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Education",9,[29,259,422,607,827,1011,1179,1370,1571],{"id":30,"data":31,"type":27,"maxContentLevel":34,"version":21,"orbs":35},"8cef6907-452c-4a1e-b614-050deb0e0152",{"type":27,"title":32,"tagline":33},"Education Through The Ages: A Brief History","Is going to school as normal as we think?",3,[36,128,218],{"id":37,"data":38,"type":21,"version":21,"maxContentLevel":34,"pages":40},"871070bd-32c5-43c9-9876-4aa32f021fd3",{"type":21,"title":39},"The Evolution of Education",[41,60,78,96,112],{"id":42,"data":43,"type":25,"maxContentLevel":34,"version":21,"reviews":47},"cb3bc0c4-4c9e-48ea-85e3-227da222a59e",{"type":25,"title":44,"markdownContent":45,"audioMediaId":46},"Is it alternative education or just education?","What is learning, really? Is it sitting in a classroom, taking notes, and preparing for tests? Is it dedicating hours to perfecting a new skill? Or perhaps it's remembering a favorite poem or even song lyrics?\n\n![Graph](image://0e5d3544-337f-44a5-a29d-14dea78f163e \"Image:British Museum, CC BY-SA 4.0, via Wikimedia Commons\")\n\nCultures through the ages have considered all of these things as forms of education. The world of learning has diverse origins, from the ancient Maya, who valued songs and stories, to the Greeks, who prized athletic ability and philosophy. The modern education system is just one way to approach learning. But have you ever stopped to consider the others?\n\nMaybe you were one of those kids who waited longingly for the bell to ring, or perhaps you were the student who did extra credit for fun. Either way, you have probably had an up-close and personal experience with education – inside and outside the classroom. In a world as diverse as ours, it’s not surprising that alternative education movements exist.","f71bd77a-53b2-4add-8eb1-54eab27dc1ce",[48],{"id":49,"data":50,"type":51,"version":25,"maxContentLevel":34},"1a162f27-03d4-425a-b2a0-dfba1ef65b11",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":52,"multiChoiceCorrect":54,"multiChoiceIncorrect":56},11,[53],"What did the ancient Maya value as a tool of learning?",[55],"Songs and stories",[57,58,59],"Philosophy","Athletic ability","Mathematics",{"id":61,"data":62,"type":25,"maxContentLevel":34,"version":21,"reviews":66},"1045dedb-75c2-49ed-af8e-17a50ec7ba80",{"type":25,"title":63,"markdownContent":64,"audioMediaId":65},"Learning in early cultures","Learning has been around as long as people have. Our hunter-gatherer ancestors may not have created long, elaborate written texts, but they had a complex learning system based on cultural transmission.\n\n![Graph](image://e62ed53a-4e70-475c-ac0e-43e66160835b \"Our Hunter gatherer ancestors\")\n\nWe often think of the hunter-gatherer lifestyle as primitive, but it was a culture filled with myths, rituals, and community values. Young children were actively involved in daily life and learned through experiencing social interactions within the community. Older boys underwent initiation and were separated from their families and taught about the cultural values, rituals, and skills they would need to grow into involved community members.\n\nEducation was not something that children did, but rather how they lived. These early cultures understood that they needed to work together to survive, and children gained the knowledge they would need by being included in daily life. With a strong oral tradition and a daily dose of experiential learning, early cultures educated their children holistically as they integrated into the tribal group.","19348666-d217-40db-99cd-1a12e638facb",[67],{"id":68,"data":69,"type":51,"version":25,"maxContentLevel":34},"8ca43568-b922-4583-ba6a-a6f25d426236",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":70,"multiChoiceCorrect":72,"multiChoiceIncorrect":74},[71],"How did our hunter-gatherer ancestors learn?",[73],"Cultural transmission",[75,76,77],"Written texts","Technology","Books",{"id":79,"data":80,"type":25,"maxContentLevel":34,"version":21,"reviews":84},"9b80050d-5385-42b8-98b0-e235587385c7",{"type":25,"title":81,"markdownContent":82,"audioMediaId":83},"Old world civilizations: Egypt","The earliest schools started with the creation of cuneiform and hieroglyphics in Egypt and Mesopotamia in 3000 BCE. These schools were run by priests who explored the humanities, mathematics, science, and medicine subjects.\n\n![Graph](image://6e94d6df-220e-4bce-b00e-a29c8cecca50 \"Image: AnaTam, CC BY-SA 3.0, via Wikimedia Commons\")\n\nOnly boys from privileged families received formal education. Between the ages of 5 and 17, boys were taught to read and write so they could become scribes. After they turned 17, young men could attend the temple college as trainee priests. These schools were based on cultural transmission through discipline, memorization, recitation, and copying. These methods are not unlike the ideas behind modern school systems.\n\nAccording to archaeological evidence, Egyptian classrooms shared many similarities with modern ideas of learning. Desks, rules, and punishments were common in Egyptian schools, just like the classrooms we grew up in.","849a16e7-ae2a-4a9a-a395-7bd7ea891785",[85],{"id":86,"data":87,"type":51,"version":25,"maxContentLevel":34},"53f76793-f8d8-48bd-a0b3-25def996b46e",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":88,"multiChoiceCorrect":90,"multiChoiceIncorrect":92},[89],"What age did boys from privileged families begin receiving formal education in ancient Egypt?",[91],"5 years old",[93,94,95],"8 years old","10 years old","12 years old",{"id":97,"data":98,"type":25,"maxContentLevel":34,"version":21,"reviews":102},"41d3d520-11f9-4981-85b2-400d9ba64b76",{"type":25,"title":99,"markdownContent":100,"audioMediaId":101},"New world civilizations: Maya, Aztecs, and Incas","![Graph](image://82476480-947d-46b1-9117-710e2cb4c23e \"The Mayan Calendar\")\n\nThe Maya, 1500 BCE Central America, are known for their ingenuity, architecture, mathematics, and astronomy. They were a religious culture that saw education as sharing the cultural history and preventing deviation from the established cultural norms. Learning was based on self-restraint, cooperation, moderation, and self-discipline. They used hieroglyphs and artwork but had a strong oral culture.\n\nThe Aztecs, 1300 CE Mesoamerica, also used oral transmission and memorization to teach their history, myths, and traditions. They had a school called the calmecac, which was devoted to native learning. Children would start an apprenticeship at the age of 10 and learn about their history through music, poetry, and stories.\n\nIn 1100 CE South America, the Incas had 2 types of schools to teach skills along with their oral history. The vocational education was for the average Incas, while the nobility received formalized training. It was a learning system focused on agriculture, subservience to the community, and government-supervised training.\n\nThe Mayan education system was based largely on oral transmission, while the Aztecs used experiential learning to enhance their oral culture. The Inca focused more on the practical application of knowledge and how stories could better serve the community.","350b2593-3c82-4ec1-8305-b9081c0ca7df",[103],{"id":104,"data":105,"type":51,"version":25,"maxContentLevel":34},"4690a81e-7689-4d71-901a-edf546296905",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":106,"binaryCorrect":108,"binaryIncorrect":110},[107],"What was the name of the school devoted to native learning in the Aztec civilization?",[109],"Calmecac",[111],"Templo Mayor",{"id":113,"data":114,"type":25,"maxContentLevel":34,"version":21,"reviews":118},"792e5f34-1434-4478-ad72-b9ca4699bcf8",{"type":25,"title":115,"markdownContent":116,"audioMediaId":117},"Classical cultures: Greece","Classical Greece has some of the most well-known philosophers and educators, from Socrates and Plato to Homer and Herodotus.\n\nSchools in Greece began as a way to train scribes to capture what had only been an oral history. The sons of Greek noblemen learned by spending time with an older mentor. They valued education as it meant that boys could grow into men who were patriotic warriors with military skills, morals, and a sense of cultural identity.\n\n![Graph](image://1f50eae4-05cd-4d9a-bd39-158571fcca36 \"A Spartan warrior\")\n\nSparta was one part of Ancient Greece that had influential philosophies around teaching. Spartan boys were raised from a very early age to be elite warriors. Their schools were all about fighting skills and devotion to the community. The state controlled the education of all aged from 7 to 20 years. They didn't just focus on physical abilities, though. Music and art were important parts of religious celebrations and were included in school life.\n\nHerodotus mentions that the earliest schools existed in 496 BCE, although there wasn't one place for learning. Children attended lessons in different places based on the subject. The Greeks considered school an enjoyable activity that allowed time to discover and reflect. The word scholē means 'leisure,' although kids today might argue that school is anything but leisurely.","4c2134fd-52c8-4a1f-94ca-3d3045b24ee0",[119],{"id":120,"data":121,"type":51,"version":25,"maxContentLevel":34},"79cae92b-b4f6-4714-8d53-97af32c0ffec",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":122,"binaryCorrect":124,"binaryIncorrect":126},[123],"What does the Greek word scholē mean?",[125],"Leisure",[127],"Education",{"id":129,"data":130,"type":21,"version":25,"maxContentLevel":34,"pages":132},"4c446f5b-cce2-4715-8b11-a4323e30b94a",{"type":21,"title":131},"Education in Europe and America",[133,151,169,184,202],{"id":134,"data":135,"type":25,"maxContentLevel":34,"version":25,"reviews":139},"65e79c74-c0d3-4c71-b57c-65f6f35d368c",{"type":25,"title":136,"markdownContent":137,"audioMediaId":138},"16th to 18th century Europe","During the 16th to the 18th century, rulers began to see general education for its political power and as a way to encourage order and obedience. However, some believed that education had the power to improve the world. \n\nFrancis Bacon said, \"knowledge is power,\" and believed that educators of the time needed to use inductive reasoning and empiricism to prepare children for life. We have Bacon to thank for The Scientific Method that is used today. His notion that knowledge is gained through experience is something that modern education alternatives include in their teaching methods. \n\n ![Graph](image://cb5094fa-f91b-43b4-a4b5-02d9baa8f2e7 \"Francis Bacon\")\n\nThe Reformation changed not only the European political and religious landscape but also the educational one. In 1517, Martin Luther pushed for the expansion of schooling and wanted compulsory elementary schooling for girls and boys. Other German protestants created a schooling system copied by European countries. They believed in mass schooling for everyone, including women and enslaved people. Protestant involvement in the education system lessened in the 19th century as the state became more involved.\n\nHowever, there is still no denying their impact on education as we know it.\n\n","ce58169a-3d56-4ab0-ba7a-d727e93b1a9b",[140],{"id":141,"data":142,"type":51,"version":25,"maxContentLevel":34},"08cfdda7-1236-405f-904a-457ebc54bb4d",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":143,"multiChoiceCorrect":145,"multiChoiceIncorrect":147},[144],"Who said \"knowledge is power\" and believed that educators of the time needed to use inductive reasoning and empiricism to prepare children for life?",[146],"Sir Francis Bacon",[148,149,150],"Martin Luther","John Calvin","Thomas Aquinas",{"id":152,"data":153,"type":25,"maxContentLevel":34,"version":25,"reviews":157},"d82c399e-9032-45a5-a71c-280d248cd6c5",{"type":25,"title":154,"markdownContent":155,"audioMediaId":156},"Massachusetts and the war on Satan","The Puritans of Massachusetts passed the Old Deluder Satan Act in 1647. This was the foundation of public schools, as each village with 50 or more families was required to hire a teacher. Towns with 100 or more families were large enough to support Grammar schools. This act was less about education than literacy as a way of saving souls. These schools were community-run, and elementary and secondary levels were separated.\n\nAt this time, Dame schools were started by women, usually in their kitchens. They offered a tutoring service and helped supplement the town's educational needs. Traveling schoolmasters were also common as the push for literacy continued. This academic momentum had a religious motivation, but it also laid the groundwork for the idea of public schooling.\n","573f5f8e-2612-453d-a658-48f1fa9c3fbc",[158],{"id":159,"data":160,"type":51,"version":25,"maxContentLevel":34},"c74bcfdb-3ec0-41dd-9f66-309cf22714bb",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":161,"multiChoiceCorrect":163,"multiChoiceIncorrect":165},[162],"What was the name of the act passed in 1647 by the Puritans of Massachusetts that was the foundation of public schools?",[164],"The Old Deluder Satan Act",[166,167,168],"The Education Act","The Literacy Act","The Soul Saving Act",{"id":170,"data":171,"type":25,"maxContentLevel":34,"version":25,"reviews":175},"20583832-6a0d-4aec-ae1b-7379216a126d",{"type":25,"title":172,"markdownContent":173,"audioMediaId":174},"The rise of industry","Before the industrial revolution, schools were scarce and predominantly based on religious ideals. But the growth of industry meant a widespread push for mass schooling. The British government passed the Factory Act in 1833, which made 2 hours of schooling per day compulsory for children who worked in factories. As industry grew, so did the need for a skilled workforce. Factories created jobs which meant more families could afford schooling.\n\n ![Graph](image://5529b163-fa55-4be6-9c6a-6d57cd05c51a \"Child laborers in the 19th century\")\n\n'Factory Schools' began in Prussia in the early 19th century and were designed to create students who would obey rules and authority figures. Although this was for military purposes, the model quickly spread to the Western world. It was an age-based learning system run by the state to increase literacy and state obedience. \n\nMany supporters of alternative education say that modern public schools are based on this 19th century model. Although large schools have a controlled process with measurable outcomes, this isn't entirely true. It is a question of scale. Mass schooling requires order, results, and strict systems to work.\n\n","763ebe13-6604-4e56-89bb-af64dba2ebe3",[176],{"id":177,"data":178,"type":51,"version":25,"maxContentLevel":34},"2796133b-efbd-4566-ae02-db526ee0fc81",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":180,"clozeWords":182},4,[181],"The 19th century saw the rise of Factory schools, designed to create students who would obey rules and authority figures.",[183],"Factory",{"id":185,"data":186,"type":25,"maxContentLevel":34,"version":25,"reviews":190},"0e88df0b-c652-49c8-a0f1-204a30073ca1",{"type":25,"title":187,"markdownContent":188,"audioMediaId":189},"Colonialism","After the First World War, the colonial map was redrawn. Mission schools were started in British and French colonies as a form of cultural assimilation. This colonial education was designed to replace indigenous knowledge and culture with that of the colonizers. It was a system of dominance and power, and education was used for political ends. These mission schools introduced European-style learning to other countries to the detriment of indigenous culture.\n\nColonial education was meant to create skilled people who would work with the colonizers. It is an education system that has had severe consequences in countries globally. For example, colonial education almost eradicated the traditional learning system in Zimbabwe. With the introduction of a foreign currency and a money-based exchange economy, the indigenous people were forced to pursue colonial education to survive. This education was controlled by the state and was of a sub-par standard. This is because it was not learning for the betterment of the students but rather a blanket approach to spread a new religion, language, and political ideals.","a909e451-6e8a-4a80-bf55-e452663fb1a4",[191],{"id":192,"data":193,"type":51,"version":25,"maxContentLevel":34},"c02a8855-a574-4099-afd6-f84ce9c8bdd2",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":194,"multiChoiceCorrect":196,"multiChoiceIncorrect":198},[195],"What was the purpose of mission schools in British and French colonies?",[197],"Cultural assimilation",[199,200,201],"Multiculturalism","Indigenous knowledge","Classical learning",{"id":203,"data":204,"type":25,"maxContentLevel":34,"version":25,"reviews":208},"ee0a225f-0311-46d3-b8f8-1f279c316662",{"type":25,"title":205,"markdownContent":206,"audioMediaId":207},"Horace Mann and public education","By the 19th century, public schools in America had deteriorated under community leadership, and educational reformer Horace Mann advocated for change. He called for universal education in the form of \"common schools\" that were state-run and state-funded. Mann's non-sectarian approach to education caused a stir, but that didn't stop him, and a state board of education was established in 1837. \n\n\n ![Graph](image://0328076e-3255-4749-9093-79a9dd35f689 \"An American public school\")\n\nMann held 6 core beliefs about education, some of which were met with resistance. He believed a country could not be free and ignorant, so universal education was vital. Education should be supported by the community and paid for with public taxes. After being founded on religious principles, Mann said that education should be non-sectarian and accept children from different social, ethnic, and religious backgrounds. He also advocated for schools based on the ideals of freedom, run by well-trained teachers.","814fce7e-161d-4adc-92b4-5ba9db188715",[209],{"id":210,"data":211,"type":51,"version":25,"maxContentLevel":34},"5b18d29e-9cd6-44aa-8822-d736aebfcd4b",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":212,"binaryCorrect":214,"binaryIncorrect":216},[213],"What did Horace Mann advocate for in the 19th century in order to improve public schools in America?",[215],"State-run \"common schools\"",[217],"Private schools funded by the community",{"id":219,"data":220,"type":21,"version":25,"maxContentLevel":34,"pages":222},"988696bf-2272-42ce-8e26-1b56c191612d",{"type":21,"title":221},"Modern Educational Developments",[223,241],{"id":224,"data":225,"type":25,"maxContentLevel":34,"version":25,"reviews":229},"c2cec88a-7e90-41d9-b0f7-1b764a040d02",{"type":25,"title":226,"markdownContent":227,"audioMediaId":228},"World War 2 and an emphasis on education","World War 2 saw state school funding being diverted to the war effort and a huge dropout rate as students and teachers enlisted. Military enrollment required academic testing, and young soldiers failed to meet the academic standards. Because of this, progressive education lost ground after the war, and more emphasis was placed on formalized curriculums. The war created more educational opportunities for women, though, particularly in the teaching field. After the war, high schools introduced additional classes like agriculture, home economics, and vocational training.