sexperiem ON. WIT 111111U .1.111. IlF11111)k materials

I8

photographs in it and directions forexactly what to do and what to say.Dr. George: Blanche, will yuc tell meabout this picture?Blanche: I see a woman and a girt,Dr. George; Go on. Talk as muchabout it as you can.Blanche: The girl is cutting paper.Dr. George: Would you sa thatagain?Blanche: The girl is cutting paper.Dr. George.: Could you say thatagain''Blanche: The girl is cuttink, paper.Dr. George to audience: I am print-ing slowly. I'm not writing in longhand.Dr. (;eorge: Will you say that again.Blanche?Blanche: The girl is cutting paper.Dr. George: Will you say it again?Manche: The girl is cutting paper.Dr. George: Will you say that onemore t inte'?Manche: The girl is cutting panel.Dr. George: All right. Blanche, couldwe' read tins sentence?Bianchi': The girl is cutting paper.iDr. George con! limes by selectingsingle words from the sentence)Dr. George to audience: We wantBlanche to read the way she talks.That's the way people who read,read.Dr. George: Blanche. just by lookingat it, can you say this word?Blanc /u': Fun.Dr. George: Say it again.Blanche: Fun.Dr. George: What's that word?Blanche: Fun.Dr. George: Could you read the taleand then the whole story?Blanche: Fun. The girl is cuttingpaper.Dr. George: Now, Blanche. copy thatright here on the bottom half of thispaper.

Blanche is able to read the word,girl. Blanche is able to read, fun. Thegirl is cutting paper. If Blanche prac-tices between now. and the next t imewe have a lesson, perhaps tomorrow.,then Blanche will remember thatstory tomorrow without any trouble'.If she doesn't practice, she' might notbe able to remember it.

II we work for three weeks we willhave about fifteen stories with wordslike that. By the time we have fifteenstories, she will no longer bememorizing them. It is a lot itmemory. but Blanch must torus onthe letters ta. figure out what eachword is.

Blanche is also getting practicewriting. She is getting practicespeaking in complete .4'1111'1111'S. analshe is learning to road. It is reading asentence that is Blanche'strim that will citica. Blanche to readin a shorter time than coil ranimagine.Via noire ilitialtiatlffil WI 01

Gilrgi,.. Tut orSholi.ni Scstein tottrill lung, reading %%W.. !II No-

11111,11 :11;!, In,luute. II,. .

21 12, ('tic, Nhcni t I lit 1 V.:

THE LANGUAGE EXPERIENCE

APPROACH TO TEACHING READM3

byDr. George L. Johnson

I.11 hat the Language Experience Ap-proach is.A. An approach which uses the

%peaking vociMulary the learner asthe' carting print t,p reading.

1$. Instead of beginning with a pre-determined vo. abulary. the learnerstarts ttth hi.; speaking vocabularya, basis and this. in turn. becomes hissight yorielnilar%

I' The learner is encouraged toreciignizt that:

1. %Vilat he can think about. hecan talk about.

-2. \Vilat he can say, he can write..1 Vhat he can write, he can read.1. If he can read )14 hat he writes.

ht. an read w hat others write.for reading.

A Lea Tiler di%.1.1.1ps his ow iimaterial, for reading.

One learns to recognize %%orilsInuit hi dictation and writing. Thu,ht. 1 free from the pressure of

predt.termInt.11. pricho...a.pmaterial whirl, may of may not be

hintC Nlotivation for reading

from tie learner's realitatio;i thatfp, oral expression. based upon Iusown experiem, and thought, can bewt it ten and read along wit It this

thoughts and ideas of others.III.Ifow it works:

A. The approach is one which in-tegrates other forms of expression:speaking. writing. drawing orillustration with reading.

14. There is no vocabulary controlimposed on the learner except thatwhich steins from the limitations ofthe learner himself.

c. Formal reauing readiness. assuch. is not stressed. It is importantthat the learner should know how toexpress his thoughts and learn toread them when xprt..sed in writing.

W he re one. doesn't w rite.material rail be dictated toteacher Who tin w-rite it for him.

E. The teacher makes an effort tohelp the learner grow. in his ability torecognize his own language. theprinted language of oiliers. and to de-\ idol) skills in recognizing at sighword; which ore in his listening andspeaking vocabularies.IV Some concepts the Teacher

should HoldA. A, basis of reading. the learner

siimild gain the feeling that his ownideas are important enough to be ex-pressed. and his own language shouldhe of that express ion.

19 '

14. Freedom in self-expression, oraland written, leads to self-confidencein all language usage which includesrending.

C. The basis of the learner's oraland written expression stems fromhis sensitivity to his environmentboth in the classroom and the worldat large.

D. One's oral expression may bestimulated and strengthened throughseveral media graphic symbols,drawing, painting, music. and s on.

E. The learner's own thoughts canserve as a basis for development ofinstructional reading materials.

F. The natural flow of languagedevelopment follows a pattern:

I. One's oral expression isstimulated and strengthened throughexpression in art.

2. One's written expression flowseasily from his oral expression.

:i. Motivation for reading followsfrom one seeing his own language inwritten form.

4. After reading his own languagein written form, the learner oftenmoves "naturally" into reading thewritten language of others.

5. Skills in letter formation, wordrvuognition, spelling, phonics, styleand form can be developed mostmeaningfully from the learner's ownlanguage.

6. Numerous activities, ex-periences and devices provide for in-teraction of t hp learner, sue h as book-making, reading to others, story-telling, dictating; these in turn helpdevelop self-confidence in expandingideas and refining language skills.V Some Concepts the Learner Should

Develop:A. What ever he thinks about he

can talk about.B. As the learner represents the

sounds he makes through speech withsymbols t letters). he uses those samesymbols over and over.

C. Every word he use begins witha sound that he can write down.

D. What he' has to say and write isas important to him as what otherpeople have written for him to read.

E. Most of the words he uses arethe sane ones which are used byother people who write things fur hitto read. iThis.indus the learner to geta sort of "huilt-In" feeling that themain purpose of reading is to dealwith the ideas of others rather thanwith the words used.VI.Whn properly implemented. the

language-experience approach toreading helps the learner to un-derstand what reading is reallyall about and what it means in

the world about him. such as:A. Its value in his own lifeii. The skills he nerds to develop in

ortl,- to aciovve hi. recitingwises

C. The. relatin-hip of Inthinking.

I) The stmiulat Hun which readingcan give to .matI% e 11% Mg

DIFFERENCES BETWEEN DIALECT

PROBLEMS AND READING PROBLEMS

byDr. John K. Sherk, Jr.

No mention has been made ofwhat standard English is. StandardEnglish is that English "...used tocart on the important affairs of ourcountry," as Charles Fries hasstated. In other words, standardEnglish is that language system thatis accepted and understood by thevast majority of people in our society,even those who may speak a non-standard variety of English. It is the"universal" dialect of our societyused by gravernnient officials, TV an-nouncers, and educated people; it isalso the Language of the classroom.Standard English is not, however,the language of pre-primers andpruners. It is not the' stilted, lifelesslanguage of English text hooks, and itis not the stuffy affert English of thepurist.

Stam.ard English is a languagesystem. Non-standard English is alsosystematic. Therefore, these harmsdiffer systematirally hoer) each otherTherein Iles the problem for disad-vantaged lanais What the disad-vantaged pupil alr-adv knows of hisvariety of Eoglish Intel teres with hisiearuutg of tin) standard %)triet. Thetwo dialects are related hut separatesystems

Se% et )11 examples ,.huh are , liarai ter 1.1 it' tit ht sal.t :StVS(1'haled nia% sere .ilutr;..te thisiirun tide interteitoire and huw It

impedes normal progress in learningstandard

One ch a ra ct erist lc noted bylinguists is that of "R-Iessness." Thefinal sound represented by writingthe letter "r" is often left off. Wordslike door, more, floor, and four arepronounced as if they were :he wordsdough, mow, flow, and foe. Final R-lessness creates many morehomonyms in the speech of "ghetto"youngsters. It is obvious that thisbecomes confusing to pupils inreading situations, partienlarl whenone' pupil is reading aloud a strangeword like "foe" and the laSSlistening aotomativally attaches itsmeaning of "hair'', as in the syn.fence. "The foe is coming." It iscuriously ironic to note that speakersof New England English handle their"r's- somewhat differently, too,sometimes distorting the final "r"ear and sometimes putting an "r" onthe end of word sot h as idea so thatit sounds like idear. Yet thelinguistic consequences rat this do hotSt'Uni nearly so damaging Ito progressin Language Art. in New England.Actually, each group is guilty of thesame de% lilt

Another of the characteristicdeviations trout standard Englishlound in the so.called Negro (Inflect

tl.e handling of the "s" sound inertain runitnon speaking situatFur example, "s" is the agreementsound for third person singular,present tense uerits to standardEnglish The sentenves. "Ile talks to

II 20

me every day" and "Ms father comeshome on the bus," become "Ile talkto me every day" and "My fathercome home on the bus" in thislialect. It can he observed that inthese situations the "s" sounds arecommonly omitted.

In the third person plural, presenttense in standard English, when thesubject is they, the' "s" is dropped asan agreement sound of the verb. Inthe cited dialer! in this speakingsituation, the "s" sound is added.Thus, the sentence, "The} talk to meevery day," becomes "They talks tome every day," and "They look nicein their new ehathes" becomes "Tinylooks nice in they it heir) newclothes." In oral reading many pupilsretain the dialect pattern of omittingand inserting "s" rather than readingthe text as it is printed. Knowingthis, the teacher who intends to callon a puoil for oral reading can pointout ahead of time these charac-teristics of standard printed Englishso that when the pupils do readaloud, they do not practice inac-curate oral readieg. Enlightenedteaching, then, should have the effectut enablihg pupil. to avuol errors inthis situation rather titan to correctthem after they occur The only

hers van know how to du this isto learn the rhaleet_

Another illustration of the prin-ciple of inter:erence is the nun.standard use of the %rob to he. Thedifferences in the of the tone of

to be are so great that they cannot allhe included here.. Some of the mostoutstanding can he' found in thepv.sent and present progressive ten-ses. The standard form of to be isomitted in sentences like "He' isplaying" (fie. playing). The sentence."Fit. is Ine..e," would he -Fie here.-meaning -Fie is here at thismoment." To show that someone isregularly here. the dialect has theform "Fie he' here." Ti, show thatsomeone rs ehntthually here it .sall the time) the dialect has the form"Fit. bes here.-

It is suggested that teachers ofspeakers (4 non-standard dialectssinild begin to ouprove Own- ownunderstanding of their pupils'language Accepting thelatirtiage of the pupils: becomingaware :hat by rejecting the languageof the student, then are rejecting thestudents themselves; and realizingthat degrading the st 11(11.1)1 :*language also degrades their parents.friends, and neighbors, and makes itmore difficult for them to a( reptmother language ssietn becausetheir nwll Is not accepted 12) Deter-mining the items in the pupil-.spec, II that require tile locus of in.-Inlet ton, listening to the ,pe( h ofthe pupils instead of

It I. alsf, -olggest4 (I That tacher,..to et hell %% It h till 111111111'111 ,Roil dl(b.\ 1111) e,rtit kN, el)1.

of language. One important conceptis that language has variety; thereare numerous language systems inour society; they can be identified;and each is appropriate for thespeaker who uses it; the language'system that communicates ideas andfeelings effectively and the one' that iscomfortable for the speaker andlistener appropriate.

.' second concept Of languageis that standard English is theVariety of English understood bymust people regardless of the parttcuher varieties of English theythemselves -peak Standard Englishis a kind of universal dialect in oursorely; it is the variety of Englishused in ninny of the' important affairsof society. Therefor, standardEnglish must he !earned as an alternate dialect: it must be mastered tothe extent necessary to assure et!cut lye ommunicot witharrassment or discomfort; and thepupil must understand and recognize!host situations in which standardEnglish is appropriate. Further.

MIVII s hutahi understand thesocial. %oval tonal. and arademilbenefits of learning and using stall.dard English effective*

Th 1, qua l!t e difference hetweet' he vhcahular of standardand non.standard English is muchmore than it link of %%olds or do.filen, teM, vr words vinhinceptual areas The qoalitalle dd.

21 1.-)

ference in vocabulary is a reflectionof a qualitative difference in ex-perience. Vocabulary is an outgrowthof experience.. Stated another way,experiences are the huilding blocks ofconcepts and words are synthols ofconcepts. If children lack experiences,their conceptual development andvocabulary will not he' the same asothers. In short, vocabulary reflectsculture; and if the culture is disadvantaged, then the vocabulary itgenerates will he disadvantaged also.

In truth. teaching the reading ofstandard English to pupils who use anun.standard dialect is not a simplematter. The only real resource theteacher has is her class - her pupils.She can learn to communicate withthem rather than just to talk tothem; these pupils will be eager toshare their language with her.

Learning to read is not an inborn,biologically guaranteed function; it isit socially imposed cultural function,representing a demand by societythat all its inemhers shal; participateiii its In order to in.sure that 1 hildren of the' "Ghetto"mav partepate fullv in the symbolculture. it is Here's" ary 1(1 start withwhat then bring with them when theyrump to sellool. If we as teachersReny them full and tree use of theirlanguage, we are ill Evailt% den v ingthem access to I hi' I II!Writ itgl. alld we arc (1111'111g 1111.111

membership-in hillstanding III mile'

.1)1111% Inn( µh1111 O% %%(.1-4 born.

MEASURING AND/OR EVALUATING

ADULT READING PROBLEMS

byDr. Robert E. Leihert

Standardized versus Informal TestsStandardized tests yield a total

score for each of several areas whichindicates how an individual ranks incomparison with other individualsupon whom the test was normed.Perhaps the most unfortumite termever coined was the grade-level score.Test makers employed it to :ndicatedifferences ui prformance on thetest, but school people began toequate these scores with ;nst met ionalmat eria Is.

For children the evidence is-abun-dant and clear that standardizedtests and informal tests do notmeasure the same things. Because ofthe nature of standardized tests it isreasonable to assume that differenceswill exist for adults also, althoughthe effects may be different.

1) The standardized test may nothave been normed on adults or on apopulation similar to the adults inyour area. Thus the norms mightreflect an average performance whichis too high or too low for your group.

2) Standrdized tests employmultiplechoice answers which makegroup testing and rapid scoringpossible. However, multiple-choicalso makes the answer more valuablethan the process, that is, the test isinsensitive to the process. Thus, itcannot detect inaccurate reading,guessing or blind responding. The an-swer marked does not provide any in-formation about how or why thechoice was made. There is also a cer-tain understanding needed to dealwith multiple-choice items.

3) Standardized tests may In'power tests, but most tests must heconcluded after a certain amount ofelapsNI time thus making time a tat.for which might affect performance.Th.. slow reader. the deliberateworker. the catmtts person may hepenalized for their response styles.The person who is not Ihied It)working under pressure for sti.t ;tinedperiods may fare poorly

) Standardized testsludo. 1% hit b ii it t' to

Ittig as a tool rather than as a

process. For example, some testsmeasure the ability to alphabetizewords, use a table of contents or rea.1a map. Strengths or weaknesses inthese areas may seriously alter thetotal plume if aggregate scores areemployed.

