What is the Dalton Plan and why was it popular in the USSR (but not for long) / ITech content

Contents:

• What is the Dalton Plan
• How the Dalton Plan Came About
• How the Dalton Plan Came About in the USSR and Became a Laboratory-Team Method
• Is the Dalton Plan Still Alive Today?

This article will introduce you to the main aspects of the topic. We will cover key points in detail that will help you better understand the subject matter. You will receive up-to-date information and useful tips that will be useful in the future.

• How a simple American teacher became the founder of an innovative method, and a small town gave it its name.
• Why did a bourgeois concept become popular in the USSR, but even in a modified form did not catch on.
• What is the situation with the application of the Dalton Plan now - is it used anywhere?

What is the Dalton Plan?

In 1920, an experimental teaching method developed by Helen Parkhurst (1886-1973), a teacher and Columbia University graduate, was introduced in a high school in the small town of Dalton, Massachusetts. This innovative approach, called the Dalton Plan, became the basis for changing traditional methods of the educational process. The name «Dalton» comes from the name of the city where this method was first applied. The Dalton Plan emphasizes an individualized approach to learning and the active involvement of students in the learning process, which promotes greater knowledge acquisition and the development of independence.

The school has eliminated the traditional schedule, lessons, and bells, and replaced classrooms with "subject labs." The curriculum has been modified: for each subject, it is divided into two levels—minimum and maximum. At the beginning of the school year, students are given the opportunity to familiarize themselves with both levels in detail and choose which one they will work on. They then sign a "contract" with the teacher, committing to master the curriculum. This approach promotes a deeper understanding of subjects and the development of responsibility in students.

Read also:

An educational contract as a tool for motivating students: what it is and how to use it

An educational contract is an agreement between a student and an educational institution. An institution whose goal is to increase student motivation and responsibility for their learning. Such a contract may include specific goals, performance requirements, and additional conditions that the student must fulfill.

The use of a learning contract allows for clear expectations for both faculty and students. This contributes to a more structured educational environment, where everyone understands their responsibilities and goals.

The importance of a learning contract is that it helps students recognize the significance of their learning and develops self-management skills. In addition, such contracts can be useful in situations where a student is experiencing academic difficulties and needs additional support.

The introduction of a learning contract into the educational process can significantly increase student engagement and improve their academic results. Thus, a learning contract is an effective tool for motivating students, promoting their successful learning and personal development.

The curriculum was divided into months, each of which was divided into smaller stages. During this time, the students completed various assignments. An example of such an assignment might be a physics assignment.

• Study Newton's three laws of motion.
• Conduct seven experiments using them.
• Complete a written assignment with answers to questions.
• Solve a practical problem—find the most effective combination of four blocks for lifting a large weight.

Joint lessons for the whole class were held for only one hour after lunch. Typically, such classes included a lecture on a new topic, a conference to address complex issues, or a discussion of the day's tasks. The children spent most of their time, from eight in the morning until noon, in workshops and laboratories, working individually under the guidance of subject teachers. The teachers acted as consultants and helped the students overcome any difficulties that arose. After the general lesson, the children played sports, music, art, and handicrafts for one to two hours. The curriculum spanned almost the entire workday—from 8 a.m. to 4 p.m.—with no homework, allowing children to focus on their studies and creative activities in class.

The Dalton Plan is a method of individualized learning that eliminates the traditional classroom system. This system allows students to independently choose activities and manage their time, while the teacher's role is to provide support and assistance as needed. Furthermore, the Dalton Plan encourages interaction between students, which promotes the development of social skills and collaboration. This approach to learning helps develop independence, responsibility, and initiative in students, which are important aspects of modern education.

At Parkhurst School, knowledge was tracked using scorecards that recorded students' progress in completing monthly assignments. Each student, subject teacher, and class teacher received an individual copy of the scorecard. Upon arrival at school, students signed in the duty officer's log and handed their registration card to their class teacher, receiving assignments and necessary literature in return. Students were free to leave school at any time—whether upon completion of work or if they were tired. Upon leaving, they returned their learning materials and received their registration card back. This approach to knowledge management facilitated more effective monitoring of the educational process and the individual development of each student.

However, this freedom did not imply inactivity: unfinished assignments in one subject precluded the possibility of receiving new assignments in other subjects.

The Dalton Plan is based on the principle that students come to school not only to acquire knowledge, but also to satisfy their needs for self-development. In this approach, the teacher does not simply impart ready-made information, but creates conditions for active learning, allowing students to exchange experiences and independently acquire new knowledge. This method promotes the development of critical thinking and independence in students, which is an important aspect of modern education.

