Reply to Beauvoir PreK vs GDS PreK

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]No, I believe that Beauvoir teachers tell their students "here's how to do this" and GDS teachers are more likely to say "do this" and let students approach "how" in their own way.  (Which could mean a variety of things, depending on a teacher's style -- e.g. laying out a range of different approaches, being non-directive but available to help, checking in and talking through what a child is doing and why).

Pedagogically, it's a difference between teacher-led and student-led learning -- and, just to be clear, it's a continuum and I don't think either school is on the far end of the spectrum.  But arguably the two schools are on different sides of the middle (which is the tester's claim) [/quote]

Now that I have a better understanding of what you meant by "this is how you do this" vs "do this" (I confused the two initially), I think our tester was on the mark with our DC. DC is much better when it is explained to DC how to do something first. Just being told to "do this" without first knowing what that looks like could confuse DC and lead to frustration.  It is of course my hope that in the process DC learns to eventually become more independently analytical and a problem solver. But I do think the tester may have accurately picked up on that trait. I also suspect some of it is also hoe DC has been raised to think. [b]I very much guide DC on how to be analytical and think through things [/b]vs allowing the freedom to figure it out. My own issues of course, but I recognize it may have impacted how DC learns.[/quote]

That's so funny -- I almost mentioned this in my previous post, but decided it might just be a distraction.  My take is that one category of kids who can be overwhelmed by the open-ended approach early on is highly analytical kids.  Presented with seven different ways (or no particular way) to do some task, they may spend as much or more time trying to analyze the best approach as they do engaging in the task.  Conversely, give them a way of doing it and they're likely to do it -- while simultaneously or subsequently analyzing the strength and weaknesses or limits of the recommended approach.  And this is often just a phase (either in their own intellectual development or their experience with a particular field), because once they've developed their tool kit, they have principles for selecting which approach works best for which type of project and appreciate being given the freedom to use their own best judgment.  [/quote]

OTOH, my highly analytical child thrives on open-ended approaches. It can be awful for kids who are analytical to be told to do something one way, when his way--which is just as logical, but different--is not recognized. Being shown multiple ways of approaching a problem, and multiple perspectives, broadens the analytical abilities of kids who might otherwise see something in only one way. There is a heavy emphasis even in the lower school to be able to assess a situation, do research, provide critical perspectives, and then to present your work. You see this over and over in the humanities, social sciences, and science classes.[/quote]

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