You will use this abbreviated version of, From Plato to Piaget, to choose an educational theorist to support your lesson. Please read pages 1-17 before you choose a theorist to write about. Include the three major disciplines of philosophy, psychology and education when writing about the educational theorist you choose.
From Plato to Piaget
From Plato to Piaget
Use the comment area to post your writing.
36 comments:
We chose to study Aristotle, who focused on logic and critical thinking. In our lesson, we are studying different crime scenes using science and math. Our students will use critical thinking to determine different facts about the crime scenes. Students need to see that in forensics, findings can determine someones fate.
In science, critical thinking is essential. Aristotle talked about the importance of logic and critical thinking and we use this idea in our lesson. Students must use the data they collect at a crime scene to analyze what happened. They may also use what they find to determine if someone is telling the truth or not.
Aristotle - We will have the students examine evidence to interpret its meaning to a crime. Critical thinking is a important part of forensic science. From Plato to Piaget: some research has shown that American students are not doing well in the areas of thinking and reasoning.
Ali, Josh and Tom (aka Wolfknuckles): We have chosen Shinichi Suziki as our theorist. Suzuki believed that musical ability is not a natural talent, but an ability which can be developed. Just like how a child learns their natural language from listening and repeating those around him, they can also learn music similarly at a young age.
The following are the main factors in Suzuki's theory:
1- listening
2- motivation
3- repetition
4- step-by-step mastery
5- memory
6- vocabulary
7- parental involvement
8- love
Dr. Suzuki's guiding principal is "character first, ability second."
In terms of philosophy, he aligns with aesthetics. Aesthetic philosophy focuses on the creation and appreciation of beauty.
His psychological perspectives can fall under physiological, behavioral and cognitive. Physiologically, the idea of left vs. right side of the brain connects to Suzuki. He also aligns with behavioral psychology in that parental involvements and support are critical to the education process. Repetition and memorization play into cognitive psychology, taking new information and comparing it to what is already there.
Suzuki's theory of education would be perennial. Perennialism says that nature, knowledge and the values of society are unchanging and constant, undergoing little or no change. Teachers function as authority figures in that Suzuki believes that the students should learn from observing and imitating the instructor.
We have found that Skinner and Maslow are both very relevant to our daily teaching in the primary grades. We see both "extremes" of Maslow's theory with our students. We have students in our classes that are very fortunate in their home lives-their essential needs (and beyond), are met daily. They come from loving, supportive families who provide warm, clean homes and beds, nutritious foods, ample time to rest and study, and encouragement and support. The other extreme are the kids without these characteristics, According to Maslow, one cannot receive higher order needs, (feel love, have self-esteem, demand respect), without the basic needs on his hierarchy. With that said, his "Humanistic" approach goes along with our view that kids who are overtired, malnourished, etc, are less likely to sit and learn and absorb all that we try to teach on a daily basis.
Dewey- Progressivism
Dewey's theory includes the ideas that "the value of knowledge resides in the ability to solve human problems and should be employed to redesign and improve upon the world." Teachers and textbooks provide the information but it is not the be all end all. Students must think for themselves to solve the problem. The focus is on "process rather than product."
WHB Primary believes that the philosophical theorists of Skinner and Maslow both are very relevant to our work with young children. Jen and Emily will be discussing Skinner's contributions to educational theory while Rosalie, Tara and myself will follow up with how Maslow directly impacts our classroom management and instructional methodologies. I strongly agree with Frank and Kaylin's comments about the importance of critical thinking in our classrooms. As we integrate technology into all we teach, we recognize the importance of teaching students "how" to learn more than just "what" to learn...it is critical for us to set up future generations with the foundations for how to teach ourselves more in our ever-changing globally connected classrooms.
Maslow-
Student progress in Maslow's Hierarchy emanate from outside the school environment, as teachers we are in a position to strongly influence student outcomes. Therefore, we need to assess the whole child to include not only student knowledge of material but, more importantly, student readiness levels based on Maslow's theory and obstacles to learning. Only when we address both of the issues will student learning be enhanced and maximized.
