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For my entire adult life I have been involved with education in one form or another. At times I have been a college instructor, a tutor, the ISS coordinator for a low income middle school (one of my favorite jobs of all time!!), and, now, I am currently an educational consultant. All of these experiences have given me greater insight to how children/young adults learn. But, you see, the sad thing is: Even though our children/young adults are learning, we (educators) are holding them back! Let me say that again to all of the teachers reading this: WE ARE HOLDING OUR CHILDREN BACK! I guess the question which begs to be answered is: How are we holding our children back? (Some of you may be saying to yourself, “I don’t hold any of my kids back, but so-and-so teacher does.” Sorry to burst your egocentric bubble, but you’re holding the students back as well…fear not, this is not a personal attack; it’s just how we know how to educate…for the time being, that is.)So how do we hold our children back? I’m glad you asked. We hold our children back by maintaining that our current educational system works. (I’m even looking at you parochial schools/teachers, which I am a product of.) We maintain that by following the suggestions of the Committee of Ten, we have secured our students a reasonable chance of being ready for college or the workplace. I guess following these suggestions from this committee was correct at one point, but, you see, this committee was formed in 1892. That’s right, 1892. I daresay there have been some monumental changes that have occurred since that time. So, let me ask you: Why do we stay with an antiquated system? The short answer is: comfort. We stay with this system because it is what we know. No one likes to change. But sooner or later change is inevitable. Enter the book INEVITABLE with the longer answer. This book realizes that students are no longer interested in a cram-down-your-thought style of teaching (were they ever?). Dates and figures and formulas and equations and memorization don’t work anymore. What works? MCL: Mass Customized Learning. You see, for the past 120 years, we’ve held on to the notion that every child is ready to start learning at the same pace of the other kids. For those that are brighter, we softly tell them how sorry we are that we can’t challenge them enough; for those that are slower, we ignore…or worse we develop IEPs that make them all but invisible. With MCL, we don’t start by asking Can Little Susie learn to read?, we start by asking What types of books is Little Susie ready for? Perhaps she’s ready for WAR AND PEACE; perhaps she needs chapter books; perhaps she can’t handle either, and needs to work on vocabulary, sounds, etc. (I understand this hyperbole, just go along with it.) Additionally, we have created barriers to our children’s full potential of learning. These barriers are seen as fundamental fixtures within education. I say they are nothing more than dividers between those that are able to grasp knowledge from the get-go and those that need to have more time/explanation/understanding for the material. I’m talking about what Schwahn and McGarvey call “weight-bearing walls.” These WBWs include: grade levels, classrooms, class periods, set courses/curriculums, textbooks, paper and pencil, grading system, report cards, nine-month school year, and the old adage that learning can only be made possible within schools. Before I go into some of these WBWs, it is important for us to understand that we are no longer living in the Industrialized Age; heck, we are not even living in the Electronic Age with all the new advances sprouting up in every field imaginable. We are living in the Age of Empowerment. If you want to know something there are no less than ten different ways that you can ascertain this knowledge. We have to EMBRACE this fact and stop fighting against it! Back to the WBWs. Let’s just look at three of them: textbooks, nine-month schedule, and schools as the only place of learning. Textbooks are no longer needed. Wait! Don’t roll your eyes. Hear me out. Textbooks are no longer needed because they are no longer feasible. The information within the textbook is feasible, but the clunky, backbreaker that needs to be toted from locker to classroom is no longer needed. In fact, think about this. In most high school AP history classes today the Afghanistan War, Hurricane Katrina, Iraq War (current one, that is) are not even mentioned. To boot, most high school history books don’t even mention that the United States has its first ever African-American president. Whereas if all of this was on an electronic device this information would be available as quickly as thumbs and fingers could navigate the buttons. As for the nine-month schedule this is just laughable that we continue this model. This was devised for an agrarian culture that is no longer practiced. Little Billy doesn’t have to help with the harvest any more. (I can say this with a straight face because I’m from South Dakota and I know how farms operate.) This nine-month teaching is geared for teachers and administrators. They like it; they keep it. Rubbish! Get rid of it. Learning can be done continuously. Twelve months a year. (I could go on a different rant of teacher pay but I’ll leave that alone…I understand teachers do not get rewarded for their efforts as well as they should, MCL could help change this arena of education as well.) Plus, students that are kept learning the entire year would have less of a chance of losing this knowledge during the dormant summer months. Okay, if you’re still with me, let’s look at schools. We all know there are some really horrible schools out there. Some of them are just plain old, with failing infrastructures. Some are victims to their environment. I get it. There is only so much that can be done, and there is only so much us taxpayers are willing to shell out. With that said, why does a school have to have walls and a roof? Why couldn’t a school be self-contained within an electronic portable device? Surely our children could handle this. Think about how much more they know about electronics than we do! O, I see. You’re worried about the supervisory capacity of these children. Completely understandable. But MCL covers this aspect as well. We empower our children by the same time as empowering our teachers. MCL doesn’t close schools and get teachers fired, it embraces the notion that MCL allows for a freer schedule for teachers and students. We have to face the fact that we (older than 30) are Digital Immigrants and that the Digital Natives know more about technology and computers than we do. BUT THAT IS OKAY! They’ve known nothing less than a technological world! Okay, I’m a bit allovertheplace…I can’t help it; this is exciting stuff. All I ask is this: If you have an interest in education, work as a teacher or administrator, or if you have a child currently in school today to look at this book. Will it be a struggle to change our old assembly line of education, yep. Will it be costly and require a lot of work, again, yep…at first. Will it really be worth it? There is no doubt in my mind that it will be worth it. In fact, I daresay that by incorporating MCL America can (will?) be proud of their education system. This is not a broken system; this is a stagnant system. Tinkering wit it will solve nothing. Change is the answer. Sooner or later the Digital Natives will restructure our schools anyway. Why wait? Let’s do this now.HIGHEST POSSIBLE RECOMMENDATION

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