The main problem with the education system is the people running the schools aren't acknowledge how kids learn, and instead focus on what they think kids should know in general.
I've lost the big book where I put all these ideas, so I'll try and recall a few of them:
- Modular: Instead of rail-roading students into specific paths based on inconvenience, students are given total control over their own education. Of course, while the kids are young, we give them less options and more compulsory classes (see below) because they obviously are still developing and still have no real idea about their future, and then once they reach a certain age/grade, we open the floor entirely up to them. This would probably start with some sort of job fair (Australia doesn't have these, but I see them in American media all the time) that showcases what the kids should learn in order to do the job they would like to have, but maybe also demonstrate the use of some of the other classes like Philosophy.
Important: Even if only one student wants to do a class, they should be given the chance. The whole "wasting resources" is bullstuff. You waste resources when you make us wear uniforms. You could have used the money to produce those loving things to hire more teachers and better equipment. - Compulsory Classes: There are compulsory classes, including English (or the primary language of the country), Maths, Social (which deals with stuff like discrimination/harassment, puberty, drugs, religion, and all that bullstuff that we need to fit in somewhere) and IT (so everybody in the school knows how to at least use a loving keyboard). The compulsory classes cover the basics and are taught early. Obviously, extensions are offered, such as Calculus, Philosophy, Religious Studies or Writing classes, but students are free to pick these up whenever.
- Fun: Classes need to be fun. Fun comes from learning (I can provide a link to my breakdown of how fun occurs). Fun leads to engagement. Engagement leads to cognitive flow. Cognitive flow means that students will become completely indulged with the content and want to continue learning it. Therefore, we need to make classes that are designed to be fun. As a side note, the Ancient Greeks had 3 classes. Gym, Maths and Philosophy. Maths was done with music and art, because they realised how they tied into each other.
The way to make classes fun is not really something I want to specify in great detail, because that's the teacher's job. They need to figure out how the content can become fun. Video games and practical exercises are examples. The important thing is that the teacher makes the kids WANT/DEMAND to learn the content. - The ability to try and try and try again: The perma-death status of school assessments is ridiculous bullstuff. Even if it's supposed to resemble the real world, it is unrealistic to expect that people learning this content for the first time should only get one chance. Part of learning comes through repetition. That's why study is *supposed* to work, but it usually doesn't because it isn't fun. If people are allowed to constantly try over and over again until they get it perfect, it changes the way we look at assessments, and means that people will get better. Failing them will make them feel insecure and useless, and eventually they'll stop trying. Why do you think there are so many "dumb-stuffs" who don't care about school? It's because they never really succeeded, so they ultimately gave up.
- Better Assessment Types: Tests are just memory tests, and that's ridiculous. I'm not going to, nor would I want to remember a number of useless quotes from Shakespeare. They only prove how well people can either bullstuff or memorise things, and that's not supposed to be what we're testing for.
An Assessment/Test is supposed to showcase that the student understands the content, and has enough skill to use it to their advantage. Therefore, assessments should be to the benefit of the class they take. Why are people doing EEL (childcare class) writing essays? They should be out caring for (fake) children. Why are philosophy majors also writing essays? They should do an assessment which involves them choosing the best method to present their theories, be that as a presentation/lecture, a movie or an essay. - No Scores: Scoring is ridiculous. I always found scoring hard because it's so susceptible to bias. What's the difference between 69/100, 68/100 and a B? I think schools need to review the marking process on focus on two key elements:
A) Pass or Fail? Simple answer to say whether the student needs to try again.
B) What could be improve/what is perfect? So the student understands where they can be better, and what they got absolutely right.
Giving a number or a letter grade is ridiculous, and creates unrealistic amounts of competition and stress.
Sure there was a lot more, but that's what I remember for now.
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