Comparison and Analysis of Educational Models - Essay Example

of the essay First, Middle Initial, Sur This essay explores different instructional models, widely usearound the globe, and compare the differences among them. I have also tried to establish a connection between historical factors that forced our education to alter according to the political, social and cultural needs. After that we analyzed a lesson plan. We critically studied the strategy upon its merits and demerits. Lastly, We reviewed the assigned article and tried to filter out the need of academic or aptitude tests and their unwanted burden on our teachers, parents and most of all our students. There are different educational philosophies having different focal ideas. Perennialism, Essentialism and Progressivism are being followed education programs all over the world. Let’s explore the ideas in a little more detail. Firstly, Perennialists focus on the introduction of the western civilization and its approach towards facts that do not change. Humans rationalize things and thus need intellectual growth. In all the study programs today, it is on the highest priority to nourish humans with information as well as aesthetic taste e.g. arts, music, books, natural constants and so forth. Robert Maynard way back in 1963 developed a program that later further developed by Mortimer Adler. Secondly, Essentialists believe that there is a set of moral and ethical knowledge that should be common for any student. Therefore, conservative approach of essentialism advocates for moral, ethical and cultural values that an institution should teach. In addition to more orthodox learning of reading, writing and computing, teachers should teach about respect, discipline or emotional expression and control etc. Thirdly, Progressivism believes that focus should be on the subject, in this case a child, and not on the content or a teacher. All students are born with the same capabilities but with different interests. Hence the deliverance should be more experimental oriented rather instructional. A single problem may be rationalized differently depending on the surroundings, physical arrangement and cultural setup. A scientifically designed program is adopted so that students acquire first hand knowledge. According to John Dewey, a staunch advocate of progressive education system, citizens should experience liberty in the school rather submissive and totally dictatorial environment. In the early 19th century, in United States schools were only accessible to wealthy citizens only. Social activists realized that to establish a healthy and a progressive society, education should be available to all. As a result of untiring efforts, by the end of the 19th century, elementary level education was available to all American citizens. In some states it was even compulsory. In the 20th century, Americans showed grate improvement and number of students graduating from high schools surged up to 85 percent. In the 20th century, Americans experienced global issues with a unique political setup like World War II, Vietnam War, Cold War era left deep impact on American education system. Beside that, a number of historically important internal events like the Great Depression and the Civil Rights Movement left their effects on the education system too. Today, being the World’s most powerful country United States has completely new set of responsibility. Composition of its multi-ethnic population has introduced new subjects in its education system to adhere different social setup intact in future. Similarly teachers’ training programs have been introduced to avoid any unrest in the society. Like other social and cultural units, the event of 9/11 has impacted the education system also. Steps have been taken to eliminate any racial profiling in the schools. However, there are other issues also to deal with. For instance, drugs, street or domestic violence and its psychological effects, sex abuse, alcohol abuse and smoking issues. American education system has always been symbol that guarantees an individual’s freedom and firmly based on equality. Despite that, the deteriorating facts and unsatisfactory statistics of the high school education system demands to revamp the instructional strategies and instructor’s training program from the scratch. The selected lesson plan, attached herewith, is a decent effort to involve the students in learning the basic concept of a particular business phenomenon i.e. Wants Vs Needs. The grading plan is very optimistic and depicts the teacher’s confidence in his plan. However, I would rather prepare the worksheet with the help of students. I would ask them to brain storm and come up with relevant questions. Later I would shuffle the questions and include the most appropriate of them. Objective of the teacher’s plan is very clear, concise and yet encompasses all the requirements to make the students understand the topic well. By employing multiple exercises and offering incentives, students are compelled to take part in the process. The psychological manipulation of minds by offering an aspect of fun and learn inspires me most. In a subject like business, it gets sometimes boring for some students but the game drags them in to the activity. The individual and combined efforts in the activities bring the class together. It gives them time to work closely. The multi-layered strategy to make the subject understandable easily proves that it is a well thought plan. The assessment criteria are justified because it requires one to take part in the whole activity to earn the best grade. If I have to then I would use this plan since it is topic focused with multiple factors to arouse the participants’ interest. This plan also