In the last post, we looked at inquiry-based education as an alternative to industrial education. Let's briefly look at some of each approach's attributes.
Style and Methods
During the period of industrialization in our country, industrial education was introduced to prepare workers for the emerging factories. As we transitioned from an agricultural society to an industrial one, our education system also had to adapt to meet the needs of this new era. Like the standardized systems in factories, education focused on standardized learning to cater to mass consumption.
The Prussian model had a significant impact on the development of public education in the United States. In 1843, Horace Mann, often referred to as the father of American public education, visited schools in Prussia. The standardized curriculum, hierarchical structure, and emphasis on discipline in the Prussian model were well-suited to the needs of a factory model. In these models, students played a more passive role in their education, receiving information from their teachers with limited input of their own. Personal engagement was also limited as the class needed to be standardized for the model to work.
Inquiry-based education is an alternative to the most common education method in the United States. However, it is not a new form of education and can be traced back to the 5th century BCE and the Socratic Method. In this method, questions are used to foster deeper thinking on a topic. Assumptions are challenged, and critical thinking and questioning are encouraged.
As inquiry-based education moved into the realm of childhood education starting in the late 19th century, an emphasis on autonomy, reflection, personalization, hands-on learning, and projects developed. The concept of active engagement is essential. Learners do not passively receive information. Instead, they question, work with, and participate in the discovery of information. Montessori, Project-Based Learning, Reggio Emilia, and the International Baccalaureate (IB) are all models that utilize inquiry-based learning.
Teaching Style
In industrial education, teachers have direct control over every aspect of the classroom. Managing behavior and enforcing rules is crucial for the system to function. This control allows teachers to guide students through a standardized curriculum with the goal of conforming to set standards. The teacher's responsibility is to deliver content efficiently and effectively so that the group meets standardized benchmarks.
In inquiry-based education, adults are guides, asking questions and encouraging critical thinking and discovery. They facilitate hands-on activities and discussions and must get to know each learner to effectively support them on their individual learning journey. This involves understanding what personalized assistance each learner might need to meet their specific goals.
(Link to post on teaching style.)
Classroom Environment
Industrial education is known for its structured factory-like setting with desks in rows. It is a teacher-centered environment designed for the teacher to deliver information through lectures and direct instruction. The focus is on compliance and uniformity, with students listening to lectures, taking notes and quizzes, working on worksheets, and memorizing facts to prepare for tests. There is little room for creativity or critical thinking.
Inquiry-based education is known for dynamic spaces set up for group work, individual study, and hands-on projects. Collaboration and problem-solving are emphasized, as are open dialogue, debate, and creativity. Exploration and critical thinking, both individually and in groups, are used to deliver information.
(Link to post on Classroom Environment.)
Assessment
Exams and standardized tests are important assessment tools in industrial education. Student performance is evaluated based on scores from these summative assessments. Final grades are determined by these tests as well as other factors such as participation, homework, and classwork, as deemed relevant by the teacher or someone in a higher position. This final grade reflects the student's grasp of the subject.
Inquiry-based education uses regular formative assessments to give feedback and support, to create an environment of ongoing improvement. Feedback encourages reflection, enabling learners to employ metacognition to enhance their understanding of the learning process. Portfolios and projects are showcased to demonstrate growth and the learner's comprehension of a particular subject.
(Link to post on assessment.)
Conclusion
Today's schools are moving away from the traditional factory model of education associated with the Industrial Era. This shift is aimed at better serving the needs of our post-industrial society.
But finding an alternative at the scale of a district or large school is difficult due to inertia and the need for efficiency, especially when educating a large number of people. Factories are efficient. The risk of losing that efficiency makes it challenging to integrate other options. Additionally, behavior can be an issue. Children with behavior issues who require strict discipline to prevent them from disrupting the learning process for the whole class may be unable to thrive in an inquiry-based model, as they may lack the social skills needed for the dynamic environment and group projects.
As a small school, Aspire Savannah is free to operate on an inquiry-based model. What from the above do you think makes us the most foreign and "alternative" to you? I think assessment is the one that throws most people for a loop. The idea of a letter grade being assigned is ingrained in us all. We'll look at that in depth in the next post.
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