\n\nIn the United Kingdom, the Butler Act was passed in 1944, which advocated for a structured education system that offered free and compulsory education to children aged 5–15. The tripartite system was split into grammar, modern, and technical secondary schools. By clearly defining the levels of education, the Butler Act was the start of the modern UK school system.","4fb02485-0e35-4ac0-9757-9e65a97ffff0",[230],{"id":231,"data":232,"type":51,"version":25,"maxContentLevel":34},"818f5ae7-d1b7-44b1-9616-8d37afee26fb",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":233,"multiChoiceCorrect":235,"multiChoiceIncorrect":237},[234],"What was the name of the act passed in the UK in 1944 that advocated for a structured education system?",[236],"The Butler Act",[238,239,240],"The Bueller Act","The Builder Act","The Boulder Act",{"id":242,"data":243,"type":25,"maxContentLevel":34,"version":25,"reviews":247},"f58b907b-898e-4f60-a129-b9791bcca396",{"type":25,"title":244,"markdownContent":245,"audioMediaId":246},"Education as we know it","Schools today don't look so different from schools in the past. Large class sizes, underfunding, bureaucracy, textbooks, and exams are as common today as they were 50 years ago. \n\n ![Graph](image://0e0338ff-5af9-4b27-a810-7c29fa89ec1c \"A modern classroom\")\n\nBut things are changing. The educational landscape is shifting as more research is done on how children learn best and governments develop new ways to provide quality education. The world is developing rapidly, and people realize that the education system needs to evolve with it. For many people, ‘rote learning’ and memorization won't cut it anymore. The world is moving towards a skills-based economy, and children may need to be independent and creative thinkers. In the eyes of many, schools need to teach kids how to learn, not what to learn.","554da8c7-2746-493f-8944-89d9d72ef7b5",[248],{"id":249,"data":250,"type":51,"version":25,"maxContentLevel":34},"e8e0d2b3-fa70-40d0-b426-ecd125b8238e",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":251,"multiChoiceCorrect":253,"multiChoiceIncorrect":255},[252],"What is the world moving towards in terms of education?",[254],"A skills-based economy",[256,257,258],"A memorization-based economy","A creativity-based economy","A rote-learning-based economy",{"id":260,"data":261,"type":27,"maxContentLevel":34,"version":25,"orbs":264},"29516c01-9311-44c3-bfa7-d36823a049e6",{"type":27,"title":262,"tagline":263},"Democratic Schools","Imagine if school prepared you for life with democratic citizenship skills.",[265,341,387],{"id":266,"data":267,"type":21,"version":25,"maxContentLevel":34,"pages":269},"5335cd93-fa54-4ced-88e0-54e3735601f5",{"type":21,"title":268},"Understanding Democratic Schools",[270,286,300,318],{"id":271,"data":272,"type":25,"maxContentLevel":34,"version":25,"reviews":276},"350affb2-67c3-4870-a96c-36b687040a63",{"type":25,"title":273,"markdownContent":274,"audioMediaId":275},"What is a Democratic School?","Democratic schools, also known as free schools, are based on the idea of democratic citizenship. They don’t use a teacher-led curriculum but rather allow students to be autonomous in how they spend their days.\n\n\nThe definitions of a democratic school vary, but they are all based on the idea of democracy and self-directed education. Students of all ages can organize their day and choose classes and activities based on their interests. The classes are not divided by age, and learning is facilitated through the interaction between older and younger students.\n\n\n ![Graph](image://d29ac5fa-e89e-41bc-afd0-f3f198b84b34 \"Children learning in a democratic school\")\n\nIn a free school, students and teachers are equal, and decisions are made communally through a voting system. The values of free speech, free association, and freedom of choice are prioritized.\n\nThe basis of a democratic school is to encourage children to think for themselves, play, and develop a love of learning. It is an environment that tries to foster independence and autonomy through trust.\n\n","e050f1fc-d09c-4ef3-83ac-551e230f1d1b",[277],{"id":278,"data":279,"type":51,"version":25,"maxContentLevel":34},"3fd0c869-6d6c-471a-b9eb-df2c0c4c3e5b",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":280,"binaryCorrect":282,"binaryIncorrect":284},[281],"What is the basis of a democratic school?",[283],"To encourage children to think for themselves, play, and develop a love of learning.",[285],"To use a teacher-led curriculum.",{"id":287,"data":288,"type":25,"maxContentLevel":34,"version":25,"reviews":292},"b499aba4-6a71-43c2-a036-45c845b254d4",{"type":25,"title":289,"markdownContent":290,"audioMediaId":291},"A brief history of free learning","Democratic school principles have been influenced by the ideas of American philosopher and educational reformer John Dewey. His book Democracy and Education: An Introduction to the Philosophy of Education was published in 1916. In it, Dewey expressed his opinions on the importance of children becoming life-long learners. He believed that school should prepare kids to contribute to society but also help them prepare for an uncertain future. Dewey said that schools should teach kids how to learn and be adaptable.\n\n\n ![Graph](image://44c8e170-b39e-4944-8768-91065d21970c \"John Dewey\")\n\nScottish progressive educator Alexander Sutherland Neill followed Dewey's footsteps, who founded the Summerhill School (Suffolk, England) in 1921. Summerhill paved the way for other democratic schools with its principles of self-governance and learning without coercion. Neill developed Summerhill to have a flexible curriculum based on trusting the students to direct their education. The progressive approach is about giving students personal freedom and time to develop naturally.\n\nThe Sudbury Valley School followed in Framingham, Massachusetts, in 1968. Founded by Daniel Greenberg and parents who wanted something different for their kids, Sudbury was modeled on the Summerhill School.\n\n","03072db4-6710-4aa6-b7ae-5e9c35902afb",[293],{"id":294,"data":295,"type":51,"version":25,"maxContentLevel":34},"c66ce0d0-6bc4-47ff-b7b6-b1e693c393f4",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":296,"activeRecallAnswers":298},[297],"What book did American philosopher and educational reformer John Dewey publish in 1916?",[299],"Democracy and Education: An Introduction to the Philosophy of Education",{"id":301,"data":302,"type":25,"maxContentLevel":34,"version":25,"reviews":306},"b336c51a-aee0-4129-9977-c9bff1971dd6",{"type":25,"title":303,"markdownContent":304,"audioMediaId":305},"How does a Democratic School work?","Democratic schools don’t look like the schools you probably know. Students from preschool to high school can choose what they do and how they do it. They are not only responsible for their learning but the governance of the school.\n\nClasses and activities are based on ability rather than age, and the staff are facilitators rather than teachers. They don’t direct learning. Instead, they bring their wisdom and experience to learning situations that offer enrichment and connection. Staff members try to be creative and collaborative learning partners.\n\nClasses and activities use different materials, tools, and methods. It is a personalized approach to learning that uses project-based learning in a collaborative setting.\n\nFree schools are run democratically, with meetings or assemblies held to vote on rules and how to enforce them. Everyone gets an equal vote, and a mixed-age jury panel deals with any violations.\n","22085d83-1ef4-475b-bdee-86ddaaee8bb0",[307],{"id":308,"data":309,"type":51,"version":25,"maxContentLevel":34},"ec76ffca-c50b-460b-9af9-ee842fa4324a",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":310,"multiChoiceCorrect":312,"multiChoiceIncorrect":314},[311],"What is the role of staff members in a Democratic School?",[313],"Facilitators rather than teachers",[315,316,317],"Directors of learning","Creators of rules","Enforcers of rules",{"id":319,"data":320,"type":25,"maxContentLevel":34,"version":25,"reviews":324},"894a4fea-586d-402c-b9a3-bc100fcd9670",{"type":25,"title":321,"markdownContent":322,"audioMediaId":323},"Characteristics of a Democratic School","Democratic schools follow the principle of self-governance that encourages students to actively engage in the running of the school. It is about creating conscious citizens who can become active and meaningful members of society. Freedom of speech, understanding justice, and listening to and understanding other perspectives are critical.\n\nFree schools don’t have rigid rules but instead, use the principle of freedom with responsibility. Students learn to live cooperatively with others while enjoying personal freedom. It is a system based on respect, understanding, and the ability to take responsibility for your actions. Mistakes are dealt with and are seen as a learning tool rather than a punishable offense. \n\n ![Graph](image://edc6873c-970b-4698-8092-f34f029d9a25 \"Children of multiple ages playing together. Image: DIAC images, CC BY 2.0, via Wikimedia Commons\")\n\nPlay is another important aspect of a free school. The democratic school system doesn’t believe in coercion but rather in self-direction and autonomy. Learning is not disguised as play; children are free to play without restrictions or expectations.\n\nDemocratic schools are mixed-age communities with students of unique backgrounds and cultures. Everyone is equal, allowing students to develop emotional intelligence, confidence, and respect.","fd6061cd-9b70-498e-afec-9aa0cf3d9931",[325,332],{"id":326,"data":327,"type":51,"version":25,"maxContentLevel":34},"1e40330f-0d38-4b07-bf3e-b1b66e7e66f0",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":328,"clozeWords":330},[329],"In democratic schools, students learn to take responsibility for their actions and making mistakes is seen as a learning tool.",[331],"making mistakes",{"id":333,"data":334,"type":51,"version":25,"maxContentLevel":34},"3602426b-bfd1-4756-9f19-b0c9862277e0",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":335,"binaryCorrect":337,"binaryIncorrect":339},[336],"What is the principle of self-governance that democratic schools follow?",[338],"Freedom with responsibility",[340],"Freedom if it is earned",{"id":342,"data":343,"type":21,"version":25,"maxContentLevel":34,"pages":345},"7c6013ae-d5df-4ef4-81cf-b303da9efcfe",{"type":21,"title":344},"Pros and Cons of Free Learning",[346,371],{"id":347,"data":348,"type":25,"maxContentLevel":34,"version":25,"reviews":352},"29d0fb34-89e8-4680-ad0c-2b8be8757992",{"type":25,"title":349,"markdownContent":350,"audioMediaId":351},"Benefits of Free Learning"," ![Graph](image://c4124859-13f1-4a24-a82b-4e83b7ee20c4 \"Children in a problem-solving activity\")\n\nThe idea of giving children complete autonomy over their education may seem radical, but there are benefits to free learning.\n\nThe mixed-age setting encourages social development and is thought to enhance learning. Children interact with various age groups, which means younger children learn skills from older students, and older students learn empathy and patience as they help the younger kids. Students get to practice essential real-world skills and gain knowledge from experienced adults.\n\nWhen learning is self-directed, students may learn how to learn rather than just what to learn. They often have time to be curious, creative, and imaginative. Students leaving a democratic school usually have a firm grasp of what career or further studies they want to pursue because they have had time to discover their strengths and interests. These students may be intrinsically motivated and have developed a growth mindset.\n\nMany students from democratic schools have more social and self-awareness. They may be more adept at dealing with conflict maturely and respectfully. Many students are also responsible decision-makers because they have had the opportunity to make decisions for themselves.","344dd49e-6224-4444-98ff-69acb6d910cf",[353,361],{"id":354,"data":355,"type":51,"version":25,"maxContentLevel":34},"b819dd43-742d-4bab-afd3-d3a5909333fd",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":356,"clozeWords":358},[357],"Democratic schools can help students become responsible decision-makers and self aware.",[359,360],"responsible","self",{"id":362,"data":363,"type":51,"version":25,"maxContentLevel":34},"ca769b9a-1082-47c9-9d40-2b1d7234b4f5",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":364,"activeRecallAnswers":366},[365],"What is thought to be enhanced in a mixed-age setting?",[367,368,369,370],"Social development","Patience","Empathy","Knowledge and skills",{"id":372,"data":373,"type":25,"maxContentLevel":34,"version":25,"reviews":377},"3623fe65-a04e-4685-afda-1eca60dea039",{"type":25,"title":374,"markdownContent":375,"audioMediaId":376},"Drawbacks of Free Learning","Radical school ideologies have drawbacks, particularly when contrasted with modern, traditional society.\n\nSelf-directed learning is not for everyone, and some students may struggle with a lack of structure and direction. Students who have access to many learning areas may feel overwhelmed and struggle to follow through with chosen topics.\n\nStudents accustomed to a certain level of creative freedom and autonomy could find transitioning into more traditional institutions challenging. Having complete control over your academic career can be individualizing and isolating. There is a focus on independence rather than community.\n\n ![Graph](image://b78aa014-d23b-4b4c-9765-f20a39bba343 \"High school students\")\n\nEngaging in alternative learning can be difficult when faced with societal norms. Adolescence is challenging already, but living a life outside mainstream ideas can make it more so. Students face intrusive questions and comments that can be stressful and condescending.\n\nHaving an education purely derived from a student’s interests means they may lack the necessary skills to competently enter the workforce. Employers expect a certain level of education, qualifications, and capabilities that democratic school graduates may lack. This can make things difficult for democratic education students in later life.\n\n","c94a73c7-20d6-4aae-bfed-1604ceaf636f",[378],{"id":379,"data":380,"type":51,"version":25,"maxContentLevel":34},"bbdf6d0e-f798-440f-8eba-2ad234f1a962",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":381,"binaryCorrect":383,"binaryIncorrect":385},[382],"Which of these is a common drawback of Free Learning?",[384],"A lack of demonstrable qualifications",[386],"A lack of independence",{"id":388,"data":389,"type":21,"version":25,"maxContentLevel":34,"pages":391},"077c1417-51bb-4956-a554-7766cf7f3672",{"type":21,"title":390},"Case Studies of Democratic Schools",[392,406],{"id":393,"data":394,"type":25,"maxContentLevel":34,"version":25,"reviews":398},"16e92352-4be5-4c71-b1d2-8231330831e3",{"type":25,"title":395,"markdownContent":396,"audioMediaId":397},"Case Study: Summerhill School"," ![Graph](image://ab268807-b4ac-4b70-a228-4ecb249ca222 \"A child falling asleep while doing schoolwork\")\n\nSummerhill is the original ‘free-range’ school and has paved the way for other democratic school models. Unlike some of these models, Summerhill encourages academic lessons with specialist teachers. Students design their own timetables, and some rules prevent them from watching TV all day and leaving the campus before lunchtime. Students have the option to take GCSEs: an exam series which a British student will usually take at the age of 16.\n\nNon-compulsory school meetings are held twice a week, but unlike the Sudbury schools, students do not vote for staffing and the business side to the school. In all other matters, though, everyone has an equal vote, from the youngest child to the head of the school.\n\nSummerhill is predominantly a boarding school, and some older students wanted to do away with a set bedtime. A meeting was held, and after much discussion, the community decided to trial no bedtimes for a week. After a few days, a special meeting was called because other students were disturbed at night. The community voted and reinstated bedtimes. Summerhill is about freedom so long as you don’t interfere with the freedom of others.","0e344527-b4bf-473b-b362-f6df52bf528f",[399],{"id":400,"data":401,"type":51,"version":25,"maxContentLevel":34},"e86513ec-059e-4a6f-973e-ce2566e6279c",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":402,"clozeWords":404},[403],"Summerhill is sometimes described as the original 'free range' school",[405],"free range",{"id":407,"data":408,"type":25,"maxContentLevel":34,"version":25,"reviews":412},"87f8f922-50fb-49dc-b5cc-b2480c66dbd0",{"type":25,"title":409,"markdownContent":410,"audioMediaId":411},"Case Study: Sudbury Valley School"," ![Graph](image://45cdfe8f-f50e-47cd-84a3-356b3f06bbb4 \"Sudbury Valley School. Image: John Phelan, CC BY-SA 4.0, via Wikimedia Commons\")\n\nSudbury Valley School is a democratic school based on the principles laid out by Alexander Sutherland Neill. Unlike Summerhill, however, everyone has an equal role in managing the school. From rules and facilities to staffing and expenditures, adults and children use weekly meetings to keep the school running smoothly.\n\nSudbury Valley is less controlled than Summerhill, and it is impossible to describe a regular day. The founding parents, led by Daniel Greenberg, believed children are naturally curious and that adults should be available to facilitate learning. There is a kitchen, art room, music room and equipment, and video games area, to name a few.\n\nLearning is entirely self-directed and on an individual timeline that suits the needs of each student. For example, 1 student did not learn to read until she was 13, but it took her less than a month when she decided to learn. The core value of Sudbury Valley is that play is vital for learning and that learning happens best when children take the lead.\n\nStudents can get a diploma after 3 years if they can justify to the Diploma Committee that they are ready to function independently in the world.","dc693287-008c-4a48-a575-3a9a518d5c07",[413],{"id":414,"data":415,"type":51,"version":25,"maxContentLevel":34},"5430b238-5cea-4a3d-ba18-4f8e2e1d0872",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":416,"binaryCorrect":418,"binaryIncorrect":420},[417],"What is the core value of Sudbury Valley School?",[419],"Learning happens best when children take the lead",[421],"Adults should lead the learning process",{"id":423,"data":424,"type":27,"maxContentLevel":34,"version":25,"orbs":427},"e5d05d50-7e84-41b0-b743-2cc34dca7e85",{"type":27,"title":425,"tagline":426},"Montessori","The hands-off method that brought you Taylor Swift, Jeff Bezos, and Sergey Brin.",[428,487,556],{"id":429,"data":430,"type":21,"version":25,"maxContentLevel":34,"pages":432},"5ae51914-0eb1-48eb-bba7-220f4b37cddf",{"type":21,"title":431},"Introduction to Montessori Education",[433,451,469],{"id":434,"data":435,"type":25,"maxContentLevel":34,"version":25,"reviews":439},"d7d97bf5-9b27-4e7b-881e-94bb6cb5c987",{"type":25,"title":436,"markdownContent":437,"audioMediaId":438},"What is a Montessori Educational Approach?","Started by Dr. Maria Montessori, Montessori education is a popular alternative learning option. It aims to foster a sense of independence and personal development. Through self-directed, hands-on activities, children learn through their own experiences and at their own pace. Montessori is usually considered an early childhood approach for children aged 2.5 to 6 years, but some programs are available for students up to 18 years old.\n\n ![Graph](image://bacdb75e-2a27-4b91-88ba-773b07aba4d7 \"Dr. Maria Montessori\")\n\nThe Montessori method nurtures each student's individual interests and strengths and supports natural development. This is done through activities such as cleaning, cooking, crafting, and using tools. It is based on the idea that learning should be experiential and age-appropriate. \n\nRather than formal teaching methods, a Montessori approach follows the child's natural interest. It focuses on specific learning materials and 3-hour-long blocks of activity for deep and immersive learning. The classes are mixed-age, which fosters an environment of collaborative play and growth. \n\nWhen you step into a Montessori space, you will find a bright area filled with art, color, natural toys, and child-sized furniture. Students are often engaged in an activity of their choice, usually, one that stimulates the senses and ignites the imagination.\n\n","5a1eaa55-c02a-4c95-8929-995443ed82c3",[440],{"id":441,"data":442,"type":51,"version":25,"maxContentLevel":34},"25168ad3-28ac-401b-a367-e8f936e4596b",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":443,"multiChoiceCorrect":445,"multiChoiceIncorrect":447},[444],"What age range is Montessori education typically designed for?",[446],"2.5 to 6 years",[448,449,450],"0 to 2.5 years","6 to 18 years","18 to 25 years",{"id":452,"data":453,"type":25,"maxContentLevel":34,"version":25,"reviews":457},"771aca24-9a7c-474d-bc86-61d0be3c99d1",{"type":25,"title":454,"markdownContent":455,"audioMediaId":456},"A brief history of Montessori","Maria Montessori was an Italian physician and anthropologist. She studied how children developed socially, intellectually, physically, and spiritually. Through her observations, she discovered universal patterns of development.