The Dalton Ninefield

With this instrument we try to give an indication which elements are most relevant for the implementation of the Dalton concept. The three main Dalton premises has to be worked out in the three levels that mould education into concrete form.
The ‘Dalton nine field’ is a model to get grip on the development of the Dalton level in the school.



First of all Dalton has influence on the school organization. The three Dalton premises has to be accepted by all teachers in the school.
It means that on school level several aspects has to be worked out : how many Dalton hours – the timetable – new mentor function – special places for individual work – the monitoring system – the lay-out of assignment forms/boards – a school model for structural training in self reliance.
(see : “Training self reliance in 20 agreements by Roel Röhner)
On class level: a good class management with pupils working independently – clear assignments on different levels – self correction – action guides – training ‘delayed attention’



The role of the teacher must change from leader to coach of the process. Pupils must be trained in working independently. Less teaching and explaining, more stimulating to take own initiatives. Pupils has to be teached in learning strategies. The teachers has to take the pupils’ different learning styles into account. Differences in instructional design are necessary. After each working period a short process evaluation.




We educate all children to be more or less independent. That is a question of confidence in the capacities of children and also a close observation of the process of growing up.
The training in self reliance is a structural process. The individual results give the indication for the measure of independency.
It means concrete that there are many differences in independency. We can speak about pedagogical differentiation.

TO BE CONTINUED LATER