A method of teaching flows from its undergirding philosophy. The philosophy of The Good Curriculum is mostly supported by current science of the brain and learning. Those who embrace the philosophy stated below and actively use the principles in their practice, achieve the best results.
In the last two articles, we talked about (6) points of learning. Please click here if you would like to read again. We will now complete our series of TGC philosophy of learning.
7. Learning best takes place within an orderly framework.
If a place is cluttered and the person doesn’t know where things are or what he will do next, there is frustration. If his mind is not disciplined to think clearly and purposefully, the person will not be able to utilize time to the best advantage. TGC encourages orderliness both mentally and physically. An ordered mind, thinking and arranging in
8. Learning is assisted when we are made accountable for what we produce.
If a person wants to do a certain job or have a certain career, he knows he must produce a certificate which ensures the employer that he is qualified for the job. To get the certificate, it is necessary for the person to work hard to earn it.
We need to train young students to see that the reward they receive for their work will be directly proportional to the quality of work they produce.
TGC fosters accountability through testing. Students must correct his errors and learn the lesson again at home. A student cannot progress to the next stage until a reasonable level of competency has been attained. The need to be accountable encourages diligence. If this accountability is fostered in the students when young, they will be far better equipped for the challenges of adult life.
9. Learning is consolidated through review and testing.
Review helps to consolidate, and testing reveals areas that require extra attention.
4+1 – We adopt a 4+1 approach, meaning 4 new lessons followed by 1 review lesson every week. In the 5th lesson, we review all that has been taught in the previous lessons (in that week) and give students a quiz. By doing so, we do not need “mid-term” or “end of term” exams, or any major exams. Through review, information will be transferred from the short-term memory to the long-term memory.