Learning Unchained

For too long, learning at school has been tied (figuratively and literally) to the old bell schedule and the Carnegie unit. 50 minutes to one hour per subject per day. Oh, then we got really creative and came up with the block schedule: 90 minutes to 2 hours per subject on alternate days. 

Slowly, we are realizing that learning and time do not have to be conjoined. It is not only possible, but possibly much better for students to learn at varying paces, based on the subject matter, availability of resources, their particular learning strengths, interests, and weaknesses--moving toward common goals, but arriving from different directions. 

If even the folks who gave us the Carnegie unit (Carnegie Foundation for the Advancment of Teaching) are rethinking its value, surely the rest of us can at least discuss the wonderful possibilities. To help move that discussion along, I recommend a recent piece by Shawn Cornally, "Why It's Time to Eliminate Class Schedules." 

His critical thinking about scheduling parallels some questions I've been musing for while about why we cling to dividing students into grade levels. 

Anybody know of U.S. schools that have replaced these models with more fluid ones? If so, what has (or might be) the reponse of parents and students? Do these types of changes make more or less sense in an age where learning is more blended with experiences an on platforms outside the brick-and-mortar school? 

Comments

[Ariel Sacks]

Renee, I agree with you about the problems and limitations of the class schedules and especially grade levels. I'd love to see what this could look like. I know of two models that seem to do something differently, but I'm not sure I'd like to see these scaled. I'm grossly generalizing about these schools for the same of argument, and would welcome clarification here:

1. Brooklyn Free School: kids literally choose to show up and learn whatever they want, whenever they want, and how they want, with guidance from teachers, and rules about not infiringing on the rights of others. Sounds awesome for a certain kind of kid, but seems too loose for an entire system. http://www.brooklynfreeschool.org/faq/index.html

2. School of One: personalized instruction, based on instantaneous assessments through computers. Kids are sorted based on mastery of skills as seen in these assessments and move on to the next skill only when they are ready. The reliance on technology to teach and assess seems like a limiting factor here. Not sure students have any agency in determining what they learn. Too mechanized for my taste. http://schoolofone.org/concept.html

But, wow, if we could get these two schools talking to each other!

[TeachMoore]

Thanks for your thoughts, Ariel. There would be many possible configurations, and that might be a great thing.

[Aaron Akune]

I think this is a topic that deserves far more attention than it's getting. We all know that outside of school people don't learn about isolated subjects during specific and limited times of the day. Learning crosses many disciplines and is interconnected. Completely throwing out a daily schedule may be challenging for some to imagine. A much more imaginable step may be to encourage interdisciplinary learning where multiple subjects are taught in a integrated manner. Providing the teachers of these students collaborative time is key to facilitating this interconnected learning occur. I'm interested in learning about other models as well! Thanks for getting the conversation going!

Aaron

[TeachMoore]

It is an important discussion, Aaron, and thanks for your contribution. The idea of integrating subjects or interconnecting learning is a reasonable first step for teachers and students who are used to the current system.

Now,I'm curious to seek out some other examples.