The Broken Model
Talking Points
“The tendency is to believe that it has to be there.” (Khan, p.65) The author gives examples of which grades are what, what the “subjects” are and the length of “class periods”. I know for myself when I was looking at different schools for high school a block schedule. I knew I would never be able to stay focused for an hour and a half class 4-5 times a day. After going through RIC, I see there are ways I’m sure teachers did break it up by chunking lessons. Would longer class periods be beneficial in the long run? Would it be more real world experience?
“Tests say little or nothing about a student’s potential to learn a subject.”(Khan,p.91) It may give a bench mark of where the student is now but it doesn’t show that the material is truly being learned. I know for myself, I could not tell you different formulas I learned in geometry or algebra 2. I’m sure I knew them back in high school but once the material moved on so did I. I never retained it. So many of the parents these days are focusing on the one final grade and NEEd their child to attain it but what about the progress they take to get there. Students don't need to fit into this box the education system has made for them. If they fail a quiz or a test, so what? They have now learned what they need to work on and they can work on it to build for next time. It builds confidence in their learning for longer than just 6th grade math or whatever class it may be. But instead the parents try to be snowplows and take away every problem they have, rather than letting them work through obstacles they might find in a different context later in life.
In the video, Class Dismissed, they talk about Horace Mann’s belief that everyone was entitled to the same content in education. In reality, there is no equality in learning. Even though the Common Core exists, it is not a national curriculum. States make their own standards, leading to major differences in how subjects like slavery or civil rights are taught or not. The Prussia model wants the students to become subordinated adults and take their place in society.
Argument Statement
The author Khan and Class Dismissed argued that our current system, developed from Prussia, even though it was established with good intentions, education today should be more focused on individuality and lifelong learning, not just standardized tests.
Making Connections
I liked the quote by James Fenimore Cooper on page 75 that really resonated with me. “All greatness of character is dependent on individuality. The man who has no other existence around him, will never have any other than an existence of mediocrity.” It shows that our own individuality makes us great. When we are able to critically think and shape our own values, we are developing that greatness. I think this can also be related to AI. Systems like Chat GPT are changing how the world works by thinking beyond traditional limits and pushing us into new ways of thinking. This is what the Prussia model tried to hinder. They wanted to “churn out loyal and tractable citizens who would lean the value of submitting to authority.”(Khan, p. 76)
Discussion with Chat GPT – CHAT GPT CONVERSATION LINK
I asked the question of what would happen if we took away the Prussia Model in the United States? Chat GPT then prompted asking to compare with the Montessori model. I found this particularly interesting because I know there are a few Montessori modeled schools in RI, such as Ocean State Montessori. I’ve noticed after looking at them, more are just preschool and kindergartens, there are only a few that go up to 5th grade. There are none that go into secondary education which I found interesting.
Hi Alida! I appreciate your response to The Broken Model. First, you discussed the use of block scheduling to give more time in each subject. I remember when my school made this switch, and I also had a hard time focusing through the long class periods. I guess this depends greatly on the educator. They can push through the time with an overload of information or break it down like you mentioned with hope of giving time for students to explore the information given in greater detail. Looking back, I have no idea if that change was beneficial. Maybe that speaks to the success? In your second talking point you mentioned the inability for parents to allow children to learn on their own when you were discussing the importance, or the downside of testing. Coming from experience, this is such a challenging spot to be in. In some ways we do want our kids to be just a little better than we are so, I can understand how parents get a little aggressive. Personally, I give the space and then there are times when I step in. Finally, you mentioned AI towards the end of your response. I was thinking this through this morning. I do agree that something like Chat GPT provides us with new ways of thinking, but do you think this can also hinder developing critical thinking skills and develop our own opinions?
ReplyDeleteI like your argument. It makes sense that the school system started with good intentions but doesn’t fit how people learn today. The part about individuality vs standardized testing is clear, especially since learning now is more about thinking and adapting than memorizing.
ReplyDeleteI enjoy seeing how you use ChatGPT to deepen the conversation around the edges of this text. Clearly it made you think more about Montessori, for example, and even how our own state works with other models!
ReplyDeleteAlida,
ReplyDeleteI appreciated how you questioned whether certain structures, like block scheduling, are actually beneficial or just assumed to be necessary. That quote, “The tendency is to believe that it has to be there,” really captures how deeply normalized the current system is. We rarely stop to ask who the structure was designed for or whether it truly serves all learners. Your reflection shows that the system can feel rigid long before we understand why it was built that way.
Your point about tests not measuring potential also stood out to me. So much emphasis is placed on the final grade, but as you said, it often says little about long-term understanding. I think that connects strongly to Khan’s critique of standardization. If students move on without retaining knowledge, then the system may be rewarding short-term compliance rather than deep learning. I also appreciated your point about parents acting as “snowplows.” It raises an important tension between protection and resilience. Failure, when framed correctly, can be part of growth rather than something to eliminate. It also gave me a little laugh thinking about the plows during this blizzard!
Your connection to AI was interesting too. It highlights how innovation challenges rigid systems. If the Prussian model was built for order and obedience, then modern tools that encourage questioning and exploration disrupt that intention. It makes me wonder what kind of citizens the current system is truly shaping.
Your post really captures the tension between structure and individuality.