NEWS FLASH! This just in: “one size doesn’t fit all in education!” and science is here to prove this! Imagine that!
Yes I am being a little off the cuff and facetious when in fact am grateful that neuroscience has made advances to remind all of us that the brain can be plastic; however, the idea that many would benefit from direct individualized instruction is hardly a novel concept.
So, to extend the metaphor for a moment:
Shoes- those wonderful objects that today come in all shapes and types and sizes to protect our feet, offer comfort, and in general aid us in walking, climbing, marching or dancing through our day- well we have a metaphor for these very objects- a parable in fact- suggesting that one should “walk a mile in another’s shoes” before issuing any type of judgement. But- how many people attempt this? In short we rarely expect to be able to interchange shoes as readily as we might other outer garments- t-shirts and sweaters for example. We know our feet make a particular impression, molding the footwear to our shape/walking in another’s shoes remains an ideal as does finding the “perfect” general curriculum; and, students of all ages from Kindergarten through Post Secondary continue to try on various courses, various possible roles, as they navigate a school system that while declaring a goal of personalized growth and development must, by its very nature as an institution- the system of schooling itself must restrict that very necessary trying on because the system has to offer a general set of practical courses. If students are to make headway, they are sometimes squeezed into a pair that is a little too tight, or given last year’s style and expected to “make do” or suddenly told that what ever they had been wearing -oops- learning now needed to be unlearned to accommodate new directives; and, thankfully, most students do have the brain power to accept these restrictions and to, even while they continue to expand their personal collection of what might fit, continue to challenge themselves through trying on various shapes and styles.
And then there are those who might require a special shoe maker. Shoes tailored for a particular need, a specific learning requirement. Just as a custom order takes both time and proper skills to design, develop and produce; individualized instruction requires more than simply stating it will be one-one. Smaller class sizes do not automatically entail better instruction- the instructor entails better instruction.
This blog entry was sparked by reading a “new” article on better ways to develop “successful, confident readers” and I was startled to discover that once again “Science” was being called upon to support the obvious and that these – as stated above- genuinely remarkable insights into how the brain works were now being touted as buzz words.
Communication is multi- faceted: personal, impersonal, direct, oblique, concrete, abstract, oral, written, spoken and read. When teaching reading and writing skills it is necessary not merely expected that all these variants on how we share feelings and ideas, recognizing as well that tone and attitude, rhythm and rhyme, picture and graph, movement and stasis be highlighted. Then the skills, slowly or quickly as the learner requires, need to be established through practice. All of the above require time. Education: personalized.
this blog post appears first here on Together Academics where private specialized instruction is created and tailored to the needs of the learner -it may be referenced by special request