TRADITIONAL CLASSROOM VS. SCL CLASSROOM

Traditional Classroom

The classroom is the most visible symbol of an educational philosophy.

It is a philosophy that starts with the assumption that a predetermined number of students will all learn the same thing at the same time from the same person in the same way in the same place for several hours each day.

To learn more, order The Language of School Design: Design Patterns for 21st Century Schools (Nair, Fielding)








Disadvantage:
Do People Learn Better in a Traditional Classroom?

Although it might be hard to believe, especially for those of us who teach for a living, the answer is no. The majority of research in this field indicates that students learn and retain information delivered at a distance or online as well, if not better, as in a traditional classroom. (See the No Significant Difference Phenomenon site for numerous citations.) This is actually a pet peeve of mine -- I believe this question is the wrong one to ask and I find it distressing that we have elevated the traditional classroom to a divine decree. Although I like traditional instruction, as both a learner and instructor, it is far from the only method of teaching and learning. Homeschoolers, and others involved in non-traditional educational endeavors, have already learned that the one-size-fits-all traditional classroom is not always the best solution. Furthermore,?distance?and online learning?offers the opportunity to incorporate your academic endeavors into your personal, vocational, and ministry efforts. Some programs even build-in this relationship by requiring a local mentor and practical application assignments during each course. In such cases, the distance courses are probably better than the classroom ones. I believe that for many subjects, online and distance courses can be designed to be far superior to the equivalent traditional classroom model by integrated learning and practice for established students. Rather than focusing on "distance" or "online," focus on "learning" and take advantage of the many opportunities that rooted learners have to integrate and apply their learning. (http://www.bakersguide.com/kb/Do_People_Learn_Better_in_a_Traditional_Classroom?/)

The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.	Teaching with Technology: Creating Student-Centered Classrooms.
Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name.	Sandholtz, Judith Haymore; And Others
Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term.	Case Studies; Computer Uses in Education; Curriculum Development; Educational Change; Educational Cooperation; Educational Innovation; Educational Research; Educational Technology; Elementary Secondary Education; Futures (of Society); Integrated Activities; Partnerships in Education; Personal Narratives; Public Schools; Staff Development; Student Role; Teacher Collaboration; Teacher Education; Teacher Role; User Needs (Information)
Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author.	N/A
Note: Used from 2005 onward."> More Info: Help Peer-Reviewed: An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward. More Info: Help	N/A
Publisher:Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher.	Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027 ($18.95).
Publication Date:The date the document or article was published.	1997-00-00
Pages:The total number of pages including all front-matter.	211
Pub Types:The type of document (e.g., report) or publication medium.	Books; Guides - Non-Classroom
Abstract:A brief narrative description of the journal article, document, or resource.	Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The addition of technology further complicates the equation and presents many new questions. This book provides information based on 10 years of data gathered from the Apple Classrooms of Tomorrow (ACOT) project. Started in 1985, ACOT is a research collaboration between universities, public schools, and Apple Computer, Inc. to investigate the results of teachers and children routinely using technology for learning. The book includes case studies and teachers' personal perspectives from experiences in ACOT classrooms. The chapters are: (1) "From Instruction to Construction"; (2) "The Challenge of Instructional Change: Two Teachers' Stories"; (3) "The Evolution of Instruction in Technology-Rich Classrooms"; (4) "Managing a Technology-Rich Classroom"; (5) "Redefining Student and Teacher Roles"; (6) "Maintaining Student Engagement"; (7) "Enhancing Innovation and Promoting Collegial Sharing: A Reciprocal Relationship"; (8) "Integrating Technology into the Curriculum: An Exemplary Unit of Practice"; (9) "Creating an Alternative Context for Teacher Learning"; (10) "Back to the Real World: Opportunities and Obstacles in Staff Development"; and (11) "Technology: One Tool Among Many." A methodological appendix and index are also included. (Contains 127 references.) (Author/SWC) (http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED402923&ERICExtSearch_SearchType_0=no&accno=ED402923)

Direct comparison between SCL and Traditional classroom

This article compares grades earned by incoming MSW students in traditional classroom-based statistics courses and those taught using software-based content and no regular classes. Traditional-learning students earned high grades overall, regardless of prior undergraduate grade point average (GPA). Students in the electronic-learning course with high GPAs performed as well as students in the regular course. However, electronic-learning students with low GPAs earned lower course grades than students with high GPAs who took the same course and students in the traditional course, regardless of their GPA. (http://www.highbeam.com/doc/1G1-70361139.html)

Traditional Classroom












SCL Classroom