keeps the whole class busy, encourage inter-personal communication, and very stable and unbiased assessment method. I have started believing that fiction becomes a reality one day. Inter-galactic movies portray characters with only special (sometimes genetically designed) characteristics that make one a super human. Scientists have designed tests to measure different humanistic qualities right from the birth of a child. This continues through out the academic life. Parents get worried about their toddler if the assessment proves their kids’ ability to perform below the benchmark results. These tests put an extra and yet undue pressure on the students. In American society, parents have rendered the responsibility to the schools to groom their child for the future. They hardly get a chance to know their kids academic growth first hand. On the contrary, they make the school system responsible for their child’s achievements since most of its time is spent with the teachers. The aptitude or academic tests put a question mark on the instructional methods that schools have deployed. In fact, it questions the teachers’ ability to deliver the information in the right manner. People also argue about the very need of these tests that prove nothing but some kids did better than others. Can we decide the whole life of a child based on the results of such a test? Teachers spend much more time in preparing their students for these tests rather concentrating on their lesson plans and delivering something with greater value. Despite of all the doubts and concerns related to tests, Americans have accepted to judge their future based upon their results. Instead of undermining our teachers and administration’s efforts, the need is to strengthen our school system by introducing new teaching methodologies and implement able training programs rather just signing up new bills to put more stress on schools. Smith, M. K. (2004). Adult schools and the making of adult education. Retrieved from www.infed.org/lifelonglearning/adult_schools.htm Thattai, Deeptha (2011). A History of Public Education in the United States. Retrieved from http://www.servintfree.net/~aidmn-ejournal/publications/2001-11 Lewis, Beth. The Buildup of Standardized Testing Pressure. Retrieved from http://k6educators.about.com/cs/professionaldevel/a/standtests.htm Strauss, Valerie (October 10, 2006). The Rise of the Testing Culture. Retrieved from http://www.washingtonpost.com/wpdyn/content/article/2006/10/09/AR2006100900925.html Robinson, M. Nancy (2003). Two Wrongs Do Not Make a Right: Sacrificing the Needs of Gifted Students Does Not Solve Societys Unsolved Problems. Retrieved from http://psych.wisc.edu/henriques/papers/Robinsona.pdf Bishop, H.john. Mane, Ferran. The Impacts of Minimum Competency Exam Graduation Requirements on High School Graduation, College Attendance and Early Labor Market Success. Retrieved from http://www.ed-excel.com/verlabou.PDF Grace, Chen (October 13, 2010). Can Public Schools Force Students to Take AP Courses and Exams? Retrieved from http://www.publicschoolreview.com/articles/264 Academy Curricular Exchange Columbia Education Center Miscellaneous Source: http://ofcn.org/cyber.serv/academy/ace/misc/cecmisc/cecmisc003.html AUTHOR: Amy F. Rogers, Southeast High School, Wichita, KS TITLE: INTRODUCTION TO BUSINESS GRADE LEVEL/SUBJECT: 9-12 OVERVIEW: Many students in an introductory class such as this find the material not challenging. I have found an activity that not only helps them find this course interesting but fun and in a way--a challenge. PURPOSE: The purpose of this activity is to reinforce their knowledge of the current material we covered in class. As an example lets say we covered material concerning wants/needs. An activity as the one described below will allow me to check their understanding of wants vs need. OBJECTIVES: As a result of this activity, the students will: 1. List examples of wants and needs. 2. Describe differences between and want and a need. 3. Pass a 10 question, 10 point quiz with at least 80% accuracy. RESOURCES/MATERIALS: Just the worksheets completed by the instructor, and prizes. ACTIVITIES: 1. To prepare for this activity students read the chapter about wants and needs, and answer carefully selected questions concerning the subject. 2. The day after students read material they are handed a worksheet prepared by myself. It consists of fill-in-the blank questions about their reading and questions. They are to fill in the worksheet and review them before class tomorrow. I tell students that if they can score a B or better we will play Business Feud. 3. I orally discuss and check the worksheets to make sure the answers are correct. I collect the questions and give students the 10 point quiz. At that time 90% of the students scored an A and the rest scored a B. 4. We proceed to play what I call Business Feud. I appoint a judge an emcee and a scorekeeper. The rest of the class are the two rivals, and score as many points as possible to win. The questions for the game are taken off their worksheets, giving them yet another good review of the material on wants/needs. The instructor plays only a supervisory role in the game. 5. I have found this activity works best when given a time limit or a score limit. The winners usually receive a prize--the type of prize is left to the discretion of the instructor. TYING IT ALL TOGETHER: 1. Praise students for a job well done on their quizzes and encourage them to keep reviewing the material presented. 2. Use this activity to liven up a class that might that, at times, seems uninteresting. 3. My Business Feud wasnt just a game it was a chance to review in a method both instructor and students found enjoyable and worthwhile. Read More