Box 7, Folder 11, Document 7

Dublin Core

Text Item Type Metadata


= @ ; as me —
In the nation’s capital — to) f Se ca
an action-producing

See Mim:

- work-session

Educators / Government Officials / Civic Leaders / Industrial Executives



A new medium of communications to demonstrate, analyze, evaluate the
nation’s most outstanding examples of innovative classroom projects
. focused on

presented by

in cooperation with

Washington Hilton Hotel Washington, D. C.
November 18-19-20, 1968





© Classroom Demonstrations — actual classroom experience demonstrated by teachers
who have provided effective changes in the learning process through innovative con-
cepts and techniques — covering all grade levels from preschool through adult educa-
tion — and a wide range of subject areas.

© Three-Phase Seminar — “Individualized Learning for the Inner City” — featuring
reports and panel discussions on actual results achieved in the movement from clas-
sical group instruction to self-paced individualized learning — with concentration on
education’s role in solving urban problems.

° Exposition — industry displays and demonstrations of products and services comple-
menting the subject areas covered in the Classroom Demonstrations and Seminar
sessions — with the Exposition Area adjacent to the conference rooms — and a pro-
gram schedule which not only encourages but requires multiple visits to the Exposition.

° Talk-Back Sessions — each registrant does more than attend the National Laboratory.
He participates in it. To enhance personal involvement, each evening of the confer-
ence will be devoted to follow-on question-and-answer discussion periods with the
principals involved in the Classroom Demonstrations and Seminar Sessions, and with
Industry representatives as well.


The “on switch” for the National Laboratory was
triggered by the fact that far too many human
switches, particularly in the teaching profession,
have been turned “on” by promises of an educa-
tional revolution which has yet to materialize; with
resultant frustrations obvious for all to see.

At issue here are the innovative practices in edu-
cation. And by “innovation,” a word badly ma-
ligned, we mean “significant changes in teaching
which measurably improve the learning process
through the creative application of ideas, methods,
and devices,”’

Establishment of the National Laboratory was the
outgrowth of a widespread survey of educational
innovations, conducted by the Aerospace Education
Foundation. The survey revealed that, while com-
pletely innovative systems are not yet available,
significant innovative components, or modules of
systems, do, in fact, exist in a number of subject
areas; and further, that both the producers and
users of innovative materials deserve a new means
of communicating their successes, as well as their
failures, one to another.

The National Laboratory has been created to
demonstrate outstanding examples of innovative
components on a national platform, and on a
teacher-to-teacher basis, to show that changes in
the learning process are on the march (if not on the
run) and that effective innovation 's proving out.
Thus, rather than thrash more wordage at the inad-
equacies of education today, the National Labor-
atory will demonstrate what is working, and how —
by the people actually doing the job. The aim, of
course, is to precipitate follow-on action in many

Individualized Learning was selected as a prac-
tice which has progressed to the point where it
merits exposure as the prevailing theme. Further,
individualized learning shows potential as a key to
the solution of many urban problems in education.
With these problems in high priority status, we have
concentrated on Individualized Learning for the

Inner City.


Classroom Demonstrations: |




In a nationwide survey involving numerous evalu-
ations, the Aerospace Education Foundation en-
countered a number of on-going projects qualifying
as “significant changes in teaching which measur-
ably improve the learning process,” to quote from
our own definition of educational innovation.

Some of these are the outgrowth of long-range,
heavily funded studies; others seemed to grow out
of the classroom woodwork when dedicated, hard-
working practitioners, on their own, faced up to
the need for change.

With the huge communications gap that exists
in education today, far too little of this effective
experience has spilled over from one school district
to another. Hence the Classroom Demonstrations
as a major feature of the National Laboratory.

This project, the first of its kind, will bring to-
gether for demonstration purposes the best examples
the nation has to offer in educational innovation —
and reveal the results on a teacher-to-teacher basis.

These demonstrations will simulate—in terms
of facilities, resources, teacher-student relationships,
etc. — the actual situation in the originating class-
rooms across the country. The teachers from these
classrooms will conduct the demonstrations with
actual students (not adults pretending to be chil-
dren). Demonstration periods will range from thirty
minutes to one hour.

To present this unique program in a realistic |
manner, and permit each observer to visit each of
the eleven demonstration areas, it will be necessary
to limit participation to 1,500 registrants. Attend-
ance, On an invitation-only basis, therefore will be
highly selective to guarantee a cross-section of the
educational community.



pPo«n 4
PR( vi

Preschool: Learning to Learn
How the Montessori, Moore/Kobler and Deutsch concepts are

combined to motivate the desire to learn— Washington, D.C.

