New session started Contrast Chart

Contrast of Traditional Learning Methods
with Lifestyle of Learning™

Structure	Structure
Traditional	Lifestyle of Learning
• Common structure of twelve grade levels; grade level is not an indication of the skill level achieved.	• New structure of four seasons is patterned after the three-stage developmental learning process. Skill-level, non-graded.
• Student will spend twelve years in elemetary & secondary learning more difficult math facts & reading more difficult books; student is ill-prepared for higher learning.	• Student works at his own ability level, mastering skills before being promoted to new applications; student becomes well-equipped for higher learning.
• Goal or object of education is to pass tests, giving correct answers to a predetermined batch of knowledge.	• Goal or object of education is to become skillful in the use of learning tools, and therefore equipped to become self-educated.

Process	Process
• Artificial avenues of learning using grade level textbooks, workbooks and busy work assignments provides a superficial brief exposure to many areas of knowledge with little application.	• Simple and natural study models using real books and quality reference books that make indepth exposure to subjects possible; notebooks are used for recording and writing.
• Text/workbook costs repeat themselves yearly.	• Low costs; resources are used for years.
• Student play a passive role in the learning process and becomes bored with learning.	• Student plays an active role in the learning process and becomes excited about learning.
• Limit reading of real books and topical research.	• Lots of reading of real, living books and topical and indepth research.

Knowledge	Knowledge
• Focus on superficial gain of content/product; results in inferior, short-term fruit; product is more often the reflection of the teacher or curriculum developer than of the student.	• Focus on delight-directed process produces a quality product; results in superior, long-term fruit; product is reflective of the student; knowledge areas are studied as they surface in daily life.

Experience	Experience
• Field trips and activity away from home; contrived learning experiences often out of context with child's real life.	• Involvement in home environment produces quality learning experiences through hands-on life skills and purposeful activities.

Skills	Skills
• Student remains unskilled in learning ability.	• Student learns how to learn.
• Skills and tools of learning have little opportunity for practical use in the pursuit of superficially mastering an extensive syllabus of academic subjects.	• Skills and tools of learning are developed thoroughly for pursuit of mastering subject areas of student's interest.
• Method of communicating knowledge is answering questions and/or filling in blanks; yearly reports; student is rarely challenged to go beyond "data" recording; very little true composition or creative expression is required.	• Method of communicating knowledge is recording and writing in blank notebooks; yearly reports are replaced with frequent dialog and opportunities for creative written expression.