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Description
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Type #1
Traditional
Classical Learning
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Type #2
CSCOPE and
Common Core Standards
Progressive,
Radical Social Justice Agenda
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| Instruction |
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Direct instruction by teacher |
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Self-directed learning, group-think
Emphasis on:
Subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and climate change, victimization, diversity, acceptance of homosexuality as normal, redistribution of wealth
De-emphasis on:
Declaration of Independence, Bill of Rights, Constitution, national sovereignty, Founding Fathers, American exceptionalism
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| Curriculum |
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Academic, fact-based, skills, research |
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Social concerns, project-based, constructivism, subjective, uses unproven fads and theories |
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| Teacher’s Role |
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Authority figure; sets the plan for the class; academic instruction |
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Facilitator |
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| Student’s Role |
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Learn from teacher; focus on factual learning, develop foundation skills for logical and analytical reasoning, independent thinking |
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Students teach each other; focus on feelings, emotions, opinions; group-think |
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| English, Language Arts, Reading (ELAR) |
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Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, research writing |
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Whole language, balanced literacy, Guided Reading; no cursive writing instruction so cannot read primary documents of Founding Fathers |
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| Mathematics |
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“Drill and Skill,” four math functions learned to automaticity |
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Fuzzy math, rejects drill and memorization of math facts, dependent on calculators |
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| Social Studies |
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Focus on American heritage and exceptionalism, national sovereignty, Founding documents |
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Diversity, multiculturalism, globalization, revisionist history, political correctness |
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| Character Development |
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Pro-faith, self-control, personal responsibility, self-discipline, solid work ethic |
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Secular, moral relativism, anti-faith, victimization |
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| Equality |
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Equal opportunities |
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Equal outcomes |
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| Assessment |
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Students evaluated by earned grades, objective tests |
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Inflated grades, subjective assessments evaluated based upon value system of grader, group grades |
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| Outcomes |
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Objective tests (right-or-wrong answers), emphasis on academic skills and knowledge |
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Subjective assessments; emphasis on holistic, “feel good” scoring
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