Futuristic pathways for education
A training manual presented to the internet for use by educators looking for new ideas.
| JANUARY 1, 2018 © Barbara J. Tyson ED.d. 2018 bjtyson@futuristicpathwaysforeducation.com |
FORWARD
The school goal is to produce an educated individual. Efficiency in this process is overlooked in the pressures within the system environment. Inefficiencies in the process are known factors. Research funds have been dedicated to finding a solution. Millions of hours in training by administrators and instructional staff have been applied to sharpen the spear. The answer in the march toward efficiency is still elusive. The challenge of continuous improvement has been a slippery slope in education. Futuristic Pathways for Education opens a road to necessary changes for the children of the future. The Pathways for Education system promotes improved problem-solving and critical thinking skills with new concepts for the school.
Futuristic Pathways for Education staff have decades of experience in varied fields of research and development for schools. We employ vigorous efforts to help institutions develop a winning process in all aspects of their operations. The goal is a Best Practice toward the future.
INTRODUCTION
Are you meeting your students on the same level compared to marketing organizations that vie for their minds?
How many trainings have you attended that have the key to solve your classroom management issues with technology savvy children of the future?
How efficient is your school in the education goal?
What would you rate as the most important skills a child needs to learn for the year 2050?
Maybe a new out-of-the-box thinking is in order for you to consider. Futuristic Pathways for Education will test your resolve, push the bubble to the extreme, and stir a mix of revolutionary thinking to high speed.
LET US BEGIN…
The consideration is how to provide an opportunity for children with inquiring minds to hold onto that wonderful need to know as they grow into adults. It appears, the plan for this special pathway has almost blown past the education gurus in hurricane force. When one examines the behaviors of children born after 2000, the need to know is still in plain sight. The difference is they seem to be more interested in information outside the school building walls than inside with teachers ready and willing to help them learn.
Research across a number of disciplines has synthesized a strategy that brings into focus a blend of these well-founded fields. The strategy builds the developed curriculum around a child-centered concept using a controlled environment.
Technology is here and educators are stuck in a time warp going back over a century. Methods of delivery, scheduling, facility, and finance resemble the assembly line of the manufacturing era. Should one deduct that money is the reason for inefficiency, even the “rich” schools experience “the thrill of victory and the agony of defeat”. A recent review of Charter School scores in a state was dramatic. These innovations are not producing a product that scores a win according to this particular state’s expectations. It seems the wealth of information has caused a system overload. Innovation put in place by using much of the same formula for classroom management, scheduling, curriculum, and method seem to produce poor efficiency when measured by a test program.
It is true the public schools
take all students at all levels of development.
It is true that teachers are expected to work with all students they are
assigned. It is true the teacher is
expected to use the locked-in curriculum.
It is a true expectation that the student shall absorb all the core
subject objectives each year. At this
point in time, the answer is still the firefly on a dark night. We seem to see it out there, but we cannot
get it in the bottle.
FIRST CHALLENGE
Should you be one of those rare birds who can take the heat and bounce up and down on the edge of the limb, you are ready to reap the rewards. This Futuristic Pathway for Education design employs elements of efficiency research, marketing research, flexible scheduling, Montessori methods, learning-styles research, electronic learning, self-actualization research, total quality management research, six sigma management, and drug-free schools research.
CHAPTER I
STAFF
(Based on historical information, critical thinking, and problem-solving research)
Discussion: What is a teacher?
Teacher: This defined position is changing from the definitions found in most dictionaries. The change that is taking place with technology is based on how people learn. In the Agrarian society and the industrial revolution years, the citizens were considered illiterate compared to the citizens of today. Citizens with high school educations were considered educated enough to be hired as teachers. This level of education had knowledge to share with others interested to learn. Today, a solid education at the baccalaureate level is required for a position to teach. These teachers find a group of students who have learned information in many different ways such as radio, music, television, commercials, marketing agencies targeting children of all ages, smart phones, internet, many electronic gadgets, travel, friends, and parents who finished one or more degrees. It becomes obvious that the school teacher cannot compete with all of these resources. The position as the all-knowing person with knowledge that students do not have is lost in the past. Today, the teacher has to assume another role. This new position is an advisor in guiding the children of the technology revolution on how to learn skills. The skills for the remainder of this century will be based in problem solving, critical thinking and a scientific thought process.
