1. Teaching, Learning and Schooling Winter Quarter Samantha Bausch

2. Philosophy on Learning, Teaching and Schooling Learning is integrating the experiences that the body has with the connections made by the brainLearning is integrating the experiences that the body has with the connections made by the brain Philosophy stems from readings on Jensen (1998 & 2003), Dewey (1938/1997), Singer & Revenson (1978/1996) and Zull, 2002)Philosophy stems from readings on Jensen (1998 & 2003), Dewey (1938/1997), Singer & Revenson (1978/1996) and Zull, 2002)

3. Philosophy Continued Teaching is forming meaningful experiences for learners that facilitates learning Philosophy stems from Dewey (1938, 1997), Singer & Revenson (1978/1996) and Wertsch (1985), Delpit (2006) and Valenzuela (1999)

4. Philosophy Continued Schooling should create an environment where all students can be educated without oppression and teach students how to become caring and compassionate human beings.Schooling should create an environment where all students can be educated without oppression and teach students how to become caring and compassionate human beings. Philosophy from Valenzuela (1999), West (1993/2001), Orenstein (2000), Gurian and Stevens (2005) and Delpit (2006).Philosophy from Valenzuela (1999), West (1993/2001), Orenstein (2000), Gurian and Stevens (2005) and Delpit (2006).

5. Learning is….Physically Creation of connections between neurons (Jensen, 1998/2003)Creation of connections between neurons (Jensen, 1998/2003) More use = more dendritic growth = more connections between neurons (Jensen, 1998/2003)More use = more dendritic growth = more connections between neurons (Jensen, 1998/2003) Repetition for mylenation (Jensen, 1998/2003)Repetition for mylenation (Jensen, 1998/2003)

6. Learning is Cognitively Schema - organization of previous experiences that an individual uses to respond to external stimuli (Singer & Revenson, 1978/1996)Schema - organization of previous experiences that an individual uses to respond to external stimuli (Singer & Revenson, 1978/1996) Adaption – change in schema (Singer & Revenson, 1978/1996)Adaption – change in schema (Singer & Revenson, 1978/1996) Accommodation - the schema incorporates the new information into what it already holds as true (Singer & Revenson, 1978/1996)Accommodation - the schema incorporates the new information into what it already holds as true (Singer & Revenson, 1978/1996) Assimilation - schema must change or create a sub group to adjust to the new information (Singer & Revenson, 1978/1996)Assimilation - schema must change or create a sub group to adjust to the new information (Singer & Revenson, 1978/1996)

7. Learning continued…. New experiences create opportunities for learning to occurNew experiences create opportunities for learning to occur Dewey (1938/1997): Educative, mis-educative and non-educative experienceDewey (1938/1997): Educative, mis-educative and non-educative experience

8. Teaching is… Creation of meaningful educative experiences Creating disequilibrium within the classroom facilitates learning within the student (Singer & Revenson, 1978/1996)

9. Teaching is…. Caring for students as individuals (Valenzuela, 1999) Forming personal relationships with students (Delpit, 2006)

10. Schooling Schooling should create an environment where all students can be educated without oppression and teach students how to become caring and compassionate human beings. I take this view because of my previously stated views on teaching and learning

11. Schooling/Education Educación - the creation of a caring, authentic relationship with a student and the view of that student being a whole being (Valenzuela, 1999)Educación - the creation of a caring, authentic relationship with a student and the view of that student being a whole being (Valenzuela, 1999) For All StudentsFor All Students

12. Schooling and Race/Ethnicity Caring and educación to all peopleCaring and educación to all people

13. Schooling To support all students in their learningTo support all students in their learning To support all teachers in educating their studentsTo support all teachers in educating their students Focusing on education and the studentsFocusing on education and the students

14. In Closing Learning is integrating the experiences that the body has with the connections made by the brainLearning is integrating the experiences that the body has with the connections made by the brain Teaching is forming meaningful experiences for learners that facilitates learningTeaching is forming meaningful experiences for learners that facilitates learning Schooling is the creation of an environment where all students can be educated without oppression and teaches students how to become caring and compassionate human beings in the communitySchooling is the creation of an environment where all students can be educated without oppression and teaches students how to become caring and compassionate human beings in the community

15. References Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone. (Original work published 1938).Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone. (Original work published 1938). Delpit, L. (2006). Other peoples children: Cultural conflict in the classroom. New York. NY: The New Press.Delpit, L. (2006). Other peoples children: Cultural conflict in the classroom. New York. NY: The New Press. Gurian, M & Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in school and in life. San Francisco, CA: Jossey-Bass.Gurian, M & Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in school and in life. San Francisco, CA: Jossey-Bass. Jensen (1998 & 2003), Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.Jensen (1998 & 2003), Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. Jensen, E. (2003). Teaching with the brain in mind; 2nd edition revised and updated. Alexandria, VA: Association for Supervision and Curriculum Development.Jensen, E. (2003). Teaching with the brain in mind; 2nd edition revised and updated. Alexandria, VA: Association for Supervision and Curriculum Development. Orenstein, P. (2000). Schoolgirls: Young women, self-esteem and the confidence gap. New York, NY: Random House, Inc.Orenstein, P. (2000). Schoolgirls: Young women, self-esteem and the confidence gap. New York, NY: Random House, Inc. Singer, D., & Revenson, T. (1978/1996). A piaget primer: How a child thinks. New York, NY: First Plume Printing. (Original work published 1978).Singer, D., & Revenson, T. (1978/1996). A piaget primer: How a child thinks. New York, NY: First Plume Printing. (Original work published 1978). Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany, NY: State University of New York Press.Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany, NY: State University of New York Press. West, C. (2001). Race matters. Boston, MA: Beacon Press.West, C. (2001). Race matters. Boston, MA: Beacon Press. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA. Harvard University Press.Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA. Harvard University Press. Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA. Stylus Publishing, LLC.Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA. Stylus Publishing, LLC.