Monday, December 21, 2015

Comparing HLL with Conventional Schooling

Comparing HLL (Holistic Leisure Learning) and Conventional School Systems
Core Issues
Holistic Leisure Learning
Known/Possible effects
Conventional Schooling
Known/Possible Effects
Central Focus
Holistic Student Development via integration of subjects and grades in open interconnected spaces
Sees the value of self, others and subjects in broader holistic integrated context, seeing the value of young and old developing a sense of extended family values
Capitalistic Career driven via
Fractionalisation subjects, peer groupings
 Individualistic competitiveness within  group mentality creating the basis for bullying and gangsterism
Position of the child
Child Central with regard to personal interests, talent, skills, knowledge and choice
Positive self-esteem and  self-image and value of others’ talents
Grade and prescriptive subject curriculum central
child’s personal interests, talents, skills, knowledge oppressed – only academic skills determine pass – loss of self-esteem – increase aggression /inhibitions/ disengagement
Content
Integrated matrix that give value to continuous learning
Holistic value of all subjects
 Subjects  fractionalised into periods and lessons and the holistic value and no integration with other subjects
Students and teachers lack knowledge of the holistic integrative value of all subjects
Learning exposures
Resource driven – summarised posters and videos covering months and years of work in one day exposures, student free to engage with the resources and teaching is on demand when students have difficulty.
Each child gets personal attention. Flash-drive lessons and cell-phone pictures and recording are constant references

Self-motivated student that takes responsibility for his/her learning and developing a confidence in approaching others and trust in being assisted when needed. Reading and critical skills develop through interaction with resources, performs well due repetition of the whole through the year.
Supply Teaching –centred through fractionalised lesson presentations that stretch small amounts of unrelated knowledge over a 10 month period – often teachers do not complete the syllabus leaving the rest for homework. Even technology use is restricted to period availability and teacher skills. Child fades away in the group. No personal attention. Class group dynamics
Students become dependent on teachers, losing their self-motivation, forgetting basic knowledge over the long stretched-out periods thus not being able to perform well at the end of the year when all the knowledge is tested. Learner reading and critical skills are lacking because teachers drive the process. Student become a passive learner with no confidence to ask questions
Time
Needed state Curriculum completed in 3 months. Flash-drive lessons available for student’s interventions 24/7
Allows research. Time available for students’ personal interest development as part of student’s contribution to school content. Students become personally motivated to strive.
Curriculum needs takes 12 months.
Students no opportunity to follow personal research to add to the content of the school. Frustration sets in
Home-work
None.
 Freedom to study, explore
Over-supply.
Little time to study/explore
Spirituality
Holistically integrated
Personal transformations
No discipline problems
None
Spiritual deterioration, school crime increases


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