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Making A Change in Education and Gaining Knowledge Through Experiences.

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Presentation on theme: "Making A Change in Education and Gaining Knowledge Through Experiences."— Presentation transcript:

1 Making A Change in Education and Gaining Knowledge Through Experiences

2 Philosophy Survey Results Progressivism=32 Essentialism=25 Social Constructivism=25 Perrenialism=24 Existentialism=20

3 Progressivism Philosophers: John Dewey on progressivism Jean Piaget on constructivism A reaction against traditional methods of direct and whole-class instruction and traditional curriculum

4 Active Learning Favored a more active, collaborative style of learning providing experiences for students Students learn by doing. I hear, and I forget. I see, and I remember. I do, and I understand.

5 Developmentally Appropriate Practices Highly influenced by developmentally appropriate Practices. NAEYC position statement highlights teaching methods as to how children develop and learn Child development and learning Individually appropriate Culturally appropriate

6 Dewey and Progressive education Reflective thinking Founded on ethics and morals Allows students to become socially and politically engaged

7 Progressivism to Child Development Education is preparation for life

8 Dewey and Religious Sentiments Primary task in life is growing up Dewey: reinterpreted religious sentiments into nonreligious forms Stated individuals never truly outgrow childhoods and religious upbringing

9 Teacher Role in Progressive Education Teacher facilitator Center-based play Learning centers with age-appropriate activities Individual assessments via student observation Prepare students for life and adulthood

10 Student Role in Progressive Education Individual thinker Critical thinker Discovery and exploration in learning centers Become actively engaged in experiences leading to preparation for adulthood

11 Anecdote of Progressive Education Allow pre-k students to discover and explore classroom learning centers Special guests invited to speak with pre-k students on community careers, civic awareness

12 Constructive Education Individuals benefit from previous experiences when resolving problems Cognitive development Similarity to Montessori philosophy

13 Constructive education Individuals create (construct) new understandings from information of their own beliefs and ideas Scientific theory: Individuals explain same object based on their perspectives

14 Theory of Constructivism Not a theory of teaching but a theory of knowledge and learning Teachers are intense learners along with students

15 Teacher Role in Constructive Education Provide active participation Provide dialogue Provide real-life situations for learning where students can form own explanations and discoveries Guide students to learn and develop content to carry into adulthood

16 Student Role in Constructive Education Autonomous Inquisitive thinker Learn from experiences Learn through active participation

17 Anecdote of Constructive Education Teacher, as facilitator, provides learning centers for pre-k students to be actively involved in real-life activities Teacher invites special guests to visit class to expose students to real-life situations

18 Study started as Progressive vs. Constructive education Reality : Learning theories very similar at the pre-k grade level Teachers are facilitators and guides Developmental freedoms Attention to the whole child Cooperation between home and school Provide guidance for students to prepare for life

19 Conclusion Similarities of Progressive and Constructive education - encourage critical thinkers - discovery and exploratory play-based environment - problem solving skills - learn through experiences - learning freedoms

20 References Fallace, T. (2011). Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received Dewey. Teachers College Record, 113(3), 463-492. NAEYC Position Statement on Licensing and Public Regulation of Early Childhood Programs. (1998). Young Children, 53(1), 43-50. Noori, K. K. (1994). A Constructivist/Reflective Paradigm: A Model for the Early Childhood Program at Tuskegee University. Ültanir, E. (2012). AN EPISTEMOLOGICAL GLANCE AT THE CONSTRUCTIVIST APPROACH: CONSTRUCTIVIST LEARNING IN DEWEY, PIAGET, AND MONTESSORI. International Journal Of Instruction, 5(2), 195-212. Little, T. (2013). 21st Century Learning and Progressive Education: An Intersection. International Journal Of Progressive Education, 9(1), 84-96. Jorgensen, C. (2013). Moral Problems as Issues-Centered Social Studies Education: Discovering Dewey as a Guiding Foundation. International Journal Of Progressive Education, 9(1), 41-58. SCHECTER, B. (2011). 'Development as an Aim of Education': A Reconsideration of Dewey's Vision. Curriculum Inquiry, 41(2), 250-266. doi:10.1111/j.1467-873X.2011.00546.x Stallones, J. (2006). STRUGGLE FOR THE SOUL OF JOHN DEWEY. American Educational History Journal, 33(1), 19-28.

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