WEBVTT 00:00:00.000 --> 00:00:03.399 If you are someone who is deeply interested in 00:00:03.399 --> 00:00:05.679 learning, whether you're an educator, a manager, 00:00:05.900 --> 00:00:09.580 or just a curious person, you've almost certainly 00:00:09.580 --> 00:00:12.939 hit the wall of educational jargon. It's everywhere. 00:00:13.439 --> 00:00:16.079 It is. We hear these terms thrown around almost 00:00:16.079 --> 00:00:18.559 like they're interchangeable. Student -centered, 00:00:18.940 --> 00:00:21.359 differentiated, individualized. Right. They all 00:00:21.359 --> 00:00:24.179 sound like synonyms for good teaching. Exactly. 00:00:24.219 --> 00:00:27.399 They sound positive, dynamic, modern. But are 00:00:27.399 --> 00:00:29.359 they the same thing? They absolutely are not. 00:00:29.440 --> 00:00:31.019 And that's the whole problem, isn't it? When 00:00:31.019 --> 00:00:34.060 we use them interchangeably, we just we strip 00:00:34.060 --> 00:00:36.880 them of their real meaning. We end up confusing 00:00:36.880 --> 00:00:40.240 these fundamental structural differences in how 00:00:40.240 --> 00:00:42.439 learning is even delivered. OK, so what's our 00:00:42.439 --> 00:00:44.880 mission today in this deep dive? Our mission 00:00:44.880 --> 00:00:47.479 is to use the source material you've pulled to 00:00:47.479 --> 00:00:50.939 carve out a clean mental shortcut. Basically, 00:00:51.299 --> 00:00:53.439 a precise framework that lets you tell these 00:00:53.439 --> 00:00:56.420 four common terms apart based on just two key 00:00:56.420 --> 00:00:58.140 dimensions. And this isn't just some, you know, 00:00:58.460 --> 00:01:01.079 academic exercise. Understanding this typology, 00:01:01.079 --> 00:01:03.979 it lets you really assess your own learning environment. 00:01:04.299 --> 00:01:05.859 Right. Or the one you're trying to build for 00:01:05.859 --> 00:01:08.439 your team. Exactly. And you can know instantly 00:01:08.439 --> 00:01:10.680 if the structure is actually serving the goal, 00:01:10.799 --> 00:01:13.260 because these terms, they didn't just appear 00:01:13.260 --> 00:01:16.900 out of thin air. They emerged for a really critical 00:01:16.900 --> 00:01:19.790 fundamental reason. Which is? To get educators 00:01:19.790 --> 00:01:22.390 to recognize that students are all inherently 00:01:22.390 --> 00:01:25.849 different. That recognition, that is the bedrock 00:01:25.849 --> 00:01:28.430 of all of this. I mean, if you accept that students 00:01:28.430 --> 00:01:30.049 come in with different backgrounds, different 00:01:30.049 --> 00:01:31.810 strengths, different needs. Yesterday, obviously 00:01:31.810 --> 00:01:34.209 you do. Then you have to accept that different 00:01:34.209 --> 00:01:36.950 learning objectives and crucially, different 00:01:36.950 --> 00:01:39.290 rates of progress through the curriculum aren't 00:01:39.290 --> 00:01:41.819 just acceptable. They're actually appropriate. 00:01:42.180 --> 00:01:44.379 OK, so if we're starting with that problem statement, 00:01:44.879 --> 00:01:46.900 that learner variation is real and we need to 00:01:46.900 --> 00:01:49.819 deal with it, how does this framework help us 00:01:49.819 --> 00:01:51.959 design the solution? Where do we start drawing 00:01:51.959 --> 00:01:54.900 the lines? We use the two critical dimensions 00:01:54.900 --> 00:01:57.200 that the source material identifies. I want you 00:01:57.200 --> 00:01:59.099 to think of them like the twin axes on a two 00:01:59.099 --> 00:02:02.099 by two grid. A simple chart. If you can answer 00:02:02.099 --> 00:02:04.840 just two questions about any learning situation, 00:02:05.219 --> 00:02:07.760 you can immediately categorize its whole instructional 00:02:07.760 --> 00:02:10.159 philosophy. All right, lay them on us. What are 00:02:10.159 --> 00:02:12.400 the two questions? Let's set up our map. The 00:02:12.400 --> 00:02:14.780 first dimension is pace control. Pace control. 