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Mars HIll article

Printed From: MiddletownUSA.com
Category: Middletown City Schools
Forum Name: Other School Issues
Forum Description: Discuss other issues such as school security, student activities, etc.
URL: http://www.middletownusa.com/forum/forum_posts.asp?TID=5555
Printed Date: Nov 04 2025 at 2:10am


Topic: Mars HIll article
Posted By: trimtab
Subject: Mars HIll article
Date Posted: Nov 19 2013 at 9:32am
can anyone find the article "More families turning to classical education, Mars Hill is accredited classical Christian school" on the Cox website?

it's a very interesting article.

page B1, Nov. 18, 2013 The Journal-News


Replies:
Posted By: 409
Date Posted: Nov 19 2013 at 10:13am
http://digital.olivesoftware.com/Olive/ODE/JournalNews/LandingPage/LandingPage.aspx?href=SEpOLzIwMTMvMTEvMTg.&pageno=MTE.&entity=QXIwMTEwMw..&view=ZW50aXR5" rel="nofollow - http://digital.olivesoftware.com/Olive/ODE/JournalNews/LandingPage/LandingPage.aspx?href=SEpOLzIwMTMvMTEvMTg.&pageno=MTE.&entity=QXIwMTEwMw..&view=ZW50aXR5

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Every morning is the dawn of a new error...

Posted By: trimtab
Date Posted: Nov 19 2013 at 4:38pm
thanks so much 409 - such a resourceful group here.

from the article:  “Classical education, at its core, consists of three basic methods of learning: grammar, logic and rhetoric,” explained Beth Hill, local CC [Classical Conversations] tutor and director..."

for those familiar with the history of education, this is known as http://en.wikipedia.org/wiki/Trivium" rel="nofollow - The Trivium which, combined with the quadrivium is the basis for ancient liberal arts education.

for many earlier generations, it provided a sound foundation for establishing an early set of tools for learning but it's one of many instructional models.

as a product of Middletown City schools, I often wonder which of the four instructional models identified by John Gatto are in use here. here are his 4 types identified by the research of

"Jean Anyon, a professor at Rutgers, [who] recently examined four major types of  preparation going on simultaneously in the school world.

In the first type of classroom, students are prepared for future wage labor that is mechanical and routine.

... In the second type of classroom, students are prepared for low-level bureaucratic work, work with little creative element to it, work which does not reward critical appraisals of management.

...The third type of classroom finds students being trained for work that requires them to be producers of artistic, intellectual, scientific, and other kinds of productive enterprise.

... The fourth type of public school classroom trains students for ownership, leadership, and control. Every hot social issue is discussed, students are urged to look at a point from all sides."

Posted By: trimtab
Date Posted: Nov 20 2013 at 10:14am
ok - I admit it - Professor Anyon is revealing the political purposes for education. it's a topic not often discussed but is necessary for creating the context for understanding the instructional methods imposed upon us by public schooling.

yet another article from a local paper highlights an instructional method in use by another private school. from today's Cincinnati Enquirer, page B2 "Purcell happy with blended learning results"  - it's an interesting exercise to see how these various methods are applied for the purposes of schooling.

while I appreciate 409's capacity to find an post these things, here's the text of the Enquirer article:

Purcell happy with blended learning results, Students able to work at their own pace with computer-based lessons
By Jessica Brown

mailto:jlbrown@enquirer.com" rel="nofollow - jlbrown@enquirer.com

This year, Purcell Marian High School in East Walnut Hills embarked on an ambitious project. It became one of the few traditional high schools in Greater Cincinnati – and the first local Catholic school – to use a “blended learning” model for its math classes school-wide.

Blended learning is a type of teaching that’s catching on in districts throughout the country. Students spend about half of their time learning on a computer instead of in a traditional classroom setting. It lets students learn at their own pace.

In Purcell’s case, early results are promising.

The roughly 400-student school announced this week that not only do students like the program, several have zoomed through the entire math course in just one quarter.

“That’s part of what drew us to this model,” said spokeswoman Tammy Peeden Reasoner. “If they’re ahead in Algebra I, they can move on to Algebra II. If they’re ahead, they can go on to get college credit. They can move on to an AP (advanced placement) class or Collegium (dual credit) course.”

If they’re struggling, the teachers work with them one-on-one or in small, focused groups until they grasp the material.

Purcell’s model was boosted by a $500,000 grant from the James J. Gardner Foundation, which the school matched.

The school also has a partnership with CBTS Technology. The main expense was remodeling the school to create the James J. Gardner Learning Center, a computer lab flanked by traditional classrooms. Purcell also created two new positions to help with the online lessons and analyze the data.

The point of blended learning is to better serve students at different learning levels.

Traditional classroom teaching requires students stay on pace with the class majority. Those who tend to be ahead or behind were frequently left out. Blended learning lets students progress based on how well they absorb the material.

Teachers explain the subject matter and students practice and take quizzes on computers. They can go back and review material online if needed.

Ohio requires students to have four years of math to graduate, traditionally algebra I, algebra II, geometry and calculus. But students come in at different levels. Some need prealgebra classes to get up to speed. “Pre-algebra doesn’t count as high school-level class,” Reasoner said. “So part of the problem is they need to fit five years of algebra into four years.”

The blended-learning approach lets them master the pre-algebra tasks and move on so they can fit the rest in before they graduate.

The school is optimistic about the early results, but officials are looking forward to more in-depth analysis later in the year once they have more data.

Principal Veronica Murphy said the school is adjusting the program as needed.

“As with any change, we’ve definitely experienced some challenges,” she said. “But we’re working closely with parents on a regular basis to address concerns and make adjustments accordingly. Overall, we’re very pleased with how the model is being received.”



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