51 For the adult, the standardizedtest is a measure of a diverse set offunctions including personality,reading abilities, test savvy and fac-tors related to multiple-choice items.These factors are sensitive to change,may indicate specific needs but arenot an indicator of the appropriatedifficulty of instructional materials.Informal Tests

Informal tests are not free fromproblems. The results are influencedby the materials and the examiner.Slight progress is hard to demon-strate. Testing requires more time.However, the utility and specificity ofthe results make them a valuablecontribution to the classroom in-structional program. Regardless offirst impressions, they can be ad-ministered in the classroom.Test Interpretation

The informal reading test shouldhelp provide two sets of information:I) the level of passage difficultywhich is suitable for general readingInstruction and 21 the areas ofreading which require attention.General Instructional Level

This is a level characterized byfairly fluent reading and adequatecomprehension. The concept of in-structional level is based upon theidea that the development of thereading process can he maximizedunder teacher guidance usingmaterials which offer chilllengewit hout frustration.

The Ievel is established by coinparing the error rates, comprehensionand rate of reading of the passagesread to find the highest level wherereasonable performanue was made.Description of Readers

The following descripto it ispro% oled to suggest how leariprs at%Antal, stages ol reading d.velopment might perform when they

It; 22

read the Adult Informal ReadingTest'Non.lteader

A person who can read few or noworns, may or may not recognize andname letters in the alphabet. Thisperson would make numerous errorson the pre-primer list. He would havedifficulty attempting to read theinitial part of the Case Worker.Beginning Reader

This is a stage of learning toretain words: decoding ability isdeveloping. He may finger point inthe early stages, ied progresses romword-by-word calling twhich requiresmuch effort and concentration) tomore rapid word-b -word reading

some partial phrasing.He would make mute than six

errors on the Mitzel 1 list and wouldmake more than six errors on one ormore of the Hotel Lists. Hy or beforethe fourth level, his oral readingwould show strong signs offrustration either 'n mannerismstfinger pointing, voice, etc.) and.oractual errors. Rate of readingdeteriorates rapidly.Intermediate Reader

This reader has developed anadequate stock of commonly usedwords. He should be developing moresophisticated word analysis skills ormeans by which he can easily masterlarge numbers of new words. He isdeveloping fluency and attaining acloser relationship between hisspeech and oral reading.

He will generally make fewerthan nine errors on the Mitzel 11 list.He reads with fluency in the' thirdthrough sixth reader level range.Silent reading rate is becomingdistinctly superior to oral readingrate at instructional levelts).Advanced Reader

This reader has reached a stagewhere he is ahle to read and understand tat least at a literal level)most things within his experiencand background. He has developed astyle of reading in terms of com-prehension, techniques of readingand rate. The major instructionalconcern is developing higher levels ofcomprehension and more variety inthe techniques of reading.Mature Reader

This is the reading adult whorelates what he reads to the events ofthe world around him. He is a critical

ffisunal of printed media.Comprehension

In general comprehension is in.dependent of rate and errors. Someadults will experience difficulty incomprehending as their readinghecories dysfluent and inaccurate,others will maintain strong com-prehension in t he same situation. andstill others will sound floent and notunderstand the material rompleted.

'Bear in mind that any caatcgorizaanon of human behavior is hazardousat he. and that people do not alwaysto the neat boundarte- indicated.

CHAPTER IV

MODELS FOR

DEVELOPING

TEACHER TRAINING

PROGRAMS

Thu Ins! kale I) rfly tiled op-portunitis for the part iutinint s Ittd% idol) umiipelellue and skill inprouvd rt.% for planning antidigning tiautitrtraining attivitlesin adult basic tql twat jun. l7pan(It'sii,,titi thtlr pri)gntnis. thi. part kipants dim-ussd heir plans %% it 11arli la and sought I hi. gii idanut

fit the ufflisalt ant s and resin' rut. per-ons of thi. Inst lime. Copies of theprogram plati %vrs. presented to theinst nine staff for final (liniments andfor a ppro% al to hi. minion oiled byI ilt pit 11 lc I pit I 1111 1....pco. I RA'

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SIXSTEP PROGRAM PLANNING

PROCEDURE FOR ADULT

EDUCATIONAL ACTIVITIES

(Model I)

byDr. James Seeney

Most adults are highly motivatedwhen they come to school. They tendto work hard and compete with eachother. It is important for them tohave a systematic approach to learn-ing which results in behavioralchange in ill understanding andknowledge, l'21 skills, and 1:11 at-titudes and appreciations. In orderfor adult educational programs tohave changing effects, they should beplanned to satisfy the participants'educational needs specific un-derstanding, knowledge, skills, attitudes and appreciations which arelacking but required for a person toattain a more desirable condition.Below is a six -step procedure forplanning adult educational programsto meet the educational needs and in-terests of adult learners.

I. List needs or deficiencies ofyour group as vial see them. or getthem In

(a i (lop, Hama ire,lb( with groupIii Checklists(di Interviewsle) ())1,r1.1111.1)-2 Translate needs

matter area(a s

f (111,tPrii1 li.m.4

into s:iblect

3. Detail questions, topics, intohits of subject matter. Write goalsbased on democratic values

Underst and ing and know.ledge

0)) Skillstul Attitudes and appreciations.

Write these so you can test them by

Iat Audience reactionOpimonnairesTest questions on :Ix5 cards.

4. List educational aidsla) Resource Persons (for what

purpose)(b) Hooks, magazines and pam-

phlets thy title)II t Films and FilmstripsIdt Visual Aids.5. Techniques Met him!, I

assume and secure as much par-ticipation from the group as they arecapable of doing through use of the

at rolloqu% represen t a t Ivesfrom audience to point op questionsto resource persons.

Ihi Commit tee group to plansingle or series of educiitional ar-il% It a.

(f Demonstration Shuv, how totaltorm

till Field Trip Edit( at ional tourunder direct ion of a leader.

Forlitil Opeti discussion of

group with moderator and resourcepersons.

ill Group discussion Purposefuldiscussion by group use a moderatoror leader.

40 Interview - A person fromgroup interviews a resource personwith audience participation.

(hi Panel - Three to six personshaving a purposeful conversation ontopic.

Ill Quiet Meeting - ('harac-terized by periods of silence forreflection on problem or topic la.joret hem.

1.0 ItolePlaying Act out thepa rt.

Semmar Under leader, participants work on research problem.

III Speaker Present facts.tin) Symposium lancientl Group

sits around at dinner with moderatorand addresses themselves to at

question or problem.In n Myth positi M I in ()dent

Resource persons present talks onissues followed by questions.Feel tree t.. use a combillat ion ofthose techniques

ti outline ProgramTimetable.tons to be donePerson: to do t he lobsEducational aids, equipmentand facilities.

he

SIX-STEP PROBLEM-SOLVING

PROCEDURE FOR ADULT

EDUCATIONAL PROGRAM PLANNING(Model II)

byDr. Robert H. King

An educational problem v. a factor or condition that prevents the at-tainment or m a int en a nue of adesirable situation or condition. Inproblem solving. a group developsy..1)111111,11. to problems of concern tothe whole group by a systematicoperational procedure. It is aprocedure %vhich pro% ides op-portunity for group participants toidentify or define their educationalproblem, deride on a solution. andimplement the solution through aneducational ,'dolt:. The problem.solving procedure of program plan-tin; allows the participants to learnby doing. Six major steps of planning.developing, and implementing anadult educational program by theproblem -solving procedure areoutlined belo%v.

.tit e1)

IfIcnI It", the Edo.at lona) problema Recognise the general problem

al eaI From a personal %iew2 From oilicts point ot %it.%(lbser%). cues, -.Igo.. and or

theations of educational problemsc. Arrange cues into clusters or

syndromes according to theirsimilarities or characteristics

d. 1)etermine the educationalproblem.

Stip .!State purposi. and objectives for at-tacking the problem

a. 'Ills' purpose and objeutives areto he clearly stated. understandable,and realistic

h. They are to be in term!: ofbringing about change in behavior.

St(7)Gather information pertinent to theproblem

a. itemd books and other readingmaterials

h. Review films. filmstrips. tapes.and

c. Consult with knowledgeable;old experiential persons

d. Collect opinions and share per-sonal experience.:.

ShyArro.ti at possible solutions

a 1111 the basic of resource in-I,uI'Itlat Ion

I) (in the basis ut personal

11i

perience (pairs and others)c. In terms of bringing about

change.d. Hy elarifying, harmonizing, and

summarizing.Step 5

Reach it decision on the solutiona. A conclusive statement as to

how the problem may be solvedh. 'Ilia' statement is to be in

keeping with purposes and objectivesc. The statement is to be capable

of being developer! into aneducat lona I act ivity.

Step hPlatt aryl carry out the decidedsolution

a. Adult basic educational activityis to he planned for carrying out thesolution.

b. l'urrictilum is to be (1(,%(.1opedon re-developed to ellhattee t heproblem-solving process.

co Teaching co ni pet mice a niltechniques are to In. assessed or reassessed to insure effectiveness.

(1. Feedback and evalualion ae tobe exercised for achievement of thepurpose and ubiectives and for areitlizittIon of the solution.

A TWELVESTEP PROCEDURE

FOR PROGRAM PLANNING OF ADULTEDUCATIONAL ACTIVITIES

(Model III)

byDr. Robert L. Jack

The twelve-step procedure fororganizing and conducting a trainingprogram for teachers of adult basiceducation is as follows:

STEP ISecure The Approval and

Cooperation of the Parent BodyThe parent body might be a local

hoard of education, the adult andcontinuing education office of a com-munity college, a community actionprogram, a Y.M.C.A., to name a few.It is a major responsibility of theadult educator to demonstrate tothese people the need for conductinga training program for undered-ucated adults.

STEP 2 .

Educational DiagnosisThe purpose of the diagnostic

process in adult education is similarto the diagnostic process in otherareas. The purpose of this is topredict what will occur in the groupsituations of the teaching-learningprocess. The diagnostic approach toteaching adults enables administra-iors and adults to formulate realisticobject ives.

Most instruction in skills iscarried out through such educationalteaching as textbooks, workshops,programmed instruction, audio-visual programs, and teaching kits.One of the objectives of the diagnosisis to find the appropriate material foreach student.

How much diagnosis is needed?We should think of diagnosis as

being a continuing function ofteaching. The reader should not waituntil he has completed a Oiagnosisfor a student before beginning his in-structional program. The most im-portant phase is the actual trying outmaterial to see if it really fits thestudent's need.

Once a diagnosis has been made,we attempt to treat the problems byeducational means. Unlike a medicaldiagnosis obtained 1)y a doctor, themedical doctor prescribes pills and011-.er medication for treating thedisease. In a teaching-training

program for undereducated adults,we determine the' kinds of education-al activities needed by the group onthe basis of information obtained.

It has been stated that there arefour kinds of needs associated withdiagnostic procedure. These needsare as follows:

Educational Need - This kind ofneed refers to a lack or deficiencywhich may he satisfied by meansof a learning experience.Felt Need - Something regardedas necessary by the person con-cerned. A need is essentiallynegative. It is a lack or deficiency.Real Educational Need What aperson lacks and which might beacquired through learning, basedon an accredited standard ofvalues.Symptomatic Educational Need -

This indicates a manifestation ofa need which a person considersreal. It could he used as a clue toa real need.On the basis of his knowledge of

the four needs listed in the foregoing,the trained and perceptive adulteducator might diagnose theeducational needs of his adult basiceducation program.

Preprograin diagnosis - In thisProcedure, the adult educator at-tempts to ascertain what theteacher-training program shouldentail.Dere/op/new Diagnosis - Here thediagnostic process evolves withthe need of groups over a periodof time. Problems and needschange.Collahoratiiv Diagnosis - Thistype of diagnosis might be used bya variety of persons or agencies.The adult educator is only one ofhe persons involved in t he

diagnostic process.

STEP 3Farinalate Realistic Goals

After the problems and issueshave been identified through the

diagnostic process, the next stepshould be to set up realistic goals forthe participants. It might be the goalof some members of the group tolearn how to read and write better,how to fill out au application, toprepare fur a job interview, how tobetter supervise their children, andhow to buy goods more economically.The formulation of goals for adulteducational activities should bemade in cooperation with the par-t icipants.

STEP 4Formulate A Goal Ceatered

CurriculainThe adult basic education

curriculum should be goal-centered.Adult basic education teachers havereported that many of their studentshave high educational and vocationalaspirations. Hence, the curriculumshould include orientation to theworld 6 work, health practices,consumer education, fundamentalsocial science concepts, fundamentalscience concepts, citizen rights andresponsibilities, and personal-socialdevelopment. The curriculum shouldhe designed to meet as much aspossible, the students' immediateneeds and to recognize that attitudechange is vital to their success.

STEP .5Proide Adequate Resources

Adequate human and materialresources should be made availablein order to attain the realistic ob-jectives that have been formulated bythe group. Each person of the groupis able to serve as a resource personto a certain extent.

STEP $Variation of Techniques

Perhaps the most importantdevelopment within adult educationin this country is the recent shift ofemphasis from the individual to thegroup as the unit of educational ex-perience, and from the course to thegroup as the unit of educational plan-ning. Such techniques include groupdiscussion, role - playing, panel forum,symposium, speech colloquy, com-mittee, field trips, and demon-strations. Sub-techniques are buzzsession, idea inventory, listening andobserving group, question period, andscreening panel.

This new emphasis relies on anew concept, a concept of educationas inter-personal experience' in re-thinking the goals and meanings ofhuman behavior rather thr.n the ac-cretion of information matted toselected behavior fields. These ex-periences are interpreted in the lightof general ideas or principle's of un-derstandings.

The mark of a group is shareddevelopment of a common method ofapproach to the problems arising ouiof the different perspectives of itsmembers.

ST1,3) 7h./Pei/yr Leadership

Any successful in-service trainingprogram will depend largely upon

willing. enthusiastic and creativeleadership. Program planning shouldinvolve administrators, teachers andparticipants. It is not feasible for ad.MItlistrators and teachers to planprograms without involving themembers of the clientele for whichthe program is offered.

Leadership in a democracy issituation-centered. Outside of thecontext of a particular situation agiven type of leadership cannotoperate successfully, and what iscalled leadership in one Situationmay not be considered so in another.

In a situation of organizing andconducting a training program forteachers of adult basic education, thefollowing definition of leadership isused: educational leadership is thataction or behavior among individualsand groups which causes both the in-dividual and the groups to movetoward educational goals that are' in-creasingly mutually acceptable forthem. In other words, the leadershipaction about which we are speakingis goal centered. value oriented, cat-alytic energizing. initiating and crest-live. The' leader is understanding.perceptive. communicative and ac-cepted; what he' doe's or what hap-pens within groups identifies, clarif-ies. strengthens, supports. and suggusts new alterninives.

srEP ,14Indic:dual and (Iree,' Motivation

Motivation is an importantingredient in the' teaching- learningprogram. The need for motivation ofundereducated students is essentialto the educational success of theseadults.

