Hard News: Standards Matter
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Bart comments
I think what is being said is that they start by running a fashion show and then have to do the costings (maths) and write the script, presumably first in English (reading/writing) and then ...
Essentially it's learning the boring stuff by stealth.
Bart: Partly right in your first paragraph, but not in "learning the boring books by stealth". Remember this is the International Baccalaurerte Primary Years Program where students, in each age group, will spend six or seven weeks exploring an entire subject in as many ways as possible. Thus, for example, if exploring the human body, then there computer-studies will include interactive digital "games" to explore the human brain; art classes will include drawing the human body; second-language courses willl be on the same subject; math classes ditto.
But in all IB programs, each teacher is a "guide on the side" not "the sage on the stage". All PYP "topic inquiries" start with the young students first sharing what they know on each topic; and then what they wish to find out about topic. Thus, for example, eight-year-olds are studying planets of the universe (see the full-page photo in our "Unlimited" book) will start with all sorts of questions, such as: "What is a black spot?" "Is the sun a planet?" "Is there only one sun?" So the entire IB curriculum engenders a habit of asking pertinent questions, and then finding the answers.
Thus, PYP students are "multimedia journalists", not the passive recipients of knowledge passed on by a teacher.
And because the students themselves ask their own questions, and are seeking the interesting information they're interested in, learning is never boring. Well, seldom.
To revert to the French fashion show example: good teachers and students themselves come up with great, interesting ways to explore each top "experientially": by actually doing something.
And that is one of the real changes from schooling in the 40s and 50s and today. Once we listened to teachers lecturing us on "science" or history. Now, with the new interactive technologies, we can actually become a research scientist.
Instead of only reading about "ancient Rome", we can use Will Wright's "Sim City" software to reinvent Rome. (The "Sim", of course, comes from simulation. Just the same way that enthusiastic pilots learn their navigation, safely, in simulated flying.) (Will Wright, incientally, also went to a Montessori pre-school.)
For anyone interested in the International Baccalaureate programmes, check: www.ibo.org
And if you'd like to study "digital learning games", try out: www.marcprensky.com
Marc is a digital games designer, and has a great series of articles on his site. He also wants to involve all the world's students to reinvent "education" as online interactive games (to also appeal to all learning styles).
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Gordon Dryden - the current *recorded* number of words-in-English is well over the 1 million mark (and yes, thankyou, I'm very well aware of huge number of dialectual, slang, cant, obselete & technical words in that hoard.)
"2000 words make up most of spoken English" - WHERE? Again, I'm very well aware of teaching-programmes that state that (there is a theory that you can get by with only 800 words in any language: you probably can, with a lot of gesticulation but dont expect any kind of real communication.) In real life? Here in ANZ? No way mate. And your statements 3 & 4 are crud. Where/when was the sampling done?
Your 24/7 librarian, Google, is trying to make *real* libraries obselete.
And Sacha - really with you: it definitely aint 'all group work'. I work astoundingly badly in groups - unless it's something I know well and others want to know about (the only 'teaching' I do) or I can give a skew to some art form.
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if the Montessori method is so good, why isn't everyone using it?
Short answer: it works really well for some children, not so well for others.
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Short answer: it works really well for some children, not so well for others.
And it's expensive. I was fortunate enough to be sent to a Montessori kindy, and it worked extremely well for me. It had no discernible effect on my brother.
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And from the point of view of the working parent, the preschool option isn't all that convenient. The parent fits in with the Montessori schedule rather than vice versa.
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if the Montessori method is so good, why isn't everyone using it?
As with Steiner, I am rather hesitant about basing an entire educational philosophy on one perception (or the ideas of one guru) about learning.
Given the input from all the above, I think that there are grounds for optimism in this country afterall. "We don't know how lucky we are Frederick".
As long as we can have a system that does take into account the individual through the whole system then the heading is in the right direction. Gordon's "Group Therapy" works wonderfully - even for grownups - and there was one comment that got close to the no hopers in groups riding on the "success" of the others in their group. Welcome to the individual again. The fact that one or two of a group seem to not contribute "equally" does not mean they have not contributed value. And that is an assessment issue and that assessment has to take into account that their input may be minor but it may have influenced some others thinking. And that could be priceless!
Time for a laugh.
YOU - ME! -
And it's expensive.
It's so expensive in fact that in Italy they printed Maria Montessori's face directly onto the money. It was easier that way.
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Enquiry learning has been done for a while at our school and the teachers have reported quite amazing results. I remember especially a description of students verbalising and sharing their strategies for solving maths problems - the educators involved seemed to think it was a big deal.
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And it's expensive.
Sorry, but how is it expensive? Is it because there is a greater demand than there is supply? Or is the methodology protected by licensing fees?
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The fact that one or two of a group seem to not contribute "equally" does not mean they have not contributed value.
I'm thinking it's been a long time since you did group assessment in a scholastic environment.
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no hopers in groups riding on the "success" of the others
Learning how to cope with that dynamic is essential preparation for life and work. After all, our ambitious leader tells us:
New Zealand simply can’t afford a future where 20 percent of our workforce does not have the skills necessary for modern jobs.