\n\nIn 1907, Dr. Montessori was placed in charge of a group of children in Rome's San Lorenzo slum district. This would become the first ever Montessori classroom called Casa dei Bambini. It was here that Dr. Montessori discovered the importance of a positive and nurturing environment for children's learning.\n\nIn 1913, the first international training course was available in Italy, followed by the spread of these ideas to California in 1915. Dr. Montessori founded the Association Montessori Internationale (AMI) in 1929, and the Montessori method quickly spread worldwide.\n\nNow you can find about 20,000 Montessori schools in 110 countries worldwide.","f20ec7c9-360a-47e0-b1f1-56380015f2ff",[458],{"id":459,"data":460,"type":51,"version":25,"maxContentLevel":34},"00225a0c-dbec-46e1-9791-a2d5abab56cf",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":461,"multiChoiceCorrect":463,"multiChoiceIncorrect":465},[462],"Where was the first ever Montessori classroom located?",[464],"Rome's San Lorenzo slum district",[466,467,468],"Milan","Florence","Naples",{"id":470,"data":471,"type":25,"maxContentLevel":34,"version":25,"reviews":475},"2f51b6e4-0e42-4928-bedc-76a96c339a24",{"type":25,"title":472,"markdownContent":473,"audioMediaId":474},"Pillars of the Montessori Method"," ![Graph](image://9882c366-6901-4c9f-a0ab-49d5a705c544 \"Young children engaged in conversation\")\n\nLike any educational approach, Montessori has guiding principles that characterize learning. \n\nMontessori is a child-centered approach based on respect. Teachers respect students as unique individuals and help foster respect for others, nature, and the environment.\n\nThe teacher prepares the environment with activities and materials meant to engage the students. The classroom space is geared towards physical, emotional, cognitive, and social development. You may see children sitting in groups stacking blocks or working independently on a piece of art. Other students may be busy at the animal washing station or learning to tie their shoes. A highly trained teacher is present to guide learning and observe students. This teacher knows when students reach a sensitive period of learning and can tailor activities accordingly.\n\nFreedom of choice is another essential principle of Montessori education. But, it is not freedom without boundaries. For example, children could choose between 2 different jackets before venturing outside or pick a snack based on a selection of healthy options. The Montessori approach fosters independence but uses natural and logical consequences such as being cold without the proper gear.","2ec3eea3-af70-4941-ae52-f369ea1a717c",[476],{"id":477,"data":478,"type":51,"version":25,"maxContentLevel":34},"8e14d3de-3db8-4e60-ba73-b80b43282dfa",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":479,"multiChoiceCorrect":481,"multiChoiceIncorrect":483},[480],"What is an essential principle of Montessori education?",[482],"Freedom of choice",[484,485,486],"Teacher-centered approach","Unstructured learning","Lack of boundaries",{"id":488,"data":489,"type":21,"version":25,"maxContentLevel":34,"pages":491},"75410c73-6af9-436b-881f-6ab2e3bd2f76",{"type":21,"title":490},"Montessori Classroom Dynamics",[492,506,524,542],{"id":493,"data":494,"type":25,"maxContentLevel":34,"version":25,"reviews":498},"e747836b-4769-49a1-ad2f-ae6616a2ebbf",{"type":25,"title":495,"markdownContent":496,"audioMediaId":497},"What does a Montessori classroom look like?"," ![Graph](image://6080a7cc-a46f-4431-9c66-f2effadca6ab \"Montessori classroom. Image: Natalie Choi, CC BY-SA 4.0, via Wikimedia Commons\")\n\nA Montessori classroom has 5 areas designed to meet the developmental needs of the students. There are spaces allowing for individual or group work and outdoor play. The space is child-centered, and furniture and equipment are child-sized. You won’t find a teacher’s desk or central whiteboard, but you will find bright colors, natural light, and engaging materials.\n\nThe Language Area encourages reading, phonics, and letters using tactile materials like sandpaper letters. The Math Area uses self-correcting tools, like number rods. The Cultural Studies Area teaches students about the world and focuses on history, science, geography, art, and music.\n\nThe Sensory Area has different materials that encourage weight, color, temperature, and texture comparisons. Thermic tablets are common in a Montessori Sensory Area. They are rectangles of material with different temperatures, like cork, glass, felt, wood, steel, and slate.\n\nIndependence is fostered in the Practical Life Area, where everything is scaled for kids and allows them to take responsibility for cleaning the classroom, tying their shoes, and laying the table.","dd42c50f-db34-4034-8bfd-a77c2873543a",[499],{"id":500,"data":501,"type":51,"version":25,"maxContentLevel":34},"1c975961-cefb-4663-92dc-9672f8aa6e58",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":502,"activeRecallAnswers":504},[503],"What area of a Montessori classroom focuses on teaching students about the world?",[505],"Cultural Studies Area",{"id":507,"data":508,"type":25,"maxContentLevel":34,"version":25,"reviews":512},"bc83df90-3440-44e1-a2d7-b470b366bdd4",{"type":25,"title":509,"markdownContent":510,"audioMediaId":511},"How does a Montessori classroom work?","Montessori classrooms try to foster independence at every stage of development. The low shelving allows children easy access to toys and materials. Floor beds for infants and toddlers let them wake up and move around immediately. The kitchen area is full of child-friendly utensils, jugs of water, and glasses that allow them to prepare their own food and drink. There are also opportunities for movement with climbing equipment or rods in front of a mirror for infants.\n\n ![Graph](image://8ffed5bf-1176-4192-8127-75c3b5260c24 \"A Young child playing with liquids\")\n\nLearning materials are displayed within their specific area from easiest to hardest, and left to right. The simplest materials are placed on the top left of the shelf, and the most complex on the bottom right of the shelf. The logical structure connects the learning areas and helps the students organize their thinking by helping to develop important pre-reading and writing skills.","e36885c6-10fd-491a-b665-240b5abb8692",[513],{"id":514,"data":515,"type":51,"version":25,"maxContentLevel":34},"aacaf3ad-00ef-4981-becd-41720a4bfe43",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":516,"multiChoiceCorrect":518,"multiChoiceIncorrect":520},[517],"What kind of furniture is available in a Montessori classroom to allow infants to move around?",[519],"Floor beds",[521,522,523],"Cribs","Bunk beds","High chairs",{"id":525,"data":526,"type":25,"maxContentLevel":34,"version":25,"reviews":530},"53e1e79f-9533-4efc-a06f-e115289c3c84",{"type":25,"title":527,"markdownContent":528,"audioMediaId":529},"The role of the teacher","A Montessori teacher is a gentle guide who plays many classroom roles. They demonstrate how to use the materials correctly and prepare the space based on the student's unique interests and developmental needs.\n\nMontessori encourages child-centered exploration that allows for trial and error rather than a set curriculum. The teacher knows each student's progress and when to assist them or introduce more challenging concepts. They are careful observers and are ready to help during a child's sensitive period. This is a time when they are ready to learn a new skill or concept.\n\nMontessori learning is holistic, meaning it encapsulates social, emotional, and physical aspects of development and not just academics. Teachers help foster respect and collaboration through independence and boundaries. For example, a teacher may sit still and quietly during circle time and even raise their hand or place it on a child’s shoulder to get their attention. They model behavior and show students empathy, respect, acceptance, and kindness.\n","0e2a03f9-70e2-4097-b42f-34c138cca62f",[531],{"id":532,"data":533,"type":51,"version":25,"maxContentLevel":34},"03762069-05c9-49fa-9f67-c76e339d4f42",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":534,"multiChoiceCorrect":536,"multiChoiceIncorrect":538},[535],"What is the term used to describe a time when a child is ready to learn a new skill or concept?",[537],"Sensitive period",[539,540,541],"Learning period","Developmental period","Exploratory period",{"id":543,"data":544,"type":25,"maxContentLevel":34,"version":25,"reviews":548},"19065833-2c4e-4bcd-8f93-43c2d85c6ef4",{"type":25,"title":545,"markdownContent":546,"audioMediaId":547},"Discipline in the Montessori Method","The Montessori method believes in positive reinforcement and natural consequences. Montessori students use glasses and ceramic dishware, so if they drop a glass, they will learn that it breaks and the contents spill. This will encourage them to be more careful in the future. Teachers use clear, age-appropriate language to foster an attitude of 'joyful obedience.' This is internalized self-discipline, where students see the value in obedience to authority.\n\nDiscipline in Montessori is about respect for the student and the student's respect for themselves and those around them. Role play is often used to model expected behavior. Teachers try to validate students' emotions to help foster self-motivated growth.\n\n ![Graph](image://1a41ed03-ab62-4fa2-a33f-293eb06ed71c \"A spilt drink\")\n\nTeachers provide freedom within a range of choices and often use 'if-then' phrases. For example: \"If you put your hat on quickly, then we can go for a walk to the stream.\" This helps students understand the value of obedience while giving them the autonomy to make their own decisions.","c7f4ec0c-e226-452f-82b8-ba112de51a0a",[549],{"id":550,"data":551,"type":51,"version":25,"maxContentLevel":34},"d0575c55-1e63-48a8-a764-97504a01cae7",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":552,"activeRecallAnswers":554},[553],"What type of language does the Montessori method use to foster an attitude of 'joyful obedience'?",[555],"Clear, age-appropriate language",{"id":557,"data":558,"type":21,"version":25,"maxContentLevel":34,"pages":560},"cecf4d43-b7a1-45d0-8a77-5092ea6a4952",{"type":21,"title":559},"Evaluating Montessori Education",[561,575,592],{"id":562,"data":563,"type":25,"maxContentLevel":34,"version":25,"reviews":567},"97660ba0-642e-4d16-b62d-4b8c1d3767bf",{"type":25,"title":564,"markdownContent":565,"audioMediaId":566},"Benefits of the Montessori approach","Hands-on, independent learning can help students build on their skills at their own pace. Children can use sensory-based materials to explore their environment and use creativity, curiosity, and imagination to learn better.\n\n ![Graph](image://d213452b-9706-4470-b800-91fdaba8b1b1 \"Two children playing\")\n\nA Montessori classroom tries to foster independence through self-directed discovery. This can lead to confident learners who aren't afraid to ask questions and learn from their mistakes. A Montessori approach may help kids develop entrepreneurial skills such as creativity, persistence, and a growth mindset. Students have the opportunity to explore their interests and try new things.\n\nMixed-age classrooms offer peer-to-peer learning and growth. They are also inclusive of children with special needs through the ability to customize classrooms, curriculums, and learning materials. Since children can move around the classroom, those with mobility or sensory needs can find a space that makes them comfortable.\n\n","2324738d-881b-4b19-a86b-46439a9bcacf",[568],{"id":569,"data":570,"type":51,"version":25,"maxContentLevel":34},"4d9b4868-54eb-4dff-bca9-2a026e28a646",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":571,"activeRecallAnswers":573},[572],"What kind of learning environment is Montessori education?",[574],"Hands-on, independent learning",{"id":576,"data":577,"type":25,"maxContentLevel":34,"version":25,"reviews":581},"6a15f56b-11eb-4347-9690-97aab3ed5b75",{"type":25,"title":578,"markdownContent":579,"audioMediaId":580},"Drawbacks of Montessori Learning","Montessori schools might not suit everyone, and there are disadvantages to this way of learning.\n\nMontessori schools are expensive. They use high-quality, durable materials that mimic real-world items, and the teachers require extensive training. This also means they are not accessible to everyone. Although Maria Montessori never meant her schools to be exclusionary, they are traditionally composed of white, privileged families. They are usually private, with high tuition. That makes Montessori schools more difficult for low-income students of color to attend. Admission can also be regulated due to available space, considering prior Montessori school attendance, and suitability.\n\nThe Montessori approach has a less structured curriculum than a traditional school. However, some students may struggle with the self-directed process. With this learning style, certain subjects may not be adequately covered, which could disadvantage students later in life.\n\nAnother criticism of this method is that, as adults, Montessorians are less equipped for workplace collaboration. A focus on independent learning can make integration in a structured, hierarchical workforce challenging.\n","bc07d2c4-1c9a-4c56-9188-c4a8de2983de",[582],{"id":583,"data":584,"type":51,"version":25,"maxContentLevel":34},"e7ba01a8-1e4a-4a49-9a26-b04e4cfdfac1",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":585,"activeRecallAnswers":587},[586],"What are some of the disadvantages of Montessori schools?",[588,589,590,591],"Expense","Lack of accessibility","Lack of structure","Difficulty with workplace collaboration",{"id":593,"data":594,"type":25,"maxContentLevel":34,"version":25,"reviews":598},"209d03a9-e66e-476e-bd1c-8130c28322b3",{"type":25,"title":595,"markdownContent":596,"audioMediaId":597},"Case Study: Casa dei Bambini, San Lorenzo"," ![Graph](image://bc4f842a-ebe7-4d60-90e7-c40328e90577 \"Children playing in a Montessori school\")\n\nIt might help to look at the origin story of the first Montessori-style school. \n\nIn 1907, a failed housing project in Rome's San Lorenzo quarter had become a dangerous slum. In the hopes of improving it, some wealthy bankers renovated one of the buildings. But they were concerned about the mischief unsupervised children would cause, so the solution was to confine them.\n\nAs a medical officer of hygiene, Montessori was asked to assess the situation. The children were kept in a space with no toys and no teachers. Montessori brought toys from her experimental psychology program and hired a woman to watch over them. She visited them once a week, but the children had minimal interaction with adults.\n\nMontessori noticed that the children became friendly, communicative, and happy as they engaged with their surroundings without outside interference. \n\nThis drastic transformation in the children spread into their homes, and people worldwide came to observe the situation. The idea that children could learn for themselves and be intrinsically motivated changed Maria Montessori's career path.","45617b33-5a01-451a-9c30-f5a17917279e",[599],{"id":600,"data":601,"type":51,"version":25,"maxContentLevel":34},"ea7497b6-3d9e-4d20-a3a7-d786203cbd5e",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":602,"binaryCorrect":604,"binaryIncorrect":606},[603],"What did Maria Montessori bring to the children she was assessing?",[605],"Toys",[77],{"id":608,"data":609,"type":27,"maxContentLevel":34,"version":25,"orbs":612},"700940f5-0768-4ff4-9e9d-ba9bcacf0bd6",{"type":27,"title":610,"tagline":611},"Steiner Waldorf","A highly controversial learning approach - but one worth understanding.",[613,663,770],{"id":614,"data":615,"type":21,"version":25,"maxContentLevel":34,"pages":617},"6818f6f9-f6bb-4646-aa9a-50600e921598",{"type":21,"title":616},"Introduction to Steiner Waldorf Education",[618,631,647],{"id":619,"data":620,"type":25,"maxContentLevel":34,"version":25,"reviews":624},"36d15df6-438f-40be-8535-421b94709cc7",{"type":25,"title":621,"markdownContent":622,"audioMediaId":623},"What is Steiner Waldorf Education? ","The Steiner Waldorf educational movement integrates the body, soul, and spirit into the learning process. Students get the chance to fully develop their unique strengths and gifts through academic learning as well as experiences.\n \nThis approach takes age and stage of development into account and is a way of learning that attempts to encourage children to become their true selves. The Early Years (birth–7 years), Middle School (7–14 years), and Upper School (14–21 years) all include the arts and movement as integral aspects of learning. They are as crucial as academics leading to a balanced curriculum that produces multi-skilled and emotionally mature students.\n\nA Waldorf curriculum is designed around the students, which makes it regionally appropriate and inclusive. This flexible curriculum is based on the 7 Steiner principles that try to nurture each child as they develop. Language, arts, and oral tradition form the foundations for numeracy and literacy. The approach is both child- and teacher-led based on the social, emotional, and physical development stage. \n\n","ce9c97b0-1ce5-4529-ab44-298cc689b345",[625],{"id":626,"data":627,"type":51,"version":25,"maxContentLevel":34},"13ea5969-bd00-4242-87a1-fda4a5275975",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":628,"activeRecallAnswers":630},[629],"What is the educational movement that claims to integrate the body, soul, and spirit into the learning process?",[610],{"id":632,"data":633,"type":25,"maxContentLevel":34,"version":25,"reviews":637},"ba5a7d0d-a455-4e59-a642-84eeef3034cc",{"type":25,"title":634,"markdownContent":635,"audioMediaId":636},"A brief history of Waldorf Learning     ","Rudolf Steiner, an Austrian philosopher, artist, and scientist, is the head and heart of this connected way of learning. \n\n ![Graph](image://9b460ab8-ec2a-4c25-b5d4-11749e2a3495 \"Rudolf Steiner\")\n\nThe Waldorf approach was born during a time of great upheaval and poverty during World War 1. Steiner was looking for ways to fix a broken world and developed an interest in Anthroposophy. The idea that humanity and the universe are part of a spiritual world that we can connect with intrigued Steiner. You can find that spiritualism in the Waldorf teaching method today.\n\nAnthroposophy looks at how humanity can coexist in harmony and recognizes each person's uniqueness. It is not a religion but a philosophy that people can draw on as they walk a path of personal growth and freedom.\n\nThe first Steiner school was founded in Stuttgart, Germany, in 1919 for the children of workers at the Waldorf-Astoria cigarette factory. Steiner believed that children from all parts of society should learn together. There are now more than 1090 Waldorf schools in 64 countries.","fa287e11-caa0-4be5-a912-7850d98a3cf6",[638],{"id":639,"data":640,"type":51,"version":25,"maxContentLevel":34},"3702d439-4ab3-4a45-bd8c-cc46d74befef",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":641,"binaryCorrect":643,"binaryIncorrect":645},[642],"What idea intrigued Steiner, which can be found in the Waldorf teaching method today?",[644],"Anthroposophy",[646],"Humanism",{"id":648,"data":649,"type":25,"maxContentLevel":34,"version":25,"reviews":653},"0bd8dbbf-d819-43f7-baef-caecb1b30690",{"type":25,"title":650,"markdownContent":651,"audioMediaId":652},"Principle 1: Image of the human being","The Waldorf method views children as fluid, organic beings who learn through the connection of the spirit, soul, and body. When there are changes in one of these areas, it affects the whole.\n\n\n ![Graph](image://d10c4ddf-768f-4a57-85d8-4174a62bfa68 \"Children engage in social interaction\")\n\nLearning is more than just academics. The image of the human being looks at physical, emotional, intellectual, social, cultural, moral, and spiritual development. For example, when children are learning a language, the activities include dialogue, plays, dance, and music.