The children of the future must learn to problem solve with lightning speed in order to survive the fast pace in information flow from the electronic super highway. This cannot be done if they have to wait on finding another person with the knowledge they need to apply at whirlwind force. Once they have any given set of information, the analysis and synthesis is required. These skills in critical thinking shall be learned in the early years through scientific inquiry with sophistication applied as the student advances in age.
The effectiveness
of the school in helping the student learn to learn shall be measured by
the resolve of each school to create an environment where a student shall spend
the necessary time to learn these skills.
When the student leaves the environment of school, does this person
contribute to their world? How many students entered this school? How many graduated? Effort shall be planned
to follow the graduating class members.
Where did their educational training lead them in life?
Key Positions
Large Group Master Presenter: The Master Presenter shall be offered to any administrator, supervisor, or instructional staff with the following adjustments in paygrade and preparation time. One (1) year paygrade advancement shall be added to the salary. Three (3) hours of preparation time for every one hour of presentation time shall be allowed during the work day. This Master is the key to offer a Blockbuster Presentation that shall lead the students into a core interest for scientific study.
Small Group (SG) Advisor/Teacher: The SG position is a member of the regular instructional staff and meets with small groups of 4-5 students in the work space. The SG Advisor follows a schedule with these small groups one or more times per week per core subject. These SG meetings are to plan the scientific research for each individual student. This position is the Advisor assigned to a specific group of children meeting for their work space in the SG and ID study area.
Individual Study (ID) Advisor/Teacher positon is one of the instructional staff meeting with small groups of students assigned to a specific teacher for guidance in SG & ID time. All of the time in SG & ID study are in the same room with the described “games” available to students during their ID schedules. The Advisor is the guide to learn how to use each “game”. The Advisor checks proficiency with each curriculum core subject demonstrated by the student when they think they are ready to show the Advisor they know the “game”. This shall build a portfolio for the student and parents for use during the regular school reporting time.
Self-Actualization Master Presenters shall be offered the position from the administration, supervisory, and instructional staff. Should one of the staff have the necessary skills for the cultural area, a pay step raise is recommended plus three (3) hours of preparation time for every one (1) hour of presentation time. There are many outside resources available in most communities for a specialist as adjunct employees.
The Self-Actualization (SA) Master Presenters for cultural arts shall pick up students and return the students to the room where the students are assigned to the SG/ID Advisor. The Master shall take the students in a group to the cultural arts center for the activity. All of the students may not be scheduled for the same activity at one time from a specific work space. In scheduling, one shall learn that each student may choose a preference for their SA activity.
The Data Calculation Master Presentershall have skills in tests & measurements. The Advisors shall present the data results to this Master to determine the best way to analyze the data. The Advisor and Master shall take into consideration the level of understanding for a group of students in this design. The math should be appropriate to the age of the student.
One (1) hour per month if needed shall be allowed for this Master to work with Advisors. Three (3) hours of preparation time shall be allowed for this Master to review the data and advise the advisors. The school shall consider a stipend for this position equal to twelve (12) hours each semester.
Four Year Teacher Scholarship
The administration shall agree to allow Advisors paid workshop days to create or reproduce materials to follow the core objectives in each subject. There shall be four workshops devoted to each core subject during the first semester. Another four for each core subject shall be offered during the second semester. These workshop days shall be paid at the established rate for each Advisor according to their contract for that year.
This is an ongoing development need for the first four years. All “games” created in the paid workshops are the property of the school. None of these materials shall be removed should an Advisor leave the school. This shall be a contractual agreement between the Advisor and the school. The scholarship contract is for four years. All of the school funds paid to the Advisor for workshops shall be refunded to the school should the Advisor leave the school before the four years of employment.
QUESTIONS?