A. H. Maslow, the psychologist,describes a theory of humanobeli% ation which should he of in-teresi to the adult educator. Hestates that within the' individual ahierarchial set of five basic needs arenecessary.. First, moles the physiolog-ical needs for fund, air. wilier and allthe phy-sisal necessities for a healthy

Second, conies the safety needsor alesenre of real danger from theenvironment. Third, comes the loveneeds, for lust' and affection and la,lonngnss in relationship to family.them's. and associate.- ill various vieeleavors. Fourth. comes the need forselsieern All people have al newel ordesire for a stable, !ugh evaluation ntliinelve, for sell-est cern sand

esteem for others. They have a desiretor achiesement. prestige. recogun ionand appreciation. The itt ofthe elt-esteni needs leads to feelingsof selcontidence, worth, 1 rung! h.capabilities. and adequal). lilalthwarting these needs produce tellug of mieriorux, of weakness. andof helple.ne--s. Fifth. refers to the in_

oloal fulfillment of be, Immo,:whit, a person r. I Jihad.. it bllIg.'Ind a ile,nri In iIlilnut In (In 111111 i

p dy [lain ir ca n be a

valuably toid in the ad.dvlianm ,10

an by used to tormsl '

to enable advanced students, and tocontrol attrition in the class. Adultsrespond, as children do, to topics andto materials which have intrinsicvalue. The nature of the curriculumwill determine to a large extentwhether motivation will be stim-ulated naturally or whether great ef-fort will he required of the instructor.Adults are motivated most whentopics and materials meet theirneeds. It is inappropriate in the adultclassroom to give stars, make honorrolls, pat heads or make use of othertechniques which may he effectivewith children. Adults usually res-pond to low-keyed words of praise,reinforcing murmurs, nods of thehead, and assistance in self-evalua-tion and reinforcement.

STEP 9Adequate Facilities, Equipment.

And MaterialsThe facilities used for an effective

adult basic education programshould he adequate. Adequate officespace, classrooms, tables and chairsshould he designed for adult use andnot for children. Films, filmstrips.other audio-visual materials, andvarious kinds of equipment should hemade available to the teachers. Suchequipment and materials needed byteachers include the overhead projec-ior, transparencies, record player,records. tape recorder, tapes, casset-tes, workbooks, manuals, maps andatlas. Assistance should be given toteachers in the selection of materialsthrough pre-service training and in-service training workshops. In-servicetraining workshops should be con-ducted whenever it heroines neces-sary for the dissemination of in-formation on innovations and mate-rials. Local adult basic educationprogram supervisors should providevieiroios leadership and direction inthis area.

STEP 11EffectitT /ill bitri Y

Millis mum know about the localadult baste. education program in or-der io enroll in it. People learn aboutthe program through a variety of

Good public relations havebeen an effective means of communicating and interpreting ideasand information concerning adoli

ocat ional programs. and provide a%elude for people to express opinionsand ideas about the. programs

The film publicity i used fur I heksm III louts Mid !WINS

about an ad all irasir eelelcaatintlprogram Effective wadi, its must bedesigned for the particular group...milling!. The reading level of the

should he considered III thebrochures, flyers, and posters. Kt.b.! !lye publicity can he used torecruit students and teachers fur aprogram

Two kinds of publics sla old InI onidered in the preparation otpublic information. I I l internal anelI 1 External Internal public induelethe institution or nrgatIltal v111-

players, employees, co-workers, andadministrators. Internal public/4 of-ten publish information designed furthat particular group throughnewsletters, handbooks, lectures,bulletin board displays, and exhibits.Such media can be controlled.terns' publics include the press,radio, T.V., city, state and federal of-ficials, and industrial leaders. Peoplehave no control over mass media andit is good business to have their sup-port.

Some principles of publicity are asfollows:

The press wants news.The editor decides what isnewsworthy through delegation.Publishers print news that willsell the paper.Be honest, candid, and cooperalive with newspaper personnel.Don't favor one news outlet toanother.Provide timely and interestingmaterial.Report an event before it happens.Don't buy, or pressure to get newsaccepted.Don't ask for a story to be 'killed'in a newspaper.In reporting news about your

program, answer the five W'sWho, What, When, Where, Why.

STEP 11The Outline' and Timetable. ForAn In-Service Training Program

Any well organized program mustconsider a timetable and the personswho are to be involved in theprogram. The time for the beginningand ending of activity should heclearly indicated in the program, andthe names of the persons who will beresponsible for the leadership anddirection of the program should beindicated.

STEP 12Collaborative Evaluation

The evaluation of a program isbased on the degree to which realisticgoals have bean attained. Since eachadult participant in a learningsituation should have an opportunityto help diagnose, plan, conduct, andevaluate the' activities along with hisfellow learners. one earn see that theevaluation of a toucher - trainingprogram by all participants is hotterthan On evaluation made by one per-.me.

Probably one of the hoseecalluatiulls of a teacher - trainingprogram Is the evaluation done histhe Ime1i,;par.:1 themselves.

Evaluation Is important 10 the' in-service training program in two verytuortional ways: 111 the. director ofthe program must be to defendthe program by ascertaining itsachievement in spry specific terms,such as the anioueit of money ex-pended, and 1.:.1 vyaliiiition is a way(It etliciency, ettect is en es', and Ili 1111,, of programplanning.

CHAPTER V

EVALUATION OF ONCAMPUSACTIVITIES

(Phase I)

The evaluation of the oncampusactivities are given to indicate the ex-tent to which the objectives of the in.statute were achieved and theprogram was a success. A number ofinstruments were employed toevaluate the program from the begin-ning to the end. Some instrumentswere used exclusively by participantsfor their assessment of the Institute:others were employed by the staffwith the cooperation of the par.!lemmas to evaluate the program.

1).4 IL Y k VA L / T/f).V

A form was used by the par-ticipants in small groups. The $1 participatits lexeluding the assistantdirector) were divided into ninegroups with each group receivingdaily evaluation forms. The formsreversal the areas of topics, subjectmatter, speaker, question-answerperiod, and small group sharing.Each group was asked to evaluatethe daily activities of the Institute.The results of their evaluation arebelow.

Africua i/critage and Ilarkgruumluf Urban l /illy. There was aunanimous opinion that the sessionson Afro-American heritage andhistory were excellent. The par-t icicants felt that these sessions wereit 1'10111)10e suites.. Many of themcommented on how much thesesessions awakened them to the blackman as a thinking. living. feelinghuman being. The speaker wassuperb. lie was knowledgeable of thestilquei matter and presented it in a%%at, that it was both interesting andenlightening The question-answerperiods and the small group sharingion proved, likewise, to he asenli%eniug and interesting. therall.the participants telt that the% hall aibetter understanding of the blackman and his uniqueness in the urbancommunity

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provide an understanding of thespecial problems of underprivilegedadults in urban communities. .

Some Mottuallunal Charaeterixties and Valuem of the UrhanAdult and Vueuhulary of the Street.The sessions concerning motivationalcharacteristics of the urban adultand vocabulary of the street provedto be a rewarding experience for theparticipants. The majority of the par-tiripants felt that the sessions wereexcellent. They were enlightened onthe characteristics and values of orban adults, of what they say, andhow they feel about what they say.The lectures set the basis for livelygroup discussions that were toppedoff by a very interesting role-playingactivity.

Racism to Urban Onnmunittes.anding attitudes t ow arq

racism in the urban (loin:nanny witsanother aspect of the Institute thatturned out to be enjoyable andenlightening to the participants. Themajority of the participants ratedthis session as excellent. Many of theparticipants felt t hat t he sessionhe I ped to give them an understanding of the social as well aspressures faced by urhan blacks. Thissession concluded the topics relatedto the understanding of andereducait'd adults in the urban community.The participants indicated that thesesessions were vet.. beneficial ;1:1(1provided information germane toteaching wham adult..

Alter being provided with abackground id urban adults, the par-ticipants were directed to the subjectarca of teaching techniques for urbanadults.

Specilic 1'er/um/ars /orllerrinting, Motu ohni.,, ant/ nchrotow

', lam Adult.. The oerall opinion ofthe part irmants wa that this sessionwas excellent and beneficial for theirprograms. They felt that the speakerdid an excellent job and providednecessary malerial for nit.'restiuggrump d is( lissom.

Techatquc in 7'.11( lung Adults.one/ mossy/mg

hv topic and :.111Pirrt matter drewau "excellent' response 1rom the I,ar-tli ip.mts I'he rated t peakr-het «r,11 good and excellent. 'l ins uld waled t hat he Inaterlal, werebelief'. tat, and that I he group e

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s ) 28

techniques of teaching reading toadults, (2) differences betweendialect problems and readingproblems, and (3) measuring and/orevaluating reading problems. Themajority of the participants rated thefirst session as excellent. The subjectmatter was applicable to ABE, andthe speaker did a considdrablv goodjob. The morning lecture led rightinto the afternoon lecture on folklorewhich was topped off by a civic andimaginable oral interpretation demonstrating black folklore which wasrated "excellent" by the participants.Moreover, the participants indicatedthat the session was very rewarding.rewarding.

The second session was on dialectproblems and reading problems. Thetopic and subject matter were rated"excellent", but thought the presen-tation could have been improved.The discussion sessions were rated"excellent."

The third session on reading dealtwith measuring and/or evaluatingadult reading problems. for the mostpart the participants indicated thatthe topic and material presentedwere excellent. The session helped toprovide the participants with a basisfor evaluating adult readingproblems. The majority of the ninegroups rated the speaker as "good."

Teacher Training Mudels furProgra Planning. The final sessionsof the Institute provided instructionand practice in planning, organizing,as d conducting teacher trainingprograms in adult basic education ofurban adults in back-home situa-tions.

Each of the part iclimnts wasrequested to use each of the threemodels ill writing proposals torlowlier training programs in theirback-home communities. The parficipants indicated that the sessionswere helpful in showing them how toplan and set up workshops forteacher training activities back home.For the Most part. the part alpants inthe groups rated these sessions a exeel lent ; nevert hole., I hey %ere nl t heopinion that the models should havebeen presented earlier in the In-stitute to allow for more tune andPracilc in Planning andteacher training %iii kshow. for theircommunite:.

WEEK/. /. I '..1170.\*ho/, ohm/. Each of the Institute

participants was given a shortquestionnaire to coniplte all the endut each of the fits? two weeks of theInstitute ;1:1,1 were requested torespond to t ho fol locc ing questions:

1. (ion arriving at Lincoln1'toel'r.uy, what did 1011 expect togel Hof of your part iripal ion iii the111.41111ft!

2 To what extent do %nu feel that%our expel tat ion 1. tieing Wet so lat.!

11x1%-11111,' I 1 the ..! Institute ;w-ill want, returned !lieu quest ion11;1114. All of I111 arm('

t he In .: hoe with sono -1)(4 Ili elk

pectations all positive. An analysisof the responses disclosed that mostof them could be classified into twogroups: those expecting new oradditional knowledge and in-formation to use in their ABEprograms. and 12) those seeking at-titudinal changes, greater un-derstanding and appreciation ofadults and urban blacks in par-titular. Thirty -six responses fell intothe first category. The kinds ofknowledge expected ranged fromknowledge of black heritage toknowledge of curriculum, teachingmethods, and techniques forrecruiting and retaining ABEstudents. Those answers which fellinto the second category includedpersons who sought a better un-derstanding of Blacks and those whofelt that the Institute would providepportunities and experiences topromote a better understanding ofthemselves and their own capahilitiettfor relating to Blacks more ef-fectively. Several welcomed thechance for group interaction, intellectual exchange, and the op-portunity to examine, challengeand or strengthen their own personalpersuasion regarding the nature ofhuman motivation and behavior.Many used the term "insights" to ex-press what they hoped to attain atthe Institute.

In answering the second questionon the individual questionnaire, allparticipants except three reactedpositively. Fifty-four participantsclaimed they had received far morethan expected. A few of these pouredout feelings of extreme gratitude; afew others registered surprise at theorganization of the Institute and expertise of the consultants. Eleven ofthose whose reactions were positiveotntioned one or two expectationsthat had not quite been met. It is in-terestmg to note that none of thethree who were disappointed in theirexpectations did not express extremenegative feelings. One wanted moreattention given to the Black History-Culture aspect; the other two werereacting basically to the clashes bemt4.11 themselves and another personin the small discussion group.

In general, it can be concludedthat over 5 per rent of the respon-dents benefited posit 1%0% abouthating their expectations met. This isVW% I'd ;Pi Indira I I% v SUCCVss.

GriMp. .. weekly evaluation formwas distributed to each ot the ninesmall groups for all three weeks ofthe Institute. Ott this form were threemajor questions.

1. What were the most valuablevflorational experiences oti hadduring the past week.'

Iii which ways some aspects oflast week' al mita could have been

rengt honoil?1 What unanswereil question.,"

'I'' %flu have which you think shouldIre ion- Mersa( when dealing with cur

ban adults and particularly urbanBlacks?

In answering the first questionabove. all groups except two thoughtMr. Beasley's presentation on Blackheritage was their most valuableeducational experience during thefirst week. One group favored themethodology employed and anothergroup valued the rule playing led byMiss Finley. Every group except twocited the presentations by Dr. George,Dr. Johnson. Dr. King and Miss Pittsas their most valuable educationalexperiences during the second week.The remaining two groups thoughtthe group participation and roleplaying to be the must valuable.(Topics referred to above are:Techniques in Teaching Reading,Language Experience Approach inUsing Folklore, and Specific Techni-ques for Recruiting, Motivating, andRetaining Urban Adults.) For thethird week's choice, the groups werealmost unanimous in their selectionof training in developing the threemodels as their number one choice.The opportunity to visit the prisonreceived the second highest commen-dation as the most valuable educa-tional experience.

Responses to question 2 are sum-marized as follows:

First WeekBreak up lectures into shortertime spansMore time needed for small groupdiscussionMore use of visual aids needed bysome lecturers"Language of the Street" neededmore depthUse resource persons who are ac-tually in ABE work.Second WeekBreak sessions into shorter timespaceGive speakers more time to visitsmall groupsFewer lectures and more visualaids and demonstrationsMore informative lectures.Third tVeekBetter and clearer explanations ofwhat is expected in writtenreports on modelsMore time to work on modelsMore time for small group sharingShorter working day.In responding to question 3

above. the groups wanted to knowthe lidlowing:

Errs/ WeekHow can we get more on BlackHeritage?How do we mot ivtestudy Black History?What is the reaction of the blackciitionunity to t he study ofBlacks?What is different a bout teachingurban Blacks?Should the ABE teacher find outhow Blacks feel about the topics(wing considered?liiiw do you gel more urban

ks into the ABE program?

Blacks

2.1

Is there a panacea for ghetto ills?Would Blacks accept or reject aCaucasian ABE teacher?Second WeekShould not we have had time totry the Language Experience Ap-proach?Does the ABE curriculum meetMaslow's hierarchical theory ofneeds?How many ABE students enter at6th grade level and proceed tograduate?How have changes in Blackleadership affected the urbanproblem?Now do you teach math'?Third WeekWere our models done correctly?Could we have had a paneldiscussion on how Blacks andWhites deal with each other'?How can we get a better un-derstanding between the races inthe future?How can we ascertain the timelimit on federal funding?How would Blacks respond to aWhite ABE teacher?From these group assessments,

one concludes that the education ex-periences provided during the Insti-tute were meaningful. Some experi-ences appeared to imprimis the indivictual participants in a moredynamic way than others. As groups,the participants' reactions hadgreater diversity as indicated in thefirst week's reactions to the firstquestion. Likewise, there was anassortment of improvementssuggested each of the three weeks. Bythe same token the range in the listof "unanswered questions" showsthat after each week's experiences,there was stimulated interest in pur-suing suhject areas in more depth orbreadth had time permitted.