00:02:15.139 --> 00:02:17.300 Who determines the rate of progress through the 00:02:17.300 --> 00:02:20.259 curriculum? Is the timing dictated by the student 00:02:20.259 --> 00:02:22.680 or is it dictated by the teacher? That's question 00:02:22.680 --> 00:02:25.580 one. OK, so who controls the speed? Got it. What's 00:02:25.580 --> 00:02:28.139 the second one? The second dimension is objective 00:02:28.139 --> 00:02:31.060 control. Are the learning outcomes common for 00:02:31.060 --> 00:02:32.919 everyone in the class, meaning everybody has 00:02:32.919 --> 00:02:35.800 to learn the exact same thing, or are the outcomes 00:02:35.800 --> 00:02:39.819 student specific? Do they flex to meet individual 00:02:39.819 --> 00:02:44.159 needs? Wow. OK. That is a really powerful filter. 00:02:44.199 --> 00:02:46.780 Isn't it? The controller of the speed and the 00:02:46.780 --> 00:02:49.120 controller of the goal, these aren't just minor 00:02:49.120 --> 00:02:51.819 variables. They fundamentally shift the power 00:02:51.819 --> 00:02:54.379 dynamic in a classroom. And the logistical challenges 00:02:54.379 --> 00:02:57.340 massively. For sure. So if I know who's in charge 00:02:57.340 --> 00:02:59.860 of the pace and who's in charge of the objective. 00:03:00.319 --> 00:03:02.800 I know right away if I'm in a rigid system or 00:03:02.800 --> 00:03:05.639 a flexible one. Exactly. And now we can use those 00:03:05.639 --> 00:03:08.800 axes to define the four major quadrants. So let's 00:03:08.800 --> 00:03:11.639 start with the most traditional structure, the 00:03:11.639 --> 00:03:14.000 one that really sets the baseline by having the 00:03:14.000 --> 00:03:16.039 teacher control both dimensions. Right, and this 00:03:16.039 --> 00:03:18.479 is where we find instructionist education. It's 00:03:18.479 --> 00:03:20.819 the starting point for this whole analysis and 00:03:20.819 --> 00:03:22.599 probably the starting point for a lot of teachers 00:03:22.599 --> 00:03:25.379 careers. It really is. So instructionist education 00:03:25.379 --> 00:03:27.539 is the model where the teacher controls the pace 00:03:27.539 --> 00:03:30.280 and the objectives are common for everyone. The 00:03:30.280 --> 00:03:32.539 teacher is the primary gatekeeper of everything. 00:03:32.800 --> 00:03:35.699 And what's so striking from the source material 00:03:35.699 --> 00:03:39.840 is the sheer staying power of this model. The 00:03:39.840 --> 00:03:42.020 author notes this structure was familiar from 00:03:42.020 --> 00:03:44.500 their own school days in the 1970s, but it was 00:03:44.500 --> 00:03:47.060 still the main experience for their kids decades 00:03:47.060 --> 00:03:49.599 later in the 2000s. That's incredible, isn't 00:03:49.599 --> 00:03:52.259 it? It is. The teacher decides what is taught, 00:03:52.419 --> 00:03:54.599 how it's taught, and critically, when it's taught. 00:03:54.780 --> 00:03:57.139 The whole class just moves as a single block. 00:03:57.439 --> 00:03:59.780 And the consequences of that are, well, they're 00:03:59.780 --> 00:04:02.650 severe, but they're simple. Since the pace is 00:04:02.650 --> 00:04:04.770 fixed and the content is the same for everyone, 00:04:05.289 --> 00:04:07.669 students either have to keep up or fall behind. 00:04:07.810 --> 00:04:10.729 There's no middle ground. None. The model is 00:04:10.729 --> 00:04:12.830 designed for efficiency, for uniform coverage. 00:04:13.229 --> 00:04:15.750 It's not designed to acknowledge that people 00:04:15.750 --> 00:04:18.449 learn at different speeds. It just sacrifices 00:04:18.449 --> 00:04:20.689 that individual flexibility for consistency. 