CHAPTER II
FACILITIES
(Based on Montessori Research, Flexible Scheduling Research, Learning Styles Research, & Psychological Research)
Large Group (LG) Presentation Area
The Large Group area shall provide space for all the students to view the Blockbuster Presentation. A Master Presenter shall assume the role of Steve Jobs introducing the new smart phone to his investors and employees. It is the place where students experience one of the core subjects expanded to the level of a marketing launch for a new product used in television or a commercial for the super bowl. All the bells and whistles in electronic equipment shall be available for the Master Presenter to utilize in this extreme roll-out in the core areas of math, science, social studies, and language arts. Depending on the number of weeks the school is in session for a regular semester of education, the math program shall plan a minimum of eighteen (18) presentations a semester. Each core subject shall follow this plan during the semester. Each week the students shall view one core subject master presentation to enhance their interest in that curriculum area.
Small Group (SG) & Individual (ID) Study Area
Game defined in the dictionary is, “a form of play or sport, especially a competitive one played according to rules and decided by skill, strength, or luck.”
GAMES: The word “games” used in Futuristic Pathways for Education is to convey a fun element in learning. “Games” may be educational as well as recreational. The student may have fun as a challenge in skill development as well as gain strength, compete against self, and find good luck in playing with material that leads the student into curriculum objectives. The word “game” is much more fun than worksheet, homework, or test.
For various age groups, it is very important for the students to get out of a desk. Even older pre-teens need to be able to move and stand at tables. For elementary schools, the lower grades’ work space shall be a carpeted-floor for the Individual (ID) “games” that support the curriculum. The “games” shall be placed on a double or triple shelf accessible to all students. A table with four chairs for the Small Group (SG) sessions shall be in the room along with the Advisor’s chair. A corner for reading and audio listening with headsets shall be provided with bean bag chairs or small comfortable chairs. The books shall reflect the curriculum and changed frequently. A wall devoted to computers shall be provided. An area for housekeeping shall be planned with coat hangers, hat rack, and shelves for individual items. Another shelf area shall be provided to store projects in progress. Classic works of art shall be the only wall sensory stimulation, along with other decorations found in a home environment such as decorative classical art sculpture or classical pottery identified with a culture such as Mexico, China or Rome. A small area for botany study or science projects shall be provided.
Sample Design for School SG & ID Facility:
Resource Center (RC)
A school library is adequate in most schools. This area shall be scheduled for the group with the Advisor. Coordination with the librarian shall be necessary. The librarian shall conduct how to use the library materials. The Advisor shall provide training for use of any machines. This is not a recreational library use time. This is a part of the scientific research built into the program during the SG plan with the Advisor. The librarian and Advisors shall work together to assure there are appropriate materials available to extend the research from materials provided in the work area room.
Self-Actualization (SA) In Cultural Arts Area
In order for the student to develop skills to carry them toward self-actualization, an area is provided to start the march toward building skills in talents and reaching their full potential as they move through the education years.
This area depends on the selection of cultural arts provided by the school. For many of the cultural arts, an empty classroom should suffice.
QUESTIONS?
CHAPTER III
(Based on Marketing Research, Learning Styles Research, Flexible Scheduling & Montessori Research)
MATERIALS, EQUIPMENT, SUPPLIES
Large Group (LG)
A Master Presenter shall have projectors, screens, microphones, computer/projector for power point used with the Blockbuster presentation.
Small Group (SG) & Individual Study (ID)
Each area of the core curriculum (math, science, social studies, and language arts) shall have materials that address the objectives of the core subjects for that particular age group or grade level. Ideally, two grade levels are provided in one work area to give the Gifted and Talented (GT) room to grow beyond their grade level in one year.
Mastery of each component allows the student to move on to the next level. The student shall demonstrate to the Advisor that a mastery is complete before starting on the next level. This is controlled by the Advisor; e.g. in Language Arts, there are many ways to study nouns. For the 6-7 year old, a number of “games” should be provided to understand this part of speech.
Music is an interesting way to learn the alphabet; e.g. the Advisor shall provide a “game” with a CD & recorder w/headset. The movable letters of the alphabet are another kinetic game.
Math is great for kinetic materials; e.g. puzzles are a simple introduction to problem solving leading to critical thinking. Small blocks in units of one to ten are used for math.
Language Arts vocabulary is developed in kinetic materials; e.g. self-checking cards may be employed to learn the language of math or music. A movable alphabet in cursive and print is a way to begin writing.
