A new story: AT ELITE SCHOOL, LONGER CLASSES TO GO DEEPER

Article Reflection

http://www.nytimes.com/2011/06/02/education/02calhoun.html?pagewanted=1&_r=1

Anderson, J. (2011, June 01). At Elite School, Longer Classes to Go Deeper.  Retrieved

            from http://www.nytimes.com

              I’ve chosen to write about this article because it presents a school moving from an old story to a new story in trying to improve student learning and performance.  This private school moved away from a traditional schedule of eight 45 minute classes each day, with courses broken into two semesters; instead, high school students study three to five subjects in each of five terms, or modules that are 32 to 36 days long.  Students are now also given approximately 45 minutes of “community time” each day, which is an intentionally unstructured period for the students.

When I read this article, the changes that this school undertook brought to mind the concept of a new story which I’ve come to understand and interpret since taking EDUC 5P3.  For me, the notion of a new story has come to mean a new approach to educational policy, teaching and learning, as well as a dispensing of old modes of thought, practice, or ways of doing things. This school has certainly moved away from an old story to a new one as it has become progressive by “embracing more depth over breadth” and by allowing more experiential learning.  This experiential learning occurs through such experiences as trips to parks and museums.  This emphasis on experiential learning and depth constitutes a more student-centred approach than one that is strictly focussed on the numerical results of standardized tests.  Shirley (2009) outlines the importance of experiential learning when he writes that “access to museums and concerts – all play decisive roles in the education of the young” (p. 205).

Although this private school may have had little difficulty in adopting change due to greater flexibility and resources, it is important for all schools to reconsider old modes of thinking or doing things. By considering a new story, there are possibilities to maximize both the learning experiences and potential of students.

Works referenced

Shirley, D. (2011). The Fourth Way of technology and change.  Journal of Educational

             Change.  (12), 187-209.