Copyright and Proposal by
John R. Stiles, Ph.D., Educational Consultant
Heartland Area Education Agency, Johnston, Iowa USA
www.aea11.k12.ia.us/science

As schools struggle to redefine their missions, federally mandated programs requiring standardized assessment and external ratings threaten local curricula and force the narrowing of curricula. In addition, research-based strategies and best practice are now being overlooked as schools attempt to conform to the new legislation. Standardized, summative tests may now be the driving force behind school curricula, resulting in the sacrifice of such valued educational processes as creativity, higher order thinking, and problem-solving. This “mind-numbing” experience amounts to nothing less than educational abuse.

Despite the panic-driven rush to score well on standardized tests, there exist a number of viable, time-tested and research supported strategies that can develop not only the intellectual and problem-solving skills of K-12 students, but will, when used in accordance with exemplary teaching methods, also result in greater academic achievement. Add this to the growing realization that the traditional college “entrance” exams are not necessary, and that many institutes of higher learning are actually reducing the emphasis on them, or eliminating them altogether as entrance criteria, “Reality School” becomes an attractive and logical pathway to success.

Reality School is an innovative K-12 curriculum that is developed by highly qualified educators and made available online for schools, homeschoolers, and traveling students. The curriculum follows cutting edge research and is highly interactive.

The technology involved is used as a tool rather than being the curriculum itself. Students are not tied to a computer, but use it as a vehicle for guiding their learning. Thus, a student is never without a solid learning framework regardless of locale, and is required to use local resources as a significant part of the learning environment.

Reality School solves the problem of delivering online education to K-12 students while preserving best practice and research-supported pedagogy. In contrast to current virtual schools, such as William Bennett’s k12.comTM program which is merely a traditional curriculum delivered online, Reality School gives a well-rounded, intellectually challenging education to each student in an atmosphere of support, encouragement, and excitement. The curriculum is highly integrated and project-based rather than divided into choppy time-based class sessions. Reality School not only involves parents and guardians, but also local certified educators, community members, natural resources, and other students around the world.

Reality School consists of five crucial components: Advisor support in project based learning, Field research in the natural sciences, Local apprenticeships, Independent studies, and Global communication. Each component gives the learner a perspective on an important aspect of 21st century life, and gives a well-rounded preparation for life in a rapidly changing world.

Briefly, the five components can be described as follows:

• ADVISOR SUPPORTED LEARNING. Each learner identifies an Essential Question that is fueled by his/her passion and develops a rigorous plan to research and answer the question. The project is interdisciplinary in nature, and an advisor who may have up to ten advisees supports the learner. Each project requires substantial research and a culminating presentation to the community.
• FIELD RESEARCH. Each learner identifies a testable question regarding some natural phenomenon, designs and carries out investigations, and prepares a scientific report of the results. Work with a professional in the natural sciences who acts as an advisor is required.
• LOCAL APPRENTICESHIPS. Each learner identifies a local adult who practices a craft or profession, and spends up to nine weeks with the mentor. Completion of a product relating to the mentor’s craft is required.
• INDEPENDENT STUDIES. Each student is required to complete a portfolio of work that is done with family members throughout the year.
• GLOBAL COMMUNICATION. Each learner locates other students in at least three other countries who collaborate in a project that is designed by the Reality School student. The collaboration is done electronically.

Much of the required work can be done from a distance from the “school” and can be reported via electronic means that is determined by the student and advisor. As a result, it is possible for the student to complete requirements, possibly without actual face to face with a faculty member, allowing a learner to work from many different locations world-wide. This would also make it possible for a student to enroll in a school that is compatible with the student’s goals, even at a distance. An electronic portfolio might be compiled and reviewed regularly by the advisor. A panel of faculty advisors, peers, and community members might determine whether the student has successfully met all criteria for graduation.

It is time to seriously consider jettisoning the concept of a self-contained school, or at least to allow alternatives under its umbrella. Why not give able students the opportunity to be responsible for their own learning along rigorous guidelines developed by professional educators, and free them from the narrow confines of the traditional school? It is time to give the Reality School concept a try.