Social Studies has visual and auditory plus other kinetic materials such as puzzles, globes, and self-checking cards to identify flags, states, and famous people such as presidents.
Science lends itself to all areas with the addition of environmental experiments. The study of Botany is a natural for young students; e.g. the scientific study of plants, including their physiology, structure, genetics, ecology, distribution, classification, and economic importance.
- The plant life of a particular region, habitat, or geological period will prove interesting to students.
Self-checking cards are endless for kingdom, phylum, class, family, species, systems, chemical elements, bugs, rocks, etc.
The reading corner shall have books related to the core curriculum. In addition, the reading corner shall provide a CD recorder with headsets for listening to classical music from the Great Masters. All of this music has various rhythms that establish neural circuits that enhance learning. Books about these Great Masters shall be provided. A book of small prints from the Great Masters in Classical Fine Arts shall be in the reading corner. Some of the prints in larger scale shall be framed as wall decorations.
Great Master Sculpture reproductions shall be displayed, and Pottery reproductions from various countries shall decorate the work space area. All of these items shall be used to extend the curriculum.
All materials shall be shared with all Advisors. Where feasible, the products that are purchased as prototypes shall be rotated for use by all Advisors.
Resource Center (RC)
Resource Centers in the schools are usually well equipped. The Advisor and Librarian shall plan together and add extended resources as required to push past the barriers.
Self-Actualization (SA)
The SA cultural arts center shall have specific materials and supplies. Examples: Vocal Music shall need a piano and sheet music; Instrumental Music shall provide the instruments, music stands, and sheet music. Dance shall need a piano and/or CD recorder, drama shall need to order plays for demonstrations, minimum fitness activity needs a recorder, CDs, and fine arts shall require various supplies and stand up easels.
Should the school offer less than five areas, the recommendation is to offer as many as possible. The arts that require the least support financially are obviously vocal music, dance, fitness workout CDs, and drama skills that do not require purchased plays or sets.
Instrumental music and fine art are large financial investments. Some schools use recorders as instruments and/or rhythm bands. Some instruments require a student to be physically older to use. Many small instruments do not require a large investment such as piano keyboards, drum pads, bugles, harmonicas, ukuleles, small violins, and small guitars. The recommendation is to offer a level other than low basic skills in the instrumental world.
Fine art is a challenge. Many forms of art are possible without great expense. The recommendation is to flow toward fine art rather than craft work. The goal is to introduce the students to the classics by appreciation and by creating fine art they own.
CHAPTER IV
(Based on Scientific Method Research, Critical Thinking Research, Learning Styles Research, Total Quality Management Research, & Psychological Research)
THE EFFICIENT METHOD & MOTIVATION
(Motivation is achieved through classroom environments):
Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. Motivation is what causes you to act.
Method is a particular form of procedure for accomplishing or approaching something, especially a systematic or established one.
Efficient defines a system or machine achieving maximum productivity with minimum wasted effort or expense.
Motivation of students to improve efficiency of effort is the first question of concern to educators. The Futuristic Pathways for Education Plan is possible when the proper environment is provided, scheduling of time takes place, and a holistic goal is part of the system.
Being a part of something bigger than yourself is the vision to open this door. Assembly lines in school rooms or factory floors for 6-8 hours per day put the mind to sleep instead of pushing the mental envelope. The art of motivation is opening the door to learning and contributing to your group. Being part of something successful is truly the thrill of victory that carries the individual toward the pursuit of happiness.
This motivation toward efficiency is locked into the type of environment the school provides. The flexible schedule for education brings one key to the table with a type of system that generates intrinsic rewards in pride, excitement, unleashed power, individual progress, and relieved pressure. The intrinsic yearn to learn mind set is captured.
Large Group (LG)
A one (1) hour or less Large Group (LG) Blockbuster presentation shall be offered to the entire age group once a week in each core subject area such as math, science, social studies, and language arts. These presentations shall be provided by the Master Presenter(s).
