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Posted By: Alan Jones on May 6, 2017
Appreciate this critique which goes to the heart of the school reform movement. Writers of all reform persuasions place a great deal of emphasis on processes to increase collaboration, but, the question I keep asking myself: collaborate over what---how to better implement or account for an antiquated model of learning?. The grammar of schooling so well described by Goodlad is a 19th century model of learning that continues to rule most classrooms in this country. When we talk about school change we need to talk about the substance of school change rather than the process of school change. My children and now my grandchildren continue to sit in classrooms that resemble the ones I sat in 50 years ago. Instead of spending time developing and institutionalizing processes for discussing better ways to implement institutional goals---curriculum alignment, data management, test preparation---we need processes to discuss both the value of the goals we are pursuing and the instructional platforms that continue to support those values. My suggestion is, to begin with, a Deweyite question, "how do children learn," and then construct a model of schooling that conforms to the answer to that question---hint: the response should contain any mention of the vocabularies that are listed in Goodlad's 1984 book. Should add that I recommend by book, Becoming A Strong Instructional Leader: Saying No to Business as Usual (http://www.amazon.com/Becoming-Strong-Instructional-Leader-Business/dp/0807753386/ref=sr_1_1?s=books&ie=UTF8&qid=1335271967&sr=1-1) as a primer on how to ask and enact substantive changes to the grammar of schooling.

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 THE GRAMMAR OF SCHOOLING by Alan Jones on May 6, 2017
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