00:04:21.189 --> 00:04:23.889 Okay, so that's our starting point. Instructionist. 00:04:24.040 --> 00:04:26.660 But we know learners are diverse. So what happens 00:04:26.660 --> 00:04:28.339 when we try to solve the content problem, but 00:04:28.339 --> 00:04:30.939 we don't solve the pace problem? That is the 00:04:30.939 --> 00:04:33.480 perfect question. That's our next logical step 00:04:33.480 --> 00:04:36.040 on the grid. If we keep the teacher controlled 00:04:36.040 --> 00:04:39.399 pace, so the schedule is still fixed, but we 00:04:39.399 --> 00:04:42.160 introduce student specific objectives, we shift 00:04:42.160 --> 00:04:44.480 into differentiated instruction. And this is 00:04:44.480 --> 00:04:46.519 probably one of the biggest buzzwords in education 00:04:46.519 --> 00:04:48.740 today. It carries a lot of weight. So what does 00:04:48.740 --> 00:04:51.439 it actually mean based on our two by two framework? 00:04:51.769 --> 00:04:54.389 It means the timing is fixed, but the content 00:04:54.389 --> 00:04:57.490 flexes. The teacher is still deciding that everyone 00:04:57.490 --> 00:05:00.670 starts chapter three on Monday. But what student 00:05:00.670 --> 00:05:02.889 A does in that chapter, and maybe more importantly, 00:05:03.509 --> 00:05:06.189 how success is defined and assessed for student 00:05:06.189 --> 00:05:08.529 A. Might be totally different from student B. 00:05:08.730 --> 00:05:11.569 Substantively different, yes. The content is 00:05:11.569 --> 00:05:14.209 tailored. The method, the resources, the depth 00:05:14.209 --> 00:05:18.699 of study, but the calendar. The calendar is sacred. 00:05:18.839 --> 00:05:21.680 So the teacher might say, okay, on Tuesday, the 00:05:21.680 --> 00:05:24.220 goal is to show you understand the main causes 00:05:24.220 --> 00:05:27.459 of World War I. And for one student, that might 00:05:27.459 --> 00:05:29.360 mean, I don't know, summarizing a few economic 00:05:29.360 --> 00:05:31.480 treaties. But for another, it could mean building 00:05:31.480 --> 00:05:34.939 a super detailed interactive timeline. But no 00:05:34.939 --> 00:05:36.959 matter what, by the end of Tuesday, everyone 00:05:36.959 --> 00:05:40.079 has hit that same checkpoint. Precisely. And 00:05:40.079 --> 00:05:41.939 the critical insight here is that even though 00:05:41.939 --> 00:05:44.740 the content and the assessment vary, the teacher 00:05:44.740 --> 00:05:48.500 remains the primary evaluator and judge of when 00:05:48.500 --> 00:05:50.819 it's time to move on. So there's the trade -off. 00:05:50.899 --> 00:05:53.019 There's the trade -off. This is where differentiation 00:05:53.019 --> 00:05:55.500 just dramatically increases the workload on the 00:05:55.500 --> 00:05:57.720 instructor. You're basically planning and teaching 00:05:57.720 --> 00:05:59.720 multiple versions of the same lesson at the same 00:05:59.720 --> 00:06:03.500 time. Wow. And for the learner, I can see how 00:06:03.500 --> 00:06:05.519 they'd benefit from the tailored content, but 00:06:05.519 --> 00:06:07.560 they're still stuck in that fixed schedule. They're 00:06:07.560 --> 00:06:09.879 still constrained. Right. If I'm a student and 00:06:09.879 --> 00:06:12.439 I need three extra days to really get this material, 00:06:13.569 --> 00:06:15.350 Differentiated instruction is great for what 00:06:15.350 --> 00:06:17.629 I'm learning, but it's terrible for what I'm 00:06:17.629 --> 00:06:19.370 learning. You hit the nail right on the head. 00:06:19.889 --> 00:06:23.110 That limitation, that fixed calendar, is what 00:06:23.110 --> 00:06:25.750 forces the next major shift in our framework. 