The Myth of “Failed” School Reform, (Part 1)
Were the “Open Space” schools of the 1960s and 1970s a reform failure?.
Instead of self-contained, four-walled classrooms of about 900 square feet holding one teacher and 25 students that opened up into long hallways, school boards hired architects to design schools without walls with large open spaces—sometimes called pods– where teams of teachers would teach multi-age children, collaborate with one another nearby and come up with innovative lessons that would engage students and sustain academic achievement. The newly designed physical structure would alter traditional age-graded schools in organizing students (e.g., multi-age groups rather than separating children and youth by age) how teachers worked together (e.g., team teaching rather than teachers assigned to separate classrooms) and how they taught the required curriculum by tailoring instruction and learning to the differences among students in abilities and their needs (e.g., small groups, individual work, and crossing subject boundaries with thematic units rather than whole-group instruction, textbooks, homework, and tests). Student-centered teaching, not the familiar teacher-centered lesson–would become the norm, open space reformers assumed.[i]
Open space architecture and enthusiasm for innovative grouping of children, teaching, and learning customized to individual students spread rapidly across the U.S. In the Washington, D.C. area, for example,
The District of Columbia schools spent $163 million in the 1970s to build 17 open space schools. In the same decade, Arlington County (VA) spent $25 million to convert 13 traditional schools into open space facilities. Montgomery County The Myth of “Failed” School Reform, (Part 1) | Larry Cuban on School Reform and Classroom Practice:
