Summary: David Dwight Douglas (of www.ultimate-schools.com) offers debate points for ultimate schools: "I theorize that a considerably protracted dialog among child development experts (other than educators) would eventually arrive at a single, unified concept of the ultimate school, ideal for all children, in all situations and in all communities [sigma] I do not expect that the ultimate school, though it might be clearly defined, will ever be accepted or practical. No ultimate ever is." Mr. Douglas' debate points are presented below, followed by a summary of MC Wang's Adaptive Learning Model (as conceptual outline--which is in "play"-- of how Mr. D's concerns might play out.)
Mr Douglas continues:
Examine these sixteen critieria for their relevance and value[sigma] [rather than being a process-based or methods model it] measures what is actually learned and accomplished rather than what is taught or intended.
The sixteen criteria are as follows:
- The extent to which each student has his own custom-tailored curriculum that is continually updated according to his actual progress.
- The extent to which education is driven by the students' desire to learn rather than the teachers' need to teach.
- The extent to which media rather than teachers lecturing is the primary source of information.
- The extent to which every student has a steacher who takes the time to become a respected mentor, advisor, and close friend.
- The extent to which parents are directly involved in the educational work of their child.
- The extent to which the educational process is measusred entriely by what was actually learned rather than by what was taught and for how long.
- The extent to which there is continual educational and social interchange between students of widely different ages and backgrounds.
- The extent to which there are a sizable number of registered adult volunteers working directly with students on a regular basis.
- The extent to which students formally evaluate themselves, their teachers, and their school on a regular basis.
- The extent to which students are aactively involved in the polices and operations of their school.
- The extent to which students' behavior is motivated by self-control and consideration for others rather than by rules and punishments.
- The extent to which significant contributions of material support are donated to the school by members of the community on a regular basis.
- The extent to which students and teachers go to school each day feeling safe, challenged, appreciated and needed.
- The extent to which the school is the central focus of community activities.
- The extent to which the school is open year round and for extended hours.
- The extent to which the school's diploma accurately represents each student's achievements and is held in very high regard by higher education and business institutions.
There seems to be considerable overlap with at least one model, one which has achieved recognition and research-based distinction, the Adaptive Learning Model championed and developed by Margaret C. Wang(summarized in the section immediately below this paragraph). While the word-for-word overlap isn't perfect, I suspect that the model's implementation would contribute considerably to realization of all 16 of Mr. Douglas' stipulated criteria. I leave you to the study of the overlap between the ALM summary(below) and the 16 Douglas criteria.
How Is The Model Implemented In A School?
The Adaptive Learning Environments Model is designed to provide instruction that is responsive to student needs and to provide school staff with ongoing professional development and school-based program implementation support to achieve student success. Implementation features the following design elements.
When a high degree of implementation is achieved, a unique classroom scenario is created. Students can be found working in virtually every area of the classroom, engaging in a variety of learning activities, including participating in small-group instruction, receiving one-to-one tutoring, or engaging in peer-based collaborative activities. Teachers circulate among the students, instructing and providing corrective feedback.
Instruction is based on diagnostic test results and informal assessments by the teacher. Every student is expected to make steady progress in meeting the curricular standards. Learning tasks are broken down into incremental steps, providing frequent opportunities for evaluation.
What Is The Evidence That The Model Is Successful?
The Adaptive Learning Environments Model is designed to provide instruction that is responsive to student needs and to provide school staff with ongoing professional development and school-based program implementation support to achieve student success. Implementation features the following design elements.
-Individualized Progress
Plans consist of two components. The first is a highly structured
prescriptive component for basic skills mastery. In addition, an
exploratory component provides learning opportunities that foster
student self-direction and problem-solving ability while fostering
social and personal development to enhance student learning success.
-A Diagnostic-Prescriptive Monitoring System incorporates a standards-based curriculum and assessment system to ensure student mastery of subject-matter knowledge and learning skills.
-A Classroom Instruction-Management System provides implementation support that focuses on student self-responsibility and teacher teaming in implementing a coordinated approach to instructional and related service delivery.
-A Data-Based Professional Development Program provides ongoing training and technical assistance support that is targeted to meet the implementation support needs of the individual staff.
-A School-Based Restructuring Process provides school and classroom organizational support and redeployment of school resources and staff expertise to achieve and sustain a high degree of program implementation.
-An active Family Involvement Program is targeted to support student learning success.
-A Diagnostic-Prescriptive Monitoring System incorporates a standards-based curriculum and assessment system to ensure student mastery of subject-matter knowledge and learning skills.
-A Classroom Instruction-Management System provides implementation support that focuses on student self-responsibility and teacher teaming in implementing a coordinated approach to instructional and related service delivery.
-A Data-Based Professional Development Program provides ongoing training and technical assistance support that is targeted to meet the implementation support needs of the individual staff.
-A School-Based Restructuring Process provides school and classroom organizational support and redeployment of school resources and staff expertise to achieve and sustain a high degree of program implementation.
-An active Family Involvement Program is targeted to support student learning success.
When a high degree of implementation is achieved, a unique classroom scenario is created. Students can be found working in virtually every area of the classroom, engaging in a variety of learning activities, including participating in small-group instruction, receiving one-to-one tutoring, or engaging in peer-based collaborative activities. Teachers circulate among the students, instructing and providing corrective feedback.
Instruction is based on diagnostic test results and informal assessments by the teacher. Every student is expected to make steady progress in meeting the curricular standards. Learning tasks are broken down into incremental steps, providing frequent opportunities for evaluation.
What Is The Evidence That The Model Is Successful?
-In schools where the
Adaptive Learning Environments Model components have been adopted, data
are collected on degree of implementation, classroom processes, and
student outcomes, such as student achievement and student attitudes
about their schools and learning experience. Findings from over two
decades of implementation of the model in a variety of school settings
provide consistent evidence that effective implementation leads to
positive changes in classroom process. These changes result in intended
academic, attitudinal, and social competence outcomes.
-In classrooms where a high degree of implementation is achieved, teachers tend to spend more time on instruction than on managing students and students tend to be highly task oriented. Steady and productive interaction between teachers and students, and among students, replaces the passive learning mode typically found in conventional classrooms. Interactions among students, for the most part, focus on sharing ideas and working together on learning tasks. Distracted behavior on the part of individual students is minimal and does not seem to interfere with the work of others.
-Standardized achievement test scores in reading and math indicate that implementation of the model consistently leads to student achievement that meets or exceeds expected gains. Achievement results from various sites over the years have compared favorably with comparison sites in terms of national test norms, as well as district and population norms. Significant differences have been found with special education students who are integrated in regular Adaptive Learning Environments classes.
-In classrooms where a high degree of implementation is achieved, teachers tend to spend more time on instruction than on managing students and students tend to be highly task oriented. Steady and productive interaction between teachers and students, and among students, replaces the passive learning mode typically found in conventional classrooms. Interactions among students, for the most part, focus on sharing ideas and working together on learning tasks. Distracted behavior on the part of individual students is minimal and does not seem to interfere with the work of others.
-Standardized achievement test scores in reading and math indicate that implementation of the model consistently leads to student achievement that meets or exceeds expected gains. Achievement results from various sites over the years have compared favorably with comparison sites in terms of national test norms, as well as district and population norms. Significant differences have been found with special education students who are integrated in regular Adaptive Learning Environments classes.