Small Group (SG)
After the LG presentation, the students shall return to their work space to be scheduled in groups of 4-5 and meet with the Small Group (SG) Advisor for one (1/2) hour session during the week for each core subject. The students shall plan a possible research project in each core subject based on questions from the Blockbuster Presentation. The Advisor shall follow the scientific method appropriate for the age of the student. SG meetings shall plan and follow up the scientific method; e.g. Question, Hypothesis, objectives, data plan, analysis phase, synthesis, and report of findings via written, audio, performance, and art.
SG sessions of ½ hour once a week for groups of 3-4 students shall be scheduled to introduce new games in the core subjects. The scheduled time shall be used by the Advisor to check mastery of a game for individuals.
Individual Study (ID)
Game defined in the dictionary is, “a form of play or sport, especially a competitive one played according to rules and decided by skill, strength, or luck.”
The Futuristic Pathways for Education applies this definition to the ID study in the work space. The word “games” is used to convey a fun element in learning. “Games” may be educational as well as recreational. The student may have fun as well as a challenge, skill development, gain strength, compete against self, and find good luck in playing with material that leads them into curriculum objectives. The word “game” is a lot more fun than worksheet, homework, or test.
The Individual Study (ID) time is used during the student’s extra time after LG & SG meetings to work on core subject objectives and the scientific research study selected from the LG presentations. The ID time is student centered under the supervision of the work space Advisor. The students are free to study any “game” they wish from the array of curriculum centered tools provided in the room. The Advisor shall check for understanding on how to use the “game” when a student is ready to show mastery of each “game” objective. A milestone chart of record is included in the portfolio of each student for the core subjects as mastery is demonstrated.
When the students are trained to use a “game”, they are asked to help a friend learn how to use the same “game”. This training includes how to take the “game” off the shelf, where to work on the “game”, and how to return the “game” to the shelf ready for the next student. It is suggested Advisors use place mats for floor work. This defines a work area for the student.
Until a number of students are trained in a variety of “games”, the reading area, computers, auditory, and simple kinetic tools should be offered to the entire group. Electronic tools are inviting to our technology savvy students. After all, they play “games” every minute possible during their free time.
Space definition for individual work is a key to training. Define the space for each selection.
Difference from industrial revolution model followed today:
Research & Development (R&D) is taking place as a training for a future world where change is swift and often. With R&D built into the curriculum, students shall learn problem solving and critical thinking skills in order to understand the future as it relates to decision making in a fast paced world.
Students are learning to develop skills along a pathway centered on each student’s readiness for the next step to higher order thinking. Freedom to control your life with a plan to travel at your own speed shall be a new concept to embrace. A pathway without fear of being wrong or embarrassment in pioneering a different idea in a group opens up the confidence for continuous learning all educators wish for their students.
Resource Center (RC)
A Resource Center is used to extend the scientific research time for the student. This center has a vast array of materials to allow exploration of a subject the student has defined during the SG time with the Advisor. Each student shall work on their own defined interest that the student has fixed as their special research from the core subjects.
Self-Actualization (SA)
All of the cultural areas shall be offered during a school year if feasible. Some communities may not have resources or staff to provide all five of the defined cultural arts areas such as music, dance, drama, fine art, & fitness. Each student has different interest. The goal is to make the system as student centered as possible. When staff is not available to assume the delivery of a cultural area, outside adjunct staff shall be resourced for a specific cultural art.
This method is another key in the strategy to move a student toward fulfillment of self. The arts are that special link to gain skills in socialization, feelings of belonging, self-awareness, pride in self, pride in proficiency, and sharing a talent with others.
QUESTIONS?
CHAPTER V
SCHEDULING:
(Based on Flexible Scheduling Research, Human Relations Research, Montessori Research & Psychological Research)
Flexible scheduling ideas for improved working conditions have been used in the workforce in other countries and the USA. The research became available in 1970. Our education systems in California experimented on various forms for public schools during the 1960s.
Public education has been reluctant to step away from the successful industrial revolution model of 1840 in the school. This model worked well for the late 1800s. The Charter Schools, Religious Organizations, and Home School Organization have been on the cutting edge of a flexible change concept.
The Pathway Plan blends the two systems to help bridge the gap during the technological changes taking place in our culture. The suggestion for bringing groups online in an organized manner with training for instructional staff, as well as small groups of students, assures a calm steady march to the future.
