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A progressive educational movement by John Dewey Presented by Claudia and Michelle.

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1 A progressive educational movement by John Dewey Presented by Claudia and Michelle

2  Dewey aimed to integrate the school with society, and the processes of learning with the actual problems of life, and the application of the principles and practices of democracy. The school system would be open to all on a completely free and equal basis without any restrictions or segregation on account of color, race, creed, national origin, sex or social status. Group activity under self-direction and self- government would make the classroom a miniature republic where equality and consideration for all would prevail.

3  First, the schools would be freely available to all from kindergarten to college.  Second, the children themselves would carry on the educational process, aided and guided by the teacher.  Third, they would be trained to behave cooperatively, sharing with and caring for one another.

4  Students will have educational experiences, which enable them to become valued, equal, and responsible members of society.  Learning will happen through individual experience that leads to a measurable growth.  Teachers will view students as individuals with rights.

5 1) Dewey states that an educator must take into account the unique differences between each student. 2) The students would require self motivation 3) Whenever the occasion warranted, children should be permitted to go outdoors and enter the everyday life of their community instead of being shut up in a classroom “where each pupil sits at a screwed down desk and studies the same part of some lesson from the same textbook at the same time.” The child could freely realize his capacities only in an unobstructed environment. 1) Children were to get from the public school whatever was missing in their lives elsewhere that was essential for their balanced development as members of a democratic country. 2) There would have to be cooperation between the household and the school on the child’s development process. 3) There is some restriction for teachers on how they can teach (ie. No totalitarians in front of the class)

6 STRENGTHSWEAKNESSES

7 W HAT IS IT? WHY IT RELATES TO DEWEY.  Constructivism is an approach to teaching and learning based on the premise that cognition (learning) is the result of "mental construction." In other words, students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.  Occasionally children need to be alone and on their own. But in the long run they will learn more by doing things together. By choosing what their group would like to do, planning their work, helping one another do it, trying out various ways and means of performing the tasks, involved and discovering what will forward the project, comparing and appraising the results, the youngsters would best develop their latent powers, their skill, understanding, self-reliance and cooperative habits.

8 HIS BELIEFS- During the primary stage of education students should be indulged with interactive games as well as occupied with activities that explain how mankind satisfies their basic needs like food, shelter, and clothing. Examples

9  Classrooms would involve experimental labs and non-stop project making.  Imagine tech ed. all day long!  So let children play with iPads on their own and let them experiment with new educational video games online.

10  Niel James (2005). John Dewey. The Modern Father Of Experiential Education. Retrieved from Dewey.html  North Central Regional Educational Laboratory. Constructivist Teaching and Learning Models. Retrieved from nt/drugfree/sa3const.htm  Warde, W.F., Walters, David (2005). John Dewey’s Theories on Education. Retrieved from /1960/x03.htm


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