We didnt find there was that much information on Skinner from the book so we looked at a magazine article from Simply Psychology by Saul Mcleod (2007). This article pinpointed the fact that skinner believed that it is important to study observable behavior. His theory which is called "Operant Conditioning" is to understand behavior by looking at causes of an action and its consequences. His theory is based on the work of Edward Thorndike who studied animals using a pouzzle box (law of effect). Skinner defined three types of responses that can follow behavior:
1) neutral operants: responses from enviornment which dont increase or decrease the probability of a behavior being repeated
2) reinforcers: responses from enviornment that increase the probability of a behavior being repeated
3) punishers: punishment weakens behavior
Jerome Bruner is a theorist that demonstrates discovery learning. He states that it is an inquiry-based, constructivist learning theory that takes place in problem solving situations. The learner draws on his own past experience and existing knowledge to discover facts. Students will be able to wrestle with questions and controversies.
These are the advantages to Bruner's theory:
encourages active engagement
promotes motivation
promotes autonomy, responsibility, independence
the development of creativity and problem solving skills.
a tailored learning experience
Casey and I will be introducing a short story about an old man who describes the arrival of the Europeans to his island in Tahiti. The story delves into the ethics of conquering nations and the effect on the natives who were conquered.
Students will discuss vocabulary, grammar, ethics, as well as concepts that are new to them. They will also draw upon previous knowledge to form conclusions.
As a group consisting of two guidance counselors, a psychologist, and a social worker (Team MELT) we tend to work with students on a more individual basis. Much of our focus is on guiding students throughout the school year and on to the next stage of their lives whether that is middle school, high school, or beyond. What we’ve found as a group is that our theory behind that type of guidance relates most to the work of Carl Rogers. For one, we start with conditional acceptance of our students. Each is an individual and we must treat them and accept them for that. We must also recognize that we are only there for support and guidance and that it is up to the individual to figure out what they want to become. Ultimately that requires that students understand themselves and what goals are important to them. At the end of the their educational career if students have a sense of what they want out of life they have learned a great deal.
Melissa and I chose to study Jerome Bruner. He is known for Discovery learning, which is "an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned."
This theory:
- encourages active engagement
- promotes motivation
- promotes autonomy, responsibility, independence
the development of creativity and problem solving skills.
We plan on doing a lesson in which students will read a short story about an old man, native to Tahiti, who speaks of the arrival of the Europeans to his island. Vocabulary and grammar will be discussed along with ethics and opinions.
We chose to focus on the humanistic approach, which believes in helping individuals realize and individualize their unique potentials. Specifically, we chose to focus our project on the work of Carl Rogers. We will be working to provide students with ideas and support for the next stage in their life, be it middle school, high school, or beyond. As counselors we can offer students what Rogers calls "unconditional positive regard" or complete acceptance of an individual for what they are. We can help students identify where they currently are (their "Actual Self") and where they want to be (their "Ideal Self"), then develop a plan and strategies to reach that "Ideal Self."
We chose to focus on the humanistic approach, which believes in helping individuals realize and individualize their unique potentials. Specifically, we chose to focus our project on the work of Carl Rogers. We will be working to provide students with ideas and support for the next stage in their life, be it middle school, high school, or beyond. As counselors we can offer students what Rogers calls "unconditional positive regard" or complete acceptance of an individual for what they are. We can help students identify where they currently are (their "Actual Self") and where they want to be (their "Ideal Self"), then develop a plan and strategies to reach that "Ideal Self."
We chose to study Dewey, a progressive, who viewed human nature, knowledge, and truth as constantly changing. As teachers, we are tools for learning, as are text books and other materials, and not absolute sources of truth. Our goal is to produce thinkers and problem solvers- focusing on the process rather than the product.
Our group is taking a look at Skinner and Maslow. Skinner conducted many experiments to try to understand the relationship between the rewarding and punishing aspects of the envionment and the behavior of the person or animal. According to Skinner's "Operant Conditioning" theory, the individual acts on the environment and a consequence happens. "Simply put, those behaviors which result in rewarding consequences are strengthened, and those which result in punishing effects are weakened and gradually extinguished over time." As educators we see this all of the time. Students thrive on positive praise and, consequently, they will repeat the behaviors in order to continue to get that positive reinforcement.