PRE -TESTS AND POST. TESTSThe participants were given two

tests at the beginning and end of theInstitute. The first test was aimed toattain the participants' opinions andattitudes about the program contentof the Institute. A total of 79 par-ticipants took the test as a pre-testcompared to 78 taking it as a post.test. Judged on the basis of ideal answers predetermined by the Institutestaff, the total scores of the imrticiimnts showed a difference of 1.1

per cent increase.The second test was administered

to the participants regarding learningin group situations. The pre-test wastaken by 79 participants compared to7Pi taking the. past-test. Ideal answerspredeternimed by the Institute staffindicated a two per cent increase inthe difference of the total scores ofparticipants on the preusa and theposttest.

These tests indicate that changetook play(' in the participants. Thereappears to have been considerablechange in the opinions and attitudesof the participants about the programcontent of the Institute, while change

in the participants regarding learningin group situations seems to havebeen minimal.

ExpEcrAno,vour('omEAnother instrument used for

assessment of the Institute was aform to elicit information on the expectations and outcomes of the par.ticipants in regard to the program. Ofthe 82 participants, 72 responded tothe questions regarding what they expetted upon arrival at the Instituteand the extent to which their expectations were met. Findingsderived from the responses were thefollowing:

Expectations reached 68.6

Expectations partially reached 14.3

Experienced achievement,motivation, gain in information,and other positive responses 15.7

Other (primarily negative) 1.41

In addition to information ontheir expectations, the participantsmade a number of suggestions theythought might have improved the In-stitute. The suggested improvementsand the number of participants in.thrilling the suggestions are listed inthe columns to the right.

Suggested Improvements

Number ofParticipants

Shorter work sessions tehoutsix hours)More field tripsBetter living facilitiesLonger group sessionsExtra curricular activitiesA welcoming committeeSocials sponsored by the In.stituteShorter break timeMore folkloreWeekly assignmentsCoat roomMore speakers on citizenship, math and writingSpeakers speak only onehourVary daily schedule moreCertain hooks read prior toInstituteIncrease in stipendMore advance notice of theInstituteBulk of activities in themorningMore opinions front par-t ieipatitsUse no graduate students asleadersMore intensification onBlacknessElimination of non-relative

292

15241

44

'2

1

Black activitiesA better system for payingoffMore demonstrations anduse of audiovisuals 12Better facilities for takingnotesMore efficient group leadersMore timely lecturesMore flexible groups 3More qualified lecturersMore opportunity for con.sultants to meet with smallgroupsMore people directly relatedto ABE 3Separate food lines fromregular students 2Speakers have opportunityto study quest ions fromaudienceTime and facilities forresearchReduce the nuniher of weeksfront three to twoTotal number responses 122

Nearly 24 per cent of the reteponses indicated favor of shorter worksessions of about six hours a day.Another 20 per cent of responsesfavored III bet ter living facilitieswith reference to a ir-rontlit joinedliving quarters and 121 more demonst rations and use of audio-visualaids. Other suggested improvementsreceived comparatively. fewer respon-ses front participants.

SPECIA E VA /. I - AT/O,`'Education Program SpecialistAdult Education Branch, U.S.O.K.THROUGH: Dr. Harry H. Hilton

Senior Program OfficerAdult Education Programs

James B. TunsyProgram OfficerAdult Education Programs

Report of site visit to Institute for Teachers and TeacherTrainers in Adult Basic Education Of Urban Adults./daimon uj Institute: Lincoln University, Jefferson ('ity,Missouri.Maley of instifiar: July 12.31), 1971.Sue issito: James B. Tumy, Regional Adult EducationProgram Officer, Region VII.

A total of eight days were spent in visiting the Instituteout of the fifteen clays the Institute was in session. Thefollowing observations were made during the visits:

I. The Institute Director, Dr. Robert IV King, did avery good job of seeking advice and guidance front the StateAdult Basic Education Director, local Adult BasicEducation Directors, Regional Adult Education ProgramOfficer, anti Cniversity Of-falai: when he formulated theproposal for the Institute. Each person aillaYd above gaveinput to Dr. King.

2 A total of x2 part nipants enrolled and completed I heInstunte These participants were from !MEW Regions VIand VII The 1,1iiN a not represented in thetwo Regions was Kana The racial makeup of the Institutewas about three blacks to one white. The main reason giventor not having a full enrollment of lot) as called for in theproposal was the extremely kite not 'twat ion given to the participants. Evidently manv of the potential participants hadmade 'dor plaits by the tune they were notified of acpp, a buy to Ow ryt mitt. Not 1114'ill 1(111 culd141 hut by telbrIal I \

giken until National headntiarier ga%t the w ord_i It was apparent that the criteria a set forth in the

proposal were used m screenin. the applicants. Each par

ticipant fit the six criteria with few exceptions ifor instance,some were teachers and teacher aide and, therefore, wouldnot he conducting a leacher training workshop after theyreturned home.

4. The participants were recruited in the following man-ner:

III Institute information and applications were sentto State Adult Basic Education Directors in the twoRegions.

(2) Each State I)irector nominated a pool of ap-plicants diming candidates and alternates).

131 The Institute stall then selected 1101 participants.14) Selections from the alternate list were based on

earliest date received.Visits were made to the following sessions:

Mondtty-. July 12, 1971 orientation sessions.('omment: Very well done, complete.

I2) Tuesday, July 13, .1971A M. African Heritage. I Eil% aril licasieyP.M. - Negroes in American History' 'Edward Beasley.,('wnrnrill: Excellent presentations. Nell received by par-ticipants as witnessed in their :mall group discussions.

Ct) \N'ednesday., July 1.1. 1971A M I)eyelopment of Black Communities in littlerAreas. il)r. Charles Parrish)l'.M Structure and Characteristics of the ['rim!, BlackFamily il)r. Charles Parrish)('orament: Very knowledgeable resentation. Stimulatedmany' comments from participants.

1.1) Thursday. 'lily 1. 1971A .N1 S11111% al lona 1 Charactere tics andrraii Black. 'Miss Del FitileY)P.M. Vocabulary of the Street (Mis Del Finley)l'ontinent: Proved to be of high interest to participants.

(51 Veiltisday. tily 21. 1971A.Nt THInippies in '('..aching Ithp-k Adult,11/r. John E. George)I' M. Language Experiente Aroio It n1 1.,ing Folklore.11)r George

Values id the

30

Comment: Both lectures contained much useablematerial for teachers of reading.

461 Thursday, July 22, 1971A.M. Difference .between Dialect Problems and ReadingProblems. Dr. John K. Sherk, Jr.)P.M. - Demonstration: Function of InstructionalTechnology in Teaching Adults.Comment: Clarified problems and demonstratedtechniques.

17) Thursday. July 29. 1971A.M. - Hack-Home Workshop for Adult Basic EducationTeacher Training.P.M. Large group presentations for plans for back-homeworkshops.('omment: Of much interest to each participant as eachwas working on his own model.

1$) Friday. July 30, 1971A.M. - Evaluation of each of the three units.

a. Background of Urban Adults.b. Techniques of Teaching Urban Adults.r. Training Models for Back-Home Use.

('losing Activities.Comment: The review helped to bring the thoughts of theentire Institute into a useful whole.H. Between lectures and large group meetings the par-

ticipants met in groups of about ten persons. The commentswere favorable concerning the lectures. and interest andspirited discussion in current topics were exhibited.

7. Each participant was required to develop a model forTeacher Training that is to he used this fall or winter totrain additional teachers. The Project Director required areview of each model before the participants left the In.

ute. The Director has also made himself available forconsultation over the telephone prior to each participant'sback-hom workshop.

M. The participants will reassemble in January for a twoday meeting at which tim they will give a report on theTeacher Training workshop held by them in their own corn-

munity. A final report will be written by the Project Directorshowing evidence of the multiplier effect and consequentlythe success of the Institute.

9. The residential facilities were the one complaintmost often heard from the participants. The dormitory inwhich they were housed was not air-conditioned and duringthe first week of the Institute there was a heat wave withtemperatures as high as 105 degrees. After the firm week,however, the weather cooled and the complaints subsided.

The food was good and the prices were reasonable.rhe participants ate in the Student Union Building whichwas just across the street from the building housing the In-st itute.

10. The major problem of the Institute was the latenessof notification of acceptance by the U.S.O.E. It causedproblems both with participants and their plans and withthe notification of speakers and staff members.

II. The administration of the Institute was in the verycapable hands of Dr. Hobert King. He did an excellent job ofplanning and omducting the entire three week program. Hisstaff were equally talented and hard working.

The contents of the Institute -were timely. complete.and well executed. The topics followed a natural order, eachadding to that which was previously given.

12. The one main suggestion for strengthening this In-stitute would be for the participants to begin working on theback-lionle Teacher Training models during the second weekinstead of during the final week. The participants appearedto be pressed for time during the final week. It is suggestedthat the models be written during the second week and thenpolished during the final week.

13. Based upon the expertise gained in the conduct ofthis Institute. Lincoln University should he encouraged byheadquarters. U.S.O.E., to hold similar and related Institutes in the future.

14. The Institute effectively met the objectives as werestated in the proposal. The participants were well pleasedwith both the staff and the Institute content.

BEST COPY AVAILABLE

CHAPTER VIFOLLOWUP ACTIVITIES

A period of six months (August, 1971 through January.19721 was designated for the participants to return to theircommunities to establish teacher-training workshops.

ONSITE ACTIVITIESThe participants employed one of three program plan-

ning models presented at the Institute at Lincoln to plan.develop and conduct programs for training teachers in adultbasic education of urban adults. The Institute staff kept intouch with the participants by mail and telephone to en-cqurage them in getting their programs underway. Moreover,guidance and consultation were offered the participants inovercoming problems and hang-ups, and in increasing skillfor conducting their project . The Institute director madevisits to a number of selected sites to offer consultation to in-dividual in developing programs and as aresource person in implementing programs. Sites and par-ticipants were visited by the Institute director in thefollowing cities and states:

Albuquerque. New MexicoBaton Rouge. LouisianaDallas. TexasDes Moines. IowaHouston. TexasKansas City. MissouriLittle Rock, ArkansasNew Orleans, LouisianaOklahoma City, OklahomaOmaha. NebraskaOpe loussa, LouisianaPine Bluff. ArkansasSaint Louis, MissouriTulsa. Oklahoma.The Institute director made visit'. to 14 cities in Is states.

A number 0f workshops for teacher training materialized un.der the leadership of the participants in (heir communitiesThe t it les of the workshops. the locations. and the number ofparticipants each are given below.

ii=Paior

V

kind or Title of Vorkshop

111 A1.1

;Ind I et Il

Aid, in ABE;11111

I !kit, Adult,Eilto 1,11

LocationNumber ofPartiiipants

I IT

Tilt !. Sid HIV.. 'I t.;1- IT

I 111.111 lilt; Bpi int.:. Nil

Black Awareness and Curri-culum for Teaching Ur-ban Adults

Black CultureBlack LanguageDrug AwarenessIndividualized Instruction of

Urban AdultsLanguage Experience Ap-

proach to Teaching Read-ing St. Louis. Mo. 20

Meeting the Needs of ABETeachers and Supervisors Tulsa, Okla. 75

Recruiting. Motivating andRetaining Adult Students Metairie, La.

2i

Recruiting, Motivating andRetaining Adult Students Waxahachie, Texas 14

Recruiting. Motivating and1Retaining Adult Students New Orleans. La. (1

Recruitment, Motivationand Retention of Adult I

Recruiting. Reading, ConnVictoria. TexasStudents 26

seling and RetainingABE Students Pine Bluff, Ark. 6.1

Recruit ing and RetainingABE Students Genevia, Ark. 1:1

Recruiting and RetainingABE Students Opeloussa, La. 3 5

Recruitment, Retention andHumanizing ABE Stu-dents Si. Louis, Mo. 22

Recruiting, Retaining, Mott-vating and Selecting Ma-terials in ABE

ABE

Jeffersim City, Mo.Recruiting and Retention in

Baton Rouge. La.Schedule Planning and

Black Culture Fort Worth. TexasTeacher Training Gaines. Texas 114Teaching I. Adults in

A BE Deltaider. La. :1;1

The Culture and Yoder-educated Black

1/allas.

A total of 2 5 teacher training wurksinlps %%ere rundul:1Pot;11 «i 44

l t14..11(118)

--

in 2 2 41ttes 111 seven %tate% between August I, 197 I and Mayrift 1972. and Were attended I) ABE teachers 441 urbanadults. The wirksimps %%ere directed by nt the r42 partiripants %Int attended the Inswing Inst Mlle at lanunInVniversth ill 1111%,, 197 1 A %itriet% of tuptcs were used astheme% tuts tin' %%urlislinps. (her unethird of the t44444 sthemes %ere nit recruitment and 1-41410nm tulllhltled %%nitrelated tnpical ditnensinns. (niter tumult Ihelllcs were yentered arnund "(Black" asp, is of odult hasp- e11114 at inn andten-inng urban adult.

Des Moines, iowaOklahoma City, Okla.Waterloo, IowaNew Orleans, La,

30If,

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Albuquerque. New Mexico I5

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CHAPTER VII

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Understanding the background, characteristics andvalues of urban adults is vitally important fur effective adultbasic education in urban communities. Adult educator; mustunderstand the students in order to proceed to selecting ap-propriate subject matter and employing effective techniquesfor educating urban adults. Besides developing skill in thetist of teaching techniques, adult educators are to he comsmolt and skillful in planning, developing and conductingmeaningful programs for adult learners in urban com-munities.

1MA It YAn institute for teachers and teacher trainers in adult

basic education of urban adults was held at Lincoln Univer-sity, Jefferson ('ity, Missouri, on July 12 through July 30,1971. The chief purpose of the Institute was to providespecial training for teachers and teacher trainers ineducating adults in urban situations.

A total of 82 participants attended the program andcame from eight central and southern states. The main sub-ject areas studied were (It the background of urban adults,12) techniques of teaching adults, and I:if models for plan-ning and developing ABE programs. Lectures, large andsmall group discussions, demonstrations, role playing, and

were among some of the methods employed. The in-structional personnel cio..sisted of specialists in adulteducation, faculty of Lincoln University, and resource persons in adult education from various urban sectors of thestates Irian which the participants came.

Upon completion of the oncampus activities, the par-ticipants bet tune engaged in a number of lidlOw 'tip "11-siteprojects in order to put 11110 practice what they had learned.The participants conducted at total of 25 workshops in 22cities of seven .:tad's with at combined enrollment of 1,104leacher trainees.

A follow-up workshop was held at Lincoln in January,1972, after the participants experienced a six -month periodof on-site activities. Forty-three of the M2 participants fltamed to the university for this workshop. The purpose ofthe workshop was to assess the effect iVI.UPS. of the modelsu:ed in planning their teachr !raining programs tad to disuss how- they mio. :like some of the problem: they ex-

perinced with !hir on-sit proiccts.

(*().\*(1. I .SII),VS1)11 the basis cf the fooling- in the final report of flu. in-

stitute for tearlier and !earlier trainers in adult has I-education of orbit!, adults, the follow ing concltiions a.creached

I The overall results of the Institute weft. at :uric... In;111/1011111 let flit In.ogram being 'again/etf and ex( ell.ent I%exec the t matter Ail. appropriati for AREteat her IIf u: hap adults The speaker: %VtIl good and or cxellnt in their presentation,. 1% lilt II were 1)(011

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29

volved in large and small group activities. Feedback,sharing, and reaching consensus were vital aspects of smallgroup functions. Evaluation was an ongoing procedurethroughout the program, involving the participants as wellas the leaders. railities and equipment were adequate ex-cept for lack of air-conditioning in sleeping quarters.