Individualizing in Elementary
Where every student pursues learning according to his own personal
inventory of abilities, needs and interests— Duluth, Minnesota.

High School Work and Learn
How cooperative education stimulates learning, reduces drop-outs
and produces responsible future citizens— Patterson High School,
Dayton, Ohio.

LSD: The Trip Back Home
A school system’s unique educational campaign against LSD and
marijuana— San Mateo Union High School District, California.

College Without Classrooms
How the unstructured college day increases student alternatives and
enhances individualized learning— Oakland Community College,

Detroit, Michigan.

Sex Education
How new approaches to an age-old teaching problem help to take
the mystery and the mystique out of sex— Dr. John Gagnon,
University of Indiana.

Self-Pacing Vocational Skills
How the U. S. Air Force employs learner-centered instruction and
advanced communications technology— Air Training Command,
Randolph Air Force Base, Texas.

Computer Managed Instruction
How computer technology is utilized in the classroom for
diagnostic, prescription and evaluation purposes— New York
Institute of Technology.

Strategy for Teacher Training
How teachers are better prepared to meet student problems in
disadvantaged areas— Pennsylvania Advancement School,
Philadelphia, Pa.

Education in the Factory
How private industry’s factory classrooms help solve under-
employment and unemployment— MIND, Inc.



mA > To mmaA tS



Three-Phase Seminar:



Individualized learning involves a system of instruction
in which educational objectives are based on individual
student achievement rather than on average behavior or
on group scheduling. Thus, student activity is controlled
largely by specific performance criteria, rather than by
blocked-out time periods, and the students often have a
strong voice in the selection of procedures and materials
to fulfill these criteria.

Contrary to popular belief, this means that any instruc-
tional method or device might be appropriate in the pur-
suit of individualized learning. It can involve studying
alone, in small or large groups, with or without a teacher,
with or without machines, with or without lectures.

But it does involve learner-centered rather than
teacher-centered instruction, and self-pacing to the ex-
tent that students move ahead according to their indi-
vidual abilities, needs, and interests.

Given the proper arrangement of teacher strengths,
support and participation, instructional materials and ad-
ministrative support, an individualized program of in-
struction can be achieved now, with the means we have
at our disposal.

All major elements of individualized learning will be
evaluated at the Seminar — by members of the educa-
tional community who have made individualized learn-
ing work — and evaluated from a standpoint of results.

With urban education posing massive problems in the
handling of disadvantaged youth, the presentations and
panel discussions will be concentrated on Individualized
Learning for the Inner City.



Phase One—9:00 A.M., Monday, November 18, 1968


Role of the Teacher

Role of the Student

Role of the Administrator

Role of City, County and State Officials

Role of the Parent

Note: Discussion periods follow each presentation
12:00 Noon—Buffet Luncheon—Exposition Area

Phase Two—9:A.M., Tuesday, November 19, 1968


Self-pacing in Elementary
Work-and-Learn in High School
Individualized Teacher Training
Factory Classrooms
Note: Discussion Periods follow each presentation
12:00 Noon—Conference Luncheon—International Ballroom

Phase Three—2:00 P.M., Wednesday, November 20, 1968


Guaranteed Education

Toward the Comprehensive High School
The Growing Work-Study Movement
Facing up to Facilities

The Search for Values

oo ws"

yON haa es a a

ee ec
OP estes tsa
ayer Es
Ce aa a= =o ed
Tess a= =



Full Conference (includes opening reception, two buffet luncheons, the
annual Educators Awards Luncheon, and all other events described in the

Early Registration (reservation made prior to

October 1, 1968, with or without payment of fee)........... $50.00

Regular Registration (after October 1, 1968)................... $60.00

Individual Days (includes all events described in brochure for each
day of conference)

Per Day (regardless of registration date)....................5. $25.00

Hotel Accommodations: National Laboratory registrants are responsible
for making their own reservations at the hotel of their choice. However, a block
of rooms has been set aside for registrants at the Washington Hilton Hotel, site
of the conference. If you desire such accommodations, a hotel reservation
card is attached for your convenience. For further information or assistance,
please contact the sponsor: National Laboratory for the Advancement of Educa-
tion, c/o Aerospace Education Foundation, Suite 400, 1750 Pennsylvania
Avenue, N.W., Washington, D.C. 20006 (202/298-9123).

Press Accommodations: Complimentary registration, credentials, and ap-
propriate facilities will be available for the working press.


Invitations: Registration, on an invitation-only basis, will be limited to a
select group of educators, government officials, civic leaders and industrial
executives. .

As many as 3,000 registrants can be accommodated at the Seminar Sessions,
and even more in the Exhibition Area, but both facilities and scheduling limit
participation in the Classroom Demonstrations to 1500 registrants.