Carl Rogers theories on education relate directly to our lesson plan; planning for the next phase/stage of a student's development. Rogers stressed the need to accept the uniqueness and individuality of each student. Teachers need to resist the temptation to pigeon hole every student into the same mold and to accept their differences, strengths and weaknesses. In doing this, we will better be able to guide our student's futures as they forward in their educational lives. Rogers advocated this in an environment of trust, warmth, and unconditional regard.
Laura and I chose to study John Dewey, a philosopher who believed that students must be invested in what they are learning and that the teacher should act as facilitator. Dewey also believed that curriculum should involve students in real life tasks and active experiences.
To continue Maureen’s comment, Dewey’s philosophy is that for students to be able to relate to new information, they need to be able to connect it with prior experiences. By using background knowledge, students will deepen their connection with the content. This approach to student learning is very important with ELL students since their vocabulary is not as strong. Dewey’s theory is considered progressivism.
Just to add on to what WHB Primary has blogged before... accordingly with Maslow's theories of human development, as long as a person has their basic needs met, and properly developed self esteem, it follows that we often strive to become everything we are capable of being. This is readily evident in today's modern classrooms, where students are asked to interact cooperatively and describe how they can achieve their "Personal Best" and to help their peers work toward their "bests" as well. The goal naturally is to try to ensure our students have all of those basic needs met, so that they are able to be highly successful in the classroom environment, and later, in their career paths.
Our team, MELT, has chosen Rogers as our theorist. He believes in complete acceptance of an individual for what they are (unconditional positive regard). This allows that person the freedom to become what they must become and this would enable them become their true selves rather than someone who others want them to be. As part of the guidance team, this is important as we help students plan for their future (middle school, high school and beyond). As we keep in mind the uniqueness, the strengths and individuality of our students, we can help them plan for a successful future.
Although we are all aware of Benjamin Bloom’s end product – Bloom’s Taxonomy – its prevalence in our syntax as educators sometimes leads us to disregard the message. Benjamin Bloom began the discussion of classifying the educational objectives at the American Psychological Association convention in 1948. By 1956 the ‘Taxonomy’ was completed. In 2001 Bloom’s Taxonomy was revised with the hopes of adding relevance to 21st Century students and teachers. The classification of educational objectives is necessary and relevant today in order to make educators cognizant of the constant need to question our outcomes.
Summary of article: Our group chose to use Bloom’s educational theories because we felt it fit with the lesson we decided to do. Many of us are familiar with Bloom’s Taxonomy (remember, understand, apply analyze, evaluate, create), which fits with our lesson plan procedure and overall objective. This method of classification is even useful for other subject areas and overlapping subjects.
Application of domains: Bloom divided his taxonomy into three domains: cognitive, affective, and psychomotor. The lesson we are developing will incorporate, primarily, cognitive and affective domain skills. Students will be asked to read, summarize, and analyze an article covering a current event. The cognitive domain will include ...
Our lesson will encompass all stages of Bloom’s taxonomy. Terms from the new version include remembering, understanding, applying, analyzing, applying and creating. Students will begin at the most basic level by summarizing a current event. Follow-up activities can include examination of implications, designing questions to pose during discussion, participating in debate/discussion, and even creation of a persuasive piece. Essentially we will be able to scaffold the assignment to build critical thinking skills and improve motivation.
In the article, “My Pedagogic Creed” written by Dewey, he discusses what education is, what the school is, the subject matter of education, the nature of method, and the school and social progress. Dewey believes the active side precedes the passive in the development of the child. Active learning is a fundamental part of the education process. In schools, children are usually just passively listening to lectures when they should be more actively involved in their own learning. Dewey believes that language in books has been used simply as the expression and thoughts of others. But it is also important to use language as communication within the classroom environment for the process of learning. Students should be discussing what they are learning both with each other and with the teacher to validate their understanding.
In the article, Dewey states, “Education must be conceived as a continuing reconstruction of experience and that the process and the goal of education are one and the same thing.”
Jerome Bruner and the Process of Education
He Jerome Bruner was one of the key figures in the cognitive revolution. The questions that guided his theory are:
What is uniquely human about human beings?
How did they get that way?
How could they be made more so? (Bruner 1976: 74)
In the 1960s Jerome Bruner developed a theory of cognitive growth. His approach was in contrast to Piaget. He looked to environmental and experiential factors. Bruner suggested that intellectual ability develops in stages through step-by-step processes in how the mind is used.
