4. Student Achievement
|
Affect on Children & Teacher
|
IT Creativity
<–Classroom
|
Traditional
Classroom–>
|
|
- All chilren master
basic IT Learning Skills.
- Each has the
opportunity to blossom (use the
skills) in a unique way
|
All Children Master Core Concepts & Skills (Mathematical-Logical &
Linguistic); Individual Children Choose Their Own Projet Tree
Branches Based On Unique Talents (Artistic, Musical, Mathematical, Etc.)
“Many Paths to Beauty”
|
All Children Do the Same Work (Heavy Emphasis on
Mathematical-Logical & Linguistic Skills in Traditional Curriculum)
|
- Many (non
mathematical-linguistic) talents are wasted, discouraged.
|
- Quickest Children
Never Have to Wait for Class to Catch Up
- By Their Presence,
Example, & Peer-Teaching, The Best Students Pull the Average Student
Higher Up the Tree Behind Them
- Excitement,
Exploration, Constant New Challenges; Cooperation & Helping Classmates
|
The Best Students Climb Highest Up the Tree
|
The Best Students Wait for Others to Finish—or
Are Separated into “Gifted” Classes
|
- Frustration,
Boredom—or the Creation of “Smart vs. Dumb” Classes.
|
- Students Complete More
Work Than Traditional Schedule Allows;
- Explore More Areas
Than Traditional Curriculum
- All Students Are Stretched and Enabled to Develop to
Their Potential.
|
- Thinks “Outside the Box”: With Optional Projects Teacher Can Set Difficult Goals
For the Best or Most Motivated Students to Complete Outside of Scheduled
Class Time AND Outside of Teacher Competence
- E.g: Optional Music Projects: A Teacher with no musical talent can still
set musical goals:—“Compose a Tune”—& Reward Children who
achieve them.
|
Limited By Schedule & Teacher’s Special Knowledge
& Skills
|
- Students Rarely
Complete the Scheduled Goals;
- Students Find No Outlet for Unique Talents (except in Specialty
Classes—Music, Art—where these exist)
|
5. Preparation/ Record Keeping
|
Affect on Children & Teacher
|
IT Creativity
<–Classroom
|
Traditional
Classroom–>
|
|
- Teacher is Confident, Prepared; Free to
Concentrate on real job: coaching students to improve their understanding
& performance ….lift their achievement of the prepared standards/further
along path.
|
Most Teacher Preparation Done in Summer:
- Every Project is Scheduled on the Academic Calendar,
With a Begin Date (Teacher Gives Project
Demo) & “Due” Date (Teacher Begins Giving Oral Exams) Set
- All Materials are in place
- All Oral Exam Checklists & Written Exams are
Ready
- Quick, Visual Grading Record System is In Place
|
Lesson Planning is often done as the year goes by. |
- Teacher feels rushed
for time, overworked, harassed
|
- Teacher Has Time to
Concentrate on Perfecting Demonstrations & On Thinking About How to Get
the Most Out of Individual Students
|
Most Grading Done In-Class (except for some written optional projects & the
periodic written exams) |
Much of Grading is Done After School |
- Teacher’s Time &
Energy Spent in the Drudgery of Checking Handouts and Tests instead of
Becoming a Better Coach
|
6. Summary
|
Affect on Children & Teacher
|
IT
Creativity<–Classroom
|
TraditionalClassroom–>
|
|
|
Child is Given Both Creative Freedom AND IT Learning
Skills (Freedom & Rigor)
|
Children Required to Follow a Rigid Academic Schedule
& Script.
|
- Children often become alienated
from school and lose their natural love of learning.
|
- Teacher:
Exhilaration, Satisfaction, Invigoration:“Another Good Day of 100% Learning—I Could Barely Keep Up With the Kids
Today.”
|
Teacher is Allowed to be an Enabler
|
Teacher is Often Forced to Be a Controller
|
- Teacher Often Feels Fatique & Tension;
Often Experiences Days of Uneven Success: 1 good hour of work, 2 bad, 2 good,
1 bad, etc; Often feels Dissatisfaction.
|