Having done my best to comment to Dr. McLeod’s seven pillars of a future school (MFS), I’d like to add one more:
Simulations and problem-based learning experiences that foster students’ ability to engage in authentic, real-world work. (hat tip: Trent Grundmeyer)
I spend much time speaking to the values of simulations and experiential learning in another blog; http://seriousgamesdotme.wordpress.com and refer you to that.
However it’s also likely that the premise of experiential learning is woven into most if not all, in one way or the other, of Dr. McLeod’s principles.
Here, I will make the case to emphasize this approach as a particularly vital cornerstone of what FMS should look like.
Perhaps Renzulli’s Triad best complements what I am talking about. Renzulli divides instructional components into three parts; content and basic skills, process thinking, and real world experiential learning.
Ideally the last segment, real world learning involves students in project based approaches that are translated and applied to real world – out-of-school needs, like ecology, social, and political issues.
Simulations, including single computer based, internet based, and classroom based are the ideal bases for the third leg of Renzulli’s triad, especially in those many instances when it is not practical to actually engage students in out of school problems.
An emphasis on using these strategies as a centerpiece of the instructional arsenal of a school would have systemic ripples across all targeted learning goals for students lucky enough to be in MFS.
It’s interesting to me that Renzulli’s triad has been a model for so called gifted programs around the country for a long time. It’s pleasing to me that his fundamental components are finally being recognized for their value for all students.
My last post about MFS will try to capture and synthesize all of what MFS can and should mean to students yet unborn.