Dalton at Ascham
Dalton plan introduced in 1922
Longest continuous implementation
The plan has been modified by the
demands of:-
Federal government
funding schemes
State government
syllabus requirements
Parent expectations
Views of particular
principals
Modifications
reflect the history and nature of the school
History of Ascham
Founded in 1886 by Miss Marie Wallis, a former
governess
Private school for girls
In affluent eastern suburbs of Sydney
Began in a small terrace house with 9 girls
Mr. Herbert Carter [only male principal]
bought the school from Miss Wallis
moved to the present site - Glenrock in 1909
encouraged girls in academic achievement
Mr. Carter was a keen botanist
preserved Moreton Bay fig trees on the site
now an important meeting place for all
students
Dalton
at Ascham
Miss Margaret Bailey bought the school from Mr
Carter in 1914
in 1922 introduced the Dalton Plan
prompted by staff members and contacts in
London
few records on early years of Dalton Plan
although we have archives section
1922 records focus on the winning tennis team
sport is still actively encouraged
Miss Bailey, implemented the ideas
of Helen Parkhurst after more class rooms were
added
she introduced a system of
assignments: either weekly or monthly
lessons: in the mornings
studies: in the afternoons
Ideas
of Helen Parkhurst
1. Topic
2. Problems
3. Written Work
4. Memory Work
5. Conference/oral lessons
6. References
7. Equivalents/days of work
8. Bulletin study
9. Departmental Cuts
Dalton at Ascham
Rowena Danziger became principal
1973 with a strong commitment to Dalton Plan
her aim is develop a trained mind
and a compassionate heart
assignments closely follow the
structure of Parkhursts ideas
Structure
of the school
Only senior school follows the Dalton Plan
Infants School [K - 2]
150 students
some aspects of Dalton
self help in
solving problems
classroom charts
to mark off completed tasks
variety of
activities during each day
teacher planning
allows for a relaxed classroom
The Infants School: Hillingdon
The Primary School: Fiona
Primary School [3 - 6]
250 students
introduces aspects of Dalton
learning
Contracts or
projects - at an appropriate level and set finishing date
Study times for
research or group work
using a diary
detentions on
Tuesdays for unfinished work
Students learn to think
independently by:-
completing a weekly assignment in each subject
working closely with their teachers in studies
following the skills taught in lessons
learning to plan their time to do this on a
weekly basis
correcting each assignment and test to ensure
understanding
Dalton in Practice
The assignment
regarded as the teachers voice
away from the classroom
sets out questions to be completed
each week by students
includes
class work
home work
skills
An
assignment page
WEEK 1
TOPIC MEANING OF THE MIDDLE AGES;
LIFE IN THE MIDDLE AGES
CLASS 1. Introduction
Read and take notes from your textbook part 6.1. Answer q. 1 -
interpretation
2. Background to the
Middle Ages
Read and take notes from your textbook sections 6.2. and 6.3
Answer q. 2b on p. 93 - interpretation and analysis
Answer q. 3a on p. 93 - communication
Answer q. 5 on p. 95 - interpretation and analysis
3..Begin to watch
video Medieval Society
and finish this next week in class
ASSIGNMENT
1.Read the textbook pp 90 95 and one other reference book then write a
paragraph to explain what is meant by the term Middle Ages and how Europe had
changed after the fall of the Roman Empire.
2. .List 10 sequenced points about the Normans, their leader William and their
invasion of England in 1066.
VOCABULARY
Barbarians legions legacy Byzantine Empire Cavalry Celtic Angles
Saxons
Jutes
Anglo-Saxon Franks Vikings Norman
REFERENCES
Textbook and one other classroom reference.
List these in a bibliography at the end of the assignment
OUTCOMES
By the end of the week you should be able to:-
M
4.1 identify a major historical event
M
4.2 sequence the main events of a period
M
4.3 describe the features of a period
M
4.8 use historical terms in an appropriate context
M
4.9 draw conclusions from a visual source
M
4.13 communicate in appropriate written forms
Dalton in Practice
Studies /Laboratory
distinctive feature of Dalton at
Ascham
usually half the mandated teaching
time
each teacher has own room
students from for 1 to 6 may attend
use classroom resources
teacher as a resource and
administrator
Lessons
half the teaching time
35 minutes long
teacher
outlines content
explains concepts
introduces and
revises skills
Diary Planner
part of the process of teaching students to
be;-
self-reliant
actively involved in
planning the use of their time
plan when they will go to studies in each
subject each day
plan when they will do their assignment work
each night
enables freedom but requires responsible
planning
corrections
essential part of Dalton compared
with traditional schools
completed within one week of the
return of marked papers
done in studies
closest contact with teacher
Detention
every Tuesday after school for one hour
if assignments are not submitted on time or
corrections not completed
every teacher stays on a Tuesday
some girls stay for several afternoons
Saturday morning detention if cards not
submitted at the end of the month
Card signing
at the end of each month
teachers sign when work is
completed in each subject
i.e. all assignments; all
corrections; all tests; any other obligations have been met
can be tense!
Scaffolding or Support for the
system
skills teaching is a part of each assignment
study skills sessions are provided for
students with special needs
teacher training in the philosophy and
practice of Dalton
reports are written on each student twice each
year
parent meetings twice each year with optional
consultation days each term
Benefits
meeting weekly deadlines in each subject
teaches students to plan the use of their time
able to cope with tertiary study
provides structure for less able students
individual instruction
Some concerns
students can become dependent on
teacher for instruction
corrections can become
administrative and lose pedagogic value
works best with a small number of
students
students must learn to describe
their own problems
demands on time for some students
Conclusions
rewarding for teachers because of the close
contact with and knowledge of individual
students
students do learn to be self reliant and
organized
benefits are often more obvious after school
more than 75% students go on to tertiary
training and this is not a selective school