A. Planning and Writing Supervised Correspondence Courses

Abstract

WE have established by now a valuable new educational tool, adaptable to a variety of uses. The next question, then, is: How do we use it? What must we do—how should we organize—to help it operate at maximum efficiency?

Since supervised correspondence instruction is necessarily a matter of teamwork, we shall need to look at the role of the correspondence center in preparing instructional materials and in teaching the pupils; at the role of the local school in guiding the pupil's choices and supervising his work; and at the role of other state agencies from a legal and technical standpoint.

¹Miss Vibella Martin, now Coordinator of Curriculum in the Tamalpais Union High School District, established the pattern used at California in the studybooks for civics, shorthand, and mathematics, developing appreciation and use of important ideas and skills, using the best in teaching methods and indicating opportunities for the applica tion of these basic ideas beyond the confines of the courses.