|Read a Post for Remodeling Schooling: A New Architecture for Preschool to Precollege Instruction|
|Reply to this Post|
Some suggestions for fine-tuning/Mod 2?
|Posted By: Virginia Stead on January 22, 2003|
|You write, “The proof of the architecture is first in the logic and then in the doing. The logic offers a leap in instructional performance at a significantly reduced cost.” As the product of a private girls’ school, your humane Mod 1 proposal sounds exactly like what rich boys have had the option to access since the 17th century. It works.|
Next, “Schools currently do a superb job of nurturance and care-providing …”. No, teen suicides are up.
And, “Effective instruction seeks to build on an individual’s strengths to enable greater expertise and/or to build different strengths. The instruction can be 24/7, anytime, anyplace.” Expertise and strengths must be filtered through a maturing filter of humanitarian values.
Also, “Effective instruction is individually demand-driven rather than prescribed.” This demand needs to be supported by flexible, merit-based (I’m talking about non-violent behaviour), and individually determined access to resources: internet, take-home laptops, field trips, lunch money, clothing, A SAFE AND QUIET PLACE TO LIVE/STUDY.
Furthermore, “A well-formed course description will clarify the following: Materials—What gear is entailed.” This must be open, giving students to credit for knowing about/recognizing new resources from an international spectrum.
“The Prosumer and Pro levels are dependent upon how much time and effort an individual is willing to devote to reach the maximum of the individual’s physical potential. At the Prosumer and Pro levels, coaching may help to advance an individual’s capability, but these involve refinements that are of a different nature than the instruction relevant to bring individuals to the Player level.” Parents/guardians will need something simple to explain annual expectations at each level.
Full points on gender inclusivity!
“Beginning reading instruction may begin as soon as a child is able to speak in whole sentences and communicate in everyday language--age 3/4. By the time a child is 5/7 s/he should be a Fully Qualified Reader, capable of reading any word in the English language with the same facility s/he can handle spoken communication.” This is no appropriate across the board. Most girls mature more rapidly than most boys. Introducing boys to reading instruction at the ages of 3 – 6 is, for most candidates, cruelly frustrating and bound to lead to disappointment on all sides.
“The construction process involves the:
· Elimination of irrelevancies “ Perhaps what you mean in the incorporation of evolving curriculum priorities based on the evolution of civilization and technology?