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This fieldbook presents a new vision for schools in the 21st century, focusing on customized teaching and learning. Editors James D. Parry, Nancy Hall, and Patricia Peel advocate for a learner-centered approach that challenges traditional Industrial Age structures. Highlighting examples like Carpe Diem Collegiate School, it encourages reflection on innovative practices in education. The book offers valuable resources for school leaders, technology coordinators, curriculum developers, and teachers to guide their transitions towards a more personalized educational experience.
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It’s inevitable: Customized Teaching and Learning A Fieldbook For and From the Field James D. Parry, Nancy Hall, & Patricia Peel, Editorial Team
Presents new vision for 21st Century schools—a vision of customization • Shifts focus to learner-centered approach • Challenges the familiar structures of the Industrial Age schools
Example of school pursuing customized teaching and learning . . . . • Carpe DiemCollegiate High School and Middle School
Reflection Questions: • What is intriguing about Carpe Diem’s approach? • What are your observations about the teaching and learning process? • How does Carpe Diem challenge traditional WBWs?
The fieldbook as a resource and support for “ramping in” to customized T & L
What might the fieldbook offer someone in the principal’s role?
Perhaps . . . • A Book Study for Growing a Shared Vision (including Book Study Tool) • Recruiting and Hiring
What might the fieldbook offer someone in the tech leader’s role?
Perhaps . . . • On the Road to a Robust Technology System • Getting Ready for Rollout: Technology Assumption
What might the fieldbook offer someone in the curriculumleader’s role?
Perhaps . . . • Digital Content for Classrooms • Developing a Mathematics Philosophy to the Guide the Transition
What might the fieldbook offer someone in the teacher’srole?
Perhaps . . . • Learner Motivation: Do We Really Get It? • Teaching Differently: First Steps
What might the fieldbook offer someone in the superintendent’srole?
Perhaps . . . • Facing Reality: An Audit (including the Rubric for Customized Teaching and Learning) • Minimizing the Risk; Maximizing the Decision (including the Decision Tool)
Name the Weight Bearing Wall which: Allows us to group students and to move them through the twelve-year cycle.
Name the Weight Bearing Wall which: Provides written documentation/records of the performance and achievement of students.
Weight Bearing Walls -Grade Levels -Assignments to Classrooms -Class Periods/Bells –Courses/Curriculum -Textbooks -Paper and Pencil -ABC Grading System -Report Cards -Learning at School -Nine-Month School Year
Reflection Questions about WBWs: What is the perception about each WBW? What is the reality?
Perception? • Reality? Weight Bearing Walls -Grade Levels -Assignments to Classrooms -Class Periods/Bells –Courses/Curriculum -Textbooks -Paper and Pencil -ABC Grading System -Report Cards -Learning at School -Nine-Month School Year
Discussion Questions about WBWs: Based on your perspective, which WBW(s) is/are most approachable for changes? Why? Based on your perspective, which WBW is the most untouchable? Why?
Most approachable? • Most untouchable? Weight Bearing Walls -Grade Levels -Assignments to Classrooms -Class Periods/Bells –Courses/Curriculum -Textbooks -Paper and Pencil -ABC Grading System -Report Cards -Learning at School -Nine-Month School Year
Fieldbook: Not a silver bullet Not a recipe A source of ideas, strategies, processes, and tools to fit with the context of the school.