This system of scheduling coupled with a change of environment and method is the answer to take a leap toward the future. A Futuristic Pathway Plan is the concrete solution to open the door for the 21st century children. This system trains students and teachers in a scientific mind set toward the goal for critical thinking adults.
Any good scheduling plan will allow the supervisor to design a plan to build an individual schedule as follows:
Large Group: A presentation with the master presenter once a week;
Small Group: Students are scheduled in groups of 4-5 with an Advisor to explore questions, help design research plans from information presented by the LG presenter, and presentation of new “games,” as well as check for mastery of “game” objectives from the core subjects;
Individual study time is for student-centered learning in the work space;
Resource Center: Once a week a trip to the Resource Center is scheduled for the SG & ID work groups;
Self-Actualization: SA is scheduled for one (1) hour a day for elective time in the cultural arts center with specialists; e.g. fine art, dance, drama, music both vocal and instrumental, non-competitive fitness activities such as running, tumbling, or martial arts.
Competition is not the goal. Each student shall elect one of the arts offered five (5) hours a week. The student may select five (5) different arts and/or select more than one art program, mix the times the art program meets such as two (2) hours of drama, two (2) hours of fine art, and one (1) hour of vocal music.
All of the various patterns are possible with a scheduling program. The assigned Advisor for the group of students shall interview each child and parent to guide the selection.
Schools may have their own scheduling software programs they presently use. Futuristic Pathways for Education will provide schedules for the Gold Level Plan with available data. Other schools that select the Bronze or Silver Plan shall receive this service for an additional fee. The additional fee shall include support of the schedule.
Launch Timetable
One age group and/or two grade levels each year.
Year One: 1st & 2nd grade
Year Two: 4th & 5th grade
Year Three: 7th & 8th grade
Year Four: 10th & 11 grade 12th optional
QUESTIONS?
CHAPTER VI
EVALUATION
(Based on Montessori Research, Human Relations Research, Drug Free Schools Research, & Psychological Research, Marketing Research)
Discussion:
Rewards: All people have only two types of rewards for performing any given behavior.
The Extrinsic type is the easy one to use such as letter grades in education or salary in business.
The Intrinsic is much more difficult to promote with children or adults. This type comes in the form of pride, a team feeling, group loyalty, and a job well done.
Education has used this in sports and cultural arts programs. The business world expanded the idea with employees offered a share of the company. In a small way, companies have tried to give employees opportunities to participate in cultural activities by providing recreation or fitness areas.
This concept has not gone the extra mile and become part of a truly holistic workplace in schools or companies.
Large Group:Blockbuster Master Presenters shall be evaluated by the number of students in a four month period of time who explore expanded areas of the core presentation. According to marketing research, the goal is to get the public to buy a product. Presentations shall sell the subject effectively. In four months the students shall see sixteen to eighteen (16-18) presentations of a specific subject. How many students took the gauntlet cast on the field? A Blockbuster presentation shall be a great commercial success.
Student Proficiency Portfolio:
There shall be NO objective reports to parents required in the Futuristic Pathway Plan.
The Advisor for SG & ID study shall prepare the evaluation for each student in the form of Subjective reports to parents on curriculum objectives completed during individual study time. Objectives shall be viewed through self-checking games, the selected curriculum related scientific research projects completed, and research projects in progress. These materials shall be provided for parents at regular school report intervals in individual student portfolios.
All complete scientific research reports shall be included in the portfolio. The results may be reported in audio, visual, written, or other creative presentations.
A chart of the core subject objectives completed shall be included in the portfolio. A student shall show mastery of each core objective before advancing to the next step. This system is not letter graded with A, B, C, D, F. The system is a simple check sheet with a list of each objective in Language Arts, Science, Math, & Social Studies. The Advisor shall chart the mastery as the student demonstrates knowledge of the “game” objective with a complete symbol. There shall be no incompletes. The chart is a visual for parents as work in progress. Formal test, worksheets, and homework shall be left behind in the industrial revolution era.
Resource Center:An informal evaluation should be a conference with the Advisors and Librarian to assess the effectiveness of the materials in the center. The Advisors shall recommend additional materials to the Librarian for future orders.
