In lieu of an abstract, here is a brief excerpt of the content:

LOGO Instruction for Low-Achieving Elementary-Age Hearing-Impaired Children Pamela Luft In a preliminary project involving the LOGO computer language in a tutorial setting, three students from the Kendall Demonstration Elementary School (Washington, D.C.) joined a class of secondary-level students. The purpose was to provide all students with a positive math experience and to uncover possible abilities that had been unused in standard academic classes. All participants were low-achieving hearing-impaired students. The Kendall students had mild to moderate additional handicaps in the academic , social-emotional, and/or physical areas. The secondary students had failed two previous math courses. The students worked in pairs. Each pair met on five to seven occasions. The Kendall teacher introduced her students to ZOOM (a simphtied form of LOGO). The secondary students who were familiar with LOGO tutored the elementary students in further applications and also introduced ZOOM. Several activities were employed during the project. 1. Students or the teacher gave LOGO commands to another student to proceed through, step by step. 2. Transparencies of objects (houses, cars) and of maps provided formats to trace onto transparencies stuck to the screen. 3. A secondary student hid his or her eyes while a Kendall student drew the object on the screen; the group had to guess the object. Observations of Kendall students provided useful information regarding overall school performance. The results of this experience can be reported as follows: 1. Low-achieving elementary students were poor at goal setting and had few previous experiences in self-directed activities. 2. Individual learning styles were illuminated by the LOGO experience . New insights into risk taking, achievement motivation, frustration-tolerance, and perfectionism were useful in other academic classes. 3. Higher expectations of student maturity and the social skills of Kendall students were coupled with higher motivation and the prestige of visiting the high school. This instructional experience was beneficial for all participants, including the teachers. Future projects are now planned that will focus on measuring change, on determining how learning-adaptation relates to academic progress, and on standardizing the tutorial content of these experiences. 184 ...

Share