\n\nThis principle looks like a learning program that honors the readiness and rhythms of the student. The 3-hour learning blocks over 3–5 weeks allows students to work at their own pace as they explore a topic. \n\nIt is learning with connection: this happens through stories, art, and imagination. Teachers may share personal anecdotes to enrich learning and create a connection with students. For example, a teacher may share their difficulties teaching about the Holocaust because they had family members in a concentration camp. This connects with students on an emotional level rather than just through a basic presentation of facts.","a7b78c2c-8241-4eba-8111-541cd5f4d237",[654],{"id":655,"data":656,"type":51,"version":25,"maxContentLevel":34},"85dbb91e-4d1b-431a-9c52-8459d4b0ea6c",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":657,"binaryCorrect":659,"binaryIncorrect":661},[658],"What is the duration of the learning blocks in the Waldorf method?",[660],"3-hour",[662],"40 minutes",{"id":664,"data":665,"type":21,"version":25,"maxContentLevel":34,"pages":667},"09a8e450-aed1-4bbd-872d-8d43cb78c482",{"type":21,"title":666},"Core Principles of Waldorf Education",[668,684,700,718,736,752],{"id":669,"data":670,"type":25,"maxContentLevel":34,"version":25,"reviews":674},"99c5c9cb-f423-416d-8a66-08176782b77f",{"type":25,"title":671,"markdownContent":672,"audioMediaId":673},"Principle 2: Child development","Child development in Steiner Waldorf schools is broken into 3 phases, with each lasting 7 years. Each stage has unique physical, emotional, and cognitive characteristics. All children move through these phases, but each in their own way. This principle guides all aspects of the educational program, from teaching methodologies to assessment methods. It attempts to support learning and healthy, balanced development.\n\nThe first 7 years are about developing trust, problem-solving skills, and empathy. Roleplay, imaginative play, stories, and movement are vital during these early years. They are also free of technology.\n\nThe following 2 phases focus on the beauty of cultural creativity through 2 paths. Firstly, through fairytales and myths that spiral inwards and encourage inner awakenings. Secondly, through major cultures and stories of leadership that spiral outward and encourage scientific inquiry. There are immersive Main Lesson blocks and multi-sensory activities reinforced by music, movement, and recitation.\n","fe34a88e-02b2-4a70-ac7e-51bb7bd8ea09",[675],{"id":676,"data":677,"type":51,"version":25,"maxContentLevel":34},"350ef692-7228-424e-9bca-8f141bda8599",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":678,"binaryCorrect":680,"binaryIncorrect":682},[679],"How many phases of child development are there in Steiner Waldorf schools?",[681],"3",[683],"8",{"id":685,"data":686,"type":25,"maxContentLevel":34,"version":25,"reviews":690},"6b877790-4d88-475e-b051-ac03e1b3c12c",{"type":25,"title":687,"markdownContent":688,"audioMediaId":689},"Principle 3: Social change through education","Waldorf education is designed to serve the individual and society. It offers supportive conditions for each student and their unique capabilities. This connection between thinking, feeling, and willingness may lead to self-aware adults interested in the world. Independent thinking is encouraged through developmentally appropriate and academically informed activities.\n\nFor example, in normative education, quantitative assessment is the norm, but Waldorf uses qualitative assessment based on all aspects of the child. Activities such as art, story-telling, and handicrafts create a sense of community while allowing children of differing abilities to participate actively. \n\nThe Waldorf method is based on a vision of social renewal and teaches kids how to think, not what to think. By creating their own workbooks, students listen to the topic being taught but have the opportunity to record it as they understand it. Waldorf teachers try and model healthy social interaction and create an environment of respect. \n\nSome of Steiner's ideas around race and reincarnation are racist and rejected by the modern Waldorf movement. Waldorf schools today value inclusion, diversity, and respect.\n","caebb397-42fb-446e-a662-b139167f5afe",[691],{"id":692,"data":693,"type":51,"version":25,"maxContentLevel":34},"03b90396-5e6d-4764-ac01-3b2d0c22a978",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":694,"binaryCorrect":696,"binaryIncorrect":698},[695],"What type of assessment is used in Waldorf education?",[697],"Qualitative",[699],"Quantitative",{"id":701,"data":702,"type":25,"maxContentLevel":34,"version":25,"reviews":706},"6604ec01-3792-4b5a-afc7-af2823f4de97",{"type":25,"title":703,"markdownContent":704,"audioMediaId":705},"Principle 4: Human relationships","Waldorf education may foster enduring relationships because students have the time to develop them. It is a relationship-based learning method that encourages student-to-student and student-to-teacher relationships. Students usually have the same teacher for the first 7 years, meaning they have a deep understanding of each child's needs, temperaments, personalities, and gifts.\n\n ![Graph](image://0f73978c-1959-44fe-bb70-82331f89741f \"Student and teacher talking and smiling together\")\n\nMany Waldorf schools are inclusive and diverse communities, and this is celebrated through festivals, events, adult education, and volunteering. These community initiatives build trust and respect while showing the value of uniqueness.\n\nOlder students will often perform skits to demonstrate kind and unkind behavior. This helps build a strong school culture with overlapping and cohesive interactions. Although each student is unique, Waldorf schools share similar values and behavioral expectations. There is also a collaboration between schools and with the greater education movement.","67dea2c0-e9bf-47e1-bdac-ace5518aafde",[707],{"id":708,"data":709,"type":51,"version":25,"maxContentLevel":34},"7210a6e1-b298-4af2-a33b-6325d9c50d03",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":710,"multiChoiceCorrect":712,"multiChoiceIncorrect":714},[711],"How long do Waldorf students typically have the same teacher for?",[713],"7 years",[715,716,717],"5 years","10 years","3 years",{"id":719,"data":720,"type":25,"maxContentLevel":34,"version":25,"reviews":724},"0d6aaca1-93fc-402e-8da6-a4969633d1ef",{"type":25,"title":721,"markdownContent":722,"audioMediaId":723},"Principle 5: Access and diversity","\n ![Graph](image://e6e1e4ec-04b8-4307-9534-8d21d6f1de89 \"Diverse and inclusive group of children\")\n\nWaldorf schools are constantly working to increase access and diversity. There is no discrimination on admission or participation. Waldorf principles mean schools creatively address developmental needs with inclusive approaches.\n\nEach school develops its curriculum to reflect its student population, and they are committed to developing the potential of every child. With an inclusive festival life and environment, Waldorf learning tries to nurture diversity and equity.\n\nRudolf Steiner said, \"We seek to unite people of all races and nations and bridge the division and differences between various groups of people.\"\n\nSteiner Waldorf schools today use courageous self-reflection to work through implicit biases in order to create an inclusive space for all students. This Waldorf principle believes inclusivity and equity are critical to moral and educational success.","1193835b-749d-4fb8-b4f3-2f50ec6f1c3c",[725],{"id":726,"data":727,"type":51,"version":25,"maxContentLevel":34},"c14dc094-1cd9-41d4-abe2-4a9dca87ab93",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":728,"multiChoiceCorrect":730,"multiChoiceIncorrect":732},[729],"What is the goal of Waldorf learning?",[731],"To nurture diversity and equity",[733,734,735],"To create a competitive environment","To focus on academic achievement","To promote individualism",{"id":737,"data":738,"type":25,"maxContentLevel":34,"version":25,"reviews":742},"a10ed94c-395e-4069-b62e-8d495b8a7611",{"type":25,"title":739,"markdownContent":740,"audioMediaId":741},"Principle 6: Collaborative leadership","Waldorf schools are self-administered through the principles of Anthroposophy and social interaction. In a traditional school, the administrative responsibility falls on the principal and governing body, unlike in a Waldorf school, where responsibility is shared within the established legal structures.\n\nFaculty members design the curriculum because they understand Steiner principles and their students, but it constantly evolves. Waldorf leadership is about active collaboration, supportive relationships, and accountability. Staff connect and collaborate as they learn new competencies and add to their knowledge of teaching practices.\n\n3 bodies form the collaborative leadership network in a Waldorf school. The College of Teachers deals with the curriculum, classroom, and student interaction. The Council of Management handles finances and legalities, while the Parent-Teacher Association actively involves and educates parents during their children's journey. Unlike the traditional top-down approach to school leadership, the Waldorf system tries to involve the parents and teachers as equal partners.\n","fb37281b-71aa-404e-a84a-8142084fc3b2",[743],{"id":744,"data":745,"type":51,"version":25,"maxContentLevel":34},"9716743c-d7f0-43c3-9486-7525a4c4e7fd",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":746,"activeRecallAnswers":748},[747],"What are the main focuses of Waldorf leadership?",[749,750,751],"Active collaboration","Supportive relationships","Accountability",{"id":753,"data":754,"type":25,"maxContentLevel":34,"version":25,"reviews":758},"8d7f3272-ded1-4bfe-9348-eb484df564f0",{"type":25,"title":755,"markdownContent":756,"audioMediaId":757},"Principle 7: Schools as learning communities","Waldorf education is holistic, which means it involves everyone. It focuses on conscious social engagement and an active inner and meditative life.\n\nTeachers observe their students and reflect on their progress and the teaching process. They are continuously improving themselves and their methods, just as the students are always learning. Modeling a love of learning through research and artistic activity encourages children as they learn.\n\nEveryone from admin staff to board members are trained in the Waldorf principles and Anthroposophy ideas so that the learning environment is cohesive. Community events such as seasonal festivals and Adult Education Evenings involve parents in school life. This creates a community of respect, love, and acceptance.\n","9b54e45d-9c6c-4402-bf32-26ba40738812",[759],{"id":760,"data":761,"type":51,"version":25,"maxContentLevel":34},"13db6bc2-65f8-40b0-9ce2-766b5afb4b5f",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":762,"multiChoiceCorrect":764,"multiChoiceIncorrect":766},[763],"What is the goal of Waldorf education?",[765],"Holistic learning involving everyone",[767,768,769],"Memorization of facts","Standardized testing","Technology-based learning",{"id":771,"data":772,"type":21,"version":25,"maxContentLevel":34,"pages":774},"c22ecc5c-dadb-4e7c-87bb-a700482209c5",{"type":21,"title":773},"Evaluating the Waldorf Approach",[775,793,811],{"id":776,"data":777,"type":25,"maxContentLevel":34,"version":25,"reviews":781},"5b811216-de46-499c-b783-3c8936a4d5d2",{"type":25,"title":778,"markdownContent":779,"audioMediaId":780},"Benefits of the Waldorf Way ","Hands-on and age-appropriate learning mean children are introduced to experiences at the right developmental stage. Students set the pace and have an educational path that works with their personal development. Using block learning, children have time to dive deep into topics that enrich the learning experience.\n\n\n ![Graph](image://a01a9f2b-5dd2-4a62-b976-e3f86fb831c7 \"Steiner Waldorf school\")\n\nStudents take an active role in their education by creating their own textbooks. They record information in their Main Lesson book, which reinforces learning. This is not pre-digested material but a personal and meaningful approach to education.\n\nThe interconnected nature of the Waldorf approach means that students may become well-rounded adults. The ever-changing and personalized curriculum exposes students to a wide range of experiences. Waldorf teachers don't overemphasize a trait or skill which gives students the confidence to apply themselves in different situations. Waldorf students are often intrinsically motivated and should become lifelong learners.","77b28288-1b3e-4ccb-b36c-a377037d2083",[782],{"id":783,"data":784,"type":51,"version":25,"maxContentLevel":34},"aadf3084-e5e6-4864-a7f1-f7143e3887a3",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":785,"multiChoiceCorrect":787,"multiChoiceIncorrect":789},[786],"What is the name of the book that students create to reinforce their learning in Waldorf education?",[788],"Main Lesson book",[790,791,792],"Big Lesson book","Primary Lesson book","First Lesson book",{"id":794,"data":795,"type":25,"maxContentLevel":34,"version":25,"reviews":799},"ded61b8a-c5e9-4709-bafc-a0ac121da12b",{"type":25,"title":796,"markdownContent":797,"audioMediaId":798},"Drawbacks of the Waldorf Way","Although there are some public Waldorf schools, most are private with expensive tuition, making it more difficult for working-class families or minority groups to gain access. Waldorf schools are aware of this failure, and many have scholarship programs.\n\nThe curriculum is based on developmental stages and has a different timeline for core subjects than traditional schools. This can be an adjustment for parents because your child might seem 'behind' other children their age.\n\nWaldorf focuses on the 'natural child' and restricts the use of technology. The classrooms are filled with natural elements based on imagination and creativity. But we live in a technological world, and limiting access to something integral to daily life may be detrimental. \n\nSpirituality is an important component of the Waldorf approach, which doesn't work for every family. Although inclusive of different cultures and religions, the spiritual undertone may be problematic for some families to accept.","4cb060a0-da26-40c0-869a-0af0d73a4c14",[800],{"id":801,"data":802,"type":51,"version":25,"maxContentLevel":34},"bdf8e507-d040-4e2d-8ff9-62c650c1011b",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":803,"multiChoiceCorrect":805,"multiChoiceIncorrect":807},[804],"What kind of schools focus on developmental stages, imagination, and have a spiritual component?",[806],"Waldorf Schools",[808,809,810],"Montessori Schools","Charter Schools","Private Schools",{"id":812,"data":813,"type":25,"maxContentLevel":34,"version":25,"reviews":817},"19bba593-d294-4bd5-ad0d-6c471faa315e",{"type":25,"title":814,"markdownContent":815,"audioMediaId":816},"Case Study: Alice Birney Waldorf","Alice Birney Waldorf school in Sacramento, California, is one of the first public Waldorf school models.\n\nIn the 7th grade class, the teacher Mr. Martin silently shakes hands with each student as they arrive. The students begin a familiar routine of calisthenics, choral song, verse recitation, and homework review. Mr. Martin is silent through most of this, and there is a deep sense of trust and respect. This scene is common at Alice Birney, with the teachers being soft-spoken and non-judgmental. \n\nDaily rhythms help the students know what is expected of them, and the need for discipline is minimal. For the younger classes, transitional practices help the predictability of the routine. Instead of days of the week, the days are rhythm-based. Soup day, for example, means each child brings something to contribute.\n\nCan you picture it? \n\nSoothing paint colors on walls filled with children's art and nature-based displays. Natural materials and children and teachers eating soup together. It's a picture of harmony and community that epitomizes the Waldorf way.\n","53add5ee-258f-48db-a032-34592a654dac",[818],{"id":819,"data":820,"type":51,"version":25,"maxContentLevel":34},"5ec79ecb-07ea-41cf-af1a-accbe2a9c0e9",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":821,"binaryCorrect":823,"binaryIncorrect":825},[822],"In which US state is the Alice Birney Waldorf school located?",[824],"California",[826],"New York",{"id":828,"data":829,"type":27,"maxContentLevel":34,"version":25,"orbs":832},"ee13563f-5ca3-4906-adda-ea007975bddb",{"type":27,"title":830,"tagline":831},"Round Square Schools","All about growing global citizens.",[833,882,965],{"id":834,"data":835,"type":21,"version":25,"maxContentLevel":34,"pages":837},"874cbdbe-1782-4809-99ae-706a1598c8b1",{"type":21,"title":836},"Introduction to Round Square Schools",[838,854,868],{"id":839,"data":840,"type":25,"maxContentLevel":34,"version":25,"reviews":844},"95ca36f9-1910-42fb-85fb-e1aae296e55d",{"type":25,"title":841,"markdownContent":842,"audioMediaId":843},"What are Round Square Schools?","\n ![Graph](image://405333ba-0f71-4291-9631-81a66609ce63 \"A Round Square School\")\n\nRound Square schools are an international network of like-minded schools focusing on character education and academic success for kids aged 3–18. The Round Square philosophy believes that global citizenship needs more than academics. Through experiential learning and 6 core themes, this is a platform for future leaders and changemakers. \n\nRound Square Schools is a school system that tries to promote understanding and respect for diversity while helping to prepare young people for their future. It offers opportunities that require courage, generosity, imagination, and resilience through service-based projects, active participation in classroom governance, and adventure programs. \n\nMost students value equality and learn about other cultures through international project collaboration. They also learn about leadership through service projects like renovating a community building or planting trees. This network of schools aims to create students who care about their environmental impact and the state of our world through international service initiatives and student exchange.\n\nThere are more than 200 Round Square schools in 50 countries worldwide, all working to create an empowered and empathetic generation of young people.","6eafc75a-33a3-4123-a0b1-463de9ff220e",[845],{"id":846,"data":847,"type":51,"version":25,"maxContentLevel":34},"34638ce5-56ac-464b-8b3e-0c07b6c9f225",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":848,"binaryCorrect":850,"binaryIncorrect":852},[849],"How many countries are part of the Round Square Schools network?",[851],"50",[853],"25",{"id":855,"data":856,"type":25,"maxContentLevel":34,"version":25,"reviews":860},"64935864-6163-4e6e-b54c-e93366c2244d",{"type":25,"title":857,"markdownContent":858,"audioMediaId":859},"A brief history of Round Square Schools","Round Square schools are based on the principles of German educator Kurt Hahn. He founded the 2 original member schools, Schule Schloss in Salem, Germany, in 1920 and Prince Max of Baden in Gordonstoun, Scotland, in 1934. Hahn believed that students could understand life better by experiencing it and facing challenges. This helps them to develop empathy and compassion.