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M ODELS OFSCH OOL

JOSEP H WEISSGOLD 2014
JOSE PH WE ISSGOLD 2014
HOW NOT-SO-ACA DEM I C ST U DEN T S P ERCEI V E T R A DI T I ON A L EDU CAT I ON

SCHOOL

REL AY A N D T EST M AT ER IA L
...
HOW TR ADITION AL SCHOOLS PERCEIVE EDUCATION

SCHOOL

REL AY A N D T EST M AT ER IA L

GET PA SSIN G GR ADES

STUDEN T

GR...
THE EFFECT OF THE DI SCREPANCY AS IT AFFECTS LESS ACA DEMIC STUDENTS

SCHOOL

REL AY A N D T EST M AT ER IA L

GET PA SSIN...
HOW UN ENGAGED EMPLOYEES PERCEIVE WORK

WOR K

SET BRIEFS A ND QUOTAS

STAY EMP LOYED

PU R SUE IN T ER EST S

EMPLOYEE

E...
WOR ST CA SE SCEN A R I O FOR A WOR K SI T UAT I ON

WOR K

SET BRIEFS A ND QUOTAS

STAY EMP LOYED

PU R SUE IN T ER EST S...
HOW TRA DI TI ONA L SCH OOLS WISH IT COU LD BE

SCHOOL

REL AY A N D T EST M AT ER IA L

GET PA SSIN G GR ADES

PU R SUE I...
HOW ACTIV E LEARNI N G ADDRESSES THE GAP

SCHOOL

REL AY A N D T EST M AT ER IA L

ACT I V E L EA R N I N G

GET PA SSIN G...
WH Y SCH OOL S A R E N ER VOU S A BOU T ACT I V E LEARNING

SCHOOL

REL AY A N D T EST M AT ER IA L

ACT I V E L EA R N I ...
HOW PROGRESSIV E EDUCATION WORKS IN FINL AND

SCHOOL

REL AY A N D T EST M AT ER IA L

GET PA SSIN G GR ADES

GR ADES

ACT...
WH Y FI N L A N D’ S M ODEL WON ’ T WOR K ROL L ED OU T ACROSS A M ER I CA

SCHOOL

REL AY A N D T EST M AT ER IA L

ACT I...
WH AT M I G H T I N FACT H A P P EN OV ER T I M E IF IT DID

SCHOOL

REL AY A N D T EST M AT ER IA L

GET PA SSIN G GR ADE...
IDEAL SITUATION FOR A N ENGAGING WOR K EN V I RON M EN T

WOR K

SET BRIEFS A ND QUOTAS

STAY EMP LOYED

EVA L UAT ION

CR...
LX LAB
RESOURCES FOR ACT I V E LEAR N I N G

JOSEP H WEISSGOLD 2014
JOSE PH WE ISSGOLD 2014
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Models of School

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A presentation of various different mental models of the relationship between Schools and Students, from different stakeholders' perspectives.

Published in: Education
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Models of School