00:06:26.189 --> 00:06:29.310 We have to move control of the pace entirely 00:06:29.310 --> 00:06:31.350 over to the student. And that feels like a radical 00:06:31.350 --> 00:06:33.250 transition. I mean, when you shift the reins 00:06:33.250 --> 00:06:35.829 of the schedule, the teacher's role has to completely 00:06:35.829 --> 00:06:38.189 transform. Right. You're no longer just a content 00:06:38.189 --> 00:06:40.269 delivery person. You're not. You become more 00:06:40.269 --> 00:06:42.209 of a curriculum manager and a resource guide. 00:06:42.360 --> 00:06:44.420 So this third type where the student finally 00:06:44.420 --> 00:06:47.899 starts controlling their own speed, this is individualized 00:06:47.899 --> 00:06:50.860 instruction. Exactly. In this model, the student 00:06:50.860 --> 00:06:52.920 progresses through the curriculum at their own 00:06:52.920 --> 00:06:56.100 pace. This is where time becomes the variable, 00:06:56.519 --> 00:06:59.259 not the fixed content. And we've seen this model 00:06:59.259 --> 00:07:01.839 pop up before, haven't we? I'm thinking of mastery 00:07:01.839 --> 00:07:04.980 learning programs where you literally could not 00:07:04.980 --> 00:07:07.720 move on until you proved you mastered the last 00:07:07.720 --> 00:07:10.620 unit. That's a perfect historical example, and 00:07:10.620 --> 00:07:13.639 you see it today in the huge interest around 00:07:13.639 --> 00:07:16.560 competency -based education. Right. And that 00:07:16.560 --> 00:07:19.420 connection is so important. In individualized 00:07:19.420 --> 00:07:21.980 instruction, while the pace is definitely student 00:07:21.980 --> 00:07:24.920 -controlled, the objectives themselves are still 00:07:24.920 --> 00:07:28.180 common, or at least predefined. The student is 00:07:28.180 --> 00:07:31.120 basically racing themselves but toward a preset 00:07:31.120 --> 00:07:33.720 finish line. OK, that makes sense. So if I'm 00:07:33.720 --> 00:07:36.160 in, say, a coding boot camp and the objective 00:07:36.160 --> 00:07:38.639 is to master Python functions, I might spend 00:07:38.639 --> 00:07:40.560 two days on that module or I spend two weeks 00:07:40.560 --> 00:07:43.500 on it. I control the when, but I am not negotiating 00:07:43.500 --> 00:07:45.839 the what. Everyone in that boot camp still has 00:07:45.839 --> 00:07:48.040 to get to the same functional outcome. That is 00:07:48.040 --> 00:07:51.100 the key distinction. The teacher's new job is 00:07:51.100 --> 00:07:53.879 twofold. First, design the sequence of competencies. 00:07:54.379 --> 00:07:56.560 Second, constantly assess if a student is ready 00:07:56.560 --> 00:07:59.120 to advance. They're managing dozens of individual 00:07:59.120 --> 00:08:01.160 timelines instead of just one classroom schedule. 00:08:01.319 --> 00:08:04.720 That clarifies it perfectly. Individualized instruction 00:08:04.720 --> 00:08:08.100 is self -pacing toward a common goal. But that 00:08:08.100 --> 00:08:10.399 brings us to the final quadrant, the one that 00:08:10.399 --> 00:08:13.360 represents the highest level of autonomy, student 00:08:13.360 --> 00:08:15.839 -centered instruction. This is the one that gets 00:08:15.839 --> 00:08:18.300 blurred with individualized instruction all the 00:08:18.300 --> 00:08:21.579 time. How does our framework separate them? Student 00:08:21.579 --> 00:08:23.660 -centered instruction is where the student plays 00:08:23.660 --> 00:08:27.199 an active, defining role in all three critical 00:08:27.199 --> 00:08:30.439 areas. Yeah. The outcomes. the assessment, and 00:08:30.439 --> 00:08:32.799 the pace. Wait, all three? All three. You don't 00:08:32.799 --> 00:08:34.919 just control the when, you actually help define 00:08:34.919 --> 00:08:37.279 