Talk:Minimalism in Education





Cheryl Hollis 10/16/08 UAB EDT 630
I agree that there are some areas where the educational system should look at minimizing their demands. My county issued a Pacing Guide for each quarter this year and the first quarter was over four pages in length. The idea that teachers are focused on “covering” the material is correct. Teachers that are worried they will not finish the required course of study in time for testing may “speed” up or “mention” concepts that students need extended time on. This is not to say it can’t be done, but at what price is quality teaching suffering? I do think assessments should be kept to a minimal level. Assessments are designed to test students’ understanding of concepts they have retained, not lessons that were thrown at them. I do not agree with the “back to basics” method mentioned in the article. We have come too far to take steps back. Technology, equipment, teaching practices, even resources and materials have improved for a reason. Returning to the practices of many years ago would negate all the hard work and improvements by those who viewed change as progress. One constant in education is change. I know it sounds like an oxymoron, but it’s true. Change is not a bad thing. I remember when they hooked up my Promethean Board. I was afraid to touch it, but after some professional development and practice it’s now the only thing I use. I was afraid of change, and now I see dry-erase boards as the past. Students these days are “Light Learners,” they are drawn to technology, they respond to it. Therefore, minimizing teacher’s requirements to allow freedom to expand on a concept is necessary; returning to the dark ages of teaching practices is senseless. Cheryl Hollis UAB EDT 630

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Comment by Melissa Johnson 7/05/08
Minimalism as it relates to visual art is much easier to comprehend. However, in the classroom, the idea of minimalism begins to get cluttered by involved stakeholders. For example, school administrators must hold teachers accountable for curriculum taught in the classroom. In turn teachers must hold students accountable for learning. Unfortunately throughout these stair steps of accountability the concept of minimalism can have different perspectives and approaches. Federal government and legislators make crucial decisions regarding school curriculum in the United States. Our state lawmakers contribute as well. However, teachers who willingly follow the direction of their administrators continue to have thoughts and ideas about best practices for their classroom and may choose a form of minimalism vacating various small parts of an idea in order to stick to the big idea. Benchmarks, standards, and goals set by the state have a tendency to strip teachers from their input in the matter. The question is how and when is minimalism okay? If educators are covering all material expected shouldn’t they have the flexibility to use minimalism as necessary? When discussing empowerment of teachers and students, freedom to use minimalism constructively would be a great start. I agree that stakeholders in the school system should play a part in making decisions about what should be taught. A collaborative approach to determining curriculum is essential. Second to that, teachers need flexibility to teach skills necessary to meet curriculum standards. A teacher can determine the efficacy of minimalist efforts in his or her classroom through a variety of assessments. These assessments would help hold teachers accountable.

Comment 2/25/08
There are many possible components of education that need to be given consideration as one develops a minimalist approach to education. For example, consider art and music. How does one make an appropriate decision that art and music are more important or less important than reading, writing, and arithmetic? How does one make a decision to relegate a discipline to informal education or to "student's choice" rather than including it as a required component of a minimal formal education?

Comment by David Moursund
Of course I believe that reading, writing, and arithmetic are important. However, how about a student learning to reflectively introspect (do metacognition)? How about a student learning to take an increasing level of responsibility for his or her own education?

It seems to me that a possible starting point for thinking about minimalism in education is to think about empowering students. What helps students grow into self-sufficient, responsible adult citizens of their community, nation, and the world?