Helen Parkhurst argued that children should be given the right and real opportunities to pursue subjects that spark their genuine interest. This statement emphasizes the importance of respecting a child's individual interests and creating conditions for their development. Supporting children's interests promotes their personal growth and the development of skills necessary for a successful life. By focusing on their hobbies, we can help children realize their potential and become more self-confident.

She introduced elements of university culture into school education. It is no coincidence that the New York school she founded was called the University School. This approach became the basis for the introduction of deeper and more varied teaching methods, which contributed to the development of students' intellectual potential.

In the Dalton Plan model, the role of the teacher differs significantly from the traditional classroom system. Teachers must have a good understanding of their students' psychological and intellectual abilities and be able to select the optimal working regimen for each child. It is important to create individual educational programs that meet the needs and interests of students. Thus, the requirements for teachers working according to the Dalton Plan are significantly higher than for those using standard teaching methods. The teacher's professionalism and flexibility become key factors in successful learning in this model.

How the Dalton Plan Came About

Helen Parkhurst developed her unique approach to education for a reason. At the turn of the 19th and 20th centuries, there was a rapid growth in the concept of individualized learning, as well as a critical rethinking of the traditional classroom system. The Dalton Plan became a striking example of this new educational philosophy, offering more flexible and personalized teaching methods. This system emphasized the needs and interests of each student, which contributed to the development of independence and responsibility in the educational process.

Progressive educators pointed out that traditional schools do not take into account the individual pace of assimilation of the educational program by children. Every year, the idea that the outdated educational model slows down the development of society is becoming increasingly relevant. Effective education must adapt to the needs of each student to unlock their potential and promote progress. By the early 19th and 20th centuries, the American education system was outdated and inadequate to meet the needs of a growing industry. It was dominated by a verbal, scholastic method of instruction, in which a lecturer read from a book, and students merely listened, wrote down, and then memorized. Parkhurst, recalling her school years, expressed dissatisfaction with the coercion, moralizing, and tedious nature of the educational process. During this period, the need for educational reform became urgent, ensuring that it met modern requirements and fostered the development of critical thinking and practical skills in students. The ideas of Italian Maria Montessori and American educator John Dewey became fundamental in educational practice. Their approaches, emphasizing individual work with children and collaboration between students, had a significant influence on Parkhurst's methodology. In 1914-1915, Parkhurst studied with Montessori in Italy and later headed all Montessori schools in the United States, which confirms the effectiveness and relevance of their pedagogical concepts.

Helen began her teaching career at the age of 17, when, as a student at Teachers College, she took a job at a school in Waterville, Wisconsin, in 1904-1905. At that time, in simple schools of the early 20th century, it was common to teach children of different levels in the same classroom. This circumstance prompted Parkhurst to think about how to adapt the educational program for each student to ensure high-quality learning and take into account individual needs.

She began by rearranging the desks so that the children could study independently and allowed them to move freely around the classroom. In addition, she asked older students to assist the younger ones. Thus, she introduced the Bell-Lancaster system of education, which promoted active student engagement in the educational process. Parkhurst worked at Waterville for only one year, but left such a positive impression that many years later, a bell tower and a memorial plaque were erected in her honor. This testifies to the significance of her contribution to education and her inspiring influence on students.

Pre-revolutionary Russia had a unique educational system, which was significantly different from the modern one. This article presents ten key facts about schools of the time that will help better understand their role and importance in society.

In pre-revolutionary Russia, there were various types of schools, including public schools, gymnasiums, and specialized educational institutions. Public schools were intended for children from poor families and provided a basic education. Gymnasiums, on the other hand, offered more advanced studies, including the humanities and natural sciences.

Education during that period was not accessible to everyone. Children from wealthy families could attend private educational institutions, while many children from peasant families did not have the opportunity to receive even a primary education. The literacy rate in the country remained low, especially among the rural population.

The educational process in schools of that time was strict and disciplined. The curriculum included the study of the Russian language, literature, history, mathematics, and foreign languages. Moral and religious lessons also occupied an important place.

An important aspect of pre-revolutionary education was the influence of the church. Many schools were controlled by religious organizations, which determined the content of the curriculum and approaches to education.

Teachers in pre-revolutionary schools often faced difficulties, including low salaries and a lack of teaching materials. Despite this, many of them were dedicated to their work and strove to provide children with a quality education.

In the late 19th and early 20th centuries, educational reforms began, which led to improved learning conditions and an increase in the number of students. However, these changes were uneven and depended on the region and social status of the students.