2. The sqccess of the Institute is recognized mostdemonstratively by the multiplier effects of 25 teachertraining institutes with an enrollment of 1,14$ teachertrainees, planned and directed b./ the teachers who par-ticipated in the 1971 ABE Institute.

3. Knowledge and understanding were gained by the In-stitute participants through lectures and discussions on theuniqueness of Afro-Americans in urban settings, and theidentification and examination of special problems, charac-teristics and values of urban adults, expecially Blacks.

4. The participants were able to realize and become in-volved in synthesizing content and techniques in teachingadults through a number of lecturedemonstrationpracticesessions.

11. As well as having a number of evaluating proceduresexplained, the participants examined and demonstrated skillin actually using several evaluating instruments from thebeginning to the end of the Institute.

6. In the light of the models which were presented andstudied at the Institute, the participants demonstrated com-petence and skill in using the models by writing proposalsfor ABE teacher training programs. Moreover, the par-ticipants implemented their program ropsals bydeveloping and conductim, onsite workshops for hundredsof ARE teacher trainees in their communities.

R

A number of recommendations are made for tearliertraining programs as a result of this project. The rcominundations are the following:

I . That local supervisors are to he informed as to whytheir ARK teachers are attending an institute and what isexpected of the tvachfrs in follow tip activities by the spoti:firing institution or agency.

2. That local supervisors show cooperation with personal support, enuntiragemnt and funds rte ABE teat hotswho have recekerf special training in order that the Inca!A BE programs and leachers ina profit from the 1r:tillingand expertise.

a. That; local 1141,1w-up w.irkslifips are conductedt lie purpose of evaluat mg :Inc! training

tracher In 1110i.1 t platter, leaching tig-linique, andprofessional Nk111-11A%ard tilcamogtul ABE piograms for ur-ban adults.

I. That theparly enough toprogram without

recipient of a grant Is oflii l,I l ly notmake the necessai% preparation, for themaple nrtire, and to Y.1.I WI Appropriate

consilltinis and resource puron for e),1.111111 expertise, al-so rust um and leadership

35

ft.

BIBLIOGRAPHIES

Andes Issued Tn Purtiripnnts

.1 l'reoNur.% of Techniques fur Tenehing Adults. TheNational Aiesoiation for rob lir Continuing and AdultEducation, Washington, D.C.. 1964.

('undurting Wrkshopm and Institutes, Adult EducationAssociation of the IT.S.A.. Washiattoo, 1).C.. 1956.

inSeri-see Trvrutinll fur Teuehers of hdbi. The NationalAMAIPriillion for Public School Adult Eduralion,Washington, D.C., 1961.

Smith, Edwin and Smith, Marie P., l'euehing /(railing hl.1f/u/th, The Natiiinal Association for Pithily Suisun!Adult Education, Washington, D.C.. 1962.

timer, Curium, Teaching the Thsudintuged Adult, TheNational Association for Public Continuing and AdultEdu,',Itinn. Washington, D.C., Mill.

Wiws Vim rl Tenehing Allults. The National Asssa.iation for(continuing and Adult Washington,

D.(' ., 1959.

S Ilf the Ihmks K.tIttIntul.% 21), /97/

Raker. Houston A., r.. Mock latcrature in Atnerieu.McGri;w11111 /took Cii., 1971.

Ilergevin. Paul. .1 fur Adult Edueutum. TheSeiebury Press, New York, 1967.

Ilergevin. Paul, and McKinley, John, Partictinstsun Y'ruuung..1,tult Educutum. The Het 'limy Press, Si. Louis, I!H

Ilergviii. Paid: Morris, Dwight; and Smith, Huber', :WO/Educution Pro/.0//ureN, The Sealairy Tress, New York.196.i.

14,41114, Ledford .1., .11///// Pyho/og.%. Harper and Row,publishers. New York, 1969.

('.in h/sir/mg tVorks.hiph titiol Adult ElitiratlilA.soortat Oat of the I: SA.. Washolgtoo, 1).C.. 196

I )m111.0,11. Edintin la W.. Fiona% tot./ Perminfil elvmentin Adult linsn. Efluentions 1.1iiii I I 'olverNit Extension Assortateat. Washington. I) 1971.

1).)1)1p, MOO ..1/u/t Edurutsun in ..intern.n, Litho lino.19711.

i;aring. Varnlola. /.1.NNw1s/11/...11/i1//x. Rook 1, Dar.court. !trail. anti 11 orlil, York, loiii;.

editor, P.9,.//o/ow% .11/s///.. Adultalioation ANNociatin of the r.S.A.,

1911.1

Dern:mile/. if.1% It'rsiosk: /fehut-sra/ 1)h/1'l CS. liorne.And N1;11111, 1 . New York. 1971.

Kohl. .1 It . //ou AN1111;1) Niq1,1111.k. I

itublrt II.. Nil, tsiscutints /..%/urestswm/ .V. 1'1 /N 11/

()/1/1/. .11/1/It. 111 Th roc I'fitigt I., 11111111w, A1 /hi o 1111d\, I .111111111141tql I h IC 11111..1, Srill if )1

E 4 1 1 1 1 In, I n 11 la I, v r , 1 1 % MI Mgt Iii1919

111.1%. Nloolo%. ;Ind Lodi:oh.o/o% /?.-o.////g mot 11'///sug :.%% ! {ender-

\c%% PiVit

um/ vf.,...11,111/1 I lot pri ;IndIS .%s 11111111-1111,, Ns%%

1..11111111); Im .1,11111 t...1111.1111,,11.Li, N1.1. \1111.10 Ni.% k. 1910

.,1.1 It .1 !III .111,). 1 'Iid 111 ) / /11//1 /..1///r1///,,///ti Mit/ I 111 N11 11,1\ I In. .

N. \+. 1,0 Is. vow;

It .purl lif the Natiunul Adt.imur Cumtnissin Di/tordens, New York 'Times Company, Illtitt

Shaw, Nat hall. Editor, Adnittustratuon of Cunlinningkflentiun, National Association for Public SchoolAdult Education. Washington, D.C., 1969.

Smith, Edwin and Smith, Marie I'., Teaching Rending toAdults. The National Association for Public SchoolAdult Education, Washington, D.C., 1962.

Smith, Robert M.. Aker, George F., and Kidd, .1 It., Ilan&/mule uf Adult 1.:ducuttun. The MacMillan Company,New York, 1970.

Thoradike, Edward I, and others, eldull Learning, TheMacMillan Company, New York, 19214.

Verner, Coolie., and White, Thurman, Adult Learning. AdultEdueuiiion Association of the (.S.A., Washington, D.C..1965.

Wallace, Mary C., Figure II Mt. Book I and Book 2, FollettEducational Corporal inn, Chiral:11. 1965.

Wallace. Mar). C., titerol.% inNtructor'N //uithook, FollettPublishing Company, 1965.

36

BIBLIOGRAPHIESB I ALUMINA PII t"

Dewey, John, On Experience. Nature, and Freedom, editedby Richard .1. Heinstein, The HobbsMerrill Co.. NewYork, 293 pp.

King. Hubert H., "When You're 'reaching Adults". In.teraction II: 10-12. June 1971.

Knowles. Malcolm, The Modern Practice of AdultEducation. Association Press, New York, 1970, 38.1 pp.

"The Diagnostic Procedure In Adult Education," Cominfinity Teamwork 19: 2. Harele, 1967; 19: 2. April,1967; 19: 2, May. 194(7.

'rhelen. Herbert, and Stocks, Dorothy, "Diagnosing GroupProblems," in Understanding Hose Groups Mirk. pp.10.12, Adult Education Association of the U.S.A.,Chicago, Illinois, 1956.

Tyler. R. W.. "Elements of Diagnosis". in EducationalDiagnosis. pp. 113.129. Thirty.Fourti. Yearbooks of theNational Societ for the Study of Education. PublicSchool Co., Bloomington. Illinois, 1935.

BIBLIOGRAPHY

Anderson. Th.' Age Is Protest, Palisades.California. Goodyear Publicalions. 1969.

Barbour. Floyd. The Black Poster flit Boston. Mass..Exinding Horizon Hooks. 196M.

141prit. Marril, egn/lict ond Sorsa/ Chung... Minneapolis,Minn.. Augsburg Publishing House. 1971.

Daly. Charles led.), rrtnin Violence. Chicago. University ofChicago Center Policy Study, University of ChicagoPress, 1969.

Framer. Thomas, Afro-Ant/Town Prima'? Souee.s,Nev. York. Harcourt, Brace. 19711.

King, Martin, 1l her.' /10 We Go from /lyre. New York. liar.per & Row, 1967.

I1' /f1 it./. run 't Wm/. New fork. Signet Book, 1964.1.eck%, Robert and 11'right, Elliot led.o, Mirk Manifesto,

Religion. Racism fool Reparation. New York. Sheed &11ard, 1969.

Artiold, Hvpuruttun, Ni' w York, I.ippeocott,197o.

Terry. lgoberi, Fur %%lour., ()till. Grand Rapids, Mich.,11'illotin B. Eerdnions, 19711,

Tucker. Sterling, Fur Black., (nil%. Grand [(opals, Mich..11'illiam 14. Kerdnion, 1971.

VI% (' lc/fig./. Amy,. fun/ the Allig.rfg.finPhiladelphia. Forties. Pre-... I9711,

in America- 11.1v. to (*limbo! lt," Thr 1 'mill/ Shay..cumuli...slim HI Cu Cleillingliliise Publication..

Serie. Number I, 11tintor%. 19711

StinIc Abit..1 pa. Stud...1/1.14 ,in wol

1. find

.1//n.ctim hitc(c1.1 -hcunic//. Vol I, 19711

lt*oth/. Plibli.litng I SI) Nlichata 11A. Cho ;i14... III

usitst1,12 uf .14,,,,h1,1,1\%. .111111g:i.11. I)

.13/41111.11i .111 1.11/1.;ii

( 1/1/144 ,/ N/ in /hi. I. /5//Witt/Wn /,//)/iii %, MI11110(111 In.rllute. 11,11111/1.311,

oind"'"'"'11""aul "Iv"sq'.

:11

Darwin T. Turner, Afro-American Writer,.. Appleton.CenturyCrofts, 1970,

Dictionary Catalog of the Sehonshurg Collection, New YorkPublic Library.

Dorothy B. Porter, The Negro in the United Mates. A Selecled Bibliography. Washington, D.C., Gov't. Printing 0!ice, 1970,

Ebony Magazine, IM20 So. Michigan Ave Chicago. III.Elizabeth W. Miller, Compiler, The Negro in America: A

Bibliography, Cambridge. Mass., Harvard Univ. Press,1966, and supplement 1971).

Journal of Modern Afriran Studies. Cambridge tiniv. Press.32 E. 57th St.. New York, N.Y.

Journal of Negro History. 15:is Ninth St , N.W., Washington,D, C.

Monroe N. Work, Bibliography of the Negro in Africa andAmerica. Reprint.

New York Timex Book /lesiva%Publisher's Weekly. H. H. Hawker Co., 11)91 Ave. of the

Americas. New York, N.Y.The Crisis. 1791) Broadway, New York, N.Y.

COI WM./ NG IN AM 'LT BASIC ED I 'CA TION

Counselor Orientation PackageAdult Basic Education In-Service ProgramGuidance and Counseling(Multimedia)As Developed in Region VI Special ProjectFur Adult Basic EducationGuidance and CounselingCoordinated by the University of Texas atAustin,Extension 'reaching and Field Service Bureau.Austin, Texas 7M712Dr. W. E. Baron. DirectorSecond Revised Edition Master ('nitAdult Basic Eclue at ion In-Service ProgramFor Teacher Awareness in Guidance and ('nunsoling

As Developed in Region VI Special ProjectFor Adult Basic EducationGuidance and CounselingOffice of EducationGram ()F,(;0..711621 13241 FY 1971The rniversity 1,t Texas at AustinExtensam Teaching and Field Service BureauAuxin. Texas 7m71'2Dr. W. E. Barron, DireciorKrumboltz, John /6.1o/tit/on fn l'unn...Plin:Implicutifut ,,I lichot iitl Scrimp,Houghton Mifflin Company, 1966.

FILMS

l(lilion Flints, 16 min Sound, I. nun., Sti-kVatightiCmiinaii, :111.1 111, TtAas.$16.1.511 rain

i'!"!Black Prote.tConfrontation to WitIiitigton Rurtuction Cu\A II 11 thy Aga 111.1 Sum,. t 11(.1.1,1e

l'ovrAngul 111 tom Hi min and % lob. 1'11(.1 kItical tilts libraries and %mit. State tm er.lt

Library. Field Services, Indiana University Audio-Visual Center, Bloomington, Indiana, 47401. Rental$5.40.

Interviews show varied npinions of how the Negro shouldsearch for equality. Elijah Muhammed, Daniel Watts,James Garrett of CORE, Fannie Lou Hamer,Mississippi Freedom Democratic Party; Julian Bond,$N('C; Andrew Young, SCLC speaker.

The Peole Left Behind, :if min. 16 mm. Black and white.Check local films libraries and your State UniversityFilm Library. Farm Extension service. Field Services,Indiana University AudioVisual Center, Bloomington,Indiana, 47401. Rental $5.90.

Plight of Mississippi ex-plantation workers displaced by cot-ton picking machine, minimum wage laws, andlegislation which pays farm owners for not cultivating(Tops. Liberal plantation owner views contrasted with aronservative lawyer.

The Wiry Ii Is, 60 min. 161mm. Black and white. Field Services. Indiana University AudioVisual Center,Bloomington, Indiana, 47401. Try local film librariesand your State University Film Library. Rental $9.15.

Focusing on Junior High School 57 in the Bedford.Stuyvesant section of Brooklyn, workers with a NewYork University special learning project are candidlyshown in classrooms, teachers' meetings. and visits withparents. Many different approaches achieved limitedsuccess in reaching students.

Walk in My Shoes, 54 min. 16 min. Black and white. ('leeklocal film libraries and State University Film Library.

This film explores the world of Negro Americans includingconflicting opinion.

i%'/ere is /ireful/lyre, 5S min. 16mm. Black and white. 1967.Michigan State University. Instructional Media Center,East Lansing. Michigan, 4$$23. Rental $10.25.

Twelve college students of different races and faiths shownparticipating in a workshop to test their denial that theyare prejudiced. Workshop directed by Dr. Max Hirnbaum.

.1

Black History: Lind, Stolen or Strayed, 54 min. 16 mm,Color. 196$. Michigan State University, InstructionalMedia Center, Lansing, Michigan, 48823, Rental $13,26M throe dap.

Civil Disorders: The Kerner Report, 16mm. Black andwhite, Part I 31 min., Part II '25 min., Part Ill 24min. 196M.

Part 1 - The polarization of the American community.I'art 11 Examples of efforts to relieve Negro un

deremployment. James Baldwin reviews Kerner Report,Reverend Leon H. Sullivan describes how the Op-portunities Industrialization Center works, WhitneyYoung describes some Urban League activities,

Part III Charles Hamilton, Bayard Itustin and KennethClark analyze the Kerner Report and probable action.

