require enriched as well as flexible physical facilities. Enriched because the rapid learner can achieve mastery of the normal study materials at a rapid rate and the students should progress to more penetrating problems or technical experiments. Flexible because the talented are competent to proceed with the activity of greatest promise following a period of group and individual planning with the teacher. Adequate laboratories, classrooms, and teaching material are not confined to the large high schools. In fact, in many small schools the barren mathematics classroom of the last century has been changed to a mathematics laboratory. It has become a room in which students, by experimenting, collect data and interpret it in the language of mathematics. The results of their applications of mathematics are found on the bulletin boards and display tables. The different physical facilities are indicative of differential learning experiences and should be provided if proper opportunities are to be given the talented student to develop. The room of 1900 with 40 seats securely fastented to the floor and surrounded by a chalkboard will not meet the needs of the present American youth any better than the horse and buggy will meet the transportation needs of modern civilization. For desirable learning to take place, the students and teacher should have physical facilities for the following activities: (1) A period for planning by teacher and student. Such activity is vital to the proper motivation and guidance to the student. (2) Careful reading of background material in the area to be explored and discussed. Adequate reference material to accommodate reading that may be broad in scope or intensive in terms of a specific field or topic should be accessible at the time needed. (3) Collection of data. This may include reading in books and magazines, performing of experiments, and studying the community or school. (4) Verification and interpretation of data. This may be done by experiments, by expressing generalizations in mathematical terms, by group discussion, and by making models. (5) Evaluation and applications. Group evaluation helps the student understand the place of the topic being studied in relation to the purposes of education. This concept is necessary for meaningful education to take place. Applications of the unit may result in written papers, talks, murals, poetry, designs, construction of teaching devices, and demonstrations of experiments or carefully solved problems. These activities cannot take place if the physical facilities are limited to fixed desks and a chalkboard. The lecture-type room is no longer adequate for either science or mathematics instruction. Provision should be made in both science and mathematics for student experimentation, planning and * Johnson, Philip G., and committee. Science Facilities for Secondary Schools. Washington, U. S. Government Printing Office, 1952. (Federal Security Agency, Office of Education, Misc. No. 17). evaluating discussions by small groups of students, supplementary books and magazines, construction of models and teaching devices, project material, drawing and exhibit materials, computing devices, work tables, and storage for supply materials. For mathematics to be meaningful to students, they should have concrete experience in using both mathematical ideas and skills in life situations. Without the proper physical facilities, such as those just outlined, adequate learning experience for the talented as well as for all students is difficult, if not impossible, to provide. Once minimum requirements concerning size and provision of facilities have been met, the greatest factor limiting the development of provisions for superior science and mathematics students is the unwillingness of administrators to allow special rules to be applied to the special situations created by the presence of these students in the school. In particular, the rigid enforcement of rules regarding student supervision, which is based on the concept that students are irresponsible children, constitutes a serious handicap in many situations-particularly in schools that are part of large systems. With the exception of very small schools, the advantages of increased size seem to be offset by the increased administrative rigidity that comes with bigness. Administrators of some high schools, both large and small, have contributed greatly to the education of the talented in mathematics and science by providing (a) adequate physical facilities, (b) ability grouping (such as the two-track plan), (c) abundant source of enrichment material, (d) flexible organizational regulations which permit independent activities by small groups of students, (e) student guidance coordination, (f) adequate parent informational service, and (g) teachers qualified by both preparation and temperament. Such provisions are needed in all schools in order for teachers to develop leaders in mathematics and science needed by our Nation in times of war and peace. V. Evaluation and Summary Attempts to evaluate our success in providing opportunities for the superior student in mathematics and science have been meager. The supply of scientists and engineers since 1940 has approximately doubled. Our schools have produced persons who have greatly extended the frontiers of scientific knowledge. What caused these men to become scientists? What procedures and techniques encourage and cause students to develop their abilities in mathematics and science? Teachers respond that it is such activities as mathematics clubs, projects, individualized instruction, talented teachers, special classes, adequate counseling, acceleration, and group work. When students in Minnesota were asked, they gave such answers as: "It wasn't the frosting; that is, the puzzles, tricks, or unusual problems that stimulated me, it was the meaning of the process." "My teacher was the key to my interest and attainment in mathematics." "Receiving a letter for continuous appearance on the honor roll was a tremendous incentive." a teacher who fostered independence and self-study." Perhaps each of the procedures that have been discussed has enriched the educational experience of some pupils. Many schools have done a good job. However, many capable young people are not motivated either to work to capacity while in high school or to continue their academic education. One out of three of our capable high-school graduates never enters college. What can we do to help develop this valuable national resource? Briefly outlined below are some of the activities of others. Perhaps as they are read many areas in which research is needed will be recognized and ways to improve practices will occur to the reader. What Some Administrators Are Doing 1. Selecting teachers who are especially prepared both by training and by temperament for the training of the talented pupil. 