Early Reservations: To meet scheduling requirements for the Classroom
Demonstrations, it is desirable to receive as many conference reservations as
possible by October 1, 1968. Therefore, prior to that date, early reservations
(for the full conference only) will be accepted—with or without remittance of
the registration fee.

Confirmation: Early registrations received with fees remitted will be con-
firmed immediately. Early reservations not accompanied by fees will be con-
firmed and invoiced by October 21, 1968.

Procedure: Early reservations and registrations can be accomplished by
using the conference registration card enclosed with this brochure, or by direct
contact with the National Laboratory for the Advancement of Education, Suite
400, 1750 Pennsylvania Ave., N.W., Washington, D.C. 20006. The National

Laboratory’s Registration Desk at the Washington Hilton Hotel will be open from

4:00 P.M., Sunday, November 17, 1968.


The National Laboratory will stimulate action which relates to society
as a whole—to industry, government, civic agencies and organized labor
as well as the academic community.

Therefore, the sponsor encourages participation by teams of individ-
uals who represent these interested and responsible elements in their com-
munities. For example: educators and school administrators, industrial
planning and training executives, PTA heads and civic leaders, local
government officials and labor union personnel.

Community teams, with information obtained at the National Labora-
tory, can create follow-on action programs to enhance the quality of
education in their areas.

We invite industrial organizations and other groups to assume leader-
ship in implementing this concept. We do so in the belief that team regis-
tration at the National Laboratory will lead to team interaction at the
community level.

The staff of the National Laboratory is prepared to work closely with
team contacts in this new and promising effort.


The Exposition:



The Exposition, featuring Industry displays and demonstrations,
will be an integral part of the National Laboratory for the Advance-
ment of Education.

In attendance will be the educators who will observe the Class-
room Demonstrations (limited to 1500 participants) plus the addi-
tional 1500 educators who can be accommodated in the Seminar
sessions. All will be present on an invitation-only basis.

These educators — from campus, government and industry —
represent organizations deeply concerned with the growing need
for new educational resources. Example: the administrators and
program directors responsible for the 100 major innovative proj-
ects currently being funded by the Office of Education.

From the Office of Education itself will come a large contingent
of key staff members to participate in the National Laboratory
events and view the Exposition.

The District of Columbia school system is selecting 500 of its
administrators and teachers to attend the Exposition. As the Dis-
trict moves toward a heavily-financed Model City program, changes
in its educational system will have national significance.

The schedule of events at the National Laboratory will permit
all participants to spend ample time in the Exposition Area, which
opens out to the demonstration classrooms. In fact, two of the
three luncheons scheduled, plus a reception, will be held in the
Exposition Area. The evening Talk-Back Sessions are available for
deeper exploration of Industry’s products and services.

Washington Hilton Hotel e Washington, D. C.


Sunday, Nov. 17

7:00 PM - 8:30 PM Opening Reception
and Preview of Displays

Monday, Nov. 18

9:00 AM - 11:30 AM Seminar: Individualized
Learning for the Inner City

11:00 AM - 6:00 PM Review Displays
12:00 Noon - 12:45 PM Reception (cash bar)
12:30 PM- 2:00 PM Buffet Luncheon

2:30 PM- 5:00 PM Classroom Demonstrations
5:00 PM- 6:00 PM Reception (cash bar)
7:00 PM - 9:00 PM Talk-Back Sessions

Tuesday, Nov. 19
9:00 AM - 11:30 PM Seminar: Individualized
Learning for the Inner City
11:00 AM - 6:00 PM Review Displays
12:00 Noon -12:30PM Reception (cash bar)

12:30 PM- 2:30 PM Awards Luncheon
2:30PM- 5:00 PM Classroom Demonstrations
5:00 PM- 6:00 PM Reception (cash bar)

7:00 PM- 9:00 PM Talk-Back Sessions

Wednesday, Nov. 20

8:00 AM- 2:00 PM Review Displays

9:00 AM-12:00 Noon Classroom Demonstrations
12:00 Noon - 12:45PM Reception (cash bar)
12:30 PM- 2:00 PM Buffet Luncheon

2:30 PM- 5:00 PM Seminar: Individualized
Learning for the Inner City

5:00 PM Adjournment

Exposition Hall


Exposition Hall
Exposition Hall
Exposition Hall
Exposition Area
Exposition Hall
Exposition Area


Exposition Hall
Exposition Hall


Exposition Area
Exposition Hall
Exposition Area

Exposition Hall
Exposition Area
Exposition Hall
Exposition Hall




Michael J. Nisos

Dr. Leon M. Lessinger
Supt., San Mateo Union High Schoo! District, Calif.
President, Aerospace Education Foundation

James H. Straubel


Dr, C. R. Carpenter

Ralph V. Whitener

Dr. Robert F. Mager

Charles F. Schwep

Dr. Robert Reid



The Aerospace Education Foundation, now in its
fourteenth year, is a nonprofit organization dedi-
cated to educational, scientific, and charitable pur-
poses; it is supported by the Air Force Association.

