Difference

//USA 1960’s typical classroom – teacher-centered, fragmented curriculum, students working in isolation, memorizing facts.// || //A classroom at the School of Environmental Studies, aka the Zoo School, in Minneapolis. A perfect example of real-life, relevant, project-based 21st century education.// || || || || || || || || Student-centered: teacher is facilitator/coach || || || || || || || || || || ||
 * 20th Century Classroom vs. the 21st Century Classroom **
 * [[image:http://www.21stcenturyschools.com/1960s_classroom.jpg width="242" height="176"]]
 * Time-based || Outcome-based
 * Focus: memorization of discrete facts || Focus: what students Know, Can Do and Are Like after all the details are forgotten.
 * Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application. || Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
 * Textbook-driven || Research-driven
 * Passive learning || Active Learning
 * Learners work in isolation – classroom within 4 walls || Learners work collaboratively with classmates and others around the world – the Global Classroom
 * Teacher-centered: teacher is center of attention and provider of information
 * Little to no student freedom || Great deal of student freedom
 * “Discipline problems – educators do not trust students and vice versa. No student motivation. || No “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated.
 * Fragmented curriculum || Integrated and Interdisciplinary curriculum
 * Grades averaged || Grades based on what was learned
 * Low expectations || High expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that.
 * Teacher is judge. No one else sees student work. || Self, Peer and Other assessments. Public audience, authentic assessments.
 * Curriculum/School is irrelevant and meaningless to the students. || Curriculum is connected to students’ interests, experiences, talents and the real world.
 * Print is the primary vehicle of learning and assessment. || Performances, projects and multiple forms of media are used for learning and assessment
 * Diversity in students is ignored. || Curriculum and instruction address student diversity
 * Literacy is the 3 R’s – reading, writing and math || Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium.
 * Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management. || Global model, based upon the needs of a globalized, high-tech society. ||
 * Driven by the NCLB and standardized testing mania. || Standardized testing has its place. Education is not driven by the NCLB and standardized testing mania. ||