  1. 1. M ODELS OFSCH OOL JOSEP H WEISSGOLD 2014 JOSE PH WE ISSGOLD 2014
  2. 2. HOW NOT-SO-ACA DEM I C ST U DEN T S P ERCEI V E T R A DI T I ON A L EDU CAT I ON SCHOOL REL AY A N D T EST M AT ER IA L GET PA SSIN G GR ADES PU R SUE IN T ER EST S STUDEN T GR ADES STU DY EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S Emily doesn’t really care about grades, but she does care about the expectations that others have of her. So she does what she needs to get passing grades, but tries to spend as much time as possible finding engagement elsewhere.
  3. 3. HOW TR ADITION AL SCHOOLS PERCEIVE EDUCATION SCHOOL REL AY A N D T EST M AT ER IA L GET PA SSIN G GR ADES STUDEN T GR ADES STU DY EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S Her school expects her to care about her grades, not just satisfying her teachers. They imagine she should understand how important it is for her future.
  4. 4. THE EFFECT OF THE DI SCREPANCY AS IT AFFECTS LESS ACA DEMIC STUDENTS SCHOOL REL AY A N D T EST M AT ER IA L GET PA SSIN G GR ADES PU R SUE IN T ER EST S STUDEN T GR ADES STU DY EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S For Emily, the academics of school become conceptually removed from her pursuit of her interests. The disconnect is further reinforced by the fact that for her, study and play are in direct opposition.
  5. 5. HOW UN ENGAGED EMPLOYEES PERCEIVE WORK WOR K SET BRIEFS A ND QUOTAS STAY EMP LOYED PU R SUE IN T ER EST S EMPLOYEE EVA L UAT ION WORK EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S Why is this so terrifying? Because eventually Emily will leave school, and she’ll retain the idea that work and play can’t converge. At some point she’ll need to choose to become satisfied as a compliant employee or she’ll be forced to rebel.
  6. 6. WOR ST CA SE SCEN A R I O FOR A WOR K SI T UAT I ON WOR K SET BRIEFS A ND QUOTAS STAY EMP LOYED PU R SUE IN T ER EST S EMPLOYEE EVA L UAT ION WORK EN G AG EMEN T P L AY PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S In her case, rebelling may be the only thing that sets her free, and she may turn that experience to her benefit. But if she doesn’t, she runs the risk of neglecting her interests, and maybe even forgetting she had them.
  7. 7. HOW TRA DI TI ONA L SCH OOLS WISH IT COU LD BE SCHOOL REL AY A N D T EST M AT ER IA L GET PA SSIN G GR ADES PU R SUE IN T ER EST S STUDEN T GR ADES STU DY EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S What her school would ideally want is for Emily to bring her engagement from her hobbies into the classroom. But without the framework to support her personal projects, she leaves her interests at home.
  8. 8. HOW ACTIV E LEARNI N G ADDRESSES THE GAP SCHOOL REL AY A N D T EST M AT ER IA L ACT I V E L EA R N I N G GET PA SSIN G GR ADES PU R SUE IN T ER EST S STUDEN T GR ADES STU DY EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S At a school that encourages active learning, either through projects or activities, she’d get that support. Then, she’d be able to bring her outside enthusiasm into school.
  9. 9. WH Y SCH OOL S A R E N ER VOU S A BOU T ACT I V E LEARNING SCHOOL REL AY A N D T EST M AT ER IA L ACT I V E L EA R N I N G B GET PA SSIN G GR ADES PU R SUE IN T ER EST S STUDEN T GR ADES STU DY EN G AG EMEN T P L AY B PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S But her school isn't comfortable with active learning because they see how it would take time away from traditional learning. That cost would be too high if it turns out that some of their students don’t have valuable interests or they still don’t engage at school.
  10. 10. HOW PROGRESSIV E EDUCATION WORKS IN FINL AND SCHOOL REL AY A N D T EST M AT ER IA L GET PA SSIN G GR ADES GR ADES ACT I V E L EA R N I N G PU R SUE IN T ER EST S STUDEN T EN G AG EMEN T L EA RN PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S Now, if Emily lived in Finland, there would be time for her to pursue her interest in and out of class. But more importantly, by integrating active learning across all her classes, the divide between study and play may disappear altogether.
  11. 11. WH Y FI N L A N D’ S M ODEL WON ’ T WOR K ROL L ED OU T ACROSS A M ER I CA SCHOOL REL AY A N D T EST M AT ER IA L ACT I V E L EA R N I N G B GET PA SSIN G GR ADES GR ADES PU R SUE IN T ER EST S STUDEN T EN G AG EMEN T L EA RN PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S But if Emily doesn’t spend time memorizing, how can we know if she’ll know all the material for the standardized testing? It only works if students really do come to school engaged and put in the effort. That takes a lot of trust, and Emily’s school is skeptical.
  12. 12. WH AT M I G H T I N FACT H A P P EN OV ER T I M E IF IT DID SCHOOL REL AY A N D T EST M AT ER IA L GET PA SSIN G GR ADES GR ADES ACT I V E L EA R N I N G PU R SUE IN T ER EST S STUDEN T EN G AG EMEN T L EA RN PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S The connection is right. If she doesn’t care, she won’t work hard, and her grades will suffer. But the opposite is true too. If active learning and the test material reinforce one another, that as Emily works hard on her projects, her grades will reflect it.
  13. 13. IDEAL SITUATION FOR A N ENGAGING WOR K EN V I RON M EN T WOR K SET BRIEFS A ND QUOTAS STAY EMP LOYED EVA L UAT ION CR EATI V E CH AL L EN G E PU R SUE IN T ER EST S EMPLOYEE EN G AG EMEN T WOR K PL AYER S G OA L S FEEDBACK LOOPS ACT I ON S If Emily is able to retain the model that work and play can be the same thing, then she may carry that into adulthood. Whether the goal is Emily’s happiness or the value she generates, allowing her to bring engagement to her work is the better way.
  14. 14. LX LAB RESOURCES FOR ACT I V E LEAR N I N G JOSEP H WEISSGOLD 2014 JOSE PH WE ISSGOLD 2014

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