Several years ago, two friends and I led a two-week summer camp. The theme was the brain and how it works. We focused our efforts on offering activities that would allow campers to give a thumbs up or thumbs down to a variety of experiences. The goal was for them to discover what they find easy or enjoying doing, as well what they find hard or uninteresting. We all participated in activities that were easy, just right, or difficult.
Much of school is about just that. Easy. Just right. Difficult. One person’s experience is not the same as another’s, and yet schools persist in trying to make everyone’s experience the same – a factory model applied to individuals. Factories don’t exist to fit the individual; their purpose is to create conformity and uniformity. That simply doesn’t work in schools. It isn’t an effective way to learn. I may need more time to conduct an experiment or read a book but less time solving a math problem or applying logic to a given situation. We are each individuals, and many of us didn’t learn much about our learning style until we were out of school. If we were successful in school, there could be many reasons but one reason for many is that we simply knew how to “do school.” We understood the way school worked, could manage to meet most requirements with relative ease and fit into the mold. Some of us did not have that luxury. Instead, we may have struggled with things that others found easy; we may have not understood how to meet the mark and succeed in school. But, once we found something we loved to do, we figured that out, no matter how hard it was.
Many schools, like Wilmington Montessori, are trying to do things differently. We are looking for that “just right” level of instruction for every student, not just a select few. We strive to be responsive to the needs of the children in their classrooms today – not those who were there last week, last year or 10 years ago. This is a tall order but it is one that is necessary. We know much more about learning and how brains work today than we did a century or even a decade ago. We have the ability to design instruction with the student in mind. We know that we are preparing students to enter a workforce that is quite different from that their parents or grandparents entered. It is a new world, a world that is moving at a faster rate of change than ever before. We need to be responsive and adapt student experiences, ready to make it “just right” for the children who will be doing all they can to be contributing members of their world as they continue to learn and grow.