Later in his career he became critical of the cognitive revolution and began to argue for the building of a cultural psychology. This 'cultural turn' was then reflected in his work on education - in his book: The Culture of Education (1996) .
The following are the main tenets of his learning theory:
The role of structure in learning and how it may be made central in teaching
“The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer...”
Readiness for learning. “Here the argument is that schools have wasted a great deal of people's time by postponing the teaching of important areas because they are deemed 'too difficult'.” Thus he implemented the notion on the Spiral Curriculum.
Intuitive and analytical thinking. “Intuition is a much neglected but essential feature of productive thinking.”
Motives for learning. “In an age of increasing spectatorship, 'motives for learning must be kept from going passive... they must be based as much as possible upon the arousal of interest in what there is be learned, and they must be kept broad and diverse in expression'.”
Jerome Bruner is quoted as saying that “to instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (1966: 72)
The information quoted above is from the article, Jerome Bruner and the Process of Education, http://www.infed.org/thinkers/bruner.htm
Article: Jerome Bruner and the process of education.
Jerome Bruner is a theorist who has made a profound impact in education. He believed that children should be active problem solvers while learning. There were four main themes of which he focused in his book The Process of Education (1960): the role of structure in learning and how it may be made central in teaching, readiness for learning, intuitive and analytical thinking, and motives for learning.
While speaking of readiness, Bruner states, “schools have wasted a great deal of people's time by postponing the teaching of important areas because they are deemed too difficult”. This idea “underpins” the idea of spiral curriculum - “A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them”. In French, we continually revisit “the basics” and build upon them and it is important that we help prepare students to be ready for all topics regardless of their level of difficulty.
Students also must become analytical thinkers. They must be able to form ideas and opinions about news articles and stories read in class or news clips that we watch in French. They must be actively involved!
“Learners are encouraged to discover facts and relationships for themselves.”
The article we chose for Shinichi Suzuki was "Suzuki's Mother Tongue Method", by John Kendall. The core idea os Suzuki's method is to approach music as if we were introducing language to a child. Through listening, repetition and of course parental involvement, the student is introduced to music in a very primal and organic way. Suzuki believed that all human beings are born musical and have the remarkable ability to learn a musical instrument. By providing a small inexpensive instrument such as the violin with easy to play and recognizable music, children develop the essential tools to becoming a musician.
The "Wolfknuckles" group is incorporating the teachings of Shinichi Suzuki into our lesson plan. An article from the National Association for Music Education, entitled "Suzuki's Mother Tongue Method," chronicles Suzuki's career and impact in his native Japan and the United States.
A cornerstone of Suzuki's method is early childhood learning through listening; this way, a child ultimately learns a musical instrument in the same way he learns to speak. This is followed-up with technique-building exercises that are centered around memorization and technique. Once technique is well-established, the student moves onto reading music. As reading develops, listening and technique-building exercises continue.
The key ingredient to making all of this work is a strong infrastructure of support for the child, at home and in school. Parental involvement and reinforcement with their children encourage them to continue practicing. Also, parental communication with the teacher promotes consistent, structured learning opportunities.
Furthermore, a school system with a solid program and an adequate teaching staff are vital to a Suzuki program's success. Without this, a program will produce "little robots" and "self-destruct," as was the case with early Suzuki programs in the United States.
In the article "Suzuki's Mother Tongue Method," John Kendall states that Suzuki believed that "all human beings are born musical and have the remarkable ability to learn musical instruments in the same way they learn to speak" (pg. 48). The keys to his educational theory are to get parents involved at home, use exceptional literature that is appropriate for their level, listening to recordings, and using repetition and reinforcement to constantly provide review while introducing new elements (among other things).
My Wolfknuckle group and I are focusing our lens on the philosophy of Shinichi SuzukiHe believed that all human beings are born musical. Even more of a bedrock belief is that we all have the ability to learn a musical instrument the same way be learn to speak...through listening and imitating. Kids are playing as early as 2 1/2 years old with the support of a teacher of parent always present. In the article "Suzuki's Mother Tongue Method", John Kendall describes how Suzuki's concept came over to the United States and found a place in the public school system, although not without overcoming some obstacles and harsh criticism early on.
