Portfolio File 2: Education Here and There

1. Reflection Assignment
competency-based curriculum–emphasis on learning by experience, skill, practice, etc.
-ANALYZE DUTCH EDUCATION –nederlands dagblad, nrc, de volkskrant

2a. Observations
14-02-07 Greijndenus – Every student, in a way, is a “teacher’s pet” in the Dutch system.
Subject: care and well-being
-Small scale class of approximately 10-15 students. Teacher sat at a desk at the front of the class and the students sat in student desks facing the teacher. The students all had notebooks in front of them and the teacher was guiding them through the text.
Subject: chemistry
-Students worked in pairs of two with various chemicals–chemistry lab. I am assuming they were testing the reactions/results of mixing chemicals based on what they had learned about them in a textbook or formal lecture. I did not see the teacher.
Subject: business prep
-Some students worked at computers, others at desks reviewing textbook materials, and still others seemed to be neglecting the use of their time with irrelevant conversation. The teacher sat in the classroom, but was not instructing the students. The students more or less walked to their own beat. This class was a preparatory class for high school students to prepare for work after graduation. The purpose of the class was to teach students basic principles of business and management for various work-related situations. It appeared very un-organized. The teacher was not giving instructions, nor overseeing the work of the students.
Subject: unknown
-The students worked independently with power tools while the teacher came and went as desired. The students practiced safety and precision. They were intentional and very drawn to this way of learning. It appeared to be a trial and error-like simulation. Students are put to the test in skill and practice. I believe the emphasis of education is in the practical method of learning. Theoretical understanding is important, but only so if you can acquire skill and understanding in the field of practice. What good is the intellect you have acquired if you avoid practicing your knowledge and acquiring skill? I was envious of this classroom experience. I’ve missed out on education emphasizing the practical method of learning.
--Holland Christian High School offers classes with a minimum of 15 students–generally 22+ students. All classes focus on theory, with the exception of performing arts and fine arts courses, and occasional science labs. Generally the first 2 years of high school are mandatory liberal arts classes, the last 2 years of high school are more personal choice, though it is rare for students to deviate from the liberal arts study. Practical courses are offered for juniors and seniors at the local tech-center for students going into career fields immediately out of high school; cosmetology, dental assistance, physical/massage therapy, etc.
19-02-07 Gereformeerde Hogeschool
Subject: unknown; classroom in the basement
-Small scale class of approximately 12-14 students. Teacher does not stand at a podium, rather sits at desk level with the students. Teachers and students have a more direct–more personal–relationship with one another. Teachers do not have to ask questions to provoke responses and interest, students are equally involved in class discussions.
--Dordt college offers classes with a minimum of 15 students–generally 20+ students. The teacher lectures from a teachers guide textbook, and the students take notes based on the lectures. Teachers are their to teach, students are their to absorb the lecture, memorize it, and spit it back out on a test.

2b. Interview
1. What does it mean to attend class? Is it mandatory or recommended?
Teacher – Some classes are mandatory, some are optional–meant to be extra support. It depends on the class and the study program really.
Student – Recommended. Some classes are mandatory because if you do not attend you can’t do well on the exams.
Student – Some classes are required for taking and doing well on the tests. Not every study is equal, though. Class requirement/recommendation is subject to the study.
2. Give a brief explanation of the atmosphere you would find in a classroom.
Teacher – Most of the time its relaxed. It’s not very formal, but that could be because it is a small environment.
Student – It’s relaxed, some lectures are boring. The people and the interaction between students is relaxed.
Student – The classroom setting is not so gezellig... it’s actually quite boring.
3. In what way do teachers and students interact/communicate/relate?
Teacher – We strive to have a professional, personal relationship with each other. We think students can learn through personal relations. We aren’t very distant. But then again, it depends. Some first year students STILL use the formal ‘you’, which is not what we really strive for.
Student – Personal relationship. You aren’t a number, you have a name! I’m happy with it. Teachers are there to help you, not to mandate you.
Student – There is a lot of interaction, communication. Teachers actually listen to you when you are speaking. They’re responsive and alert.
4. Describe your concept of school. Is it obligatory? Is it a privilege?
Teacher – I think it is a privilege; however a lot of students don’t experience it like that. Everyone sees it as a common thing–a right.
Student – It is gezellig. It is a privilege that I want to do. I am a part of a student club/union and it is ook gezellig.
Student – Gezellig. I enjoy school.
5. What qualifies as an effective way of teaching? Of learning?
Teacher – Its important to make student think for themselves. Giving a personal opinion is helpful, but it is extremely important to create an atmosphere in a classroom that encourages students to ask questions and think for themselves.
Student – Put the responsibility on the student, its mandatory to have the student work for themselves. Practical learning is important because you learn more by doing than by boring yourself with a textbook.
Student – Active. We have a room where we can practice what we learn. We have an intern-like opportunity where we are put in a job-like setting. That I think, is important.
6. If you could change the school system, what changes would you make to it? What would you keep the same?
Teacher – Increase foreign-exchange interest and integrate foreigners with residential students. Teachers used to edit student papers; now, peer-editing tactics allow students to think for themselves and make corrections and suggestions for their peers based on what they know; however, students still like it best when the teacher overlooks their work. Perhaps there should be a greater emphasis on theory, because a lot of knowledge gained by intense study and research is disregarded in the Dutch system. It is up to the student to keep up in his/her own theory lessons. Sometimes gaining book knowledge–obtained by serious study–gets put on the back burner.
Student – THE BUILDING!! I think its good to give more lessons. We have to study by ourselves a lot; however, I feel it is important that the teachers also tell us what they know and their opinion on the subject. The organization of school is not very good. There should be more awareness. If a class is not going to meet, I should know that ahead of time. An organized curriculum would be nice. Our syllabus is not very organized. I am happy with this school because of the freedom of religion, freedom to be a Christian and be open about it.
Student – I want to learn more at school as opposed to on my own. I would like to have more lectures and theory given by the teachers. More discipline to learn the material. Learning by yourself can be very difficult and it is nice to have the certainty of knowing something that teachers provide their students.