Challenge to America: The Role u/ Kdaratin in intergroupRelations, 25 min. 16 mm. Black and white. B'nai'Frith nearest regional office or ;115 Lexington Ave.,New York, New York, 10016.

Professor William Van Til of New York Universityillustrates ways of meeting the challenge of good humanrelations among people of various religions, racial andnationality backgrounds.

Goodbye and Good Lurk 30 min. 16 mm. Black and white.Field Services, Indiana University Audioisual ('enter,Bloomington, Indiana, 47401. Try haul film librariesand your State University Film Library. Rental $5.90.

Martin Luther King, Jr.: A Man of Peace, 2s min. Itimm.Black and white. 1965. University of Michigan Audio.Visual ('enter, Lansing, Michigan, 4S223. Rental $5.75.

An intimate look at this man, the minister, the father andleader of the nonviolent civil rights movement.

l'ortrat in Black and White, 54 min. 16 mm. Black andwhite. 1965. Michigan State University, InstructionalMedia Center, Lansing, Michigan, 410423. Rental $111.25for three days.

An examination of black attitudes toward the white. cornmunity and white attitudes toward the black rum.munity. It was produced with the use of a nationwidepoll by VHS news.

38

APPENDIX

DAILY PROGRAM: Unit I - Background of Urban AdultsPhase I Summer Activity

MONDAYJuly 12

8.12.00 Registration. Room 318-319Martin Luther King Hall

12.1 30 Lunch. CafeteriaUniversity Center

1 30-3 15 Institute OrientationLangston Hughes TheaterDr Robert H King. Institute Director

3 15.3 45 Break

3 45-5 30 Orientation (Cont.)

7 30-9 00 Kick-off and Get-acquaintedGathering

TUESDAYJuly 13

8-9 45 Lecture - AFRICANHERITAGE. Mr Edward Beasley

9 45-10 15 Break

10 15.12 00 Small GroupsAfrican Heritage

12-1 30 Lunch

1 30-3 15 Lecture-DISCOVERINGNEGROES IN AMERICANHISTORY. Mr Edward BeasleyQuestion - Answer Period

3 15.3 45 Break

3 45-5 30 Small Group SharingPurpose and Function of NegroHistory Week

WEDNESDAYJuly 14

8-9:45 Lecture: DEVELOPMENTOF URBAN COMMUNITIES.Dr Charles ParrishQuestion - Answer Period

9 45.10:15 Break

10 15-12 00 Small GroupsDiscussion of Lecture Topic

12.1-30 Lunch

1 30-3 15 Lecture STRUCTURE AND CHAR-ACTERISTICS OF THE URBAN FAMILYDr. Charles Parrish Forum

3 15.3-45 Break

3 45.5 30 Small Group Sharing. Discussion ofLecture Topic

THURSDAYJuly 15

8-9 45 Lecture SOME MOTIVATIONALCHARACTERISTICS AND VALUES OF THEURBAN ADULT. Miss Del Finley Forum

9:45.10.15 Break

10 15-1200 Small GroupsDiscussion of Lecture Topic

12.1 30 Lunch

1:30.3:15 Lecture: VOCABULARYOF THE STREET (Small Groups)Miss Del Finley

3-15-3:45 Break

3 45-5 30 Role PlayingCommunicating to Persons UsingVocabulary of the Street.Miss Del Finley

FRIDAYJuly IS

8.9.45 Lecture' RACISM INURBAN COMMUNITIES. Dr. WilliamH. Griffin, Question - Answer Period

9.45-10:15 Break

10 15-12 00 Small GroupsDiscussion of Lecture Topic

12-1.30 Lunch

1 30-3 15 Film on Racism inUrban Communities - Group Discussion

3:15-3:45 Break

3 45-5 30 EVALUATION. Oraland written

Unit II - Techniques of Teaching Urban AdultPhase I

MONDAYJuly 19

8-9 45 Lecture SPECIFIC TECHNIQUESFOR RECRUITING. MOTIVATING. ANDRETAINING ADULT STUDENTSDr Robert H King. Question - Answer Period

9 45-10 15 Break

10 15-1? 00 Small Group DemonstrationsUsing Techniques fur Recruiting.Motivating. and Retaining Adult Students

12.1 30 Lunch

1 30.3 15 Continuation ofSmall Group Demonstrations

3 15.3 45 Break

:3 45-5 30 Role PlayingSmall Groups On topic of abovedemonstrations

TUESDAYJuly 20

8.9 45 Lecture TECHNIQUES INTEACHING URBAN ADULTSMrs Antronette Brown. Small Groups

`4 45.10 15 Break

10 15.12 00 EXHIBIT - ABE Materialsappropriate for teaching AdultsMrs Antronette Brown Forum

12.1 30 Lunch

I '30.3 15 Lecture. Display, and ExaminationPSYCHOLOGICAL TESTS IN ADULTBASIC EDUCATION. Mr Theodore BryantSmall Group Discussions

'3 15-3 45 Break

3 45.5 30 Demonstration Counselingin Adult Basic: EducationResource Person - Mrs Jean KingLarge Group Discussion

39

Learners

WEDNESDAYJuly 21

8-9 45 Lecture TECHNIQUES INTEACHING READING TO ADULTSDr John E George. Small Groups

9 45-10 15 Break

10 15-12 00 Small Group Demonstrationson lecture topic. Question - Answer Period

121 30 Lunch

1 30.3 15 Lecture LANGUAGE EXPERIENCEAPPRO \CH IN TEACHING READINGDr George Johnson

.3 15-3 45 Break

3 45.5 30 Demonstration Folklore cis itis applied to the loclureMISS Ethel Pitts l urge Group Discussion

Continued

THURSDAYJuly n

141,48 Lictum DIFFERENCSO BETWEEN-DIALECT PROBLEMS AND READINGPROBLEMS Dr John K Shark. JrQuestion Answer Period

945.10 15 Break

10 15.12 00 Small Group DiscussionsOn lecture topic

12-1 30 Lunch

1 30.3 15 Forum On lecture topic

3 15.3 45 Break

3 45.5 30 Demonstration Function ofInstructional Technology in Teaching AdultsMrs Anne H PreussQuestion - Answer Period

FRIDAYJuly n

11.9.411 Lecture MEASURING AND/OREVALUATING ADULT READING PROBLEMSDr Robert E. LeibertQuestion Answer Period

9 45-10 15 Break

10 15.12 00 Small GroupsOn lecture topic Forum

12.1 30 Lunch

1 30.3 15 EXHIBIT ANDDEMONSTRATION. On lecture topic

3 15-3:45 Break

3 45.5 30 EVALUATION OF INSTITUTEOral and written

Unit Ill - Models for Developing Teacher Training Programs

Phase I

MONDAYJuly 26

8 -9'45 Model I Lecture - A SIX-STEPPROGRAM PLANNING PROCEDURE FORTRAINING ABE TEACHERS OF URBANADULTS - Dr James Sec.ileyQuestion . Answer Period

9 45.1015 Break

10 15.1200 Independent Study Use ModelI in Planning a Program for ABE Teachersof Urban Adults Back Home.

12.1 30 Lunch

1 30.3-15 Individual and Group Studywith Consultation. Use Model I in Planning aProgram for ABE Teachers of Urban AdultsBack Horne

3 15-3 45 Break

3 45.5 00 Group Activity Field Tripto Observe an ABE Program in a Local PublicSchool

TUESDAYJuly 27

M 1 4'i Evaluation of Field Trip Each participant submits a two.page program plan onModel I to Institute Director Modell II Lec-ture A SIX-STEP PROBLEM SOLVINGPROCEDURE FOR TRAINING ABETEACHERS OF URBAN ADULTS - Dr RobertH KingQuestion Answer Period

1I)

10 11) 00 Independent Study Use if Modelut plonnelo ptrKji;ltrt Ito ABE ti.:?ar..tiers of

adults ha1.k home

1,, 1 i0 I W101

1 10 i 1,, ipilividti,11 .ttlf1 Citottp `)Itit1y Witht;ori.;1,1' IF ion list! Motto' 11 Iii planning ap,(17.tin for ABE. tedimers b.ii.k horns!

1 I

i oo tivity Ruh( divit1t.(1rtio fi.111 vi'ilt .cud make nil

01 Lit tortittrt.ti rhSleuhon

WEDNESDAYJuly 28

8-9 45 Evaluation of ABE in correctional in.stitutions. Each participant submits a two-page program on Model II.Model III Lecture A TWELVE-STEPPROCEDURE IN ORGANIZING AND CON-DUCTING A PROGRAM FOR URBAN ABETEACHER TRAINING - Dr. Robert L Jack

9.45 -1015 Break

10 15-1200 Independent Study Use of ModelIII in planning to organize and conduct aprogram for ABE teachers of urban adultsback home.

12.00.1:30 Lunch

1 30.3 15 Individual and Group Study withConsultation - Use Model III in planning toorganize and conduct a program for ABEteachers of urban adults back home.

3 15-3 45 BreakContinued

3.45.5:00 Group Activity Participants dividedinto small groups to vls0 and Obeetve whineducation program in the aommently,

THURSDAYJuly IS

8.9 45 Evaluation of Adult EducationPrograms in the Community. Each participantsubmits a two-page program plan on Model

Lecture - BACK HOME WORKSHOP FORABE TEACHER TRAINING (Local. State,Regional)

9 45.1015 Break

10 15.12 00 Interest groups with consultationDiscuss and plan a tentative three-dayworkshop for training ABE teachers of urbanadults

12.1 30 Lunch

1 30.3 15 Interest groups with consultation -Plan a tentative three -day workshop forteachers of urban adults.

3 15.3 45 Break

3 45.5 00 Large group - Presentation of plansfor back home workshop by one or two in.Wrest groups CRITIQUE

FRIDAYJuly 30

8-9 45 Submit interest group workshop plansto Institute Directo-EVALUATION of Uni I Background of Ur.ban Adults (content, process, procedures.and usefulness)

9 45 -1015 Break

It) 15.12 00 EVALUATION of Unit IITechniques of Teaching Urban Adults (con-tent. process, procedures. and usefulness'.

12-1 30 Lunch

1 30-3 15 EVALUATION of Unit III - TrainingModels (content, process. procedures, andusefulness)

3 15.3 45 Break

3 45-5 00 CLOSING ACTIVITIES - Awardingof certificates

:kW 'drys

lin addition to the regular progrion thy following activities%%ere mad(.

SW'? 'hist If IIIMumlay, 19, 197 I I

"Mute Economic". Its /)c'lini'c) to :Walt Eilacatant"Spiaker - Dr. Loriiit Knight

".1/ento/ //it/th Its h'./(Net/ to ;Wulf EtlacatamSpeaker - Mr. C. Doane flposli

"Cmitiseling lbhtled mu :Walt Eilacatam-Mr. Tom

The /61/0 tin. ',dowry in .siItiIISpiiikur Mrs. Jewel (loin!!

.S.vinroNoiMittlility. July 'Si;, I 471blic Elliirttlifin ,))tier Servirctible inmtnitintft"

Mr. 1611411)11,11 l'uniimmil%iv ('l \Ili tir1,11, N,11.4so11r1 tliii1hail [tight,Mr William Homan ('or.

ir It

40

Topic: -Training Program,' for Muth' Premented by StateAgen (lex

Mr, Lynn Bates, Representative, State Depart-ment of WelfareMgt..1. W. MANI, Representative, State High.way Patrol

Tour,'

Date: Tuesday, July 27Tour of State Penitentiary

Date: Wednesday, July 23Tour of Sheltered WorkshopThe Capitol Building

Time: 1:30 p.m.131 East High Street

Time: 2:00 and 3:00 p.m..1(H) West High StreetWest High Street

PROFESSIONAL STAFF OF THE

D iredorsI)r. !tither! H. King. DirectorProfessor of Education andDirector of Adult EducationLincoln UniversityJefferson City. Missouri

Mr. tknnis Williams. Asst. DirectorGraduate StudentLincoln UniversityJefferson City. Missouri

ConxialunlsDr. John E. GeorgeDirector, Reading Resource CenterUniversity of Missouri Kansas CityKansas City, Missouri

Dr. William H. GriffinDirector Diaconate ProgramChatham Fields Lutheran ChurchChicago, Illinois

Dr. Robert I,. JackAssociate Dean of Instruction

for Continuing EducationThornton Community CollegeHarvey. Illinois

Dr. Robert E. LinertAssociate Professor of EducationI'niversit of Missouri Kansas CityKansas City. Missouri

Dr. John K. Sherk Jr.Director. Reading CenterUniversity of :Missouri Kansas CityKansas City, Missouri

lrr.vlruII Inn n1 SluffMr. Edward BeasleyHistorianKansas City, Kansas

Mrs. Antrontte BrownGeneral CoordinatorAdult EducationKansas City Politic SchoolsKansas City. Missouri

Nlr. Theotiorc Iiry,tnIIhrector. Testing and counselingLincoln ('toversitJefferson City. Nlissotiri

Nliss lief FinleyDite(tor, Adult EtiolationSt. Low, Public SchoolsSt. Louis, NItsAotiri

INSTITUTE

Mrs. Jean KingGuidance and CounselingJefferson City. Missouri

Dr. Charles ParrishProfessor & Head EmeritusDepartment of SociologyUniversity of LouisvilleLouisville, Kent ucky

Miss Ethel PittsInstructor. Speech & TheaterLincoln UniversityJefferson City, Missouri

Mrs. Anne H. PreussInstructor, Elementary EducationLincoln UniversityJefferson City, Missouri

I)r. George L. JohnsonProfessor of EducationLincoln UniversityJefferson City, Missouri

I)r. James H. SeeneyHead. Department of EducatieoLincoln UniversityJefferson City, Missouri

Resource i'ersonsMrs. Nadine S. ('arolinaTeacherOklahoma City, Oklahoma

\Villiatn J. EdmondColitlinator of Adult EducationDallas. Texas

Nlr. Joseph I. Hosing settusthncral Adult lia.ut. Edticatton TeacherGretna, Louisiana

\iv George H. 1.ea+ittI )11.i.ct

flexor (*minty Adult I.:durationSdn Antonto, Texas

Mrs. L'udi Ira McKinleyGiadttate Student1.111114n l'itivr:it%

11.1.,111 ( 'it v. NI is.utirt

qtr. H;Irolll l'ortvrEduriittott Teacher

Nt Iberia. Louisiana

11

Mr. Tom RiddlehuherDirector of Special ProgramsCooke County Public SchoolsGainesville, Texas

Mrs. Beatrice SmithAssistant ProfessorHome EconomicsLincoln UniversityJefferson City, Missouri

Miss Esther WilliamsGraduate StudentLincoln UniversityJefferson City. Missouri

See/War/exMrs. Bonita CampbellSecretaryLincoln UniversityJefferson City. Missouri

Miss Margaret HerronStudent SecretaryLincoln UniversityJefferson City, Missouri

Mrs. Judy ThomasStudent SecretaryLincoln UniversityJefferson City, Missouri

EVALUATING TEAMEVALUATION OF THE INSTITUTEON FRIDAY, JULY 30 al 8:30 A.M.