\n\n ![Graph](image://f9e8c352-ada5-42bc-ae05-6ba2eb4c110b \"Kurt Hahn\")\n\nIn 1966 Salem, Germany, one of Hahn's former students, Jocelin Winthrop Young, and other principals discussed creating a permanent association of schools based on Hahn's ideas. They decided to hold conferences to share thoughts and ideas. The first conference was held at a building in Gordonstoun, Scotland, in 1967. \n\nIn Scotland, a 'square' was associated with the administrative center of an estate, and the building in which the first conference was held was round. Hahn didn't want his name on this new educational movement as he thought it would be restrictive, so they decided on Round Square after the first conference site. \n\nAs Round Square schools spread worldwide, they were not purely based on Hahn's ideas, but on a commitment to shared ideals and objectives. This came when the world prized peace after World War 2, and globalization drastically improved communications.","7e698897-2244-4428-a78a-f4707e8db1d5",[861],{"id":862,"data":863,"type":51,"version":25,"maxContentLevel":34},"dbdb636f-1b73-4021-9c0e-04469cf8c163",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":864,"clozeWords":866},[865],"Round Square Schools were founded in 1967 at a building in Gordonstoun, Scotland, which was round in shape.",[867],"Round Square",{"id":869,"data":870,"type":25,"maxContentLevel":34,"version":25,"reviews":874},"d44aeca9-fffe-43da-902c-21a3f649b620",{"type":25,"title":871,"markdownContent":872,"audioMediaId":873},"Ideal 1: International understanding","The idea behind prioritizing international understanding is to help students tackle real-world issues by exposing them to ideas and concepts from different cultures and countries. It helps students see themselves in relation to their immediate environment and globally. \n\nStudents can develop respect for other cultures and recognize the need to preserve and celebrate them. It encourages sharing information, leading to respect, understanding, and empathy. \n\n ![Graph](image://733821ea-0ded-4f26-80ab-70ab89cc11e7 \"Picture from an international conference\")\n\nThrough overseas student and teacher exchanges, Round Square learners can begin to see how dependence on a global economy directly affects our interconnectedness. Local students connect with international students through conferences as they trade ideas and inspiration on global issues. \n\nInternational understanding is about embracing the similarities and differences between cultures and nationalities, and this helps students develop a lasting understanding and respect.","5c2df9c7-2c90-4178-8d76-e28553631c0d",[875],{"id":876,"data":877,"type":51,"version":25,"maxContentLevel":34},"ec21f993-68a3-437d-ab67-618532cb0cc6",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":878,"activeRecallAnswers":880},[879],"How do Round Square learners gain insight into the global economy?",[881],"Through overseas student and teacher exchanges",{"id":883,"data":884,"type":21,"version":25,"maxContentLevel":34,"pages":886},"db18a285-36fb-4068-9689-45b6e28a4349",{"type":21,"title":885},"Core Ideals of Round Square",[887,903,917,931,949],{"id":888,"data":889,"type":25,"maxContentLevel":34,"version":25,"reviews":893},"ad883a1b-1144-4e5b-ae68-8f295679361d",{"type":25,"title":890,"markdownContent":891,"audioMediaId":892},"Ideal 2: Democracy","The ideals of democracy are a big part of life at Round Square schools. They value freedom of thought and speech and allow appropriate forms for students to express themselves, like debates and public speaking. \n\nRound Square schools encourage positive community engagement through student-led, service-based projects. The principle of democracy explains that well-informed students care about their wider environment. For example, many students participated in the #SchoolStrike4Climate that urged schools and communities to take action against the climate crisis.\n\nWith the knowledge of civil rights, students have the opportunity for hands-on learning that develops empathy. A conference hosted by the Stiftung Louisenlund school in Germany discussed the Holocaust and examples of anti-semitism in modern Germany. This is not only a catalyst for action but an opportunity to develop the necessary social skills to actively participate as a global citizen. \n","1fb0afeb-9021-4391-a976-9188e9bd6d50",[894],{"id":895,"data":896,"type":51,"version":25,"maxContentLevel":34},"9717d4c0-45dd-48eb-ae68-7d480b630a62",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":897,"binaryCorrect":899,"binaryIncorrect":901},[898],"What is one example of a student-led, service-based project that Round Square schools encourage?",[900],"#SchoolStrike4Climate",[902],"The Model UN",{"id":904,"data":905,"type":25,"maxContentLevel":34,"version":25,"reviews":909},"2d235db0-b191-4b95-9b50-1656ae79c9ae",{"type":25,"title":906,"markdownContent":907,"audioMediaId":908},"Ideal 3: Environmental stewardship"," ![Graph](image://675efed3-e505-4e15-8a68-55b9b4d9e93f \"Photo – Picture of Earth taken from space\")\n\nRound Square schools are dedicated to creating active citizens, and environmental consciousness is integral to that. Students are encouraged to have an active interest and concern for the natural environment and take a hands-on approach in the classroom and out of it. Students are the guardians of the planet, and this principle encourages them to take practical action and make significant changes. \n\nChrist's College is a Round Square secondary school for boys in Christ Church, New Zealand. Their native trees for the Christchurch Green Spine initiative are a fantastic example of environmental stewardship. The area known as the 'red zone’ in Christchurch is being rehabilitated after the 2010/2011 earthquakes. The environment committee at Christ's College was responsible for germinating and potting seeds from native plant species. With 25 species in satellite nurseries, these plants were then used to rejuvenate the red zone.","8088b771-51bf-46ae-8114-dd8b5609f107",[910],{"id":911,"data":912,"type":51,"version":25,"maxContentLevel":34},"e78aa6f7-749a-42cc-a522-0d7aac49279d",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":913,"clozeWords":915},[914],"Christ's College is a Round Square school that provides an example of environmental stewardship in the red zone.",[916],"environmental stewardship",{"id":918,"data":919,"type":25,"maxContentLevel":34,"version":25,"reviews":923},"b3b4113a-7b70-4e56-8ed0-94e3d8bff919",{"type":25,"title":920,"markdownContent":921,"audioMediaId":922},"Ideal 4: Adventure"," ![Graph](image://1e3d6620-b719-4661-a9b2-d7ead9761b3b \"Young adults rock climbing\")\n\nRound Square schools encourage their students to take risks and step outside their comfort zones. Each student can define what this risk is within their personal limits. It could be physical challenges, academic performance, or developing new skills. \n\nThrough practical and experiential learning, students can test their boundaries and discover they are capable of more than they realize. Because each student has their own limits, it creates an atmosphere of supportive celebration. \n\nWoodleigh School is a Round Square school in Langwarrin, Melbourne, Victoria, Australia, and they have a desert challenge annually for Grade 10 students in their first semester. It is a 7-day hike across the Hattah desert in Australia. Students have the opportunity to be self-sufficient and independent as they camp under the stars. \n\nAlthough experienced professionals and teachers are nearby, students are left on their own for the most part. Before the trip, they participate in workshops on First Aid, navigation, nutrition, conflict resolution, and environmental awareness. Each morning, the groups decide on their route and schedule and walk for 6 to 10 hours daily.","5435f865-0ecc-439a-8d71-4b182ee60b7f",[924],{"id":925,"data":926,"type":51,"version":25,"maxContentLevel":34},"898c267b-d3c5-494a-81bf-b4dc2186e1f6",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":927,"clozeWords":929},[928],"Woodleigh School is a Round Square school in Australia that encourages self-sufficiency and independence.",[930],"self-sufficiency",{"id":932,"data":933,"type":25,"maxContentLevel":34,"version":25,"reviews":937},"8ee010e6-4442-449d-8cd0-9b12dbd86d0e",{"type":25,"title":934,"markdownContent":935,"audioMediaId":936},"Ideal 5: Leadership","Global citizenship requires leadership skills, and Round Square students have the opportunity to explore leadership concepts and styles. The school encourages student-led initiatives and activities to empower students to actively engage in developmental strategies that work for them. It helps students understand the responsibility of leadership through hands-on community projects and international school initiatives.\n\nThis principle emphasizes that good leaders act in service to others. Through experiential learning, Round Square students can practice strategic thinking and intuitive decision-making, which gives them self-confidence and self-awareness. \n\nCollingwood School Vancouver, Canada, has a leadership institute that works with this principle. This Round Square conference is for students aged 12–14 years. This workshop focuses on improving confidence, identifying leadership styles, and developing an appreciation for different leadership methods. Through games, personality surveys, and practical elements like river crossings, the students have hands-on experience with what being a leader really means.","f707180a-943a-491c-8b53-a97ecf139001",[938],{"id":939,"data":940,"type":51,"version":25,"maxContentLevel":34},"2761884b-82b4-4f38-9c12-01b76c5c1594",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":941,"multiChoiceCorrect":943,"multiChoiceIncorrect":945},[942],"What age group is the Round Square conference for students focused on leadership skills aimed at?",[944],"12–14 years",[946,947,948],"8–10 years","15–17 years","18–20 years",{"id":950,"data":951,"type":25,"maxContentLevel":34,"version":25,"reviews":955},"84e4534e-373e-4cc4-a43e-fd3d2e0239cc",{"type":25,"title":952,"markdownContent":953,"audioMediaId":954},"Ideal 6: Service","These principles have a common thread, which is service to others. Round Square students must engage with the local and broader community through voluntary service activities. This helps them develop empathy and self-awareness as they engage with their immediate and wider international community. \n\nBy actively being involved, students can see that responsible social action is based on a real understanding of a community’s issues. This allows students to learn in a real-world context and helps them develop a respect for cultural differences. Being a global citizen means being able to work collaboratively with others to make a difference. \n\nThe Scindia Kanya Vidyalaya's SANKALP project involved making low-cost sanitary pads for women in need. For this project, the students researched and conducted surveys for 15 months, before identifying the resources they would need, and finding funding. This project not only helped women experiencing period poverty but was also a form of job creation. ","e43035f5-a813-415c-9d70-a587b5b06cda",[956],{"id":957,"data":958,"type":51,"version":25,"maxContentLevel":34},"e547625d-6dfb-4f71-bd9b-560fe31dbf2c",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":959,"binaryCorrect":961,"binaryIncorrect":963},[960],"What is a principle that is essential in Round Square schooling?",[962],"Service to others",[964],"Academic excellence",{"id":966,"data":967,"type":21,"version":25,"maxContentLevel":34,"pages":969},"67bf5981-fb6e-4c3e-ac95-a7b90fd3a001",{"type":21,"title":968},"Additional Principles and Values",[970,984,998],{"id":971,"data":972,"type":25,"maxContentLevel":34,"version":25,"reviews":976},"ea7e785a-b0f3-471e-a2e5-684fd7c87a86",{"type":25,"title":973,"markdownContent":974,"audioMediaId":975},"12 'Discoveries' that underpin Round Square values","Through practical teaching experience, twelve 'Discoveries' have been developed from the 6 Round Square principles. These Discoveries are integrated into lesson planning, extracurricular activities, and non-formal assessments. \n\nThe 1st Discovery is Communication and why it's important for students to understand themselves and others. Inquisitiveness is the 2nd Discovery, focusing on the pursuit of truth as students explore the world around them. \n\nThe 3rd Discovery is the Appreciation of Diversity and learning to value the importance of an inclusive society. Problem-solving is the 4th Discovery, teaching students about creative problem-solving to find the best possible outcome. The 5th Discovery is a Sense of Responsibility that encompasses moral, ethical, social, and civic duty. Commitment to Sustainability is the 6th Discovery, and it helps students understand how to manage their use of resources. \n\nThe 7th Discovery is Tenacity, and this encourages perseverance and how to learn from your mistakes. Courage is the 8th Discovery, about overcoming obstacles and facing your fears as you grow. Self-awareness is the 9th Discovery, which is about understanding your value, strengths, and weaknesses. \n\nThe 10th Discovery is Teamwork and the importance of working in collaboration for a common goal. Inventiveness and Compassion are the 11th and 12th Discoveries, and this is about being creative, curious, and innovative while developing empathy for other people's situations.","d97f2e91-e3ca-4483-a351-c103d0d02d5c",[977],{"id":978,"data":979,"type":51,"version":25,"maxContentLevel":34},"c8e828bb-00ca-46a3-9a3b-9374fbe29d69",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":980,"activeRecallAnswers":982},[981],"How many 'discoveries' underpin the Round Square values? ",[983],"12",{"id":985,"data":986,"type":25,"maxContentLevel":34,"version":25,"reviews":990},"f0e840ef-d545-4319-b2c8-814990e5d77a",{"type":25,"title":987,"markdownContent":988,"audioMediaId":989},"Benefits and drawbacks of Round Square schools","A Round Square school's principles aim to develop students who have confidence and are interested in connecting with the world around them. This approach to education offers students opportunities for big-picture thinking and the development of leadership skills. \n\nExposing students to other cultures, beliefs, and ideas encourages cultural sensitivity, respect, and acceptance. The Round Square educational philosophy attempts to shape a child's character and intellect. It aims to empower students and challenges them to make a difference in the local community and internationally. The world is more interconnected than we realize, and raising a generation of global citizens who are brave and bold in the face of adversity is what Round Square strives for. \n\nA drawback to these schools is that they can be expensive. They use technology and host international conferences. This can be unattainable for families unable to pay tuition.\n","6469554c-478c-4486-ba2d-3f2554aa5cdd",[991],{"id":992,"data":993,"type":51,"version":25,"maxContentLevel":34},"079ad645-c131-4715-8bd9-6597ce2c7e4c",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":994,"binaryCorrect":996,"binaryIncorrect":997},[995],"What is a potential drawback of Round Square schools?",[588],[76],{"id":999,"data":1000,"type":25,"maxContentLevel":34,"version":25,"reviews":1004},"148c6bfe-7968-4ac8-90d6-08ea64187a21",{"type":25,"title":1001,"markdownContent":1002,"audioMediaId":1003},"Case Study: Roedean School"," ![Graph](image://817e56ac-c82c-4c2c-bff0-42bfa1178ab0 \"Roedean School in South Africa\")\n\nRoedean School is a Round Square school based in Johannesburg, South Africa. This all-girl school was founded in 1903 and has been upholding the Round Square principles ever since. \n\nRoedean engages with the Climate Action Project and works with its partners in numeracy and literacy outreach programs in the local community. Through the Siyakhana Food Garden cooperative, Roedean students learn what it takes to collaborate with the community to meet their needs. The Roedean community also contributes donations that result in a biweekly delivery of vegetable boxes to the local community, effectively teaching the students how wealth, service, and community responsibility are linked. \n\nEach week students in a RS school somewhere in the world send a “Postcard” from their school to the rest of the Round Square community, on a topic of their choice, for later discussion together.\n\nThe Roedean school's postcard on 'Ubuntu: What's in a Name' brought together 140 delegates from schools worldwide. The postcard was about sharing aspects of culture to discover elements of common humanity. It was an exciting activity that allowed students to learn about new cultures while also seeing how connected cultures and experiences could be.\n\n","21ef92b6-2660-4bce-88d0-efbbbe505e24",[1005],{"id":1006,"data":1007,"type":51,"version":25,"maxContentLevel":34},"9e4279be-fad3-434a-b02f-491d7b9ab835",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1008,"activeRecallAnswers":1010},[1009],"What international student exchange program does Roedean School participate in?",[867],{"id":1012,"data":1013,"type":27,"maxContentLevel":34,"version":25,"orbs":1016},"74e7cf83-c323-4da7-bdd2-1a9c470c746c",{"type":27,"title":1014,"tagline":1015},"Reggio Emilia","How did a municipal school in a small Italian town become a worldwide educational philosophy?",[1017,1069,1144],{"id":1018,"data":1019,"type":21,"version":25,"maxContentLevel":34,"pages":1021},"018d1508-9266-4016-857e-1b6ec8242e94",{"type":21,"title":1020},"Introduction to Reggio Emilia",[1022,1040,1053],{"id":1023,"data":1024,"type":25,"maxContentLevel":34,"version":25,"reviews":1028},"18a5cb54-eb96-4eda-b774-17a3800f849e",{"type":25,"title":1025,"markdownContent":1026,"audioMediaId":1027},"What is the Reggio Emilia learning philosophy?","Reggio Emilia is the educational philosophy that believes all children have extraordinary potential with many ways to express themselves through communication. The Reggio philosophy believes that every child is unique, capable, competent, and creative.\n\n ![Graph](image://d95bd5a3-17dc-4f7d-9da3-3da92e2923c4 \"A Reggio Emilia School classroom\")\n\nIt is an educational idea that can be adapted to suit the needs of the children and the community. In a Reggio classroom, every child has rights and grows in relationship with others. The Reggio Emilia principles emphasize building and sustaining relationships to enrich learning. It advocates for using all of the children's senses to enhance their learning. \n\nThere are no certifications that make a school a Reggio Emilia school. Instead, it is an approach to the classroom that encourages a lateral relationship where teachers learn with students. It is not a structured model but a philosophy that inspires educators to support learning in their own context. A Reggio approach is designed for children between the ages of 3 and 6.","f52cc472-d2ff-431b-a98e-8632eb389039",[1029],{"id":1030,"data":1031,"type":51,"version":25,"maxContentLevel":34},"ced59e6f-3139-45a0-bb95-86dce2e7fff8",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1032,"multiChoiceCorrect":1034,"multiChoiceIncorrect":1036},[1033],"What age range is a Reggio approach designed for?",[1035],"3 to 6",[1037,1038,1039],"0 to 3","6 to 12","12 to 18",{"id":1041,"data":1042,"type":25,"maxContentLevel":34,"version":25,"reviews":1046},"59cd98d2-39f5-46dc-9312-c2cc3d853e49",{"type":25,"title":1043,"markdownContent":1044,"audioMediaId":1045},"A brief history of Reggio Emilia","\n ![Graph](image://ed187e3e-a9e5-41a6-9175-94bd6757e93e \"Loris Malaguzzi\")\n\nImagine a town devastated by war, where communities were coming together to rebuild after a period of destruction. This was the reality of the Reggio Emilia town in Italy after World War 2. \n\nThe parents there, along with psychologist Loris Malaguzzi, were searching for a way to educate their children and reconstruct their war-torn lives. They wanted to raise their children in a new and progressive way that encouraged critical thinking, collaboration, and skills-based learning. \n\nNamed after the town where it began, Reggio Emilia developed as a community-orientated educational philosophy that could be found in many municipal schools throughout the area. In 1991, Newsweek featured Reggio preschools and named them one of the top 10 schools in the world. This exposure led to the spread of Reggio ideas for early childhood development, and in 1994, Reggio Children was founded in response to requests for professional growth and exchange. \n\nReggio schools today look quite different from the original ones in Italy as they are community specific. Reggio curriculums are adapted to suit the needs of the children and the community they come from.","8a7a7b33-cd48-4950-86c5-8ce98f3cd36c",[1047],{"id":1048,"data":1049,"type":51,"version":25,"maxContentLevel":34},"8a6a2661-1f52-4fdc-a33e-5e22ca6493bb",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":1050,"clozeWords":1052},[1051],"Reggio Emilia is an educational philosophy that is adapted to the needs of the children and the community they come from.",[1014],{"id":1054,"data":1055,"type":25,"maxContentLevel":34,"version":25,"reviews":1059},"95f5b2db-92d4-4c7f-a8c6-91506525a70c",{"type":25,"title":1056,"markdownContent":1057,"audioMediaId":1058},"What does a Reggio Emilia classroom look like?","\n ![Graph](image://1ee7b583-70d1-4927-ae43-3b9dbbdaadba \"A Reggio school classroom\")\n\nA Reggio Emilia classroom is considered the Third Teacher after the Parent and Teacher. It is a welcoming space filled with purposeful materials that are culturally representative. It is a space that aims to be responsive to the needs of the children as they learn together. \n\nThe classroom flow tries to promote communication, collaboration, and exploration through group learning. It is also a space for creativity, problem-solving, and open-ended play. This non-traditional classroom design aims to empower students as they direct their education. There are no assigned seats, and students have easy access to supplies. \n\nThe classroom has separate