2c. Conclusion
In my opinion, there are benefits to both educational systems; however, the Dutch educational system appears to be more efficient. The American educational system puts too strong of an emphasis on theory; practice is often disregarded. However, it is crucial to put such an emphasis on theory so as not to lose indispensable knowledge. Skill is developed through practice, but why practice something you do not understand? I believe the Dutch educational system is a bit more mature in the sense that it focuses on preparing students for the vocational world at an early stage in life. They chose a “major”, so to speak, already in their second year of high school, which in my opinion is a bit to early to decide on a vocation; however, it could be seen as highly beneficial because focusing your study allows you to be very familiar with the field you chose to study. Though, liberal arts allows for a broader education and a more open understanding of the connections and relationships among various fields of study, which can also be seen as highly beneficial. It really depends on the way you look at things. I have a hard time with the segregation of students based on their “level” of intellect. I understand the idea behind it; however, weaker students, I feel, are challenged to become stronger when they have smarter students to compare with.

3. Evaluation of my most difficult classroom situation in the N-SPICE program
-First History test. I wasn’t sure what to expect because the curriculum is very different from America to Dutch education. I e-mailed the teacher who gave me a brief description of what the test would be like, but it was still not a very comfortable experience—then again, when is test taking comfortable? I’ve never had a problem understanding the teacher or the students, though I wish their was a little more interaction in the history class because it feels so ancient!

4. Reflection of studytrips and excursions
-One thing I was feeling on the studytrip to the Dutch high school was jealousy. I witnessed practical education with my own eyes and I wished I could have done that back in the day. Though I am very glad we have such a theory-based curriculum because I feel like I am learning more when reading it from a book than from practicing it for myself. However, practice is essential to learning and I would be more familiar with the stuff I’d read in books had I had the opportunity to explore the hands-on form of education.

5. Personal plan of development
I don’t understand. How am I suppose to develop in a few weeks time?
I want to learn Dutch. I want to discover the Dutch identity. Understanding the educational system of the Dutch is a step, and I feel like I have a better concept of the Dutch in the sense that I witnessed the structure of education Dutch students go through; however that is only one area. The Dutch identity is too broad, too vague. Just as it is impossible for me to define, without bias or opinion, the American identity, it is impossible for me to grasp the Dutch identity. If I cannot even identify myself, how can I be expected to identify the identity of a community of persons? Perhaps my aims are too high. Perhaps I need to centralize them more.

6. Asking for feedback
I used to get into arguments about the quality of the educational systems of the Netherlands and America with my very stubborn friend, Jan. It forced me to analyze the pro’s and con’s of the educational systems. This is what I came up with:

American Educational System:
PRO
-emphasis on theory–knowledge vs. skill
-no segregation; the weakest link is “forced” to work harder–survival of the fittest.
-equal opportunity IF you work for it–grades show your academic abilities–IMPORTANT!
-forces students to do their best
-liberal arts–focus’ on connections/relationships b/w fields of study; basic understanding of how everything works together

Types of schools: Private (religious schools), Charter, Public, Home, Boarding

Dutch Educational System:
PRO
-emphasis theory and practice–apply both forms of education to learning
-chose a “major” in high school–develop a very detailed understanding/skill in that field
-emphasize professionalism
-prepare for work force/profession before high school graduation

Perhaps my conclusions are a bit biased, but I feel that there are benefits to both systems as noted above.

Probably the most shocking difference between the two systems, to me, is the levels–separating students based on their level of understanding is a bit tough for me to deal with. I find myself curious as to what level I would be enrolled in–AND THEN AGAIN–I wouldn’t want to know, because I would hate knowing I am not smart enough to be a VBO student. I guess the emphasis on practical and independent study is also a bit shocking. I do not always like to do things on my own because I’m afraid that I am not understanding the material exactly. I like to know that what I am doing is right. Certainty is key! When I know I am right then I enjoy working alone. It’s the logic in me. Math, I can tell whether or not I am doing it wrong because there is only ONE right answer in math. I misinterpret a lot of readings and such, so I suppose it is important to me that I have a detailed explanation to go along with my reading. (Maybe that is because in America we are taught to listen as opposed to make decisions and opinions for ourselves.) What do you think? Is not an essential question in an American curriculum.
I feel like I’ve been left out a bit. Not being challenged to think for myself.