This is a School that Johnny Wants to Attend
I worry about Johnny, so I decided to design an optimal school for him. This school has:
More material that is introduced at home for homework. He accesses these lessons on his computer, working through interactive learning modules and videos, responding to online quizzes, all in preparation for a deeper dive in school the following day.
Less time in class listening to the teacher talking about a new topic, and more time asking questions of his peers and his teachers about what he reviewed at home.
Fewer days spent inside the classroom.
Some days at home or at a friend’s house on a designated “e-learning” day completing assignments online doing some individual assignments, and other assignments with a friend or two via Skype.
Physical Education programs that incorporate local sports clubs and self-guided activities geared to build confidence and individual accountability for one’s health.
Some days at a local business learning how paper is manufactured, cows are raised, food is prepared, architects build models, etc. In each grade, he is introduced to different industries and returns to some from previous years, building a more sophisticated base of knowledge throughout the years.
Museum days where he works in small groups on a long-term project lasting several weeks to several months.
Days at school, working in groups as his teacher walks around the room providing feedback; or working alone and getting one-on-one time with his teacher.
Days at school where different experts come into the classroom and work on coding projects, design projects, building projects, etc.
Service days where he volunteers with organizations in the community in activities that match or expand his own skills.
In Johnny’s new school, the responsibility for teaching is extended to a broader community of practicing experts, is enhanced by technology, and is individualized to further support his learning. His classroom teacher plays an ever important role guiding him through these experiences and providing feedback and support to reinforce learning from this wider range of resources. Teaching is as vital a role as ever in this scenario, but responsibility is shared with a wider circle of permanent resources providing more input into the experience than has been true in the past.
Some aspects of this new school are currently being integrated into curriculum across the country as teachers flip their classrooms and blended learning technology assists in the individualization of the learning experience. As partnerships expand with technology providers and practicing experts in a wider range of industries, curriculum design extends into a curatorial role within the PK-12 just as it has with learning and development teams in the corporate sphere.
We back into the learning experience starting from the working world, providing over the PK-12 experience what learners need to know sooner and over a broader range of time. Yes, what people need to know changes all the time, but by extending the learning network to the community that includes the current workforce, the curriculum is more likely to refresh as needed over time. There’s less of chance of culture shock when people move on from PK to college and on to work. It’s 70:20:10 for the younger set.
I think Johnny has a better chance of being happier here as the lines between “school” and “life” become further blurred. He was never disinterested in learning, as he was teaching himself all the time. He has more opportunities to participate in and drive his overall learning experience, and more of a chance of making an impact on the world one step at a time.
#70:20:10Learning #BlendedLearning #Collaboration #ContextualizedLearning #CorporateLearning #ExperientialLearning #K12 #LearnByDoing #LearningDesign