Contributed Commentary on
Volume 4 Number 14: Novick Actual Schools, Possible Practices: New Directions In Professional Development
29 August 1996
Candace Miller
millercy@jmu.edu
Like most articles in this journal, I found Novick's article Actual Schools, Possible Practices both informative and thought provoking. I have a couple of questions about the article. While it's no secret that the traditional mode of instruction (with its emphasis on passive learning) fails many children, what about those who excel and thrive with traditional instruction? Do we really know how the second group will fare with the more collaborative instruction model? How much does a child's temperment and personality type affect his receptiveness to instructional models? My sister (an elementary school teacher with 14 years experience) has observed that her high achieving students all have the ability to occupy themselves without disrupting the class. When they finish their assignments before the rest of the class, they will quietly read a book or do a puzzle while they wait for their classmates to finish. Her academically at-risk students rarely have this trait. They are more restless and easily distracted. I should add that she teaches in an urban school where most of the students come from low-income, minority families and that she herself is black. Also, while the collaborative teaching model requires a lot of creativity and flexibility from the teacher it will also require a great deal from the student. It will require that they take more responsibility for learning. Are most students capable of this? How will students with deficient social skills fare in an instructional model that requires they work closely with classmates on assignments, etc.? Some people just work better alone. I'm not saying that the collaborative model doesn't have merit. I think it could benefit those children who are turned-off by school so it is definitely worth trying. I'm just pointing out that just as the traditional model doesn't work for many children, the collaborative model may not work for many children.
