The change in the focus that is required for Year Round Education can best be seen by a comparison of the old focus of an Industrial Society to the new focus of an Information Age.
Several examples of this change are facts and memorization based on repetitive work and worksheets to the how to apply data, critical thinking and innovation. Another comparison can be seen in this change in focus whereby learning is broken down into analysis of isolated parts to learning in a holistic manner.
Inactive and individual learning will be replaced with will be replaced with interactive technology based learning as well as well structured cooperative learning. The new age focus will also have as some of its major elements, Real Life Simulations, Algebra for all, Telecommunications, Flexible heterogeneous grouping, Computers as a technological tool, Intergraded Curriculum and Instruction and Multi-Criteria Evaluations and assessments just to mention a few of these shifts in focus.
The elementary curriculum of tomorrow will be written and taught from a thematic approach. Teachers will take an issue such as the Grand Canyon and incorporate language, math, science and social studies skills into studying the Grand Canyon.
You’re going to see a high school in the future where students are organized into teams. They will use computers, knowledge, and the human resources (teachers) to become problem solvers and critical thinkers.
The majority of the day will be spent in team work. At different times, students will be scheduled for skill sessions in math, science, language and the humanities. The driving force behind this approach will be technology.
Teachers will no longer be the “Sage on the Stage.” Instead their role will be altered from a dispenser of information to a diagnostician and prescriptor of learning with the student being the one doing the work of learning.
If you think about it, you need only compare how the students of Aristotle and Socrates were instructed to how contemporary students are taught. The preponderance of activity in both settings was chalk and talk. So how far have we really come and how far do we have to go?
The curriculum of tomorrow will need to include the following academic skills:
Reading: The ability to read and comprehend correspondence.
Writing: The ability to communicate in a clear and concise format, using good grammar and correct spelling, ability to understand ideas and communicate them in writing.
Computer Literacy: Ability to understand computer concepts.
Calculation: The ability to use math skills in an applied manner.
Language: The ability to use English (or a second language) in an applied manner.
Reasoning: The ability to put a number of different concepts together in a logical form, draw conclusions, use common sense and good judgments in decision making.
Speaking: The ability to communicate orally, grammatically and persuasively.
Organizing: The ability to set priorities and manage time.
Listening: The ability to listen for content, meaning and directions.
These can further be viewed as integrated work place literacy skills.
Language and Communication: The ability to read, write, and comprehend easily a wide range of printed materials, and speak clearly and effectively.
Quantitative analysis: The ability to perform basic mathematical computations, understand charts and graphs, and analyze or synthesize quantitative problems.
Problem Solving: The ability to reason and solve practical problems, follow complex written and oral instruction, and deal with situations in which there may be several variables.
Interpersonal/Attitudinal: Possess the qualities of self-esteem, motivation, reliability, punctuality, the ability to deal with and work co-operatively with others, and acceptance of the concepts of lifelong learning and change.
Job-Seeking-self/advancement: The ability to assess one's abilities and ambitions and obtain the skills needed to fulfill them.
The curriculum will also have to be measured differently. It will have to be instantaneous. Assessment/Evaluation of tomorrow must be performance based. Does this mean no more objective assessments? No. It means that the emphasis placed on objective assessments must be decreased and a better balance of these other types of assessment must be established.
The NCLB objective testing mania must change. Greater emphasis must be placed on demonstration (both physical and oral forms) such as portfolios or projects in order to more accurately evaluate learner skills. The scoring rubrics associated with this new system require much greater specificity for projects and oral presentations.
Technology will afford teachers the opportunity to provide immediate feedback to assessments, which is so crucial to the next day's lesson design. Instead of teaching the next unit as if all the students had mastered it, the teacher will have instant feedback with which to design suitable daily lessons based on prior demonstrated knowledge.
If we are willing to look at all of the issues discussed in parts 1 and 2 of this treatise concurrently, we have an opportunity to make the necessary improvements to our educational system. If we fail to take the comprehensive approach and continue our piece meal strategy we are doomed to throwing more and more money at the problem with little or no significant improvement being achieved!
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