Pre-revolutionary schools also became the place where the first social movements and ideas about societal reform were formed. Many students and teachers actively participated in the cultural and political life of the country.

In conclusion, schools in pre-revolutionary Russia played an important role in shaping the educational system and educating future generations. Understanding their historical context helps us better understand how the Russian education system developed and the challenges it faced.

Helen actively experimented with teaching methods in her teaching practice. In 1911-1912, she introduced individually tailored programs tailored to the needs of each student, with a mandatory written assignment at the end of the semester. Instead of traditional desks, Helen used long benches, which encouraged students to work together. Gradually, her classrooms began to resemble "laboratories" where students could work on their own projects, equipped with all the necessary resources to implement their ideas. This approach fostered student creativity and independence, which became an important aspect of her pedagogical philosophy.

Most of Parkhurst's methods had been tested long before the experiments at Dalton. However, it was at Dalton that the Dalton Plan was finally established, when the teacher first began using graphs and tables to monitor students' progress. This innovation marked a significant advance in educational methods, allowing for more effective tracking of student achievement and tailoring the learning process to their needs.

In 1919, Parkhurst founded her school in New York City, initially called the University School, which was later renamed the Dalton School. The following year, the Dalton Plan was implemented at the school, contributing to its successful development. Due to the positive results, in 1929 the school moved to a more spacious building.

Parkhurst She saw her method as a simple and cost-effective solution to transforming an outdated and ineffective mass education system. Her approach aimed to improve the quality of education and provide a more individualized approach to each student. The Dalton Plan's activities attracted the admiration of many people, including educators and influential figures such as US First Lady Eleanor Roosevelt. Contemporaries noted that Dalton schools eliminated grade repetition and successfully combined club and classroom activities. Students were able to independently manage their study time, immersing themselves in the subjects they studied and developing their communication skills. At the same time, they received all the necessary knowledge, as stipulated by the school curriculum, for successful completion of their final exams. This approach to education contributed to the development of responsible and independent individuals, prepared for further education and life. The Dalton Plan attracted the attention of educators around the world. In 1922, Parkhurst published "The Dalton Plan," which was quickly translated into 14 languages. That same year, the Dalton Society was founded to promote Parkhurst's ideas and disseminate her teaching method. The Dalton Plan remains relevant in education, offering an individualized approach to learning and student development.

Despite the positive aspects of the Dalton Plan, it has attracted criticism. The main complaints centered on an excessive emphasis on individualized learning, which, according to critics, disrupted the traditional interactions between teacher and student. Furthermore, the difficulty of implementing this method into the educational process was noted, as well as the risk of increasing the workload on children.

Despite its popularity, the Dalton Plan was not widely adopted in the United States. However, soon after the publication of Parkhurst's book, it began to be implemented in the young Soviet Union.

How the Dalton Plan Appeared in the USSR and Became a Laboratory-Team Method

In Russia, after the Bolsheviks came to power, large-scale experiments began in all spheres of life with the goal of creating a new society and shaping a new type of people. These changes also affected the education system, where innovative ideas reached their peak in the 1920s and early 1930s. In this article, we will consider how these transformations took place and what consequences they led to.

Experiments in education were aimed not only at destroying an outdated, restrictive system but also at creating a harmonious school of the future. This school must take into account the individual characteristics and potential of each child, striving to raise a new person capable of adapting to the modern world. The development of innovative approaches in education will help create an environment where every student can realize their abilities and talents, which is the key to the successful development of society.

To solve this problem, a new theoretical framework is needed. The interest of Soviet leaders, including Nadezhda Krupskaya, in American pedagogical concepts was unexpected, given their criticism of European philosophy as "degenerate." The United States, although still a capitalist country, was perceived as a new civilization compared to Europe. In the early USSR, John Dewey's ideas on the labor school, William Hurd Kilpatrick's project method, and Helen Parkhurst's Dalton Plan became widespread. Parkhurst's book was translated into Russian and published in 1923, just a year after its publication in the United States. These ideas played a significant role in the development of Soviet education, shaping its approaches and methods.

The Dalton Plan is a system that helps set clear and specific learning goals. It teaches students to understand how long it will take to complete assignments and what resources are needed to achieve them. Nadezhda Krupskaya, in her article "Teaching and Education at School," emphasized the importance of this method, noting its ability to develop responsibility and independence in students. The Dalton Plan facilitates a more effective organization of the educational process, helping each student reach their full potential.

