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By John Barlow
Staff Reporter
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 Joe Student stares out the window as the teacher
drones on incessantly like something from a Peanuts cartoon.
'Wah, wah, wahaa, wahaa.'
It is scene all too common in high school classrooms, but it is one scene Foothills
Composite High School (FCHS) is trying to make history.
FCHS vice principal Elaine McDougall was recently honored with a PanCanadian award
for helping to establish the differentiated teaching program which was developed
at the high school over the past several years.
The differentiated teaching program puts the onus of learning back into the hands
of the students and encourages them to become more involved in the teaching process.
'We have to challenge the students,' said McDougall of the program. 'This program
gets the students fired up (to learn), it is really exciting.'
After FCHS switched to the quarter system five years ago, it became apparent traditional
teaching methods were obsolete -- one cannot hope to keep a teenager's attention during
a three-hour class through lectures and chalk talks.
The differentiated teaching system accepts the fact that not all students can be
successful as passive learners. Not all students absorb information by copying notes
from a board or listening to a lecture, no matter how dynamic the teacher.
Harvard professor Howard Gardner, the brain child of the new teaching approach, states
there are eight methods of teaching -- spatial, bodily-kinetic, musical, interpersonal,
intrapersonal, naturalistic and the traditional linguistic and logical mathematical.
Imagine, students being able to give a social studies report through interprative
dance, or a dramatic production, a song or the tried method of a speech.
Many students, parents and even teachers would look at such a possibility as pure
heresy.
Jim Nicholson has been teaching for three decades and the FCHS science teacher admits
he was a traditional teacher who depended on lectures and notes and had total control
of his classroom. However, even this traditionalist saw the merits of the differentiated
program
'In three-hour classes the traditional teaching method was not going to cut it,'
said Nicholson. 'The differentiated teaching program promotes active learning. This
is the most significant change I have seen in my 30 years of teaching.'
After a team of teachers at FCHS developed the differentiated program over four years,
Nicolson for one said he is rejuvenated, and his students have a new passion for
learning.
But isn't this program a little off the wall for math, social studies or even science?
Where is the hardcore science? Where are the bunsen burners, hypotheses and atomic
nuclei?
'We are still obliged to follow the Alberta Education curriculum and meet those objectives,'
explained Nicolson. 'Now, we focus on quality instead of quantity.'
Many students who have struggled in the traditional system have improved under the
new innovation.
Nicolson attributes the new found success to the fact students who were intimidated
with the assembly line process of the past, are now more comfortable in the classroom.
There is much more personal contact between student and teacher and students are
encouraged to ask questions, to take a risk.
For the most part, students flourish under the new system.
'Now, I enjoy coming to school instead of dreading it,' said Elizabeth Edels, a Grade
12 student.
Alison Perry added, 'I used to hate school, now it is fun.'
Students have thrived under the added responsibility given to them by the teachers
who practice the differentiated program (some teachers at FCHS still use the traditional
method).
However, Nicolson stressed that although students are given more freedom in their
learning environment, they still must meet the course objectives.
'We are more independent, but you still have to work,' said Grade 12 student Marshall
Widney. 'If you don't, you fail.'
The goal of the program is to develop a classroom for all students and better prepare
students for post-secondary education and life after high school.
If teachers and students enjoy school during the process, all the better.
'I am working as hard or harder, but I am enjoying teaching more than I ever have,'
said Nicolson. 'In 30 years of teaching I have seen the limitations. It is invigorating
to get past those limitations.'
McDougall said she has seen the results of the differentiated teaching method as
the average marks at FCHS have steadily increased over the past four years. More
than half of the students at FCHS boast average marks over 70 per cent.
'Some say this teaching fad will pass,' said McDougall. 'This is not a fad.'
If students continue to thrive under the differentiated program the only thing that
will be passing will be another student.
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