intentional areas designed to stimulate the senses. An area of loose parts, a sensory space, and an area for building, writing, and math can all be found in a Reggio classroom. The teacher will create provocations in each area. These are teacher-planned invitations that are student-led. Access to real-world materials and natural elements means children can explore creatively and use their imaginations as they develop cognitive, social, and language skills.","e91e4cd4-b1d5-47fb-abe2-9a4dced60f05",[1060],{"id":1061,"data":1062,"type":51,"version":25,"maxContentLevel":34},"34e4106f-7d5a-41b5-9c13-8527b5fc986b",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1063,"binaryCorrect":1065,"binaryIncorrect":1067},[1064],"What are teacher-planned invitations that are student-led called in a Reggio classroom?",[1066],"Provocations",[1068],"Experiments",{"id":1070,"data":1071,"type":21,"version":25,"maxContentLevel":34,"pages":1073},"97421c57-b038-4721-99c6-a995028bde30",{"type":21,"title":1072},"Core Principles of Reggio Emilia",[1074,1092,1108,1126],{"id":1075,"data":1076,"type":25,"maxContentLevel":34,"version":25,"reviews":1080},"845b56b0-d9fc-4613-963e-8271e22acc3b",{"type":25,"title":1077,"markdownContent":1078,"audioMediaId":1079},"Pillar 1: Emergent curriculum","An emergent curriculum is based on the child's interests and engages them as they learn. It allows students to construct their knowledge and build on it. It's a two-way relationship of understanding and respect between the teacher and student. \n\n ![Graph](image://a71601fb-d4ec-4816-869d-3250b921318b \"A teacher guiding a student in an activity\")\n\nThis kind of learning allows for spontaneous inquiry and is not just a transmission of information from teacher to student. Teachers take time to actively discover the interests of their students and can creatively guide activities based on these interests. That means there is no set curriculum but an ever-evolving system that develops with the children. Some practical applications of an emergent curriculum are interest-led bulletin boards and letting the students decide on a theme for different learning areas. \n\nFor example, students play a game about spiders on the playground. The teacher sees the spark of interest and gathers books and resources for the classroom. The teacher might even bring a live spider to class. An email to the parents lets them know that spiders are a particular area of interest so that parents can continue this learning at home. Spiders might not have been on the curriculum plan, but a simple playground discussion has become an immersive learning experience.","8f0795e4-2689-463e-999b-1f14b18ce393",[1081],{"id":1082,"data":1083,"type":51,"version":25,"maxContentLevel":34},"1fcbb939-7c39-4ae4-8c70-ffaa636ff207",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1084,"multiChoiceCorrect":1086,"multiChoiceIncorrect":1088},[1085],"What kind of learning allows for spontaneous inquiry and is not just a transmission of information from teacher to student?",[1087],"Emergent curriculum",[1089,1090,1091],"Traditional curriculum","Montessori curriculum","Reggio Emilia curriculum",{"id":1093,"data":1094,"type":25,"maxContentLevel":34,"version":25,"reviews":1098},"0a514a27-f6e9-40f4-8835-e1ba6df9242b",{"type":25,"title":1095,"markdownContent":1096,"audioMediaId":1097},"Pillar 2: In-depth projects"," ![Graph](image://5e3f849c-315f-41a9-b9ce-099799b20f17 \"Group of young children interacting with equipment on a table\")\n\nCollaborative projects can begin as early as 2 years old in a Reggio classroom. Project-based learning is a holistic way to approach new information and aims to help children learn about the world and express themselves. It is a guided exploration that involves drawing and modeling in a multimodal learning approach. Project-based learning is a spiraling process that involves teachers and students working together to discover new and exciting information. \n\nA simple project can turn into an investigative group discovery. For example, teachers came up with ideas for learning about water. After a discussion with the students, it was clear that they were only interested in water color. This led to an in-depth study involving many sensory experiences. The class went far beyond the original question by comparing pond and tap water to mixing water with other materials and painting with water. 3 months later and a fun family water day shows exactly how child-led, project-based learning can engage learners and capture their imaginations.","11423000-7af5-4e26-ac0d-ab17168feb0e",[1099],{"id":1100,"data":1101,"type":51,"version":25,"maxContentLevel":34},"91786939-c2d4-4003-a3f2-5f598ae3be15",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1102,"multiChoiceCorrect":1104,"multiChoiceIncorrect":1106},[1103],"What is a holistic approach to learning new information that involves drawing and modeling?",[1105],"Project-based learning",[1014,1095,1107],"Sensory experiences",{"id":1109,"data":1110,"type":25,"maxContentLevel":34,"version":25,"reviews":1114},"fc35a148-fab1-4f7f-93be-396468cb5c9b",{"type":25,"title":1111,"markdownContent":1112,"audioMediaId":1113},"Representational development","Reggio Emilia's philosophy encourages graphic arts and symbols for cognitive, linguistic, and social development. Different mediums such as print, art, drama, music, puppetry, and shadow play offer diverse learning experiences. Children all learn in a unique way, and using sensory tools incorporates different learning styles into the classroom. \n\nThe concept of children having ‘100 languages’ is vital to understanding a Reggio Emilia approach to learning. Malaguzzi believed that children learn in a variety of ways and that symbols were associated with emotions. Learning should aim to allow children to choose the medium that suits them best. \n\nTeachers often ask students to explain their drawings or artwork and clarify their ideas. Children can discover new interpretations and ideas by exploring the meaning behind their art. A Reggio Emilia classroom will have areas where students can smell new scents, taste new flavors, listen to surprising sounds and move their bodies.\n","be71201d-7fd7-4326-a2e8-15188303e1e3",[1115],{"id":1116,"data":1117,"type":51,"version":25,"maxContentLevel":34},"0adae843-124f-4138-a120-88d1fe71574d",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1118,"multiChoiceCorrect":1120,"multiChoiceIncorrect":1122},[1119],"What concept is central to the Reggio Emilia approach to learning?",[1121],"100 languages",[1123,1124,1125],"100 symbols","100 emotions","100 mediums",{"id":1127,"data":1128,"type":25,"maxContentLevel":34,"version":25,"reviews":1132},"ea253768-7fcc-46d4-8316-bfbcbd8b60a5",{"type":25,"title":1129,"markdownContent":1130,"audioMediaId":1131},"Collaboration","The history of the Reggio Emilia philosophy is grounded in the need for community collaboration and rejuvenation. These ideals have carried through into modern Reggio classrooms. \n\nThere is a collaboration that takes place between students, teachers, and the environment. It is connection-based learning that focuses on problem-solving and communication. The teacher is a guide who learns with the children, and the parents and teachers work together. Parents are active participants in their children's education by engaging in classroom activities, volunteering to teach specialized modules, and engaging in parent book clubs and community councils.\n\nMalaguzzi believed that children learn through social interaction and become aware of their talents while playing in a group. Reggio classrooms aim to encourage social engagement and respectful play. The ever-evolving curriculum involves the children in directing their learning. This aims to encourage feelings of respect and encourages self-worth. \n\nThe phrase 'I am us' is often used by Reggio teachers, and it captures the sentiment behind the collaborative classroom environment.\n","c503409b-ed7b-4fea-a3ad-64c4e8d2610c",[1133],{"id":1134,"data":1135,"type":51,"version":25,"maxContentLevel":34},"cb880bc7-dd60-4a57-9e21-f0f4ccbb21f4",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1136,"multiChoiceCorrect":1138,"multiChoiceIncorrect":1140},[1137],"What phrase is used by adherents of Reggio Emilia?",[1139],"I am us",[1141,1142,1143],"We are one","Together we stand","United we learn",{"id":1145,"data":1146,"type":21,"version":25,"maxContentLevel":34,"pages":1148},"3cd00518-8621-442b-b78f-cd10c1a0743a",{"type":21,"title":1147},"Practical Applications and Challenges",[1149,1165],{"id":1150,"data":1151,"type":25,"maxContentLevel":34,"version":25,"reviews":1155},"bcbc9491-eb7f-44a6-8a83-cf7ddbaa3ced",{"type":25,"title":1152,"markdownContent":1153,"audioMediaId":1154},"Strengths and weaknesses of a Reggio-Inspired classroom","Reggio Emilia students are often confident problem-solvers who welcome new experiences. The adaptive curriculum means that learning is student-led, which may make them more engaged in the classroom. With a focus on collaboration and community engagement, a Reggio approach aims to create empathetic, kind, and respectful students who enjoy learning together. \n\nThis child-led approach also has drawbacks, as you can't consistently see the results of learning. The emergent curriculum means that children learn on a different timeline than mainstream schools and can seem disorganized. Reggio Emilia can be challenging for teachers because they need to be highly observant and creative to facilitate learning for their students. Reggio Emilia is also a philosophy, so teachers can interpret it differently. The quality of education is determined by the creativity and engagement of the teachers, as there are no formal rules or curricula to follow. For this reason, the quality of the education could be inconsistent, and it is difficult to identify the efficacy of the teacher.\n","19c8783d-c47a-4953-9842-31713c13d8c0",[1156],{"id":1157,"data":1158,"type":51,"version":25,"maxContentLevel":34},"b9a93d33-6983-4b74-87bb-fefeaf35f9ab",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1159,"binaryCorrect":1161,"binaryIncorrect":1163},[1160],"What is a potential drawback of the Reggio Emilia approach?",[1162],"It is difficult to identify the efficacy of the teacher.",[1164],"It produces poor results",{"id":1166,"data":1167,"type":25,"maxContentLevel":34,"version":25,"reviews":1171},"71e44699-9e76-4b7b-ac92-9e450c16d406",{"type":25,"title":1168,"markdownContent":1169,"audioMediaId":1170},"Case Study: Riverside Magnet School","When you walk into Riverside Magnet School in Connecticut, USA, you will see a classroom filled with wonder. \n\n![Graph](image://9b67da31-474b-43c3-8482-749fd497e476 \"Painting tools\")\n\nThere are visual invitations in the form of arts and crafts for children and not your average crayons but watercolors, clay, chalk, charcoal, brushes, sponges, and many other art supplies. There is a section full of musical instruments that reflect cultures from around the world. Child-sized play kitchens and bedrooms are waiting for imaginative games and roleplay. \n\nThis preschool classroom gives you a sense that it caters to a diverse range of students. It is a space where children can come together to express themselves and learn as they play and engage with their environment. But this might look different from other Reggio-inspired classrooms. The personalized nature of this philosophy means that the students and teachers at Riverside have actively created a space based on their needs.","ae9bd988-6fdd-4a40-8c59-a145018248ad",[1172],{"id":1173,"data":1174,"type":51,"version":25,"maxContentLevel":34},"03dc7dcf-b4a7-45b0-be38-c98702363265",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1175,"activeRecallAnswers":1177},[1176],"What type of materials are available for children to use at the Riverside Magnet School?",[1178],"Arts and crafts, musical instruments, play kitchens and bedrooms",{"id":1180,"data":1181,"type":27,"maxContentLevel":34,"version":25,"orbs":1184},"e4cd157e-61fe-45a4-9359-b3f0cdeec8eb",{"type":27,"title":1182,"tagline":1183},"Forest School","A nature-based pedagogy that advocates for courage and climbing trees. ",[1185,1243,1334],{"id":1186,"data":1187,"type":21,"version":25,"maxContentLevel":34,"pages":1189},"5b3d7e03-eb47-413e-917b-59837c5284d2",{"type":21,"title":1188},"Introduction to Forest Schools",[1190,1211,1227],{"id":1191,"data":1192,"type":25,"maxContentLevel":34,"version":25,"reviews":1196},"0f05b9d4-4c2c-4476-bc4e-fb78c1c670b0",{"type":25,"title":1193,"markdownContent":1194,"audioMediaId":1195},"What is a Forest School?","Imagine spending your days climbing trees, exploring, and wandering through the woods. That is what the Forest School principles are all about. It is an experiential outdoor education idea that offers holistic growth for kids through the seasons. Although predominantly catering to children in the pre-primary (3–6) and primary years (7–12), some Forest Schools have programs for 13–15 year olds.\n\nThis holistic, child-centered learning experience offers children a way to connect with themselves and nature. By allowing children to handle tools, climb trees, make mistakes, and problem-solve, Forest Schools offer an environment for discovery and self-reflection. A qualified practitioner is there to help the children feel safe as they explore.\n\nSpending time in nature aims to help kids to solve real-world problems and practice risk assessment. Students often develop self-belief, confidence, and resilience by independently tackling challenging activities.\n\nForest School takes place no matter the weather, and it is an experience designed to challenge and empower young children. With no set curriculum, children are free to direct their learning by overcoming challenges and trying new things.\n","e2272e92-fd03-4462-afe8-40577ec7a24c",[1197,1204],{"id":1198,"data":1199,"type":51,"version":25,"maxContentLevel":34},"2b17237f-8420-4b1c-aff3-252bbe6d7229",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":1200,"clozeWords":1202},[1201],"Forest School is an experiential outdoor education idea that offers holistic growth for kids through the seasons.",[1203],"holistic",{"id":1205,"data":1206,"type":51,"version":25,"maxContentLevel":34},"4df78b66-2051-4696-b2b4-0d48201bd18d",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1207,"activeRecallAnswers":1209},[1208],"What is the age range of children that Forest School typically caters to?",[1210],"Pre-primary (3–6) and primary years (7–12)",{"id":1212,"data":1213,"type":25,"maxContentLevel":34,"version":25,"reviews":1217},"5d0f8bb4-6bd3-4490-8da7-7bcb7e945e33",{"type":25,"title":1214,"markdownContent":1215,"audioMediaId":1216},"Roots of the Forest School Movement","Forest Schools originated in Scandinavia, with the first school being founded by Ella Flautau in Denmark in 1952. The school happened accidentally as Ella and the other moms in the neighborhood noticed that their kids were gathering in the forest to play. The parents then formed a 'walking kindergarten' based on Waldorf-Steiner principles that put the child at the center of learning. \n\n ![Graph](image://625c68ab-907b-45f3-83bc-fc0635565ce7 \"Children playing in the woods\")\n\n\nSweden, Finland, Norway, and Germany all have Forest School options, with Germany having the world's most established formal forest kindergarten with over 1500 groups. \n\nThe idea of nature-based schools spread to the United Kingdom in the 1990s, and the popularity of this innovative approach to play-based learning spread to other countries. Richard Louv's book Last Child in the Woods sparked conversations about nature-based play and learning in the United States. There are now over 100 forest schools in the USA.\n\n","69e66977-eeea-4fef-a2a3-2f2a6cb73d64",[1218],{"id":1219,"data":1220,"type":51,"version":25,"maxContentLevel":34},"2cc2606d-fa90-4eb7-a9e0-1d355bece8d8",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1221,"binaryCorrect":1223,"binaryIncorrect":1225},[1222],"In which country did the first Forest School originate?",[1224],"Denmark",[1226],"Sweden",{"id":1228,"data":1229,"type":25,"maxContentLevel":34,"version":25,"reviews":1233},"94235b7d-684e-4e2c-8bf4-67a650b6374c",{"type":25,"title":1230,"markdownContent":1231,"audioMediaId":1232},"Principle 1: Long-term nature immersion","Forest schools are about getting kids out into nature often and for regular sessions. When you immerse children in a natural environment over a period of time, they get to see the changing seasons and observe and interact with the world around them. \n\n\n ![Graph](image://e0ff016f-86fb-4230-a24d-79365a31922c \"Trees in the autumn\")\n\nThe Forest School program is based on observation which allows for structured progress in a child-led way. Forest Schools have physical and behavioral boundaries that the group co-creates, ensuring everyone feels safe and secure. \n\nReturning to the same place with the same group of children develops reciprocal relationships with nature and peers. Think about going to visit your favorite spot. There are familiar smells, textures, and small nuances that make you feel comfortable and relaxed. Forest School offers the same opportunity just in a nature-based setting. Children become familiar with the landscape around them and may notice the subtle changes of the seasons and their impact on the space.","bc682e06-701c-4a01-a9d7-6604b8215a6e",[1234],{"id":1235,"data":1236,"type":51,"version":25,"maxContentLevel":34},"5e81ab22-f0ca-47c6-9384-47d98b50b586",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1237,"binaryCorrect":1239,"binaryIncorrect":1241},[1238],"What is the goal of Forest Schools?",[1240],"To get kids out into nature often and for regular sessions.",[1242],"To turn children into environmentalists.",{"id":1244,"data":1245,"type":21,"version":25,"maxContentLevel":34,"pages":1247},"d36536fe-d4e8-4fab-8a3a-f2dc97f12238",{"type":21,"title":1246},"Principles of Forest Schools",[1248,1262,1280,1298,1316],{"id":1249,"data":1250,"type":25,"maxContentLevel":34,"version":25,"reviews":1254},"37982a18-4b8b-4524-9af4-d919c7c72b58",{"type":25,"title":1251,"markdownContent":1252,"audioMediaId":1253},"Principle 2: Foster the relationship between learners and the Natural World","Have you ever spent time sitting quietly outside? From the sound of the wind in the trees, the feel of the leaves beneath your hands, to the smell of damp earth, it is a multi-sensory experience that promotes curiosity and reflection.\n\nForest schools need to take place in a forest, woodland, or at least somewhere with trees. For children to fully immerse themselves in experiential learning, they need access to different habitats that offer chances for exploration and discovery. \n\nForest schools focus on natural resources that spark curiosity and imaginative play, so you won't find plastic tools or toys. Children may develop sustainable attitudes and ideas when they have a regular, personal experience with the natural world. Forest schools also have a site management plan that helps the students understand their impact on their environment. \n\nThe Norwegian saying 'there is no bad weather, only bad clothes' epitomizes the ideals of Forest Schools. Children are encouraged to face the challenges of the natural world and overcome their worries.\n","8f3b3c5e-d5ae-407f-ad83-3729bb134e28",[1255],{"id":1256,"data":1257,"type":51,"version":25,"maxContentLevel":34},"cfece355-c469-4c67-a0d7-d4afbd0b98a8",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1258,"activeRecallAnswers":1260},[1259],"What is the Norwegian saying is often used in Forest Schools?",[1261],"There is no bad weather, only bad clothes",{"id":1263,"data":1264,"type":25,"maxContentLevel":34,"version":25,"reviews":1268},"d56e7e33-8f3b-4724-9f60-904c6c0f9803",{"type":25,"title":1265,"markdownContent":1266,"audioMediaId":1267},"Principle 3: Promote holistic development","Have you ever noticed that you feel better after spending time outside? That is because you have used all of your senses. The Forest School philosophy believes in holistic development in a multi-disciplinary way. Children have the chance to develop physically, emotionally, socially, and linguistically by spending time in nature. They play in groups, engage in physical tasks, and learn vocabulary when naming flora and fauna. A forest environment encourages kids to be confident as they learn new skills and become creative while exploring and connecting with the natural world. \n\nDid you spend time climbing trees as a kid? Could you do that now? Forest School aims to create children who push the boundaries and evaluate risks. They form friendships and connections through shared experiences and engage with the world around them. Climbing trees and boulders helps to develop motor skills and resilience in children. \n\nWhere appropriate, facilitators make links to real-life experiences, and children get to learn knowledge in context. Forest Schools are concerned about the whole child, not just their academic ability.