University of Wisconsin Eau Claire - Periscope Yearbook (Eau Claire, WI)

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Mr. Van Cartwright operated the control panel on the closed-circuit television system in campus school. 53

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Micro-teaching Expanded s. • The Elementary Education Division of the School of Education, which included both the elementary and upper elementary programs, contemplated a change in curriculum. The innovation would include a teacher preparation program for teaching children ages three through eight. The three programs would be collectively re-named the Early Childhood and Elementary Education Program. During the academic year 1967-68. over 800 students were enrolled in elementary education classes. Students in their Junior year used the micro-teaching technique which involved taking videotapes of the student-teachers as they taught a class in the campus school. The videotape segments enabled the student-teachers to see themselves in action and help improve their teaching techniques. The observation deck, located above the classrooms in the campus school, was equipped with one-way glass and special acoustical treatment. This allowed the students to “sit-in ' on classes unobserved to learn more about children's classroom reactions and attitudes. Sandy Mcllquham helped students draw name for Christmas gifts. Practice teacher developed her techniques as an instructor.

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John Hcimkc reviewed tor in secondary education. Methods Reviewed The Junior-Senior High School Education program consisted of three separate and distinct parts: the Junior High School Education program, the Senior High School Education program, and the Secondary Education program, a more general course combining the first two. These education programs were among the most complicated ones on campus, because they overlapped into majors and minors from the School of Arts and Sciences. A unique method of teaching was practiced in the Junior-Senior Education 150 class, which dealt with teaching principles and practices. Four professors worked as a team, alternating for lectures in the class. The lecture class was divided into four laboratory sections in which the students teamed to apply the theory and reasoning stressed in the lectures. Among the benefits of the team-teaching technique was a more diversified and complete program. Secondary education students received their test results, and sal down to study them. 54