Hopkins High School - Warrior Yearbook (Minnetonka, MN)

Page 18 text:

MODULAR SCHEDULING: A REPORT • • • DR. G.J. GREENAWALT. Superintendent of Schools: I think Modular Scheduling’s greatest achievement is permitting the staff and students to look at the program with fresh eyes ... One of its effects will be in new building design, providing greater internal flexibility. There will be provisions for much more study area. We now have more than last year, but it's still not enough.” M MR. ART SMITH. District 274 PTA Chairman: Now parents are more aware of the educational environment in which their children are placed and are aware in greater depth . . . I think that the system will expand. It has to if it is to keep pace with the demands of society. The only direction Modular Scheduling can go is toward an expanded program eventually even in the junior highs. MRS. C. LERFALD. Teacher: Modular Scheduling has been a disappointment in that it makes everyone's weaknesses so much more obvious . . . Modular Scheduling's greatest achievement is putting part of the responsibility for learning on the student instead of on the teacher. My arm's getting tired of carrying all the spoons to the mouth from the plate. ROGER QUIGG. All-School President: I like the variety. Before we sat in the same class six hours a day in the same room with the same teacher. Now there's variety in class schedules. We have large groups, small groups, and the opportunity to go into a subject a little deeper on our own.”

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UJEEk'LY sa-UETDuLE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRENCH WORLD STUDIES FRENCH WORLD STUDIES FRENCH WORLD STUDIES FRENCH WORLD STUDIES ENGLISH GUIDANCE WORLD STUDIES ENGLISH WORLD STUDIES ENGLISH GUIDANCE BIOLOGY ENGLISH BIOLOGY ENGLISH BIOLOGY BIOLOGY ENGLISH BIOLOGY BIOLOGY PHY ED ENGLISH PHY ED PHY ED PHY ED PHY ED ENGLISH PHY ED PHY ED PHY ED PHY ED PHY ED PHY ED PHY ED LUNCH ACC. MATH ACC. MATH LUNCH LUNCH ACC. MATH WORLD STUDIES ACC. MATH LUNCH LUNCH WORLD STUDIES LUNCH ACC. MATH LUNCH LUNCH LUNCH ACC. MATH LUNCH ACC. MATH FRENCH FRENCH FRENCH FRENCH FRENCH FRENCH BIOLOGY ACC. MATH BIOLOGY ACC. MATH RR SCOTT STARTS THE DAY WITH THE PAUSE THAT REFRESHES-REG ROOM 1 MR HOWELLS DISTRIBUTES A MORNING QUIZ IN WORLD STUDIES SMALL GROUP. 2 IN THE MODULAR SPIRIT. SCOTT AND HIS CLASSMATE DISPLAY INTENSE CONCENTRATION. 3 FOLLOWING THE QUIZ. AN INFORMAL DISCUSSION LIVENS THE CLASS. 4 IN SMALL GROUP BIOLOGY. SCOTT GETS HIS FINGER PRICKED FOR A BLOOD TEST. 5 DEFTLY DEMONSTRATING TRUE SURGICAL PRECISION, SCOTT EXAMINES HIS BLOOD TYPE. 6 OPEN LAB SUCCESS: NOT ONLY IS HF TYPES A AND B. BUT AB. AND O. AS WELL. 7 EAGER ATHLETES ANTICIPATE THREE GRUELING MODS OF PHYSICAL EDUCATION 8 POISED FOR A FREE THROW. SCOTT PERFECTS HIS SHOOTING SKILLS DURING MOD 8. 9 SOMEWHAT BEORAGGLED. SCOTT RELAXES IN A MOMENT OF QUIET REVERIE. 10 AS THE PACE QUICKENS. SCOTT PREPARES TO EVADE A SKILLFUL GUARD 11 THE LITTLE THEATER PROVIDES A COZY SURROUNDING FOR HISTORY LECTURE. 12 CAREFUL PLANNING MAKES FOR A HIGHLY ENJOYABLE LECTURE 13 SKIPPING LUNCH. SCOTT MAKES A QUICK STOP AT HIS LOCKER 14 EVEN BUSY SCHEDULES ALLOW A MOD OF INDEPENDENT STUDY IN THE MATH RESOURCE CENTER 15 A MAZE OF CARRELS PROVIDE THE SETTING FOR INDEPENDENT STUDY. 16 IN OPEN LAB. SCOTT USES HIS FREE TIME TO INVESTIGATE THE FROG 17 THE INTRICACIES OF FROG ARE OBSERVED FOLLOWING A MASTERFUL DISSECTION 18 FINISHING THE DAY. SMALL GROUP FRENCH CONVENES IN A PROPER SETTING 19 MODULAR SCHEDULING PROVIDES STIMULATING INFORMAL DISCUSSION. 20 FREE AGAIN. SCOTT STUDIES IN THE SOLITUDE OF A RESOURCE CENTER. 21 HOMEWARD BOUND. SCOTT MAKES ONE LAST STOP AT HIS LOCKER.

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MR. ROLLIN B. CHILD. President District 274 School Board: “If nothing else students learn responsibility and develop the ability to program their own time. This I think is important whether they go on to college or not. It's particularly important for students going to college because then immediately they're in a situation requiring personal responsibility, and the same thing is true throughout life. MR. D. ECKBERG. Chairman Social Studies Department: More individualized instruction—that's what we're striving for. One of the means to get there is through behavioral objectives by which the student is told exactly what he must do. Then he may go about learning it in many ways. Students might be encouraged to go on to exceed the teacher's objectives. and from there the sky could be the limit. MR. D. R. COPPINS. Principal: The belief is of course that we're moving from the traditional type of instruction that has been teacher-dominated to one in which the students benefit by self-expression, study subjects in depth on their own initiative, and develop their own responsibility ... I think it's also important to stress that Modular Scheduling is a process of development and that that process is a continuing one. KRIS HENNINGSGARD. Senior: I think the problems with Modular Scheduling came because everyone was sort of thrown into the system. When we become more accustomed to it. a lot of the problems will be solved. Students will be able to take care of their time: teachers will be able to move faster: there'll be less vandalism.