the what. OK, so let me see if I have this. The 00:08:37.279 --> 00:08:39.539 individualized model gives me control over my 00:08:39.539 --> 00:08:41.559 rate of travel. Yes. But the student -centered 00:08:41.559 --> 00:08:43.700 model gives me control over both the rate of 00:08:43.700 --> 00:08:46.639 travel and the destination. Precisely. Let's 00:08:46.639 --> 00:08:48.279 use your history class example to make it really 00:08:48.279 --> 00:08:50.580 stick. In an individualized history class, the 00:08:50.580 --> 00:08:52.960 teacher says, you must demonstrate competency 00:08:52.960 --> 00:08:55.340 in understanding the causes of the American Revolution. 00:08:55.639 --> 00:08:58.389 OK, fixed objective. fixed objective. But they 00:08:58.389 --> 00:09:00.870 might add, you can choose a pre -approved assessment, 00:09:01.129 --> 00:09:03.509 an essay, a presentation, whatever, and you have 00:09:03.509 --> 00:09:06.870 until you pass the competency checkpoint. The 00:09:06.870 --> 00:09:09.330 goal is fixed. The path and pace are flexible. 00:09:09.909 --> 00:09:12.250 Right. So now, what does that look like in a 00:09:12.250 --> 00:09:14.850 student -centered history class? Well, in a student 00:09:14.850 --> 00:09:17.049 -centered environment, the teacher might start 00:09:17.049 --> 00:09:19.990 with a much broader prompt, something like, explore 00:09:19.990 --> 00:09:22.129 the concept of political power structures in 00:09:22.129 --> 00:09:24.470 the 18th century. Ah, much more open -ended. 00:09:24.690 --> 00:09:28.429 Exactly. And the student then actively participates 00:09:28.429 --> 00:09:30.970 in defining their own objective. The student 00:09:30.970 --> 00:09:33.769 might say, you know what, my goal isn't to study 00:09:33.769 --> 00:09:36.330 the American Revolution at all. I want to compare 00:09:36.330 --> 00:09:38.230 the French and Haitian Revolutions. And they 00:09:38.230 --> 00:09:40.950 can do that. Yes. And they might say, I'll show 00:09:40.950 --> 00:09:43.230 my understanding by writing a comparative policy 00:09:43.230 --> 00:09:45.470 brief, and I'll decide when I'm ready to submit 00:09:45.470 --> 00:09:48.289 it for feedback. The student actually defines 00:09:48.289 --> 00:09:50.830 the specific outcomes that show they've mastered 00:09:50.830 --> 00:09:54.029 the broader topic. That is the crucial differentiating 00:09:54.029 --> 00:09:56.629 factor. It's the difference between picking your 00:09:56.629 --> 00:10:00.049 path to a required destination and actually helping 00:10:00.049 --> 00:10:02.590 to draw the map and choose the destination yourself. 00:10:02.909 --> 00:10:05.730 You got it. It requires a massive amount of planning, 00:10:05.850 --> 00:10:08.870 of trust from the institution. I can imagine. 00:10:08.950 --> 00:10:10.870 And that's really what the source material implies. 00:10:11.549 --> 00:10:13.309 Student -centered instruction requires the most 00:10:13.309 --> 00:10:16.450 resources, the most teacher training, And frankly, 00:10:16.950 --> 00:10:19.129 the highest level of learner maturity to pull 00:10:19.129 --> 00:10:22.049 off effectively. It's by far the most complex 00:10:22.049 --> 00:10:24.870 model. OK. So what does this all mean for us, 00:10:24.889 --> 00:10:27.330 for the listener? We've mapped out these four 00:10:27.330 --> 00:10:30.610 distinct models. Instructionist, differentiated, 00:10:30.950 --> 00:10:33.350 individualized, and student -centered, using 00:10:33.350 --> 00:10:36.529 pace and objective control. Why should someone, 00:10:36.649 --> 00:10:38.950 maybe a manager, trying to master new software, 00:10:39.309 --> 00:10:41.669 why should they care about this academic typology? 