2. Developing flexible regulations that permit appropriate activities for the best development of the superior student. 3. Reducing the classload of teachers of deviates-both slow and rapid learners. 4. Organizing a flexible two- and three-track plan for the full 4 years. 5. Providing more nearly adequate physical facilities such as rooms with work tables, display boards, teaching aids, supplementary books, storage space, and supplementary teaching material. 6. Using ability grouping when enrollments permit. 7. Encouraging teachers to attend workshop and in-service training courses concerned with methods of improving the instruction for the talented. 8. Developing an improved information service for the parents in order that they may understand the provisions that are being made for the superior child. 9. Assisting teachers in locating specialists who can and will provide information and guidance on how to serve the talented pupil. 10. Providing teachers with adequate free time to prepare and plan instruction material for the superior student. What Some State Departments of Education Are Doing 1. Providing specialists in the teaching of mathematics and science. 2. Providing library loan service of books, tests, learning aids, motivation material, guidance material, and lists of free and inexpensive teaching aids. 3. Providing workshops that will give teachers methods and techniques for teaching superior students. 242912°-53 19 4. Acting as a clearinghouse for new and successful methods and techniques for identifying and providing for the student with potential in science and mathematics. 5. Sponsoring research and experimentation for evaluating procedures used with the talented student. 6. Providing special help in planning laboratories, and other physical facilities suitable for superior students. What Some Teacher-Training Institutions Are Doing 1. Providing scholarships for talented students. 2. Giving prospective teachers experiences in teaching the talented. 4. Sponsoring summer workshops which emphasize instruction of the 5. Providing consultative services to schools in regard to the development of the talented. 6. Providing in-service programs during the school year for teachers. 7. Providing teaching aids and guidance materials. 8. Sponsoring special days for guidance purposes such as College Career Day. 9. Encouraging and promoting research in mathematics and science education. 10. Providing an open house or conference for high-school students. What Some National Organizations of Education Are Doing 1. Publicizing the importance of providing better opportunities for the talented students in mathematics and science. 2. Sponsoring organizations of students who are interested in science and mathematics. 3. Providing scholarships for students of outstanding ability. 4. Sponsoring contests that provide awards for outstanding students. 5. Providing guidance service materials for teachers. 6. Selecting and distributing supplementary teaching aids. 7. Sponsoring research in mathematics and science education. 8. Developing publications on physical facilities needed for proper instruction. 9. Providing suggestions on how to assist talented students. 10. Developing long-range plans to interest talented students in scientific careers. What Some Supervisors Are Doing 1. Encouraging the selection of teachers who are qualified both by training and temperament. 2. Assisting teachers in selecting stimulating instructional material for the talented. 3. Providing teachers with information in regard to supplementary material for their students. 4. Organizing in-service groups that study the problems of teaching the talented pupil. 5. Providing teachers' meetings that stimulate educational growth in providing for the talented. 6. Encouraging special projects for the talented. 7. Providing material and assistance in developing better mathematics clubs. 8. Providing teachers with information in the use of field trips for the talented. 9. Coordinating county, city, and State projects such as science fairs, contests, and exhibits. 10. Organizing workshops where teachers share ideas concerning methods of developing the rapid learner in mathematics and science. 11. Arranging with scientists and engineers in the community to serve as consultants to capable high-school mathematics and science students. 12. Assisting scientists and engineers in planning special programs for high-school students with interests in science and mathematics. 13. Securing consultants to assist science and mathematics teachers in improving their courses and their teaching procedures. What Some Teachers Are Doing 1. Taking in-service courses and summer workshops to improve their instruction of the superior student. 2. Using individualized assignment plans and procedures. 3. Carefully compiling and making use of student records. 4. Stimulating the students to work in small groups of similar ability under their own initiative. 5. Stimulating worth-while individual "read and write" experiences. 6. Encouraging and supervising special projects for the talented. 7. Organizing class instruction around large ideas in mathematics and science. 8. Providing the students with standardized tests which can be studentadministered and student-scored. 9. Planning class activities with the talented student. 10. Giving the superior student special privileges in routine daily work but expecting special contribution to the class. 11. Encouraging the talented to take part in science fairs, contests, and exhibits. 12. Providing the student with adequate guidance material. 13. Sponsoring clubs for science and mathematics students. |