Mr. Hill (ShanDirector of Adult EducationIn The State Of MissouriJefferson City, Missouri

Dr. Lorine KnightChairman of the HomeEconomics Depart mentLincoln UniversityJefferson City, Missouri

Mr. James 'runtyRepresentative of theU.S. Office of Education andChairman of the Evaluating TeamKansas City, Missouri

PARTICIPANTS IN AHE

INSTITUTE

I In NUN

Hill C. liardriukSouth 'I'. Street

Fort Smith, Arkansas

Nllvin Caldwell:100 :Missouri Streetl'utc Blurt, Arkansas

Sheridan E. Carter:II! I 1 NelsonNorth Little Rock, Arkansas

Rucker E. ClaytonRoute 4, Box 166Magnolia, Arkansas

Millie CleggRoute 1, Box 15Prattsville, Arkansas

Carolyn P. Holt9110 West 16th Number :112Little Rock, Arkansas

Marge Marie Peoples2:100 South Battery StreetLittle Rock, Arkansas

Annie L. 1Cayford5200 Glenview Blvd.North Little Rock, Arkansas

Delores B. Robertson4009 West Burnett StreetPine Bluff, Arkansas

Marie L. Sprinkle:3 Eastwood CourtPine Bluff, Arkansas

Josetta E. Wilkins:3$20 Main StreetPine Muff, Arkansas

Iowa

Henrietta Miles2202 Idaho StreetWaterloo, Iowa

Loretta M. Rife1538 WDes Moines, Iowa

Louisiana

Carolyn S. Bell8713 Apricot StrewNew Orleans, Louisiana

Robert F. Covit.gton1811 BayouMonroe, Louisiana

Roger W Dabney Jr.601)7 Pauline DriveNew Orleans, Louisiana

Stewart H. EamesI:165 North 29th StreetBaton Rouge, Louisiana

June NI Ervin501 Jones Street1)eltulder, Lim isia

tit.1 (;reel]I2'_2 South tialrede St.Ne..4.- Orleans, Louisiana

Reginald Harris3.-a17 k'irgil BoulevardNt'V. 1411'411.s, L411%la

.1fr.f1il I Hi I es.

tin hill St re...I'fret na. I oaleoana

John Ezra James Jr,4536 Monroe AvenueBaton Rouge, Louisiana

Charles J. Kilbert4307 Holly Grove StreetNew Orleans, Louisiana

Ethel Mae Kimble819 West FranklinOpelousas, Louisiana

Kenneth D. Laird5157 Ritterman AvenueBaton Rouge, Louisiana

Lola M. May712 McGeeMonroe, Louisiana

Emma Bates Parker2426 Soniat StreetNew Orleans, Louisiana

Harold Porter122 :3 Field StreetNew Iberia, Louisiana

Gloria Scott:3501 Paris AvenueNew Orleans, Louisiana

Martin Wilts Jr.503 Governor Mouton St.St. Martinville, La.

Af issouri

Shirley G. Blake2624 Benton Blvd.Kansas City, Missouri

Mearl Bratcher2731 West EllisonSpringfield, Missouri

Minniette Burress2044 Mantilla DriveFlorissant, Missouri

Edith Ann Carson1838 Topping AvenueKansas City, Missouri

James A. Churchman7 Media CourtSt. Louis, Missouri

William A. Davidson1417 K int brim ghSpringfield. Missouri

Lucille I.. Joiner.V.C1.3A Farlin Avenuetit. Louis, Missouri

Laurence Lucas1713 N. Mit h. Apt. I I

St. 'Joseph, Mis,astri

Eudora McKinley12 West DunklinJefferson Cov, Missouri1378 Gleason AvenueNlemphis, '1'elines:4(p

:31i 42

Beatrice SmithLincoln UniversityJefferson City, Missouri

Hardin A. Turner4037 DarbySt. Louis, Missouri

Sammye L. Wandick7022 Cleveland, Apt. BKansas City, Missouri

Ernest S. Warren8155 Bloom DriveSt. Louis, Missouri

Esther WilliamsLincoln UniversityJefferson City, Missouri

Dennis Williams925 Atchison CourtJefferson City, Missouri

Nebraska

William E. Brittonf,445 Kansas AvenueOmaha, Nebraska

Vera M. Thomas2908 North 24th StreetOmaha, Nebraska

Neu. Mexico

Bobbie A. Jones11108 Morris Place N.E.Albuquerque, New Mexico

Oklahoma

Nadine S. Carolina417 Northeast 60th St.Oklahoma ('ity, Oklahoma

Jamul Christian19(11) Northeast :30th St.Oklahoma City, Oklahoma

Opal Dargan2217 North QuencyTulsa, Oklahoma

Texas

Blanche. M. Allen1504 East Alvin StreetVictoria. Texas

Shirley .1. Bell1219 AdalaideDallas, Texas

Lent Bray11)113 «'e!41 CannonFort Worth, Texas

Ltiverda Brown6.1111 Moonglow Dri%i.Dallas. Texas

Nick Caltotiit Jr.129 Cincinnat i

Antonio, Texas

Ida Childers7821 Charlesmont St.Houston, Texas

Witham Edmond1827 Souther land Ave.Dallas, Texas

Ruth Fisher1422 Cove DriveDallas, Texas

Retie Fitzjarrald7822 WedgewoodHouston, Texas

Virgie H. Jackson803 Burleson StreetSan Antonio, Texas

Bert i.. Lacy12002 SouthviewHouston, Texas

George H. Leavitt3212 PerezSan Antonio, Texas

Lillian McClendon2822 Palo Alto DriveDallas, Texas

Joseph McKnight4211 Summit Ridge Dr.Dallas, Texas

James H. McNeil1006 North KaufmanEnnis, Texas

Laurance Pratt6023 Horn woodHouston, Texas

Mary I). Ridlehuher1470 Hi !blestGainesville. Texas

Tom Hidlehuhel117 Hi !blestGainesville. Texas

Reecie Robinson5402 LacyHouston, Texas

James Royster5831 OverdaleHouston, Texas

Clarence Russell6020 Truman DriveFort Worth, Texas

Nell Shepard1305 North HinkleySherman, Texas

Virginia Smith1305 N.E. 38thFort Worth, Texas

Betty Stansell904 LenetteBellaire, Texas

Keith Swim607 Highland DriveBig Spring, Texas

John Tate3426 Seabrook StreetHouston, Texas

Tommie H. Thomas2944 Robin Oaks Number 226Dallas, Texas

Dorothy ThompsonStreet 1263 Whispering Trail

Dallas, Texas

Barbara Hargas217 Lester StreetBurleson, Texas

Carrie Wilson4211s Spencer StreetHouston, Texas

DAILY GROUP EVALUATION FORM

Group Number__

Subject

ExcellenttiootlPflorFair

/hi/ the . Nee/ABE,

Excellentt;fmal

Fair

rfiluotion /it the Npot,.er.ExcellentG,.(1PtiorFair

Nuniber Present______.

opplx lu

:17

Questionnswer Period.ExcellentGoodPoorFair

Small Group Sharing.ExcellentGoodPoorFair

Remarks:

WEEKLY INDIVIDUAL EVALUATION FORM

1. Upon arriving at Lini.oln University, what did you expectto get out of your participation in the Institute!

2. To what extent do you feel that your expectation is beingmet so far!

WEEKLY GROUP EVALUATION FORM

To enable us to evaluate more fully Institute Activities.kindly respond to the questions below.

1. What were the most valuable educational experiences youhad during the pald week!

why?

2. In which way, sonic aspects of loo! week's activities wouldhove been strengthened!

.1. Who! -11111111x14vrell queNtrem..." tbs you Jim-e teloch vonthink hnuld he conAitlyrinl nhvn defiling with nano, oil,ults.and portwularly Wachs!

43

TESTTEACHING URBAN ADULTS

Belo* are 60 test items belied on the oshmt covered htthe course. Your answers to the questions are tobe deter.mined on the basis of the following: A (strongly agree); B(agree); C (partly agree); D (disagree); E (strongly disagree).Place the letter of the alphabet which indiates your answerin the space preceding the number of each test item.

ITEMS

Adult basic education can help un-dereducated urban adults to helpthemselves.

Educating disadvantaged adults inurban communities can help to im-prove their self-concept.Adult education can enable urbanadults to have more favorableoutlooks on citizenship.Adult education can help disadvan-taged adults to live more purposefuland meaningful lives.Adult education can aid in increasingthe maturity and productivity of un-dereducated adults as citizens.

Studying African heritage increasesone's understanding of urban blackadults.Early American black history has apositive effect on the attitudes of theblack people in your community."Negro History Week" can be usedas an educational tool in enhancingBlack understanding, feeling, and ap-preciation.The contemporary urban Black has aso of values that can he ad-vantageous to the adult educativepr(WSS.

The urban black family is charac-teristically a union where there ismuch understanding among its mem-bers and a great deal of concord.Urban black folklore hits less valueand meaning to the present genera-tion than a generation or two up.The vocabulary of the street of theurban adult is typical of hispilticat amid level.

Hai isnl is invincible in urban ilan-inunita....Adult IgilIC:1111)11 can b.' 111.:111111VIIillhi hrll.ulg !dark urban adults io colicy111411%% Kith rallin.. of lerhnaiiit.:. ha, Ili; Ivpl%irabl diet viihating

-hoohl ,to-k with flni.IV.1, W.111119111.- (11 Irai him; adults.nnmP. ictinino ma. dhit tat tun;P, ht adult cdul at ivi

her-. -1111111d plan pri.gratn- !hatIii Ih1,tk bI for OW :1111111

-.1111kill

Strongly Partly StronglyAgree Agree Agree Disagree Disagree

Pre Post Pre Post Pre Post Pre Post Pre Post

'63 '73 11 5 1 2 0 2 0

'51 '70 22 7 5 1 1 0 0 0

'39 61 31 14 8 1 1 0 0

43 '63 28 12 6 3 2 0 0 0

'27 44 42 9 1 1 0 0

'27 48 17 8 1 1 0

'27 42 27 18 16 11 7 2 2 4

18 9 8 1 0 1 0

'21 33 38 34 16 6 3 4 1 1

4 14 18 "30 '22 23 14 4 6

4 10 22 13 16 12 19 26 17 17

15 11 15 19 18 22 '16 9 12

6 5 20 24 20 23 '28 '17 5 9

26 '31 32 34 14 12 7 1 0 0

2 1 7 2 6 3 "40 33 24 39

3 1 1 2 9 0 34 33 31 '42

39 11 10 14 12 7 18 8 .9

:IM 44

TEST continued

ITEMS

Needs of the adult student.. vre notimportant to consider so long 0.4 theyget the subjects they want.Securing professional subject matteris the first step in starting an adulteducational program.A teacher should select subjects foran adult education program in whichhe is interested regardless of whetherthe adult students are interested ornot,

There is no need to recruit adultlearners if you have in your programwhat they want to learn.An adult educational program can-not be built on the basis of the in-terests of adult students.In attracting adults to a program, itshould be remembered that adultsare not able to learn much becauseaging has diminished their learningability tremendously.An adult educator should not consultwith community agencies until he issure he has his program planned.A diagnosis of community to deter-mine the problems and needs of theprospective adult students does notreally fall into the adult educatorshands.

An adult emulator can operate anadult education program more ef-fectively if he works on his own in-dpendent of other adult workers inthe community.

Publicizing a program is not all thatimportant if the' program has has tooffer the people.Problem-solving has little or no placein planning and conducting adulteducational programs.It is too much trouble II) engage utide red ura led adult. in N(dvingproblems as 3 learning procedure.An illiterate is usually able to func-jim ill society if he is given the op-

portunity.

A marginal citizen is a person vhnable to function purposefully andproductively in AI Wit'? Y with little orno turi her paktum now

II is not important In employmot ivational means ill recruit mg

4314.411MM Walt Until IhyretvarhIng-11.3 ming It wit

tiiitialt, mild! !tildt'llts.Tea. long adults I. no di!ti rent fromteaching luldren and yie

StronglyAgree Agree

PartlyAgree Disagree

StronglyDisagree

Pre Post Pre Post Pre Post Pre POW Pre PostI

I

I

0 0. 2 2 1 0 27 23 '49 '53

2 5 11 7 12 7 '32 '30 22 30

1 0 0 0 2 1 21 22 '55 *55

3 1 6 6 12 14 '32 '32 26 25

2 2 5 2 10 2 29 32 '33 '39

1 1 3 2 9 3 33 36 '33 *38

3 8 9 11 9 4 '33 '26 25 29

2 0 0 2 4 1 40 34 '33 '41

1 1 2 1 5 3 37 30 '34 43

2 1 7 2 9 6 '37 *37 24 32

0 0 0 0 7 2 38 35 '39 41

0 0 2 0 5 1 '39 '43 33 34

20 17 19 22 23 18 10 15 7 6

1 4 18 24 32 22 "21 23 7 5

1 1 2 0 4 1 39 35 "33 42

3 1 2 0 8 6 29 21 37 50I

3!1 .15

TEST continued

ITEMS

The proverb "A picture is worth athousand words" is taboo in adulteducat ion.

Technological devices should be keptin the background in teaching adults;they are not humane enough; they getin the wav of real good personalteaching of the teacher.Psychology is not needed in teachingadults if the teacher uses commonsense.

New materials for teaching adultsshould not be used if old materialsare still effective.Testing really has no functional pur-pose in teaching undereducatedadults.A teacher should teach and leave thecounseling of adult students to a

professional counselor; a teacher justshould not counsel their adultst intents.

It is nonsense to think that readingreflects upon almost every other areaof formal education.Adult students should learn to readbefore t hey attempt otherher elm rses.

1)etermining the reading level ofadult students is more of it hindrancethan a help to them.There is not much a teacher an ellwhen adult students have seriousreading problems; after all, adultsare usuaily slow readers anyway.Ealuation should be administeredb% he teacher without therollatioration of the students.Evaluation should be conducted onlyat the old of the program by expertswho know what they are doing.When one is evaluating students, heMlle. not nevd to conce'rne'd aboutI hi* rd Ilra 114111;11 la !ht program.(h of the major purpoNli". of1%aluattial Is to had row if there b ata % orable rhane in .:11,n11'111 beha

1.:duralional goal -hold(' not beIn I of behavioral ,.-hano- of

lull ..audviits; alter all, goal, areo.a1 wit% ni guide die Ivadwr

tvaching ohm..1111111 in-.- %;t1iii t,. !ht.

-:[-t id a, Ault !vainI! -

.1 plug! dm I uniplfI c.d. it I-11- 11.111 .1 It %Am. in building

StronglyAgree Agree

PartlyAgree Disagree

StronglyDisagree

Pre Post Pre Post Pre Post Pre Post Pre Post

2 2 8 2 7 8 38 29 '28 '39

1 2 4 2 11 7 34 32 29 35

0 2 3 2 12 9 40 40 '24 25

1 0 2 2 12 9 '37 35 27 32

4 0 4 1 16 10 37 40 18 27

3 1 3 3 11 5 34 35 28 34

1 5 7 2 5 2 27 24 39 45

10 18 20 15 18 12 24 23 7 10

2 0 2 1 12 4 34 38 29 35

2 1 1 0 3 1 32 26 41 50

5 2 7 4 17 3 32 36 18 33

0 0 2 3 3 2 39 33 35 40

1 1 3 0 6 2 45 33 24 42

31 41 20 19 13 9 13 6 2 3

1 1 10 4 7 3 43 35 '18 35

0 1 1 5 8 7 36 30 '34 *35

0 0 0 1 2 1 38 28 39 48

1111.11 plc ,laud Initnl II% I in' in 411 tit;ift

111 (V-

TESTTEACHING URBAN ADULTS

This test is designed to help measure the learning thatcan take place in a group situation of an Institute of AdultEducation. Below are 26 multiple choice questions. Encirclethe letter of the alphabet which indicates your answer to thequestion.