Proponents of this method note its advantages in creating an individualized approach to each child. It promotes the development of independent thinking, allowing students to not simply accept information from the teacher, but to analyze and comprehend it independently. This approach promotes deeper assimilation of the material and the development of critical thinking in children.

Dalton Plan in the USSR The Dalton Plan was not implemented universally, but rather on a limited basis, primarily in pilot schools and some provincial schools. There is evidence of significant preparatory work among teaching staff, students, and their parents to prepare for the transition to education according to the Dalton Plan. This may indicate that the initial plans for its implementation were more ambitious than was realized in practice.

The educational process in Soviet schools oriented toward the Dalton Plan methodology was organized similarly to the practices of Parkhurst School. For example, one school established a German language laboratory, which operated four days a week, offering three hours of classes—a total of nine hours per month per student with a capacity of 30. In addition, two general lessons of 45 minutes each were held. Each assignment was planned for a month and divided into 24 "units," each lasting 20 minutes. These "units" were recorded on cards. The program included two levels: a mandatory minimum and an extended maximum, which was chosen by only 5-6% of students. The main goal of the educational program was to provide students with the knowledge necessary for independent understanding of German literature of moderate difficulty using a dictionary.

An example of a laboratory assignment related to this program was recorded in December 1924. This material is taken from O. Yu. Levchenko's research on the use of the Dalton Plan in Russian schools in the 1920s. The information was published in the journal "Scientific Notes of ZabGU" in 2020, in volume 15, issue 1. This assignment illustrates the practical application of educational methods of that time, which can be useful for studying the history of pedagogy and the development of curricula in Russia.

Every month, students gathered for an introductory lesson, during which they were provided with explanations and instructions on the upcoming assignments. The course leader supervised the completion of assignments, checked their accuracy, assessed grades, and provided advice if difficulties arose. During the summary lesson, students read assignments aloud, analyzed complex translations, and discussed their written work. Students who demonstrated a sufficient level of knowledge received credit. This process helps deepen understanding of the material and promotes higher-quality learning.

The Parkhurst method, with its emphasis on individualism, soon proved incompatible with the Soviet education system. As a result, Soviet educators adapted this method, changing its ideological basis from individualism to collectivism. Students now worked not alone but collaboratively, in teams. Although teamwork was present in Parkhurst's original concept, it was not central. Thus, the laboratory-team method was developed, which was actively used in Soviet schools, secondary specialized educational institutions, and universities in the late 1920s. This adaptation facilitated more effective learning and fostered teamwork skills in students.

The educational process is organized around a teamwork model, in which groups of students, under the guidance of a team leader, complete assignments. Assessment is performed at the level of the entire group, rather than individual participants, creating an atmosphere of collective responsibility. The assignments offered to students encourage both collaborative and individual work, allowing each student to demonstrate their abilities. In this model, teachers act as organizers and consultants, guiding and supporting students. However, it should be noted that in such a system, situations may arise in which some students actively participate in the process, while others may lack initiative.

The implementation of the Dalton Plan and its Soviet equivalent in the USSR was unsuccessful. The reasons for this lie in the specifics of the Soviet educational system and the political atmosphere of the time. Despite attempts to adapt these methods, they were not widely adopted, leading to limited adoption of innovative approaches in education.

The difficult situation in the USSR in the 1920s had a significant impact on the education system. After the civil war, famine, and collectivization, restoring school operations, even according to outdated standards, became a real challenge. In 1923, almost half of school-age children remained outside the educational process (according to E. M. Balashov's work "Policy in the Field of School, Vocational, and Secondary Specialized Education, 1917–1941"). Under such conditions, the introduction of innovative methods, such as small-scale individualized instruction, was impossible. There was a shortage of financial resources, human resources, and qualified specialists. As a result, one textbook was often used by six students, which significantly limited the quality of education.

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In the past: "Innovations were introduced... I learned little from that school."

Many Soviet educators were unprepared for the implementation of innovative methods in the overcrowded conditions of early Soviet schools. Teachers were unable to provide students with systematic knowledge and skills. As a result, by the time they graduated, students struggled to master reading and writing skills, and, accustomed to working in groups, struggled with independent work.

Long breaks in learning sometimes occurred. Active students, having completed a project in a few days, might abandon the subject for a month or even two. This, of course, negatively impacted the quality of material acquisition and the level of knowledge. Regular classes and consistent practice are essential for achieving sustainable learning results.

