Contrast of Traditional Learning Methods
with Lifestyle of Learning™
Traditional
|
Lifestyle of Learning
|
Structure |
Structure |
• Common structure of twelve grade levels; grade level is not an indication of the skill level achieved. |
• New structure of four seasons is patterned after the three-stage developmental learning process. Skill-level, non-graded. |
• Student will spend twelve years in elementary & secondary learning more difficult math facts & reading more difficult books; student is ill-prepared for higher learning. |
• Student works at his own ability level, mastering skills before being promoted to new applications; student becomes well-equipped for higher learning. |
• Goal or object of education is to pass tests, giving correct answers to a predetermined batch of knowledge. |
• Goal or object of education is to become skillful in the use of learning tools, and therefore equipped to become self-educated. |
Process |
Process |
• Artificial avenues of learning using grade level textbooks, workbooks and busy work assignments provide a superficial brief exposure to many areas of knowledge with little application. |
• Simple and natural study models using real books and quality reference books that make in-depth exposure to subjects possible; notebooks are used for recording and writing. |
• Text/workbook costs repeat themselves yearly. |
• Low costs; resources are used for years. |
• Student plays a passive role in the learning process and becomes bored with learning. |
• Student plays an active role in the learning process and becomes excited about learning. |
• Limit reading of real books and topical research. |
• Lots of reading of real, living books and topical and indepth research. |
Knowledge |
Knowledge |
• Focus on superficial gain of content/product; results in inferior, short-term fruit; product is more often the reflection of the teacher or curriculum developer than of the student. |
• Focus on delight-directed process produces a quality product; results in superior, long-term fruit; product is reflective of the student; knowledge areas are studied as they surface in daily life. |
Experience |
Experience |
• Field trips and activity away from home; contrived learning experiences often out of context with child's real life. |
• Involvement in home environment produces quality learning experiences through hands-on life skills and purposeful activities. |
Skills |
Skills |
• Student remains unskilled in learning ability. |
• Student learns how to learn. |
• Skills and tools of learning have little opportunity for practical use in the pursuit of superficially mastering an extensive syllabus of academic subjects. |
• Skills and tools of learning are developed thoroughly for pursuit of mastering subject areas of student's interest. |
• Method of communicating knowledge is answering questions and/or filling in blanks; yearly reports; student is rarely challenged to go beyond "data" recording; very little true composition or creative expression is required. |
• Method of communicating knowledge is recording and writing in blank notebooks; yearly reports are replaced with frequent dialog and opportunities for creative written expression. |
This chart is from Marilyn Howshall's ebook,
Wisdom's Way of Learning, the Science, Art, and Tools of Learning.