Self-Actualization:TheCultural Arts Specialist shall produce public demonstrations four times a year with public performance in each area. The cultural areas are totally non-competitive and the demonstrations are a form of a portfolio proficiency report to parents. All the demonstrations in drama, dance, recitals, art shows, and fitness shall be free to the public. Each cultural arts specialist shall produce these public demonstrations as part of their contract obligation. Evaluation of the student actively participating shall be included in the portfolios. A video of a performance, a picture, or recording is appropriate to include in the portfolio. The Master Presenter for cultural arts shall be responsible to provide this evidence to the Advisor for each student portfolio.
QUESTIONS?
CHAPTER VII
RESULTS/TRANSITION
(Based on Charter Schools Research in New Orleans, LA)
School Timeline Launch
The school resolve shall be a minimum of four (4) years to carry this Futuristic Pathways for Education Plan to completion. Nine year old students shall have three (3) years in the student centered pathway toward problem solving and critical thinking activities. The scores on Basic Skills Test or State adopted test shall provide clear evidence in the progress that this form of training shall demonstrate.
Futuristic Pathways for Education recommends a comparison in gain for each student from the starting point on entering the grade level. Assessments are available other than formal test to gather this starting point knowledge. Establish this data and assess again at the end of the school year. These assessments shall be during the first nine weeks by using computer programs available. One of these tools was reviewed by Futuristic Pathways for Education. This is not a recommendation. The mention of the tool acknowledges the existence. The ID work space is recommended for use of a tool for assessment with a schedule for each student to use the tool during their ID assigned time. In the tool reviewed, a final report is part of the package. It seems this shall not be an additional workload to gain the starting point information on each student. A repeat of the same assessment during the last nine weeks should give the Advisor the percent of gain for each of the objectives defined in the computer program for a grade or age group level.
After review of the objectives in this tool for assessment, Futuristic Pathways for Education feels the direction for training offered shall accomplish the goals for students.
Transition from Social to Scientific Study
Question: Why do children in upper elementary, middle school, and high school want to come to the school building? Research tells us that 85% answer “to see their friends.” If they are participating in activities such as sports, music, drama, etc., these are also a major reason.
Question to self: What are we training the students for as we head at warp speed toward the future? Will they all be professional athletes, impresarios, members of philharmonic orchestras, or actors on Broadway?
At approximately 4th or 5th grade, the school starts to move toward more social interaction and tips the bubble away from the core subjects to cultural areas. The students are encouraged to join sports teams, begin music classes with instruments, join the theatre group, and become members of various clubs that have interscholastic objectives as part of the school day. These extracurricular activities are no longer extracurricular as the students move into middle school and high school. The core subject base changes distinctly to a cultural base with core subjects moving to back burner status. Refer back to the question on the reason they come to the building. It is not to work on scientific study in the core subjects.
The Futuristic Pathways for Education plan offers cultural arts for all students as part of a holistic development program with emphasis on totally different goals and objectives. All students are offered an experience in the arts to develop talent and explore interest. Research also supports the value of selected arts as an aid to learning core subjects.
The school has missed a window of opportunity by waiting until the middle school years to start encouraging development in various cultural arts. The joining years start at around 8 years through 12 years. Starting in Pre-K and 1st grade, the school shall encourage the student to be part of a special holistic cultural arts program built into the day for all students. The training Futuristic Pathways for Education has put in place beginning in Pre K through 3rd grade leading the student to a confidence level of readiness for joining groups of interest. Students have experienced cultural arts without a selective process or competition for a position according to talent or skill level. The student has the self-confidence to be a part of a larger group without fear of failure. Futuristic Pathways for Education is secure in guiding the school toward this concept. The research in Drug Free Schools and Maria Montessori has strong evidence to shine light on this path.
The cultural arts confidence built through the years in the self-actualization schedule Futuristic Pathways for Education has developed shall open up a transition to the extracurricular clubs offered after the school day.
SECOND CHALLENGE
The second challenge is to offer special interest arts programs such as fitness (competitive sports), music, drama, dance, fine art as a true extracurricular club after the school day is over. It shall depend on what parents want to support financially as to what arts are offered. The school shall not provide coaches, teachers, funding, vehicles for transportation, and utilities to support the extracurricular program. The school buildings and other facilities shall be available to the extracurricular program on a cost effective basis for the school.
