I will devote a number of forthcoming blogs to charts I developed for books I have published that compare various conceptual understandings of teaching, learning, and organizational behavior. The chart below pictures the two dominant paradigms of schooling that educators have written countless books in support of or critical of the schools structures described below. It should be noted that the old paradigm of schooling, one developed at the turn of the century, still maintains a hold on both how schools are organized and the pedagogy employed in most of our nation’s classrooms.
| SCHOOL STRUCTURES | OLD PARADIGM | NEW PARADIGM |
| GROUPING | >Grouping by ability >Standardized tests | >Grouping by topic/interest >Student choice >Frequent reformation of groups |
| COMPETITION | >Zero sum game >Weighted grades >Ranking | >Teaming >Collaboration >Authentic |
| ASSESSMENT | >Using test data as a basis for competition >Grades >Bell shaped curves | >Using test data for diagnosis >Mastery >Authentic products |
| GRADING | >Normative grading >Deficit Based >Curving | >Criteria based >Strength based >Mastery |
| RECOGNITION | >Honor Rolls >Ranking >Weighted Grades | >Recognition of diverse talents, abilities and interest |
| STUDENT INPUT | >Decision made exclusively by administrators and teachers | >Opportunities for choice >Electives |
| CURRICULUM | >Subjects >Departments >Curriculum Guides >Textbooks | >Thematic >Interdisciplinary >Problem based |
| ACADEMIC TASKS | >Memorization >Recitation >Academic products (book reports, research papers) | >Real world products and tasks |
| REMEDIATION | >Pull-out programs >Retention | >Tutoring >Coaching |
Alan C. Jones 