5. Heavily modified Cummings device format as the 'principal stage,' preceded by self-instructional frames which present other matters, and followed by detailed suggestions for other activities both in and outside of class. (Blair etal., Cakichiguel Basic Course)
6. Lessons that are built around Cummings devices are interspersed among other types of lesson. (Kamoga and Stevick, Luqanda Basic Course)
7. Cummings devices as one of several components which lead to performance of well—defined objectives for use in and outside of class (Rehg and Sohl, Kitail Lokaiahn Pohnpei see Appendix R, p. 346. See also Appendices E (Mauritian Creole) and G (Thai), which show the use of Cummings devices as subordinate parts of new materials, and all the appendices to Chapter 3, in which Cummings devices appear as one means for adapting existing lessons.)
SUMMARY
This chapter has described an ancient device, and to some extent has chronicled a recent flurry of attention to it. But to look only at the format itself would be a mistake. Mueller (1968) has said that 'as soon as [a] pattern has been mastered, the student must progress further to the creative stage, where he learns to use what he has mastered.' [emphasis added] Even though it may be the case that in this book we mean more by ‘use’ than Mueller did, still his words may serve as a statement of what we can call 'the Cummings principle.' Experiences of the past six or seven years
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