The collective principle embedded in the Dalton Plan in the USSR negatively impacted students' motivation to study. Why should average or underperforming students strive for success when the most proactive students take responsibility for the entire group, and their performance is assessed collectively? As a result, classroom discipline also left much to be desired: many students used the freedom they were given not for self-improvement, but for misbehavior and inaction. This situation undermined not only the educational process, but also the development of necessary skills in children.

From the beginning In the 1930s, under increasing political pressure in the USSR, concepts based on individual freedom began to be perceived as ideologically alien. As a result, the Dalton Plan and the laboratory-team method were harshly criticized. Between 1931 and 1935, the Soviet education system returned to the traditional classroom-lesson system, standardized for all educational institutions. Later, even seemingly outdated elements such as student ID cards, school uniforms, and separate education for boys and girls were reinstated. This marks a sharp retreat from progressive educational ideas to the more conservative models characteristic of the pre-revolutionary period.

Is the Dalton Plan Still Alive Today?

Helen Parkhurst served as director of the Dalton School until 1942. After leaving that post, she joined the academic board of Yale University and became the first woman professor at that prestigious institution. Parkhurst taught courses in sociology and earned a master's degree. She actively lectured, continued her education, and contributed to the implementation of her educational method in various educational institutions.

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The first female teachers began to appear at Russian universities in the late 19th and early 20th centuries. This time marked a turning point in the history of higher education in Russia, when women began to gain the right to an education and the opportunity to hold teaching positions. Universities became open to women, which facilitated their active participation in research and teaching. From this point on, female education began to develop, and female teachers made a significant contribution to the formation of the academic environment. Their work helped change attitudes toward female education and promoted the idea of ​​gender equality in science and education.

Helen traveled around the world and met with the Empress of Japan and the queens of Italy and the Netherlands. She produced radio and television programs in which children were directly involved. Helen hosted nearly 300 radio programs for teenagers and visually impaired children, focusing on overcoming psychological difficulties, and wrote several books on pedagogy. The founder of the Dalton Plan method passed away in 1973 at the age of 86. The Dalton School in New York, founded over a century ago, continues to practice its unique educational method. Over the years, the institution has trained numerous renowned figures, including actors, television hosts, musicians, artists, journalists, writers, businessmen, and government officials. Notable alumni include US Secretary of State Antony Blinken, chess grandmaster Maxim Dlugy, and actor Christian Slater. In 2010, the respected Forbes magazine included the Dalton School among the top twenty American educational institutions, confirming its high status and the quality of its education.

The Dalton Plan, a teaching method, has become widespread in various countries, primarily in private educational institutions. In 2001, Dalton International was founded, based on the principles of the Dalton schools of the Netherlands and the Czech Republic. The organization's main goal is to popularize the Dalton Method and train teachers in its application. Dalton International also certifies schools, confirming their compliance with Dalton Plan standards and granting them membership status. Currently, Dalton International comprises over 40 schools from various countries, including the Netherlands, the Czech Republic, Australia, Austria, Hungary, Germany, Slovakia, Turkey, and China. This confirms the growing influence and relevance of the Dalton Plan in the international educational environment.

The Dalton Method is also used in higher education institutions. For example, Southern Illinois University implements three program levels: minimum, intermediate, and maximum, and uses an electronic system instead of flashcards. In the United States, more than one hundred universities use the Dalton Plan. Similar educational institutions also exist in the UK, Canada, and Germany.

Since the 1980s, interest in the Dalton Plan has begun to revive in Russia. One striking example of its use is School No. 1080 in Moscow, known as "Ecopolis." According to administration representatives, the Dalton Plan is currently not fully implemented at this school, but elements of this method are actively used by teachers in the educational process. There are also reports of the Dalton Plan being used at Moscow Gymnasium No. 1504 and School No. 30 in Magadan. However, it is currently impossible to confirm whether this method is used in these educational institutions, as their official websites do not contain information about the Dalton Plan.

While the Dalton Plan was not widely adopted, it influenced mainstream schools, which adopted some of its key elements. Assignments of varying difficulty levels, self-assessment methods, and an emphasis on independent work were integrated into the educational process. Creative and scientific writing also became popular, and specialized classes became an integral part of school instruction. These changes contributed to a more individualized approach to student learning and development.

Primary sources play a key role in building knowledge and understanding of various topics. These can include books, research articles, studies, official reports, and online resources. Using reliable and authoritative sources allows you to obtain accurate data and avoid misinformation. It is important to always verify that information is up-to-date and consistent with current standards. It is also important to consider the opinions of experts in the field, which will help create a more comprehensive understanding of the topic. As a result, the correct choice of sources contributes to a deep analysis and understanding of the issue under study.

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