00:10:41.909 --> 00:10:45.009 Well, the, so what? is all about assessment and 00:10:45.009 --> 00:10:47.129 application. If you're learning a new skill, 00:10:47.269 --> 00:10:49.269 you need to be able to identify which instructional 00:10:49.269 --> 00:10:51.610 model is being used on you. So you can diagnose 00:10:51.610 --> 00:10:54.750 the problem. Exactly. If you're frustrated, you 00:10:54.750 --> 00:10:57.590 need to know, am I facing a pace problem or am 00:10:57.590 --> 00:10:59.429 I facing an objective problem? The framework 00:10:59.429 --> 00:11:01.370 gives you the language for that. Can you give 00:11:01.370 --> 00:11:03.990 us an example of how this applies outside of 00:11:03.990 --> 00:11:07.269 a typical school classroom? Sure. Imagine you're 00:11:07.269 --> 00:11:09.669 being onboarded to a new project management tool 00:11:09.669 --> 00:11:12.960 at work. If your manager says, everyone must 00:11:12.960 --> 00:11:15.299 complete this online training by Friday, and 00:11:15.299 --> 00:11:17.899 everyone has to score 90 % on the quiz. That's 00:11:17.899 --> 00:11:20.960 instructionist. Fixed pace, common objective. 00:11:21.100 --> 00:11:24.000 It's a cure instructionist. It ensures uniformity, 00:11:24.000 --> 00:11:27.340 sure, but the person who already knows the material 00:11:27.340 --> 00:11:30.440 is bored out of their mind, and the person who 00:11:30.440 --> 00:11:32.740 is really struggling gets left behind. Okay, 00:11:32.740 --> 00:11:35.460 so how would they shift that? Well, if the manager 00:11:35.460 --> 00:11:39.340 says, you all must achieve these five key competencies. 00:11:39.600 --> 00:11:42.539 So, common objectives. But you can take as long 00:11:42.539 --> 00:11:44.360 as you need and just check in with me when you 00:11:44.360 --> 00:11:47.120 feel ready. That's individualized. That's individualized 00:11:47.120 --> 00:11:48.679 instruction. And it honors that people learn 00:11:48.679 --> 00:11:51.100 at different speeds, but it still imposes that 00:11:51.100 --> 00:11:54.299 rigid structural goal. And it requires you, the 00:11:54.299 --> 00:11:56.360 learner, to be really disciplined about tracking 00:11:56.360 --> 00:11:59.340 your own progress. I love that. The power of 00:11:59.340 --> 00:12:01.919 this framework is it moves the conversation beyond 00:12:01.919 --> 00:12:05.059 just saying, this training is bad. We can now 00:12:05.059 --> 00:12:07.200 say this training is failing because it's applying 00:12:07.200 --> 00:12:10.100 an instructionist model to a topic that desperately 00:12:10.100 --> 00:12:12.659 needs an individualized approach. That is the 00:12:12.659 --> 00:12:15.299 actionable insight. And what's more, the source 00:12:15.299 --> 00:12:18.320 material's final conclusion is maybe the most 00:12:18.320 --> 00:12:20.860 important takeaway for everyone. And it's that 00:12:20.860 --> 00:12:24.500 there is no single winner. among these four models. 00:12:24.779 --> 00:12:26.320 Oh, that's interesting. So it's not a ladder 00:12:26.320 --> 00:12:28.580 we're supposed to climb to get to student -centered. 00:12:28.700 --> 00:12:31.419 Not at all. A good teacher or an effective learning 00:12:31.419 --> 00:12:33.919 designer recognizes that there are situations 00:12:33.919 --> 00:12:36.960 where each model is appropriate or inappropriate. 00:12:37.289 --> 00:12:40.049 That is vital. We shouldn't just dismiss instruction 00:12:40.049 --> 00:12:42.450 as teaching as old fashioned. I mean, if you're 00:12:42.450 --> 00:12:45.190 learning, say, basic emergency procedures for 00:12:45.190 --> 00:12:48.070 a fire. Or safety protocols for hazardous materials. 