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By Tim Bowen

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The development of curriculum, grade level learning material, and standard delivery of instruction reflect the philosophy of Taylor. Students were organized into classrooms by grades, in spite of what we see today as significant variance among the learning readiness of same-age students. Instruction was organized into subject areas, separating social studies from reading, math from science. Standard units of time (class periods) were used to separate subject areas and give the same time to each subject.

College has often been considered the passageway to good jobs and financial opportunity. Rates of college attendance have climbed steadily over the last several decades. In 2012, among 18- to 24-year-olds, 41€percent were enrolled in a two- or four-year degree-granting institution (NCES, 2014). But many college and university students are finding a more difficult path. Some students are not academically equipped for advanced education. Others lack the focus, attention, and persistence needed to go to class, study consistently, and make the choices needed to succeed in school.

Last man standing. Dodge ball is based on the same principle. Who is quickest, strongest, and has the best€aim? Curriculum-driven instruction fits nicely with the King of the Raft philosophy of schools. Teach fast and hard and see which kids survive. Good students and bad students. Red birds and black birds. Honor society and all the rest. Good readers and kids who hate to read. Math geeks and the vast majority who avoid math in their lives and careers. We continue to use systems that identify students who are “good” at instruction that was presented at 34╇ ◆╇ Giving Up Unproductive Mental Models one moment in time.

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