\n","a8451c85-107f-4c11-a61a-226316c13115",[1269],{"id":1270,"data":1271,"type":51,"version":25,"maxContentLevel":34},"bd082b20-f83c-4acf-9370-bafbdc0386b6",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1272,"multiChoiceCorrect":1274,"multiChoiceIncorrect":1276},[1273],"What is the main goal of the Forest School philosophy?",[1275],"Holistic development",[1277,1278,1279],"Specialization","Physical development","Good grades",{"id":1281,"data":1282,"type":25,"maxContentLevel":34,"version":25,"reviews":1286},"5e5ef296-1843-418b-9fc8-8745759bf435",{"type":25,"title":1283,"markdownContent":1284,"audioMediaId":1285},"Principle 4: Opportunities for taking supported risks","Forest Schools offer students the chance to take supported risks. Using tools, building shelters, and climbing trees helps children learn to assess risks in relation to their personal boundaries. The opportunity to tap into their interests and push themselves outside of their comfort zones through physical tasks and group engagement may help children develop greater confidence and self-awareness.\n\nForest Schools are risk-aware, not risk-averse. Risks are a part of life, and Forest Schools offer children the chance to practice good decision-making. If you stumbled across a Forest School in the woods one day, you might see children whittling with knives, using axes, or lighting fires. These activities are done with a professional facilitator who trusts the child's abilities. \n\nChildren also take an emotional risk when trying something new or confronting their fears. Taking risks is part of healthy development, and this educational approach aims to help children to make well-informed decisions based on personal boundaries.\n","b6db6d86-d8ea-4a73-aedd-353caa0de525",[1287],{"id":1288,"data":1289,"type":51,"version":25,"maxContentLevel":34},"2a5b48b5-14f5-4833-9bfd-d0ac8a7fb689",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1290,"multiChoiceCorrect":1292,"multiChoiceIncorrect":1294},[1291],"What kind of risks do Forest Schools offer children the chance to take?",[1293],"Supported risks",[1295,1296,1297],"Unsupported risks","Unsafe risks","Unnecessary risks",{"id":1299,"data":1300,"type":25,"maxContentLevel":34,"version":25,"reviews":1304},"cdcde5ad-b112-4ac3-b7dd-80c7f45053c0",{"type":25,"title":1301,"markdownContent":1302,"audioMediaId":1303},"Principle 5: Qualified practitioners","You may be wondering what kind of parents let their children frolic around in the woods all day, but there are appropriately trained Forest School practitioners present at all times. The Forest School Association requires facilitators to have an endorsed level 3 qualification, which includes practical skills, first aid, teaching skills, environmental impact awareness, and risk-benefit analysis. \n\nBeing a facilitator for complex learning opportunities in an outdoor environment can be challenging, not to mention that they need to have eyes in the back of their heads as they watch over wild forest kids. The facilitators need to balance their guidance and structured activities with the self-direction that they want children to have. They need to be adaptable and change their approach to suit the children. \n\nForest Schools usually have a high adult-to-learner ratio and are backed by relevant working documents. From the outside, you may see children using tools and playing in the forest, but really, you are seeing a collaboration between facilitators and students as they focus on holistic development.\n","c6d86a11-2e85-4600-b8a1-efb718c357d9",[1305],{"id":1306,"data":1307,"type":51,"version":25,"maxContentLevel":34},"d189c656-876d-4617-9fad-d570c0d93a28",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1308,"multiChoiceCorrect":1310,"multiChoiceIncorrect":1312},[1309],"What is the minimum qualification required for a Forest School facilitator?",[1311],"Endorsed level 3 qualification",[1313,1314,1315],"Endorsed level 4 qualification","Endorsed level 5 qualification","Endorsed level 6 qualification",{"id":1317,"data":1318,"type":25,"maxContentLevel":34,"version":25,"reviews":1322},"d8de7864-8306-4fb2-abc7-4c64b07b61df",{"type":25,"title":1319,"markdownContent":1320,"audioMediaId":1321},"Principle 6: Learner-centered processes","Forest Schools are communities for development and learning. They offer collaborative spaces where practitioners, students, and the environment work together to facilitate learning. \n\nThere is no curriculum in a Forest School. Rather, it’s a mix of play, choice, and structure. The facilitators spend time observing the students and co-create a learning experience with them. This learner-centered educational approach aims to provide organic and authentic experiences that suit different learning styles. \n\nWhen students are at the heart of learning, there is often more time for creativity and spontaneity. Children may develop independence and autonomy because they have control over their experiences. Through discovery and exploration, they often learn about themselves in relation to the world around them. Forest Schools are process-based and not goal-based. They believe that learning happens in cooperation with others and that experience, and not outcomes, are important.\n","f80138d4-4465-4185-b091-ca7113b99ec8",[1323],{"id":1324,"data":1325,"type":51,"version":25,"maxContentLevel":34},"e9eefc6d-8ba3-4ee1-927c-a92fd9524830",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1326,"multiChoiceCorrect":1328,"multiChoiceIncorrect":1330},[1327],"What is the main focus of Forest Schools?",[1329],"Learner-centered educational approach",[1331,1332,1333],"Curriculum-based learning","Goal-based learning","Structured learning",{"id":1335,"data":1336,"type":21,"version":25,"maxContentLevel":34,"pages":1338},"7bbf0bfa-be5b-4095-b645-1aa77c953a87",{"type":21,"title":1337},"Case Studies and Benefits",[1339,1352],{"id":1340,"data":1341,"type":25,"maxContentLevel":34,"version":25,"reviews":1345},"0515e2fe-d5e7-451e-a11c-16b6f29975f5",{"type":25,"title":1342,"markdownContent":1343,"audioMediaId":1344},"Benefits and drawbacks of Forest Schools","The benefit of Forest School is that it is holistic development that encompasses the whole child rather than academics alone. This experiential and immersive way of learning may help children develop self-regulation skills, resilience, and respect for nature. Children at Forest Schools often develop a growth mindset by facing challenges and having to problem-solve. Many of them can assess risk and learn from their mistakes. Having a growth mindset aims to set kids up for success throughout their lives. \n\nBut there are some drawbacks to this educational approach. There is no structured curriculum, meaning children learn on a different timeline than in mainstream schools. It is a very specific pedagogy, and this learning approach might not suit every family or child. The weather is also something to consider. Unless the conditions are unsafe, Forest School happens come rain or shine. This can be challenging for facilitators, parents, and students. Moreover, Forest Schools can offer an insular curriculum that may be difficult to translate into real-world experiences. Life in a classroom may be challenging for children used to a forest setting, and there may be knowledge gaps.\n","a2934f28-62aa-46d8-aecf-18777e0f918e",[1346],{"id":1347,"data":1348,"type":51,"version":25,"maxContentLevel":34},"4416f1ab-6c44-451f-bd13-5b28d3f7e455",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1349,"activeRecallAnswers":1351},[1350],"What term is used for the benefit of Forest School that encompasses the whole child rather than academics alone?",[1275],{"id":1353,"data":1354,"type":25,"maxContentLevel":34,"version":25,"reviews":1358},"692ecd90-1d53-4a16-8fe6-66753abcbebf",{"type":25,"title":1355,"markdownContent":1356,"audioMediaId":1357},"Case Study: Robin Hood Waldkindergarten","The Robin Hood Waldkindergarten in Berlin, Germany, is an example of seeking out the wild in an urban environment. Started in 2005, this Forest School uses public transport to get kids out of the city and into wild public spaces.\n\nThe students spend all day out in nature, climbing trees or sliding across frozen ponds. The children can be out of sight but must be within hearing distance. Picco Peters, the group facilitator, says that the lack of toys allows for imaginative play and more inclusion.\n\nAt breakfast time, food is shared in silence as the kids observe the nature around them, hoping to spot a deer. Quiet moments like this help the kids self-regulate. After 5 hours of wild outdoor play, the children and facilitators head back to the Robin Hood building for a hearty lunch before home time.\n","f068d834-cb6d-48d9-a155-d35e472098d3",[1359],{"id":1360,"data":1361,"type":51,"version":25,"maxContentLevel":34},"c6467d66-132b-45cc-ae1f-1d2b0fa3d921",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1362,"multiChoiceCorrect":1364,"multiChoiceIncorrect":1366},[1363],"How much wild play do children get at the Robin Hood Waldkindergarten?",[1365],"5 hours",[1367,1368,1369],"3 hours","1 hour","None",{"id":1371,"data":1372,"type":27,"maxContentLevel":34,"version":25,"orbs":1375},"5dfc2c99-2a1e-4114-b4ce-3ac879915c43",{"type":27,"title":1373,"tagline":1374},"Homeschooling","Some families have decided to skip school and forge their own educational paths.",[1376,1439,1507],{"id":1377,"data":1378,"type":21,"version":25,"maxContentLevel":34,"pages":1380},"fe5caf9b-87a7-4125-9e27-096347da73a3",{"type":21,"title":1379},"Introduction to Homeschooling",[1381,1395,1413],{"id":1382,"data":1383,"type":25,"maxContentLevel":34,"version":25,"reviews":1387},"8207d773-538f-450f-afb1-1a2563c61b3f",{"type":25,"title":1384,"markdownContent":1385,"audioMediaId":1386},"What is Homeschooling?","Homeschooling is an educational choice where kids are educated at home and not in a traditional classroom setting. There is an idea that homeschooling is children sitting at a table with a stack of textbooks and never leaving the house. But the stereotypical notion of homeschooling often doesn't come close to describing the scope of this popular education movement. \n\nHomeschooling encompasses a wide range of approaches. Sometimes it is parent-led, and other times, it is child-led. More commonly, it is a combination of both of these things. The parents take responsibility for their child's education, but the child directs the learning. This may result in a personalized education that looks at learning holistically. \n\nHomeschooling is a non-traditional way of learning that aims to teach children how to think, not what to think. Sometimes, it involves a curriculum, but this is not required for a homeschooling education.\n","00ae9a3b-dd2e-44d5-be98-70fe5099c11a",[1388],{"id":1389,"data":1390,"type":51,"version":25,"maxContentLevel":34},"4e67e1ee-a208-4c19-ad73-895a54b527f0",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1391,"activeRecallAnswers":1393},[1392],"What is the main goal of homeschooling?",[1394],"To teach children how to think, not what to think",{"id":1396,"data":1397,"type":25,"maxContentLevel":34,"version":25,"reviews":1401},"d8734538-afc0-40ed-a45f-38f64dab3208",{"type":25,"title":1398,"markdownContent":1399,"audioMediaId":1400},"A brief history of the Homeschooling Movement","Homeschooling as a movement has spread throughout the world, but the first stirrings of the modern homeschooling movement began in the 1970s. John Holt, an American educational theorist, and teacher, argued against the oppressive classroom environments he saw in his local schools. He called on parents to give their children learning freedom in a self-directed way. \n\nRaymond Moore shared a similar idea and advocated for home education until age 9. Holt and Moore may have laid the groundwork for the homeschooling movement in the USA, but Fundamentalist Christians took over in the 1980s. \n\n19th century British educator Charlotte Mason advocated for natural learning that looked at the whole child. These ideas became popular with the 20th century homeschooling movement, and other alternative education movements, such as Montessori, Waldorf, and Roman Catholicism, began to provide curriculums to homeschooling families.","a07fd1ec-2f86-4a7a-87df-e3e1cb004f32",[1402],{"id":1403,"data":1404,"type":51,"version":25,"maxContentLevel":34},"4562f187-8ed6-4619-8e01-e7098e19f1b7",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1405,"multiChoiceCorrect":1407,"multiChoiceIncorrect":1409},[1406],"Who was an American educational theorist and teacher who argued against oppressive classroom environments in the 1970s?",[1408],"John Holt",[1410,1411,1412],"Raymond Moore","Charlotte Mason","Maria Montessori",{"id":1414,"data":1415,"type":25,"maxContentLevel":34,"version":25,"reviews":1419},"1c8bcb6d-c4af-4ad1-87ec-61e5f598b4d6",{"type":25,"title":1416,"markdownContent":1417,"audioMediaId":1418},"Charlotte Mason's learning approach","Mason believed \"education is an atmosphere, a discipline, a life\". Mason explained the importance of the home environment, cultivating good habits, and filling children with living thoughts and ideas rather than dry facts. Mason advocated for educating all aspects of a child’s development and not just their mind.\n\nHer approach to education said goodbye to dry, difficult textbooks. Instead, she advocated for living books. These are vibrant books written by passionate authors, who use a sense of narrative, and emotional resonance, to bring educational topics to life.\n\nMeanwhile, instead of worksheets, Mason pushed for narration: after a child learned something, they were asked to explain it back to the teacher using their own words. She said that children retain information better when narrating it, improving comprehension. \n\nThe Charlotte Mason method draws inspiration from the natural world and time spent outdoors. She explained that school should be a feast of ideas and ideals, and children should be exposed to artists, composers, nature studies, and handicrafts.\n","e0087e90-8fb3-4f60-a9fc-6b49363a06f1",[1420,1431],{"id":1421,"data":1422,"type":51,"version":25,"maxContentLevel":34},"06cefee2-42e4-4bc2-bde4-d096ba1ef5cb",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1423,"multiChoiceCorrect":1425,"multiChoiceIncorrect":1427},[1424],"What type of books did Charlotte Mason advocate for using in education?",[1426],"Living books",[1428,1429,1430],"Textbooks","Workbooks","Activity books",{"id":1432,"data":1433,"type":51,"version":25,"maxContentLevel":34},"dd48a76d-20c4-4dd3-8d42-97c9b209c87e",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":1434,"clozeWords":1436},[1435],"The Charlotte Mason method emphasizes narration and outdoor activities rather than textbooks and worksheets.",[1437,1438],"narration","outdoor activities",{"id":1440,"data":1441,"type":21,"version":25,"maxContentLevel":34,"pages":1443},"e0722ff3-f540-4bf3-9d81-15165faf48f0",{"type":21,"title":1442},"Homeschooling Methods",[1444,1460,1476,1492],{"id":1445,"data":1446,"type":25,"maxContentLevel":34,"version":25,"reviews":1450},"0ed47410-0056-4bc2-a810-df6abb688cbc",{"type":25,"title":1447,"markdownContent":1448,"audioMediaId":1449},"Classical homeschooling","Classical homeschooling is based on the historical concept of Trivium, which calls for grammar, logic, and rhetoric. It is an educational approach that leans heavily on root languages like Greek and Latin as well as classical literature, logic, and reasoning. \n\n ![Graph](image://1e9e9983-eb99-4147-9cdd-df39c445232a \"A Roman statue of a woman reading\")\n\nThe grammar component is introduced early and forms an essential building block for future learning. It takes advantage of a child's natural ability to absorb information and often involves rote learning and memorization. \n\nThe logic stage happens as children become curious about cause and effect and begin to ask why. During this time, the Scientific Method is often introduced as well as historical events and critiques of the information being learned. The development of abstract thought characterizes this stage. \n\nThe rhetoric stage is usually the high school portion of homeschooling. At this point, students can start applying what they've learned, develop their own opinions, and have their own experiences.","71b80fa1-2ec5-4b9e-acfa-6177a643b084",[1451],{"id":1452,"data":1453,"type":51,"version":25,"maxContentLevel":34},"4d4b0819-c86f-4056-b35e-625c428edc40",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1454,"binaryCorrect":1456,"binaryIncorrect":1458},[1455],"What is the name of the historical concept that Classical homeschooling is based on?",[1457],"Trivium",[1459],"Quadrivium",{"id":1461,"data":1462,"type":25,"maxContentLevel":34,"version":25,"reviews":1466},"dc736f92-3722-445d-ad5a-c343800a33c0",{"type":25,"title":1463,"markdownContent":1464,"audioMediaId":1465},"Eclectic homeschooling","Eclectic homeschooling draws on diverse sources, allowing families to create individual and personalized learning journeys. This is an interest-based approach that is customized for each family. Eclectic homeschooling is a pick-and-choose approach as families use the areas of different curriculums and learning ideologies to design a highly personalized learning journey. \n\nIt aims to offer flexibility and the ability to adapt the curriculum to the needs of the children. Unlike a traditional curriculum, the eclectic method allows families to develop their own way of homeschooling. \n\nFor example, eclectic homeschoolers could have a Charlotte Mason-inspired nature study session after a Waldorf morning time. They could follow that with a thematic unit study on space travel, incorporating project-based learning with a 3D solar system and a visit to the space museum. \n\nAn eclectic homeschooling approach is richly varied, allowing families to have a comprehensive curriculum that follows the interests of the children.\n","0f5b8434-602c-4b6f-8900-0f95e2f87a5a",[1467],{"id":1468,"data":1469,"type":51,"version":25,"maxContentLevel":34},"39c1844b-aa99-4f28-98cc-815b53396612",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1470,"multiChoiceCorrect":1472,"multiChoiceIncorrect":1473},[1471],"What kind of homeschooling approach allows families to customize their curriculum to the needs of the children?",[1463],[1474,425,1475],"Unschooling","Traditional homeschooling",{"id":1477,"data":1478,"type":25,"maxContentLevel":34,"version":25,"reviews":1482},"e4186d04-f698-4a95-83be-5355b79bb01f",{"type":25,"title":1479,"markdownContent":1480,"audioMediaId":1481},"Unit studies","If you were in a traditional school, chances are you have experienced unit studies for yourself. They are often used in public preschools and are learning activities linked to a specific theme. A unit study is a topic that children learn about for a defined period of time, and different subjects are linked through the central theme. \n\nFor example, you could do a unit study on the potato. This study could include the history of the potato, a potato science experiment, a cooking lesson, potato stamp art, and a biology lesson on how a potato plant grows. \n\nUnit studies allow a hands-on approach that includes traditional subjects like science, math, history, language, and biology. These units are tailored to meet the child's interests and needs while incorporating multiple subjects. It is a mastery-based approach that aims for immersive learning. Unit studies are a popular homeschooling option as they work well with mixed-age children.