My Wolfknuckle group and I are focusing our lens on the philosophy of Shinichi SuzukiHe believed that all human beings are born musical. Even more of a bedrock belief is that we all have the ability to learn a musical instrument the same way be learn to speak...through listening and imitating. Kids are playing as early as 2 1/2 years old with the support of a teacher of parent always present. In the article "Suzuki's Mother Tongue Method", John Kendall describes how Suzuki's concept came over to the United States and found a place in the public school system, although not without overcoming some obstacles and harsh criticism early on.
Article: Progressive Education
John Dewey (1859-1952) believed that learning was active and education should take in to account that the student is a social being. As educators, it is our job to give the child command of him or her self. I agree with the statement made in this article that "Education is the process of living and not meant to be the preparation of future living." Teachers are part of this social and educational instruction as a member of the community we are teaching them to live in. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges:maths could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another. History could be learnt by experiencing how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects.
Again, the focus is the process in which we learn, not the product.
Chapter 11
Evaluating Tine to Know
Research Concepts and Practical Decisions
Saul Rockman
Brianna Scott
Researchers have sought to link the use of various technologies with changes in classroom behavior, thinking processes, and academic performance. It seems that teachers are frightened to use technology in the classroom. They are examining whether children can learn from and with technology. (p. 188) They have determined that of course students of all ages can learn from technology and that the “evidence supports the notion that technology can be used effectively for teaching and that students can learn by using it on their own or by teachers using it in the classroom.” (p. 188)
Teachers seem to be afraid to be on the side lines, the “guide on the side” and not the “sage on the stage” (p.189) so there has been a resistance to incorporating technology in the classroom.
Researchers have conducted informal observations of three Time to Know classrooms. Fours areas were recorded: student-teacher interaction, student engagement, student-computer interaction, and issues with technology. (p. 195) The results were that the teachers can utilize the program and maintain their own teaching style.
Teachers learned that the lessons were under the control of the teacher, not the technology. (p. 199) Teachers had the opportunity to give more personalized instruction.
From John Dewey, The Modern Father of Experiential Education
John Dewey's ideas about progressive education focuses on taking into account the individual experiences of each student. "Each person is different genetically and in terms of past experiences. Even when a standard curricula is presented using established pedagogical methods, each students will have a different quality of experience. Thus, teaching and curriculum must be designed in ways that allow for such individual differences." This idea resonates with me because of the work we have done over the past couple years involving Judy Dodge and differentiated instruction. Dewey also focuses on education experiences helping students "to become valued, equal, and responsible members of society. "
**** AMENDED **** Blog post for Theorist
Blog post for Theorist
Although we are all aware of Benjamin Bloom’s end product – Bloom’s Taxonomy – its prevalence in our lexicon as educators sometimes leads us to disregard the message. Benjamin Bloom began the discussion of classifying the educational objectives at the American Psychological Association convention in 1948. By 1956 the ‘Taxonomy’ was completed. In 2001 Bloom’s Taxonomy was revised with the hopes of adding relevance to 21st Century students and teachers. The classification of educational objectives is necessary and relevant today in order to make educators cognizant of the constant need to question our outcomes.
Summary of article: Our group chose to use Bloom’s educational theories because we felt it fit with the lesson we decided to do. Many of us are familiar with Bloom’s Taxonomy (remember, understand, apply, analyze, evaluate, create), which fits with our lesson plan procedure and overall objective. This method of classification is even useful for other subject areas and overlapping subjects.
Bloom divided his taxonomy into three domains: cognitive, affective, and psychomotor. The lesson we are developing will incorporate, primarily, cognitive and affective domain skills. Students will be asked to read, summarize, and analyze an article covering a current event. The cognitive domain will be accessed when students read, understand, and summarize the articles. The affective domain is about emotional, ethical, and attitudinal reactions to information. Students will function within this domain as they evaluate social implications of issues raised within the article.
Our lesson will encompass all stages of Bloom’s taxonomy. Terms from the new version include remembering, understanding, applying, analyzing, applying and creating. Students will begin at the most basic level by summarizing a current event. Follow-up activities can include examination of implications, designing questions to pose during discussion, participating in debate/discussion, and even creation of a persuasive piece. Essentially we will be able to scaffold the assignment to build critical thinking skills and improve motivation.
Post a Comment