Traditional Education
vs
PRINTS Education
Emphasis
Traditional Schools
-
Rote memorization
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Little (if any) emphasis on multiculturalism
PRINTS
-
Bilingualism, multiculturalism and internationalism fully integrated with academic subjects.
Classroom
Traditional Schools
-
1 age group
-
Teacher-directed work
-
Work is assigned arbitrarily to the entire group, regardless of individual needs
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Silence is imposed in the classroom
PRINTS
-
Mixed-age group
-
Children choose activities on their own
-
Activities are presented to children individually or in small groups, in accordance with each child's needs and learning style
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Silence is a reflection of concentration, peace, and order. The environment is calm
Teacher
Traditional Schools
-
Teachers are central, regardless of how well they have mastered the material
PRINTS
-
Guides facilitate, listen, and consult
Instruction
Traditional Schools
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Students receive lessons according to lesson plans following a predetermined syllabus
-
Subjects are compartmentalized
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Days are broken up arbitrarily by subjects, regardless of need
-
Teacher decides what students do
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All students work at the same pace
PRINTS
-
Students receive individualized, level-appropriate lessons
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Subjects are intertwined
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Uninterrupted blocks of time allow for the pursuit of work to the student's satisfaction
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Students choose individual and group work
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Students work independently at their own level and pace
Discipline
Traditional Schools
-
Rules imposed externally
-
Rewards and punishment used to regulate behavior and performance
PRINTS
-
Discipline emerges from student
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Students help establish ground rules for behavior in class.
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Students learn to take responsibility for their own behavior
Evaluation
Traditional Schools
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The adult is the judge
-
Recognition is gained by acceptance from the adult or the group
-
Further evaluation is based on short-term rote memorization and repetition of data
PRINTS
-
Self-correcting materials allow the students to get immediate feedback independently
-
Students reflect on their own process of learning and consult with the guides for support
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The success and sense of accomplishment that the students experience enhance their self-confidence and pleasure in learning
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Evaluation is comprehensive and spread over time. Students' journals, individual and group projects, teacher's observations and students' self-reflection all contribute to the discussion of developmental milestones
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Evaluation is not of academics alone; it also includes the emotional and social development of each student