00:12:48.129 --> 00:12:50.809 Yes. You absolutely need a fixed pace and a common 00:12:50.809 --> 00:12:53.230 objective. You need to ensure everyone has that 00:12:53.230 --> 00:12:55.870 exact same shared knowledge. That is not the 00:12:55.870 --> 00:12:59.490 time for radical student -centered exploration. 00:12:59.830 --> 00:13:01.870 Precisely. And a really well -designed learning 00:13:01.870 --> 00:13:04.230 experience, as the source suggests, should give 00:13:04.230 --> 00:13:06.149 students the chance to experience each of these 00:13:06.149 --> 00:13:08.549 models. You need the stability of common goals, 00:13:08.870 --> 00:13:11.509 the flexibility of tailored content, and the 00:13:11.509 --> 00:13:13.850 autonomy of self -pacing and self -definition 00:13:13.850 --> 00:13:16.509 to become a truly well -rounded learner. A blend 00:13:16.509 --> 00:13:19.450 is necessary. It helps us see the gaps in our 00:13:19.450 --> 00:13:22.009 own learning. If I'm a really high autonomy learner 00:13:22.009 --> 00:13:25.029 and I spend an entire year only in individualized 00:13:25.029 --> 00:13:28.110 modules... Self -paced fixed goal. I might be 00:13:28.110 --> 00:13:30.629 building discipline, but I'm completely missing 00:13:30.629 --> 00:13:33.820 the chance to define outcomes for myself. I'm 00:13:33.820 --> 00:13:36.320 missing the skill development that only the student 00:13:36.320 --> 00:13:38.759 -centered model provides. So looking at learning 00:13:38.759 --> 00:13:41.559 through this lens of pace control and objective 00:13:41.559 --> 00:13:45.080 control, it gives you the language to advocate 00:13:45.080 --> 00:13:47.559 for the kind of learning structure you need at 00:13:47.559 --> 00:13:49.980 any given moment. Which brings us back to something 00:13:49.980 --> 00:13:53.740 we noted right at the start. The incredible longevity 00:13:53.740 --> 00:13:56.539 of that rigid instructionist model. Yeah, that 00:13:56.539 --> 00:13:58.980 it persisted from the 1970s right through the 00:13:58.980 --> 00:14:02.000 2000s, despite all these reform efforts. It's 00:14:02.000 --> 00:14:04.259 a stubborn structural default, isn't it? Even 00:14:04.259 --> 00:14:06.759 when we know there are better, more dynamic options, 00:14:07.059 --> 00:14:09.500 that fixed pace, fixed objective model just seems 00:14:09.500 --> 00:14:12.299 to endure. It has a surprising resilience, especially 00:14:12.299 --> 00:14:14.340 for being the most teacher -controlled quadrant. 00:14:14.519 --> 00:14:17.200 It really does. So here's a final provocative 00:14:17.200 --> 00:14:19.539 thought for you to take with you. Given that 00:14:19.539 --> 00:14:21.639 the instructionist model just keeps reasserting 00:14:21.639 --> 00:14:25.240 itself, what inherent qualities of certain subjects 00:14:25.240 --> 00:14:28.120 or foundational learning objectives, whether 00:14:28.120 --> 00:14:30.779 it's mastering basic arithmetic or learning the 00:14:30.779 --> 00:14:33.580 strict rules of a new compliance framework, might 00:14:33.580 --> 00:14:35.580 make a return to that teacher -controlled model, 00:14:35.639 --> 00:14:39.820 not just necessary sometimes, but actually functionally 00:14:39.820 --> 00:14:42.940 superior? maybe more importantly for you, the 00:14:42.940 --> 00:14:45.440 listener. When is the structure you're currently 00:14:45.440 --> 00:14:47.639 in, whether it's self -paced or teacher led or 00:14:47.639 --> 00:14:50.220 something else, the wrong tool for the job you're 00:14:50.220 --> 00:14:52.779 trying to complete? Pond of that thought. Knowing 00:14:52.779 --> 00:14:54.620 the difference between defining the what and 00:14:54.620 --> 00:14:56.500 controlling the when really does make all the 00:14:56.500 --> 00:14:58.740 difference in achieving mastery. Thank you for 00:14:58.740 --> 00:14:59.539 diving deep with us.