Available online
Description
This programme comprises a study of an educational programme for socially and culturally deprived children: the Cognitive Curriculum programme of High Scope Educational Research Foundation, Ypsilan...ti, Michigan.
This programme comprises a study of an educational programme for socially and culturally deprived children: the Cognitive Curriculum programme of High Scope Educational Research Foundation, Ypsilan...ti, Michigan.
| Module code and title: | E262, Language and learning |
|---|---|
| Item code: | E262; 07 |
| First transmission date: | 04-08-1973 |
| Published: | 1973 |
| Rights Statement: | |
| Restrictions on use: | |
| Duration: | 00:21:58 |
| + Show more... | |
| Producer: | David Seligman |
| Narrator: | Bill Prescott |
| Contributors: | Ed Gordon; David Weikart |
| Publisher: | BBC Open University |
| Keyword(s): | Classroom activities; Cognitive Curriculum; Deprivation; Disadvantage; Education programme; High/Scope Educational Research Foundation; Ypsilanti, Michigan |
| Footage description: | A view of Ypsilanti Town Hall, Michigan and an introduction to the Education Research Foundation of Ypsilanti and their work. The President of the Foundation talks about the way the efficiency of his Cognitive Curriculum was tested against other programmes for young children. Dr Weikhart explains how the Cognitive Curriculum was established and subsequently tested against other models. His choice of two models was made on the basis that these institutions believed in education for young people. An open classroom set up with children and teachers is shown. What operates is explained. A series of shots of teachers and children are shown, with children talking about their interests. Prof Ed Gordon explains the terms 'deprivation' and 'disadvantage' in connection with compensatory education. An open classroom set up to emphasise points made by Prof. Ed Gordon. The roles of the teacher and pupil are reversed and teacher enacts a role in which the pupils play the dominant part. The pupil becomes the doctor and the teacher the patient. The pupil doctor prepares some medicine for the patient teacher Dr Weikhart talks about the differences between traditional forms of teaching, where the teacher controls and directs the programme - the instructional method, and the Cognitive programme, where pupils are allowed to generate their own language and activity, with the teacher helping only to build from their lead. Dr Weikhart also talks about the similarity of the two approaches, the traditional and curriculum programmes, as well as pointing out the differences. Another shot of an open-classroom setup with other activities in progress. The teacher only interferes when she offers suggestions and assistance. She helps a girl making a hat with paper by cutting off a bit so that it fits properly. At the end of a session two teacher compare notes to evaluate the activities that have taken place, and the part each child played in each activity and what they said. Another set of teachers of the school at a meeting. They evaluate the day's work and plan the next day's session. Each uses his/her experience to contribute ideas. The scene emphasises that feedback helps. A scene of elementary school children during session. The set-up is explained and shots of various activities in progress are shown reflecting differing styles. The children settle down with teachers whose styles appeal to them. The elementary school supervisor describes the part language plays in the planning of activities and points bow the varied background of the school children is reflected in the vocabulary. Shot of a class in which the teacher ensures that each child has the same number of caps and buttons. The sequence is used by Dr Weikhart to emphasise one of the basic tenets of the Cognitive Curriculum programme: that is, that the child learns only through his/her own action. Shot of other activities in progress. The teacher asks one of the pupils a series of questions guiding her and showing her the flaws in her answers. Prof. Ed Gordon gives his answer on what constitutes a good compensatory programme. The points he makes are then reflected in another shot of activities that ensue. Two children are asked to show the difference in the pipes of musical instruments being played. |
| Master spool number: | 6HT/71138 |
| Production number: | 00525_6007 |
| Videofinder number: | 832 |
| Available to public: | no |