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This year National will progress the education reforms that are necessary to address underachievement in our schools, improve young New Zealanders’ job opportunities and drive improved educational performance across the board.
We will implement a range of reforms to lift the performance of these schools, and ensure that where children need extra help they get it. This will include improving the training of our teachers, both in our training institutions and in professional development programmes; refocusing the tens of millions currently aimed at struggling students; and intervening more aggressively in schools which are consistently failing their students.
Laughable in light of our conversation above. Punitive in tone and lacking in any concrete idea how to meet the aspirations cited. Genuinely modern job opportunities - and innovative export businesses - seem well beyond the imagination of the wallies in charge.
And 'refocusing' extra assistance where?
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Cecilia asks:
if the Montessori method is so good, why isn't everyone using it?
Simple answer: Most early-childhood development programs include elements of Montessori, in New Zealand elements of "PlayCentre" and many more, including some of the NZ methods of Sylvia Ash to-Warner and Beeby.
Sweden's great early childhood development has a core of all.
England has a few excellent "Montessori Farm Schools".
Montessori methods are "out of patent" and out of copyright. And there are also several "Montessori methods" around the world.
With all her excellent innovations (in the early 1900s) Montessori herself held some strong Roman Catholic religious views (typical of her native Italy) which some others find restrictive and dogmatic.
I personally have find her greatest insight to be: "Create a great multi-sensory environment for learning, and children themselves will become confident, competent self-directed learners" (my interpretation). ie: They won't need teachers.
It's also called common sense.
I am sure that the Italian Government has printed her face on money because she is regarded as a great Italian innovator.
Now I am sure it is time to move on to a different subject, and me to step back out of sight:-)
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I am sure that the Italian Government has printed her face on money because she is regarded as a great Italian innovator.
That is correct. And it's worth mentioning that the 1,000 lire note was the basic unit of currency before the Euro, like the one dollar note in the US - a pretty high honorific.
A couple of years ago I obtained one of said notes back home and I believe the Montessori teachers at our school had it framed.
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No comments on your word stats Gordon?
Just a selling point for your works?
O. What A Surprise. -
"2000 words make up most of spoken English" - WHERE?
When them European Economic Community was formed, it surveyed the most-common words in all its main languages. That is where the 2000-most-common-spoken words statistics emerged.
That's why the most-used European second-language programmes (including English) are based around embedding those 2000 words into their most-useful phrases and expressions.
I'm sure you can find out the other sources on Google. I'd hate to be accused trying to sell a book where I'v e quoted them. Now settle back and have a fun alcohol-free night:-)
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Very funny not, Gordon- 2000 words gives you the most basic communication, and pretty well every ANZer will use considerably more in almost any(let alone lengthy) conversation.
I admire your earnest hustling.
I despise anyone who emulates it. -
Does the query imply that people have been commenting on the party policy without reading it? Tut tut.
No, because the query was my first post in this thread.
Which would tend to imply that I'm intending to read it before I comment on it, no?
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Very funny not, Gordon- 2000 words gives you the most basic communication, and pretty well every ANZer will use considerably more in almost any(let alone lengthy) conversation.
I always find attempts to define English as a set of most useful words silly, because they end up making the whole language sound too terrifyingly big to learn; but aiming for the smallest possible vocabulary size in teaching is such a poor goal. Not knowing words isn't the problem for kids who struggle with English, by and large. It's not knowing how to use them.
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And the way to use English is hard -BUT unfortunately necessary,and continuous - to get out there -AND USE IT.
And most of the online programmes give a totally unrealisitic assessment of online learners. So the unfortunates come to ANZ and cant speak diddlysquat.
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aiming for the smallest possible vocabulary size
But that way we can measure the words. Mmmm, standards.
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I'm thinking it's been a long time since you did group assessment in a scholastic environment.>
I would probably be right in saying that I don't think I did any group learning in any of my education settings let alone assessment. I'm too old! But my point was, experience as a "grownup" and having experienced grownup group discussions, the apparent need to be seen to contribute equally has at times been overwhelming.
If assessment of groups takes that into account today then I applaud it.
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Gordon: Up thread somewhere you mentioned the Beeby's contribution to the beginning of the playcentre movement in New Zealand. I talked to Dr Beeby about this in the early 1990s when I was doing a little playcentre history, and he joked that his part was to take in the afternoon tea for his wife Beatrice and her friends who were planning this new idea, in their house in Wadestown.
It was soon after Pearl Harbour and there was a growing realisation that the war could be long and hard and there were many mothers bringing up children unsupported. It was an exciting time for educational theories generally, and they were looking for something that would take the best of child-centred learning through play theories, with good quality toys (such as those very large wooden blocks) as well as providing support and education for parents. From what I know of Montessori here in NZ, parental involvement in the learning environment isn't generally welcomed, and that was a major difference to what evolved with the playcentre movement.
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Glory Hilary - and thanks for the anecdote-
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We likes anecdata
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Our older Asperger boy did surprisingly well in group learning activities at school. Other children perceived a role for him, usually as the honest broker, and the fair judge.
And on one memorable occasion, he got put in a video project with three cool kids, who slacked off and didn't get the work done -- until he took control, changed the idea and saved the video.
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