I. When I know that I am to he a participant in agroup, and I know in advance the task to be done bythe group, I

A. wait until I get to the group session to seewhat I can contribute.

13. plan what I will contribute in the sessionout of my previous experience and know.ledge.

C. make careful and detailed preparationbefore I attend the session.

I). think what I should do in the group beforethe session when the matter crosses mymind.

E. attempt to expand my knowledge throughstudy in advance of the session by studyingthe matters to be undertaken by the group.

When I am in a group and become aware thatsome of the members are not involved in the groupactivity. I

A. try to handle it myself.B. tell the group and let theni handle it.C. let the leader handle the situation.I). let them participate exactly as they think

hest.E. encourage their participation if I think that

it is needed..1. When groups of which I am a member need

slate kind of special service such as serving on acommittee or accepting a special assignment. I

A. volunteer if no one else does.B. volunteer willingly.('. hesitate to volunteer.I). volunteer if I feel qualified.E. would rather not volunteer.

. Groups often get off the main subject in theirdiscussions. When this happens

A. I call attention to the situation and suggestthat the group focus on the subject or taskat hand.

B. I wait until someone else becomes aware ofthe situation and call attention to it.

C. I speak to someone next to me and ask ifwe are "off the t rack."

D. I let the designated leader deal with thesituation.

E. I say nothing.5. %Chen the discussion in a group touches on

S111111 !ling I am interested in,A. I express myself and defend my position.

I inmate the discussion.C I wait to see whist others have to say.D. I ion' in when I agree w ..h what is being

said.I state my opinions or ideas as best as I canfor what they are worth to the group.

Conflict often arises in groups, when it doesA. I aid in the resolution of the contlici ui she

group session.I Iry to aid m the resolution of the (.1,11111(.1In an informal w.av outside the group.I try to understand the conflict without get.sing involved.I keep (noI I r, to tindrstand the flintily' and will nu-it*11111a1IV somthing in the hope that it

will help.

E.

B.

C.

I)

Pre PostTest Test

7. In dealing with conflict within the group,A. I evaluate the conflict according to the

people involved.B. I try ) avoid getting involved.C. I try to understand the issues involved and

also the type of people involved.D. I try to set who started 1hr conflict.E. I try to appraise the meaning behind the

conflict irrespective of the issues or thepeople involved

$. When a problem situation develops in a group,A. I depend on the leader to work out the

problem.B. I actively attempt to resolve the situation.C. I offer any help I can in resolving the

situation.I wait for the otherresolve the situation.I cooperate with the leader

5 10 to resolve the problem.9. When I am in a group situation and something

is said which I do not understand,A. I ask immediately for clarification.B. I keep quiet.C. I wait to see if the idea will he clarified in

the discussion.D. I ask for help from the person next to me.E. I ask the group for help if the discussion

remains unclear.10. When someone else is talking in a group.

A. I try to get the meaning of what is beingsaid

B. I try to understand what is being said interms of the words and the deeper meaning

53 52 of the words.('. I listen to all that is being said.I). I evaluate what is being said as it is ex

pressed.E. I listen to what I am interested in.

II. When I speak in a group,A. I address the leader.B. I address the person or persons for whom

my remarks are intended.C. I address the group as a whole.I). I speak in the hope that someone in the

group will understand me.E. I address those in the group who I feel will

45 43 understand me.12. If I have a definite idea or opinion in a groupdiscussion,

A. I quickly agree when someone else expresses my idea or opinion.

B. I express myself frankly. 57 59C. I partially express myself and check the

group reaction before continuing.I). I hint at my idea or opinion without being

too direct.E. I wait to see if someone else will express

what I have in mind.13. When I understand what is going on and seethat others do not.

A. I wait until the session is recessed anddiscuss the situation with someone else.

13. 1 call the group's attention to the tact thatsome people may not understand.

1. I hope they will.D. I wait for someone else to mention the

problem and support themE. I attempt to clarify the discussion.

1 1. When I feel that I need acceptance from thegroup.

A. I seek help from group !numbers outside thegroup situation.

B. I ask for help if it is appropriate to shediscussion.

E.

group members to

in his attempt

So so

55 57

IS 21

11

Pre PeelTeal Teel

:12 37

:16 :13

:n

28 :15

63 511

.17

ti

C. 1 hesitate to bring my personal needs beforethe group.

D. 1 ask the group for help.E. I a,sk for help without identifying the

problem.15. When I participate in a group,

A. I don't think about myself in the group.H. I think about myself in relation to some of

the group members.C. 1 think about myself in relatiou to the total

group.I). 1 think eirout how my behavior affects the

group.E. I analyze my behavior in the group.When a group doesn't work well or is a failure,A. 1 feel that 1 was partially responsible.B. I feel that the leader was responsible.C. 1 feel that the other group members were

responsible.D. I feel 'that everyone in the group was

resp(msib*.e.E. I feel that it was "just one of those things".

17. When tru expert is available to the group,A. 1 think he should tell us what to do.H. i thin' that the group should do as much as

possibie on its own.C. I think that he should he available to the

group.1). 1 think that he should help us if he sees

that we need help.E. 1 think that he should provide help when

asked for it.IM. When I am in a group,

A. 1 rely heavi; on the group to provide direc-tions.

H. I rely heavi.y on the leader for directions.C. I rely on my guidance for directions.D. I rely occasionally on the leader for direr-

lions.E. I rely occasionally on the group to provide

direct ions.19. When I am in a group,

A. 1 consider the group as it will meet my per-sonal needs.

B. 1 rarely consider my personal needs.C. I realize that I have personal needs to be

met in the group.D. I assess my personal needs a.. they will al.

fed the group.E. I do not consider my personal needs in the

group but think only of the group task.2u. I use experience gained in the group,

A. In similar groups.H. only in that group.C. whenever it seems to apply in groups.D. in my total life situation.E. in many of my personal situations.

21. I use experience gained in the groupA. help one function in the group.

help me lumina) in similar groups.help me function wherever it scents to applyin groups.

I) utitlatte action in all areas.E inmate art 1(111 in any personal situation.

21. When I Hill in a group situation.A I In, to understand the %It WS of tethers even

when it 1, a minorit view.li I recognize that there is a minority View.

I lend to follow the Ilia jurll View.I) I feel that the majority view is the noel im-

portant.I try to keep the minority view before thegnaw even when I disagree.

: In a group..\ I lidro it I a ill inicistd in A hat is being

Pre PostTest Test

Pre PostTest Test

H. I listen if the speaker captures my at.tention.

C. 1 make an effort to be attentive whensomeone else is talking.

I). I frequently become absorbed in my ownthoughts and have difficulty listening.

E. I listen when what ;4 being said is im-portant to the group.

24. When I am aware that a group member's con.tributions are not being heard or dealt with,

50 53 A. I make sure that others' contributions areheard and dealt with by the group.

H. I wait to see how important these ideas willbecome as the discussion continues.

C. I call attenti-m to the neglected tontributions if I feel that persons makingthem are feeling rejected by the group.

I). I feel that each group member is respon-sible for making himself "heard" in thegroup.

49 54 E. I call attention to the neglected cm-tributions if they reflect my own ideas and°micros.

25. When I see others in a group who have dif-ficult in understanding what is being said andwhat is going on,

A. I feel annoyed %nd find some way to ex-press my ann ore.

H. I try to understand the difficulty and seek2M 21 ways of helping those who do not un-

derstand.(:. 1 try to understand the difficulty but rarely

offer help.1). I feel that each member must he revolt-

7 :3 sible for his own understanding and Ioverlook the situation.

E. 1 become annoyed but rarely expressWhen I strongly disagree with the ickas of

others in a group,A. I arcs pt the person if he expresses ideas

that are not "too far out".Ii. I accept the person but reject his ideas.C. I try to work with these people. but my ex

perience is that this is often futile.I). I try to point out the error and change the

person's view so that we are in apt ement.13 14 K. I avoid these persons.

(1 44

1:7 :it)

12

Ideal answers predet ermined by t ht. Institute

6 2

15 14

72 74

III 7

EVALUATIONExpectation and Outcome

1. It'hut you in,1 from dos Ins/ Hocurritol?

upon yOUt

2. To ulna P.V11111 (hi .1n14 think .1-14111' oars.1'141141rd f

."1 List suggeslionN 5ou think would hurl, ini/nla cm/ In

.'Tousle.

48

EVALUATIVE QUESTIONNAIRE

INSTITUTE FOR TRAINING TEACHERS ANDAC ER TRAINERS IN ADULT BASK EDUCATION

07 URBAN ADULTS, LINCOLN UNIVERSITY, JE7.FERSON CITY, MISSOURI, JULY 12-39, 1971.

To Participants: Please answc the following questions ascompletely ,s possible. Indicate your an-swer in the appropriate space with a checkmark.

A. 'I' what extent did dm training meet the piloted objertirem of the inmlittatre

Met Did NotObjectives Met MeetVery Well Objectives Objectives

Overall Objectic e

Teachers should be able to:I. Identify the unititie problemsfacing the urhan adult.2. Design educational programsbased on cultural chat acteristicswhich will enhance the teaching.learning process.3. Train other teachers in thesemet hods.Spetifir Objectit.cm:To help teachers and teachertrainers in Adult Basic Educationto be able to:I. Participate in discussion on theuniqueness of the urban adu!'2. Identify the special problems cfadt'lts in urban communities.3. Identify major characteristicsand values of the urban adults.3. Synthesize appropriate contentand techniques in effectiveteaching of the urban adults.5. Demonstrate skill in evaluationof Adult Basic Educational /IC-

I iv it it's of urban ad tilts byanalyzing, and using a

number of evaluating procedur..s.11. Demonstrate competence itban Adult Basic Educatio yplanning. organizing and con-ducting teacher training progyamsin Adult Basic Eduk main of urbanadults in harkhotne situations.It. ttlt(il recto's ttirmlal Hots hitt r pit- unprin Pm en t

this (11111 taller inxlstul thr.% 'whirr hr assperlifr 1)1)NS1/)1e.

tt./1111 f 11 110'1' III IA PIT I'll if 4)011 ,%.o1l 11111

110 Nilila!-

/1 ho/

,rr Ipt, the nlIOU %/11111,1111N ill I h.' MN, it

tiiifot 11 rtt Ile.' Multi :4 I,/ I /iv ill.1111114

midi. 11,1% 4111" t II pgge r VW VIII1114,,,111 hill.' C4,111-01111lig Ih MN/ilia I I /We 1, III

FOLLOW UP EVALUATION WORKSHOPFOR TEACHERS

IN ADULT BASIC EDUCATION OF URBAN ADULTSLincoln University

JeffertIon City. MissouriJanuary 20.30, 1972

PRIDMYJanuary 21

Meeting Place - Rodeway Inn

4-6:00 Orientation

8-7:00 Supper

7-9 00 Follow-up Woritoops(Report. discuss and critique)

9.11 00 Social Interaction

SATURDAYJanuary 29

Meeting Place - Founders HallRoom 340. Lincoln Campus

8 15 Transportation to Lincoln Campus

9.9:15 Welcome and Announcements

9.15-10:30 Follow-up Workshops(Report. discuss. and critique)

10:30.10:45 Break

10 45-11 55 Problems in conducting back-home workshops

11:5' 1:25 Lunch

1 25.3 00 Problems in conducting back-homeworkshops

3:00.3.15 Break

3.15.5:00 Ways to improve Teacher trainingeffectiveness and skills in Adult EducationPrograms (small groups)

SUNDAYJanuary 30

Meriting Place - Rodeway Inn

9.10-00 Summation and evaluation

10.10:15 Break

10 15-11 45 Plans for further training ofteachers (small groups from same state orregion)

11 49-12 00 Closing remarks

19

Carolyn Hell8713 Apricot StreetNew Orleans, Louisiana

Shirley Bell1219 AdalaideDallas, Texas

1.M1 Bray1003 West CannonFort Worth, Texas

Luverda Brown6304 Moonglow DriveDallas, Texas

Melvin Caldwell:1609 Missouri StreetPine Bluff, Arkansas

Nadine Carolina417 N.E. 60th StreetOklahoma City, Oklahoma

Leora Christian19(H) N.K. :10th StreetOklahoma City, Oklahoma

Rucker ClaytonRoute 1. Box 166Magnolia, Arkansas

Millie CleggRoute 1, Box 15Prattsville, Missout i

Roger Dabney0007 Pauline DriveNew Orleans, Louisiana

Stewart Eames1:165 North .9th StreetBaton Rouge, Louisiana

William Edmond1827 Southerland AvenueDallas, Texas

Ruth Fisher1422 Cove !hive1)allas, Texas

Samuel Green1222 S. Salcede titreetNew Orleans. Louisiana

Green1222 S. Saliva. StrvetN%% trieatis, Louisiana

Virgil liou;.varitNi%%, n-late... Louisiana

rafollo hobt,Ve.t 10th Number 312

1.1111 Itolk, kaii,as

1-pheel

I If rl 11.e. 1.4)111-W11a

PARTICIPANTSFOLLOW-UP WORKSHOP AT LINCOLN UNIVERSITY

Virgie Jackson8113 Burleson StreetSan Antonio, Texas

John James4536 Monroe AvenueBaton Rouge, Louisiana

Charles Kilbert4307 Holly Grove StreetNew Orleans, Louisiana

Ethel Kimble819 West FranklinOpeloussa, Louisiana

Bert Lacy12002 SouthviewHouston. Texas

George Leavitt3212 PerezSan Ant( nio, Texas

Lola May712 McGeeMonroe, Louisiana

Frankie Miles2202 'dab() StreetWr.cerloo, Iowa

Lillian McClendon2822 Palo Alto DriveDallas, Texas

Joseph McKnight4211 Summit Ridge Dri%eDallas. Texas

Ruby McKnight4211 Summit Ridge Drive

Tex-

James McNeil1006 North KaufmanEnsiis, Texas

Frankie Miles.202 Idaho StreetWaterloo, Iowa

Margie Peoples2:100 Smith Batteryhide Hoick. Arkansas

Reeto. Robinson1112 1.a,Houston, Texas

James 1:1n.str5M11 ()Vrdi' le111(1t1:01111, 'Flout.;

larenr Ruti,e II0)211 'Tristan {toadFort Worth, 'IfAa

I ;lot la SiutI1. AN, Hui,.

Nevi, Orleans, Lim isiana

11

Beatrice SmithLincoln UniversityJefferson City, Missouri

Keith Swim607 Highlanor DriveBig Spring, Texas

John Tate3426 Seabrook StreetHouston, Texas

Tommie Thomas2944 Robin Oaks DriveDallas, Texas

Dorothy Thompson2363 Whispering TrailDallas, Texas

Barbara Vargas217 Lester StreetBurleson, Texas

Sammye Wandick7022 Cleveland, Apt.Kansas City, Missouri

Dennis WilliamsLincoln Univeit.Jefferson City, Missouri

FOLLOW-UP WORKSHOP WRITTEN EVALUATION

.1. Flu you think the objective of the Follow-Up Workshopham been mete To what extent?

4

2. Has the FollowO, Workshop been surresisfule If ".ves".in which way? If "No", what is larking?

3. /hi .%101 hare any suo.u.festitins ms In how this FollowUp11wkshop hare been illiPrf Wed

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