YOUR CLASSROOM

OPTIONS FOR APPLICATION OF PAC

CURRICULUM DESIGN

Each PAC course consists of single chapter units of 15 lessons, with companion activities, plus a quiz at the end of every fifth lesson, plus a chapter test at the end of every 15th lesson. The teacher selects specific lessons according to the type of binding spiral or saddle stitch applicable to the classroom setting. Refer to the PAC Catalog for course descriptions and transcript credit.

REGULAR/LECTURE-BASED CLASSROOM

Classroom application is easy and efficient.

• Step One: Remove all activity answer keys, quizzes, tests, and test keys from students’ materials.

• Step Two: Set up a manila file folder for each student. Place his/her quizzes and tests in the folder for future reference. [PAC courses with Teacher’s Resource Kit include black line master or CD from which teachers copy quizzes and tests as needed for classroom use.]

• Step Three: Issue only one text chapter and one companion activity book to each student (one saddle stitch). Retain the surplus in inventory files (shelves, stack boxes, upright cabinet, or file cabinets) for future use. Saddle stitch versions consist of 5 chapters of texts and 5 or 6 companion activity books.

• Step Four: Place answer keys in three ring binders for easy access or load on computer as preferred. Set up as many binders for each course as needed for your classroom style. Some teachers prefer to grade all activities to confirm students’ responses. Such teachers need only one answer key notebook per classroom. Other teachers prefer that students grade their own activity responses. Such teachers need to assemble sufficient quantity of answer keys to accommodate classroom scoring procedures. Some teachers establish a scoring station near the teacher’s desk and provide red pens and half a dozen answer keys (see illustration). Students are allowed to score (grade) their own responses as the activities are completed in class (or the next day if activities were completed as homework).

• Step Five: Explain to students your classroom style for using PAC materials during each class period:

  A. Each lesson will be discussed briefly by the teacher, who will point out vocabulary, life principle and particular rules, theorems, or assignments to be learned or completed.

  B. The teacher may want to conduct a more extensive white board explanation or discussion with students to facilitate comprehension.

  C. Following the teacher’s presentation or discussion, students may complete the activities in class and/or as homework. [Motivated students who complete lessons in class may be permitted to grade their activity responses at the scoring station].

  D. Follow this procedure until all five lessons in each section are completed and graded (scored). Then, the teacher uses a class period to conduct a review of the five lessons (life principles, vocabulary, rules, examples, etc.).

  E. During the next class period the teacher issues quizzes to students. Require students to complete all questions and hand in their completed quizzes for the teacher to score and record grades.

  F. The following day, the teacher may lead a discussion on the most difficult (or most frequently missed) questions. File quizzes in each student’s folder for future reference at parent conferences or ARD, ESL, LEP meetings.

  G. Repeat this procedure until all 15 lessons (or three sections) are completed. The teacher then conducts a comprehensive review (one or two class periods as needed).

  H. The teacher administers the chapter tests in class and retrieves them for grading (same procedure for quizzes).

  I. The teacher follows this procedure until the course is completed, allowing “breaks” for such events as field trips, class meetings, and preparation for and completion of state academic assessments.

  NOTE: This procedure is especially helpful for new teachers and/or those required to teach subjects outside the teacher’s field of expertise or certification.

INDIVIDUALIZED LEARNING

Individualization is an excellent option for teachers who face the challenge of helping recover underperforming students and/or accelerating learning for motivated and gifted students. PAC is ideal for implementing effective individualized accelerated learning programs in classrooms, library-style rooms or rooms equipped with study carrels (which is the ideal arrangement). Individualization addresses NCLB mandates for 9th grade initiatives, drop out recovery, and completion programs for underperforming students. Individualization requires implementation of simplified classroom management procedures and forms, curriculum and special furniture arrangements. The following procedures can be implemented in most school facilities.

CLASSROOM MANAGEMENT

The governing principle is to arrange furniture so that students have minimum eye contact while the teacher’s vigilance is maximized. [Students don’t necessarily respect what you expect; they respect what you inspect]. To use PAC, you don't have to move any furniture, however to maximize your efforts to incorporate individualized elements, PAC recommends one or all of these furniture arrangements: work tables (classroom A), desks (classroom B), , and/or student carrels (classroom C) should be arranged around the perimeter of the room so students face the wall or in rows so that students face one direction rather than across from one another.

PROCEDURES AND FORMS

Individualization is based on Six Principles of Learning:

1. Every Youth Desires And Deserves To Learn.

2. Learning Is Best Experienced In A Positive Environment In Which The Student Feels Comfortable, Can Concentrate And Advance According To Personal Achievement.

3. The Student Should Begin Learning New Material From A Basis Of Known Material And Allowed To Advance According To Personal Achievement By Way Of Academic Prescription And Should Have Opportunity To Learn From Values-Based Curriculum.

4. The Student Learns Best When Staff Are Positive Role Models Whom The Student Respects, Admires And Obeys, And With Whom The Student Bonds.

5. The Student Learns Best When Directed, Motivated, Encouraged To Learn, And Rewarded For Achievement.

6. The Student Should Be Controlled And Disciplined Appropriately To Maintain Focus On Responsibilities.

Teachers of individualized learning programs are assisted by six essential forms:

• Transcript Planner (to plan courses for graduation)
• Academic Contract (to plan semester/yearly courses)
• Goal check form (inspect weekly/daily goals)
• Objective (goal) form (student’s plan for week/day)
• Praise slip (to acknowledge student achievement)
• Star chart (to display student and classroom progress)

NOTE: PAC provides comprehensive and/or short-term training on these six principles and related forms [request free 26 minute CD].

 

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