\n","afa5c0a3-2d2a-458c-bdad-aa6f159e5c1c",[1483],{"id":1484,"data":1485,"type":51,"version":25,"maxContentLevel":34},"a9a28750-1a8d-45bb-ba92-b7ecc9766007",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1486,"multiChoiceCorrect":1488,"multiChoiceIncorrect":1489},[1487],"What type of learning activities are often used in public preschools?",[1479],[1373,1490,1491],"Montessori methods","Forest schooling",{"id":1493,"data":1494,"type":25,"maxContentLevel":34,"version":25,"reviews":1498},"49dfac9d-dd37-4069-a7dc-07f1bbc456c5",{"type":25,"title":1495,"markdownContent":1496,"audioMediaId":1497},"School-at-Home","When you saw the title of this tile, you probably had a picture in your head of what homeschooling looks like. Was that image of a mother and her children sitting in an at-home classroom doing copy work or math sums? If it was, you would be thinking of the school-at-home approach to homeschooling. \n\nWith this approach, families try to replicate the classroom experience at home. It usually involves a full curriculum, online program, textbooks, and schedules. It can be done independently, but it's often teacher-facilitated and administered by a school online. \n\nSchool-at-home programs are aligned with national learning standards and are administered by grade like a traditional school. They work at the same pace as the mainstream education system and are often an easier option for parents wanting to homeschool. \n","7d1af29d-10c5-40a3-abb3-827cd173f3ce",[1499],{"id":1500,"data":1501,"type":51,"version":25,"maxContentLevel":34},"04d46470-0079-49f7-b4bd-f828ab312b36",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1502,"binaryCorrect":1504,"binaryIncorrect":1506},[1503],"What type of homeschooling approach is often teacher-facilitated and administered by a school online?",[1505],"School-at-home",[1474],{"id":1508,"data":1509,"type":21,"version":25,"maxContentLevel":34,"pages":1511},"ceaf5013-1744-4c33-a642-399437ceae6f",{"type":21,"title":1510},"Alternative Homeschooling Approaches",[1512,1525,1539,1555],{"id":1513,"data":1514,"type":25,"maxContentLevel":34,"version":25,"reviews":1518},"d40d5617-c063-4362-b17c-b65842dc267a",{"type":25,"title":1515,"markdownContent":1516,"audioMediaId":1517},"Montessori Approach","Maria Montessori, an Italian physician, created the Montessori approach, which has become a widespread alternative education movement. But it is also a popular homeschooling approach, particularly for younger children. \n\n ![Graph](image://923bbdaf-a574-49a0-b14f-ecea36a83cc8 \"Maria Montessori\")\n\nIt is a child-centered pedagogy that advocates free movement, mixed-age learning, and large unstructured blocks of time. These principles make it an appealing homeschooling approach that allows parents and students to engage with experiential and age-appropriate learning. Homeschooling families often have children of multiple ages, so a Montessori approach could provide a good way to facilitate learning that also allows for children to learn from each other.\n\nThe Montessori method is about following a child's natural interests rather than formal teaching methods. It encourages independence and autonomy by nurturing the child’s strengths and passions. It aims to offer a sensory learning method for young kids to discover themselves and their world. \n\nMontessori curriculums are available, but many homeschooling families create their own curricula based on the Montessori principles.\n","0bda8ce6-8c3c-48e5-a6dd-af2e38da187f",[1519],{"id":1520,"data":1521,"type":51,"version":25,"maxContentLevel":34},"051af51f-d4a1-4441-9b05-bda01668b525",{"type":51,"reviewType":25,"spacingBehaviour":25,"activeRecallQuestion":1522,"activeRecallAnswers":1524},[1523],"Which educational theory is popular with homeschoolers?",[425],{"id":1526,"data":1527,"type":25,"maxContentLevel":34,"version":25,"reviews":1531},"50c0e03b-22fb-4615-a118-d6585336f22b",{"type":25,"title":1528,"markdownContent":1529,"audioMediaId":1530},"Unschooling: Self-directed learning","Unschooling is the most unconventional approach to homeschooling. American educational theorist John Holt started the idea in the 1970s and advocated for student-centered, self-directed, experiential learning. \n\n ![Graph](image://6f7a5508-c188-49a1-8cc4-080226a5d921 \"Child playing video games\")\n\nThis is a learn-as-you-go approach to education with no curriculum, no tests or assessments, and no rigid structure. Parents act as facilitators and trust that their kids will learn what they need to when they are ready. \n\nSelf-directed learning and unstructured free play are vital principles of unschooling. It is a multi-dimensional approach based on experiences and interactions. Unschooling is usually passion-driven and incorporates project-based learning. \n\nIt's almost impossible to describe a day in the life of an unschooling family because each one looks unique. For example, an unschooled child could wake up, make breakfast and spend some time playing Minecraft online. Afterward, they may meet up with friends or head to a sports club. To end the day, they may spend time creating a YouTube video, reading, or learning to play an instrument.","0ffc7b31-b247-4b40-8ae2-21387a1d6054",[1532],{"id":1533,"data":1534,"type":51,"version":25,"maxContentLevel":34},"9a2ae384-4569-4d04-9dc4-f543817dae19",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1535,"binaryCorrect":1537,"binaryIncorrect":1538},[1536],"What is the learn-as-you-go approach to education that John Holt advocated for in the 1970s?",[1474],[1373],{"id":1540,"data":1541,"type":25,"maxContentLevel":34,"version":25,"reviews":1545},"0c7055cc-f60f-43ec-aea0-030961090a81",{"type":25,"title":1542,"markdownContent":1543,"audioMediaId":1544},"Individual vs. cooperative homeschooling","Homeschooling is often thought of as a very individual way of learning. Yes, children are usually in their homes with their immediate family as they learn together. But many homeschooling families choose to enroll in various cooperative groups. \n\nA homeschool co-op is a group of students who learn together through practical and hands-on projects. There's usually active parent participation or, in some cases, a hired professional. Homeschooling co-ops can have a full-time or part-time program. \n\nThere are co-ops for different subjects such as science, art, field trips, or life skills. A learning cooperative can be a group of families who share in the education of their children through a shared curriculum, or it can just be a group of students getting together to socialize, learn, and share ideas. Cooperatives can have different rules and regulations based on the area and the number of members.\n","7f55593d-3115-442e-b447-b68538ffefbb",[1546],{"id":1547,"data":1548,"type":51,"version":25,"maxContentLevel":34},"22db59e0-6189-412c-9cbc-a6389d13df3f",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1549,"binaryCorrect":1551,"binaryIncorrect":1553},[1550],"What is a homeschool co-op?",[1552],"A group of students who learn together through practical and hands-on projects",[1554],"An organization that brings together different homeschool families.",{"id":1556,"data":1557,"type":25,"maxContentLevel":34,"version":25,"reviews":1561},"80b4bfdf-c999-4069-a562-64eac7c7a4c6",{"type":25,"title":1558,"markdownContent":1559,"audioMediaId":1560},"Benefits and drawbacks of Homeschooling","Homeschooling offers families academic flexibility. This could be for families who want to travel or students with specialized learning needs. The child-centered nature of homeschooling may help develop lifelong learners as children can actively engage with what they are learning. Many parents have chosen to homeschool to avoid bullying and the pressures that come with mainstream education. \n\nHowever, homeschooling has some drawbacks, such as social stigma. Although it is a widespread form of alternative learning, there is still a stigma around home education. Parents also need to make more effort to engage their children in sports, social groups, and academic support. Even with a vigorous social program, homeschooled children may still have lower instances of social interactions than traditionally educated children. Homeschooling is not for everyone, and some homeschooled children might want to enter a mainstream institution. If they have had a flexible educational program, they may not be at the same level as their peers.\n","6d076c9a-f996-41fe-adbe-dd05f5c89950",[1562],{"id":1563,"data":1564,"type":51,"version":25,"maxContentLevel":34},"5b9b747a-6cd1-4ff5-81f2-12f87639434c",{"type":51,"reviewType":21,"spacingBehaviour":25,"binaryQuestion":1565,"binaryCorrect":1567,"binaryIncorrect":1569},[1566],"What are some potential drawbacks of homeschooling?",[1568],"Social stigma",[1570],"Academic flexibility",{"id":1572,"data":1573,"type":27,"maxContentLevel":34,"version":25,"orbs":1576},"4b2f2302-d652-4652-9a17-4d2f29c673ca",{"type":27,"title":1574,"tagline":1575},"Is Alternative Education Effective?","Why is alternative education important? Is it even effective? Let's look at the relevance of alternative learning movements in our modern world.",[1577,1632],{"id":1578,"data":1579,"type":21,"version":25,"maxContentLevel":34,"pages":1581},"1343cb4b-4a2e-41b6-843a-b156e4464b33",{"type":21,"title":1580},"Alternative Education: Pros and Cons",[1582,1600,1618],{"id":1583,"data":1584,"type":25,"maxContentLevel":34,"version":25,"reviews":1588},"0cc4309f-7149-450b-aa38-367fa06161be",{"type":25,"title":1585,"markdownContent":1586,"audioMediaId":1587},"Advantages of Alternative Education","Alternative education movements are an alternative option to the traditional way of learning. This in itself is an advantage as it offers a different way of thinking about how children learn. \n\nAlternative education movements don't take the one-size-fits-all approach to learning. Instead, they attempt to take into account our changing world, and the flexible curricula aim to adapt learning to suit the needs of children better. \n\nAlternative education usually looks at learning holistically. Often child-centered, alternative learning aims to help students personalize their educational journey and learn in a way that best suits them. Many of these alternative models value collaboration, imagination, and creativity. This approach to learning aims to create independent and autonomous thinkers who are self-aware while valuing community participation and global citizenship. \n\nIf anything, alternative education movements act as a foil for traditional systems and encourage policymakers and institutions to change and adapt traditional methods to suit modern students.\n","40eec212-9a75-4c0d-b06c-2ac6a167ad68",[1589],{"id":1590,"data":1591,"type":51,"version":25,"maxContentLevel":34},"4d57ff42-9e61-4475-8f2d-f9109f7ea5df",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1592,"multiChoiceCorrect":1594,"multiChoiceIncorrect":1596},[1593],"What does alternative education aim to do in order to help students personalize their educational journey?",[1595],"Learn holistically",[1597,1598,1599],"Learn traditionally","Learn quickly","Learn slowly",{"id":1601,"data":1602,"type":25,"maxContentLevel":34,"version":25,"reviews":1606},"250a1b11-f634-45c1-b918-88ffe061a7be",{"type":25,"title":1603,"markdownContent":1604,"audioMediaId":1605},"Disadvantages of Alternative Education","There are some disadvantages of alternative forms of education. Many are cost-prohibitive, which makes them exclusionary. They often require specialized equipment, training, and facilities which naturally increases costs compared with traditional schools. Many fringe educational schools are private with high tuition. This makes them less accessible to minority and previously disadvantaged groups.\n\nChildren educated in an alternative system may struggle to integrate into areas of society as adults. It's possible they will lack the normative experiences the majority of traditionally educated children have, and they may find it harder to relate to peers.\n \nAlthough many alternative education movements call for diversity and inclusion, the small schools and cost of access mean that these principles are difficult to live up to. \n\nAlternative ways of learning don't follow traditional schools' structured curriculum-based system, which can lead to knowledge gaps. When children are left to direct their learning, they may fail to learn important basic concepts. Some forms of alternative education are less regulated than mainstream schooling, which means children's rights are not protected and upheld.\n","203e20ee-7ef3-48af-866e-ae1d0af44691",[1607],{"id":1608,"data":1609,"type":51,"version":25,"maxContentLevel":34},"906bfc9c-27b8-4da5-b6d3-61100628181c",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1610,"multiChoiceCorrect":1612,"multiChoiceIncorrect":1614},[1611],"What is one potential disadvantage of alternative forms of education?",[1613],"Cost-prohibitive tuition",[1615,1616,1617],"Over-structured curriculum","Unhealthy approach to exercise","Unhealthy approach to art",{"id":1619,"data":1620,"type":25,"maxContentLevel":34,"version":25,"reviews":1624},"0aa86bc9-ecce-40e0-949e-0fe81534838b",{"type":25,"title":1621,"markdownContent":1622,"audioMediaId":1623},"Current trends in global education","Education has remained almost unchanged for the last 100 years, except for a few alternative education fringe movements. But 2019-20 shook up the world of education with sporadic school closures, inequitable access, and distance and online learning. The challenges traditional schools have faced recently brought to light some changes that may need to be considered in global education moving forward. \n\nThe Brookings Institution's Center for Universal Education says that a trend moving forward is strengthening the global education system. It involves innovative financing for education and re-examining how we prioritize learning in and out of schools. \n\nThere will be an emphasis on skills development and digital technology's role in the classroom. The current trend in global education is working towards collaboration, communication, and critical thinking. There is a shift towards educating the 'whole child' rather than emphasizing academics.","68c9664c-6cbc-4b85-a09e-916afdf8efc0",[1625],{"id":1626,"data":1627,"type":51,"version":25,"maxContentLevel":34},"4471f7d9-803e-47d3-a2c4-26794bdfdd1f",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":1628,"clozeWords":1630},[1629],"The current trend in global education is working towards a 'whole child' approach.",[1631],"whole child",{"id":1633,"data":1634,"type":21,"version":25,"maxContentLevel":34,"pages":1636},"ed6d9b3e-16e4-48c3-95c7-02955c506ca8",{"type":21,"title":1635},"Modern Educational Trends",[1637,1651,1669],{"id":1638,"data":1639,"type":25,"maxContentLevel":34,"version":25,"reviews":1643},"17d5cefc-6b7a-4a78-9b5c-990893e68e16",{"type":25,"title":1640,"markdownContent":1641,"audioMediaId":1642},"Impact of technology on education","The classroom teaching methods haven't changed much, but technology certainly has. Textbooks, overhead projectors, and chalkboards are less common in modern classrooms. Instead, you may see smart boards, iPads, and sophisticated technology centers. \n\nTechnology, in many cases, has expanded access to education through the online world. It has opened up opportunities for communication and collaboration. Many students not only have access to other students worldwide but can also engage in multi-disciplinary learning. For example, students studying the Arctic could follow a scientific expedition, read their blogs, view photos, and even email the scientists' questions. \n\nIn many cases, technology has changed teachers' roles in the classroom setting. Alison King says there is a shift from the 'sage on the stage' to a 'guide on the side' approach to teaching. Many teachers are spending less time transmitting information to students and more time working as a facilitator while students engage more actively with the learning material. Technology has enabled many students to take more responsibility for their learning. \n\nBut it has also shown disparities in school resources, which may disadvantage students with limited access. There is also a rise in low-tech schools that value human interaction and engagement, particularly in the early years.\n\n\n ![Graph](image://b6140fec-11c6-446b-8fc1-1611fb077860 \"Photo – Smartboard being used by a teacher in school\")","af93e494-1386-48d7-851a-c57bc44a94d4",[1644],{"id":1645,"data":1646,"type":51,"version":25,"maxContentLevel":34},"3c0c06b5-9bbf-4a94-9341-4d8a404995dd",{"type":51,"reviewType":179,"spacingBehaviour":25,"clozeQuestion":1647,"clozeWords":1649},[1648],"Technology has changed teachers' roles from the 'sage on the stage' to a 'guide on the side' approach.",[1650],"guide on the side",{"id":1652,"data":1653,"type":25,"maxContentLevel":34,"version":25,"reviews":1657},"02b1da79-5abc-4fea-8ad9-c18bcdc221a2",{"type":25,"title":1654,"markdownContent":1655,"audioMediaId":1656},"Criticisms of the traditional education system","If you looked at pictures of classrooms from around the world, they would show a similar situation, a teacher at the front of the class providing students with information. The traditional school system and its teach-to-test philosophy have not changed much. The one-size-fits-all approach may not work for all students or deliver material in a way that suits different learning styles.\n\nThe current school system has a transmission approach to learning rather than a skills-based approach through experiences and discovery. With a rigid structure and curricula, traditional schools may not require critical thinking, independence, or autonomy from their students. Our world is changing rapidly, so it may be worth considering an approach to education that aims to help students be more flexible and develop the skills they need to compete in a diverse and technological world.\n","ddd4e6ed-62e2-4d25-b972-099cd174c7d9",[1658],{"id":1659,"data":1660,"type":51,"version":25,"maxContentLevel":34},"8cf16a60-2bfc-463e-8b0b-c6a0ea9daf30",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1661,"multiChoiceCorrect":1663,"multiChoiceIncorrect":1665},[1662],"What type of approach to learning does the traditional school system typically use?",[1664],"Transmission approach",[1666,1667,1668],"Skills-based approach","Experiential approach","Autonomous approach",{"id":1670,"data":1671,"type":25,"maxContentLevel":34,"version":25,"reviews":1675},"fc821e61-11fb-401d-a961-d691932cfad7",{"type":25,"title":1672,"markdownContent":1673,"audioMediaId":1674},"Re-imagining education for our modern world","Education is a contentious issue, but it is also vital for children's success as they grow. So what will education need to look like moving forward? \n\nThere is a definite drive to personalize education with flexible curricula that are culturally relevant. Students may need to be collaborative, creative, innovative, and tech-savvy to compete and thrive in a modern job market. In our ever-evolving world, there is a move towards project-based learning that aims to develop skills and entrepreneurial spirit through critical thinking and multi-dimensional learning. \n\nThe school system is well established, but it is starting to integrate modern subjects from which future learners will benefit. Topics such as coding, design, sustainability, and financial literacy are essential to incorporate into modern schools. \n\nIn an interconnected world, schools can re-imagine their learning spaces. They have the opportunity to design educational spaces that nurture and challenge students. \n","ac31f423-8795-4b1b-a2ae-f87ac4dcb475",[1676],{"id":1677,"data":1678,"type":51,"version":25,"maxContentLevel":34},"05f86e40-b695-46d3-afdb-4f78727cdad5",{"type":51,"reviewType":34,"spacingBehaviour":25,"multiChoiceQuestion":1679,"multiChoiceCorrect":1681,"multiChoiceIncorrect":1683},[1680],"What is a key factor to consider when re-imagining education for our modern world?",[1682],"Children's success",[1684,76,1685],"Contention","Cost",{"left":4,"top":4,"width":1687,"height":1687,"rotate":4,"vFlip":6,"hFlip":6,"body":1688},24,"\u003Cpath fill=\"none\" stroke=\"currentColor\" stroke-linecap=\"round\" stroke-linejoin=\"round\" stroke-width=\"2\" d=\"m9 18l6-6l-6-6\"/>",{"left":4,"top":4,"width":1687,"height":1687,"rotate":4,"vFlip":6,"hFlip":6,"body":1690},"\u003Cg fill=\"none\" stroke=\"currentColor\" stroke-linecap=\"round\" stroke-linejoin=\"round\" stroke-width=\"2\">\u003Cpath d=\"M12.586 2.586A2 2 0 0 0 11.172 2H4a2 2 0 0 0-2 2v7.172a2 2 0 0 0 .586 1.414l8.704 8.704a2.426 2.426 0 0 0 3.42 0l6.58-6.58a2.426 2.426 0 0 0 0-3.42z\"/>\u003Ccircle cx=\"7.5\" cy=\"7.5\" r=\".5\" fill=\"currentColor\"/>\u003C/g>",1778228392809]