In some schools, a small mushroom cloud shall be seen during a school board meeting when this is presented. The resolve for administrators shall be firm to work toward this concept during the years the lower grades are developing the plan. The social change necessary for upper elementary through high school is a Pike’s Peak to climb. The arguments in favor of the change are as follows:
*Use of facilities for a holistic community of youth and adults;
*Community support for life-long learning;
* Economical to prepare students for the world of work they shall encounter;
* Freedom and security for our nation by producing citizens who process information in a scientific manner;
*Citizens who are productive in their world and will know what “the pursuit of happiness” means in their life.
Advisors and administrators who wish to work in the extracurricular program shall be employed by the extracurricular organization. All employees shall work with the school or in the self-supporting extracurricular program. Research from the Total Professional Life advances the truth that TIME is a factor in preparation.
Leaders with responsibilities as presenters, supervisors, advisors, & coaches of groups shall have preparation TIME built into their professional day for these duties. The recommendation is three hours for every one hour a professional is before a group. One shall see that most school teachers are running on adrenalin of some kind. In public schools, one hour of preparation time is allowed in a program that puts the teacher in front of students at least five to six hours a day. How do we work this out in the future? An issue such as time links back to funding.
The case before us is the fact that one person cannot double shift efficiently. A professional who works a double shift in education and extracurricular activities does not have enough TIME in a day to accomplish this leadership task. A push for time to get a job done shall always depend on the value placed on the area for attention. Should your position depend on winning games or a performance at the interscholastic competition level, the value for scheduling time becomes an easy measurement. A choice shall be made for working in the core subject arena. One person does not have the professional time for both.
The Futuristic Pathways for Education (SA) training has taken place during their school hours in non-competitive classes for at least four (4) years should the four (4) year plan work through the system. Students have demonstrated talent in various arts during their four (4) years in the system. It follows that many shall continue in clubs sponsored by parents, business organizations, and established youth groups such as YMCA, private family clubs, galleries, and individual mentors.
As the clubs take root, the school shall do all possible to become part of this holistic community by offering the buildings and grounds to these clubs. The facility rental fees shall be cost effective to the school. The club programs are off the books for financial support by the school. They must be totally self-supporting financially. This shift in financial support shall free up more dollars to build the core materials and equipment for Language Arts, Math, Science, & Social Studies.
Timeline: Existing research in Louisiana suggests one grade level at a time should be launched. Should the groups be very small, two grades may be launched the same year. As the system launches into year five through twelve, the cultural arts classes shall continue to promote self-actualization for students. These classes shall continue to remain non-competitive and a pure resource to enjoy arts for self without a competitive element.
One age group each year:
Year One-1st grade
Year Two-3rd grade
Year Three-5th grade
Year Four-7th grade
Year Five-9th grade
Year Six-11 grade w/ 12th grade optional
Two grade levels each year:
Year One: 1st & 2nd grade
Year Two: 4th & 5th grade
Year Three: 7th & 8th grade
Year Four: 10th & 11 grade 12th optional
QUESTIONS?
CHAPTER VIII
FINANCE
(Based on the individual school district budget for each classroom materials and supplies)
A fully equipped room for ID study is estimated at $25,000.00. It is obvious this is out of the reach of all public, most private, charter, and religious schools. The answer in the Futuristic Pathways for Education concept is to follow the thinking of our pioneer ancestors. If one does not have the necessities, we must be creative.
Many materials the Advisor shall equip the work space with are reproducible with a prototype as a guide. The computers need to be planned into the mix, a few changes in the room for shelves, carpet, decoration, and small comfort furniture need to be planned ahead of launch day.
The Advisor scholarship training and workshops shall be introduced during the summer before the launch in September. This shall provide time for the Advisors to develop materials, arrange the room, and work with Futuristic Pathways for Education prior to students being on site.
It is recommended the school provide the environment for rooms housing one or two age groups as a startup; e.g. 1st & 2nd grade. Other rooms shall be designed & equipped as different grade levels are launched. Training for staff and room preparation are essential before the students are introduced to this system.
QUESTIONS?