This week we started the Navigation 101 program. Sadly, I think, we didn't get a lot of lead up to this - mostly the lead up consisted of "go look at the website." The first class was on Thursday. We didn't get the first lesson plan until Wed. (we aren't going by the website schedule) and it was pretty skimpy. We were start off with an ice breaker, and then move into checking transcripts. Except that I'm really bad at ice breakers and I don't know how the occupational/arts classes break down. Yeah. I told several kids to talk to their counselor the next day. Then the students asked what all the other things on their checklists were and I had to say "we'll get to them another day" because I don't really know what they are really about - I mean, I guess the portfolio shows work the student has done, but what kind and what is going to happen to it, I don't know. It's not that I think the program is a waste of time or not helpful for students - I'd just more than a day to prepare. Like a week or two.
Meanwhile, I was listening to All Things Considered. They started a new series about enducation and the changes therein. The first story was about the Minnesota New Country School. This school is what I'm sure some would call odd. There are no walls, no teachers - only "advisors", no classrooms, etc. Students spend a signifcant amount of time on the computer working on projects. The projects are vetted with an advisor before the student begins and they negotiate how much credit would be earned for each project. It's up to the student to complete it. While listening, I thought would student X succeed in this environment? Would student X actually do work? or would he/she do the same thing he/she has been doing since 4th grade (nothing)? It also made me think of the number of students who left my classes this week in favor of the alternative program... it's a similar program, but doesn't have the greatest rate of success. FWIW the Minnesota New Country School has an issue with seniors leaving in favor of the regular high school because the senior project is onerous.
How does a public education program, one that is tasked with teaching all students, whether they want it or not, supposed to design a program for all students? Are individualized computer programs the answer? Because two years ago, the answer was cooperative learning... and it's hard to combine those ideas. Some days I look at my students and wonder how I'm supposed to reach all of them.
Meanwhile, I was listening to All Things Considered. They started a new series about enducation and the changes therein. The first story was about the Minnesota New Country School. This school is what I'm sure some would call odd. There are no walls, no teachers - only "advisors", no classrooms, etc. Students spend a signifcant amount of time on the computer working on projects. The projects are vetted with an advisor before the student begins and they negotiate how much credit would be earned for each project. It's up to the student to complete it. While listening, I thought would student X succeed in this environment? Would student X actually do work? or would he/she do the same thing he/she has been doing since 4th grade (nothing)? It also made me think of the number of students who left my classes this week in favor of the alternative program... it's a similar program, but doesn't have the greatest rate of success. FWIW the Minnesota New Country School has an issue with seniors leaving in favor of the regular high school because the senior project is onerous.
How does a public education program, one that is tasked with teaching all students, whether they want it or not, supposed to design a program for all students? Are individualized computer programs the answer? Because two years ago, the answer was cooperative learning... and it's hard to combine those ideas. Some days I look at my students and wonder how I'm supposed to reach all of them.
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