Program Objectives

To connect their school content and environment to the outside world that is relevant to the kid.

In Action

The Program Admin takes a section from the child’s textbook covering one specific topic and assigns it to the child.  The child then creates the word frame from the content within that section.

Why it Works

Most classrooms are overcrowded with a student to teacher ratio of over 25:1.   Most curriculum are structured as a shopping list of items which a child is supposed to learn in order to be deemed ready for the next level of education.   Most teachers are evaluated based on their ability to transfer as much of that curriculum shopping list into the child’s head.  Finally, most children are evaluated based on their readiness for promotion to the next level of education.  This method of learning, mimicking a factory-style output of children, is designed to create a baseline standard of child knowledge that is a product to be consumed by the adult world.  However, education must serve the benefit of the individual child, not the adult world.

Education should build curiosity in the natural world which motivates the child to build on his learning in order to advance his awareness of and integration with the world around him.  Education should build excitement as each step reveals a new treasure and a new mystery.  Most of all, education should serve the child’s natural instinct for discovery, both in his desire to enhance his own process of discovery but also in his excitement for the result of discovery.

The process of discovery is a self-refining process in which each previous discovery adds to the advancement of the methodology of the next discovery.  In other words, a child learns to learn, continually improving his ability to learn.  This is accomplished in two steps.

1. The child must be aware of the broader perspective on their discovery.

That broader picture exists in his natural world, not in his textbook.  Textbooks limit the discoverable world to the content in the textbook, making discovery as it exists within a child’s instinct an impossibility.  For example, a textbook that discusses waterfalls will state a few facts about waterfalls and provide some examples, and diagrams.  Within the pages of a textbook, this is all a waterfall is, and so there is nothing left to discover other than the contents of the page.  However, in nature, a waterfall is infinitely more complex and infinitely more profound than the few facts and figures located in the textbook.  Therefore, the ability to correlate the waterfall in the textbook to the waterfall in the natural world is essential to incorporate discovery in learning.

2. The child must challenge his result in order to take the next step in discovery.

In the textbook, there is no room left to challenge outside of the facts and figures.  In the natural world, any number of questions in any number of directions are available to the child to enhance the discovery process.  These various paths, even if explored abstractly, continue to sharpen the child’s processing of the content as a scientific discovery in his natural world.

The excitement over the result of discovery must be experienced in advancing to the next level of discovery.  The enthusiasm in the result is realized in the joy of taking the next step down the path to a deeper understanding.  Traditional school stalls the discovery process in the first step itself by capping discovery at only the contents of the textbook and instituting an exam which serves as a substitute for the actual result.  In other words, traditional school takes the excitement out of discovery and puts it in promotion down the factory assembly line.  In contrast, discovery in the natural world is like a treasure map, with each result being a milestone in the map which allows you to move to the next milestone.  This progress in the treasure map is the true excitement of discovery.  Similar to how a child, after learning to crawl, then learns to walk, then learns to run, and so on.  A crawling exam would effectively create a break or a dead-end in this journey, and replace the joy of the next step with the joy of external approval from the exam.

Through various techniques and objectives in Word Frames, these aspects of turning education into discovery is realized.   For this reason, to have this desired effect, Word Frames must connect to the school topics the child is studying.  It takes the topic and the content in the textbook as far away from the textbook and as close to the natural world as possible.

Leave a Reply

Your email address will not be published. Required fields are marked *