The Foundation takes a basic interest in the edu-
cational significance of the vast research, develop-
ment and operational experience underlying the
advancement of air travel and space flight.

Currently the Foundation is pioneering in the
organized adaptation of advanced Air Force course
materials for use in public school systems.

The governing body of the Foundation, the Board
of Trustees, represents the purposeful combination
of educators, industrial executives, and professional
men, most of them with personal experience in the
movement of aerospace technology.

The Foundation thus reflects the efforts of dedi-
cated, forward-looking men from three prime ele-
ments of our society, working closely with represent-
atives of government at all levels, to enhance the
impact of advanced concepts and techniques on the
learning process in this country.

Each year, for more than a decade, the Foundation
has made it possible for hundreds of selected edu-
cators to attend the nation’s largest display of ad-
vanced technology — the annual Aerospace Devel-
opment Briefings of the Air Force Association — and
this experience has resulted directly in the enhance-
ment of many school curriculums.

Now, with the same professional staff responsible
for these major expositions, the Foundation enters
the field of educational displays — convinced that
our school systems merely have scratched the surface
of American industry’s vast potential in the field of
innovative learning.


Julian B. Rosenthal
New York Attorney

Dr. Paul R. Beall
Pres., Oglethorpe Univ.
Dr. T. H. Bell
Supt. of Pub. Instr., Utah
Dr. B. Frank Brown
School Supt., Melbourne, Fla.
Dr. C. R. Carpenter
Prof., Penn State Univ.
Dr. B. J. Chandler
Dean of Educ., Northwestern Univ,
Dr. Martin W. Essex
Supt. of Pub. Instr., Ohio
Dr. James C, Fletcher
Pres., Univ. of Utah
Jack R. Hunt
Pres., Embry-Riddle Inst.
Dr. Leon M. Lessinger
Supt., San Mateo, Calif.,
Union High School District
Dr. Robert F. Mager
RFM Associates
Dr. Carl L, Marburger
Comm. of Educ., N. |.
Dr. Duane J. Mattheis
Comm. of Educ., Minn.
Dr. Bill J. Priest
Chancellor, Dallas Co. Jr. College Dist.
Dr. James C. Shelburne
Air University
Dr. Lindley J. Stiles
Prof., Northwestern Univ.
Dr. Edward Teller
Prof., Univ. of Calif.
George L. Washington
Asst. to Pres., Howard Univ.

Reply to:


1750 Pennsylvania Ave., N.W.
Washington, D. C. 20006 (202/298-91 23)

Chairman of the Board Treasurer

Dr. Walter J. Hesse Earle N. Parker ;
Dallas Aerospace Executive Fort Worth Industrialist

Milton Caniff
New York, N. Y.
Edward P. Curtis
Rochester, N.Y.
N. W. deBerardinis
Shreveport, La.
James H. Doolittle
Los Angeles, Calif.


John R. Alison
V. P., Northrop Corp.
Ken Ellington
Aerospace Industries Assoc.
Arthur F, Kelly
V. P., Western Airlines
John P. Henebry
Pres., North Amer. Alum. Corp.
Laurence S. Kuter Edward R. Finch, Jr.
V. P., Pan American Airways New York, N. Y.
Curtis E. LeMay Joe Foss —
Pres., Networks Elect. Corp. Scottsdale, Ariz.
J. B. Montgomery Jack B. Gross
Pres., Marquardt Corp. Harrisburg, Pa.
J. Gilbert Nettleton, Jr. George D. Hardy
V. P., General Precision Hyattsville, Md.
Peter J. Schenk Joseph L. Hodges
V. P., Western Union South Boston, Va.
Sherrod E. Skinner Jess Larson
Chm. of Bd., Aerospace Corp. Washington, D. C.
Robert W. Smart Carl J. Long
V. P., North Amer. Rockwell Pittsburgh, Pa.
A. Paul Fonda Howard T. Markey
Northrop International Chicago, III.
Nathan H. Mazer
Roy, Utah
O. Donald Olson
Colorado Springs, Colo.
Chess F. Pizac
Denver, Colo.
Ben Regan
New York, N. Y.
Joe L. Shosid
Fort Worth, Tex.
William W. Spruance
Wilmington, Del.
Arthur C. Storz
Omaha, Neb.
James M. Trail
Boise, Idaho
Nathan F. Twining
Arlington, Va.

public items show