Philosophy of education
- 1. Amanda Tame Education 526 December 11, 2009
- 2. The evolving math classroom EMPIRICISM – The traditional classroom PRAGMATISM – Recognizing the ever- changing world we live in PROGRESSIVISM – Teach to the whole child CONSTRUCTIVISM – Students involved in their learning
- 3. EMPIRICISM – teacher role Teacher transmits knowledge to student Learning is a one-way experience from teacher to student Teacher holds authoritarian role Teacher does the majority of the talking Lecture format Textbook based
- 4. EMPIRICISM – student role Child born as blank slate Learning happens to the student – mind is imprinted with new knowledge Learning is based on correct answers Students take notes Don’t ask questions Information is memorized
- 5. EMPIRICISM – My experience This was the way my math classes were carried out Lecture style Little teacher – student interaction Notes then individual class work No group work or projects This was the way I ran my math classes! We do what we know…
- 6. EMPIRICISM – Why not? A skill base is achieved through practice and repetition Students may know how to do something without knowing why it works or why it is important Passive acquisition of knowledge does not lead to being able to know when or how to apply the knowledge Problem solving and reasoning skills are not developed
- 7. PRAGMATISM – change happens We live in an ever- changing world and so our approaches should evolve and change as well Goal of education is student growth Education is not merely a technical venture Education should be humanized Students should learn why in addition to how Biesta & Burbules (2003)
- 8. PRAGMATISM – change happens Offered a new way to think about how students acquire knowledge students are not passive This is a philosophy of action and interaction the student is inherently involved with their environment Students learn by interacting with what they are learning and with each other Biesta & Burbules (2003)
- 9. PRAGMATISM – My experience This year has been a year of significant change and growth for me: New high school building New curriculum New math delivery program Complex Instruction New math department chairs I have had to embrace the change and learn how to meet the needs of my students in a new way
- 10. PRAGMATISM – My experience I needed to move out of my comfort zone and embrace a new way of teaching Move beyond the traditional methods I had adopted from my teachers Our math department realized and accepted that what we were doing was not working and that we were not being the most effective teachers we could be We wanted to find a new teaching method that was: Interactive Pushed students to learn math deeply Had students work together in groups Encourage creative thinking and problem solving Embraced all ways of thinking We discovered Complex Instruction! We applied and received a grant to support this endeavor All teachers did a week long training last summer We have coaches that observe us monthly Each content area meets weekly to plan tasks and share experiences
- 11. COMPLEX INSTRUCTION The 7 practices of Complex Instruction: Multidimensionality Roles Assigning Competence Teaching Responsibility High Expectations Effort over Ability Learning Practices Boaler (2006)
- 12. PROGRESSIVISM - child focused Student’s understanding is the most important thing Students must be able to assess their own learning as well as that of their peers Encourage Responsibility for self and others Problem solving Critical thinking Learning should have value for the student Students should be able to interact with their environment Olson (2003)
- 13. PROGRESSIVISM – in the classroom Cross-curricular integration Teacher is facilitator Many types of materials are employed Including manipulatives Individual as well as group work Students can move around the room and interact with other students Time is more flexible – pacing is determined by student understanding Assessment is done more at the individual level rather than group comparisons Labaree (2004)
- 14. PROGRESSIVISM – My experience THINGS I HAVE EMBRACED THINGS I STRUGGLE WITH Student’s understanding is very important Move beyond rote learning Teacher as facilitator I am not the only expert in the room! Encourage responsibility for self and others Don’t encourage dependence Individual as well as group work I feel like I’m finding the balance Assessment at group and individual levels Time is more flexible We have already paused and revisited concepts not fully understood Cross-curricular integration Collaborate with other depts. Students assess their own learning How to do this? Use many types of materials (including manipulatives) Lack of resources, creativity? Student can move around the room and interact with others Chaos??
- 15. CONSTRUCTIVISM – student involvement Learning happens when the student interacts with their environment Wrong answers are a vehicle to deeper understanding because they trigger deeper reflection Students need to be intentional about their learning When students challenge each other in groups more learning happens Complex reasoning is an indicator of successful learning
- 16. CONSTRUCTIVISM – students’ experiences Interdisciplinary exploration Collaboration amongst students Reflection Self-examination Experiential learning Abdal-Haqq (1998) Presented with: Materials that captures one’s interest Conceptual clusters – Big ideas Questions are posed Complex situations or problems are tackled Activities are student centered: Ask their own questions Follow through on their own experiments Make their own conclusions Hanley (1994)
- 17. CONSTRUCTIVISM – the role of the teacher Teacher as a resource Everyone in the room can contribute Teacher is not the only expert Challenge students Question previously held beliefs Let students’ needs help drive the lesson Allow think time Student understanding should help guide pacing Encourage questioning Ask open-ended questions Support student autonomy Relinquish classroom control Use many forms of materials Manipulatives Games Activities Honor the discover y process Many vehicles to get to understanding Ask for clear communication If students can explain their thinking well they have deeply learned Hanley (1994)
- 18. CONSTRUCTIVISM – My experience THINGS I HAVE EMBRACED THINGS I STRUGGLE WITH Complex situations and problems are presented to students Group work CI tasks Teacher as a resource I am not the one with all of the answers Asking open-ended questions Scaffold learning Let students’ needs drive the pacing Re-teach when necessary Honor the discovery process Allow for messiness while learning Interdisciplinary exploration Integrate different content areas Student reflection How do I do this?? Challenge students by questioning their previously held beliefs Ask the right questions Relinquish classroom control Still working on this Many forms of materials Time, money, creativity
- 20. References Abdal-Haqq, I. (1998). Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory. ERIC Digest. ERIC Identifier: ED426986. Retrieved on December 11, 2009 from http://www.ericdigests.org/1999-3/theory.htm Biesta, G. J. J. & Burbules, N. C. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & Littlefield Publishers Inc. Retrieved on December 8, 2009 from http://books.google.com/books?hl=en&lr=&id=U5d637yZX9YC&oi=fnd&pg=PP9&dq=pragmatis m+education&ots=DbtrpGe7dA&sig=JSQEyP3GFqYt3bIZUK7weM16iVE#v=onepage&q=pragmati sm%20education&f=false Boaler, J. (2006) “Opening our ideas”: how a detracked mathematics approach promoted respect, responsibility, and high achievement, Theory into Practice, 45(1), 1-11. Hanley, S. (1994). On Constructivism. Maryland Collaborative for Teacher Preparation . Retrieved on December 11, 2009 from http://www.inform.umd.edu/UMS+State/UMD- Projects/MCTP/Essays/Constructivism.txt Labaree, D. F. (2004). The Trouble with Ed Schools. USA: Yale University Press. Retrieved on December 8, 2009 from http://books.google.com/books?id=aDUDPnKXrqsC&pg=PA129&dq=progressivism+education&lr =&ei=lcsiS5rqKZqIlQSL9cDNCw&cd=1#v=onepage&q=progressivism%20education&f=false Olson, D. R. (2003). Psychological theory and educational reform: how school remakes mind and society. Cambridge, UK: Cambridge University Press. Retrieved on December 8, 2009 from http://books.google.com/books?id=3LZIq2tpmtEC&pg=PP1&dq=).+++Psychological+theory+and +educational+reform:+how+school+remakes+mind+and+society.&lr=&ei=5s4iS5DRFZv- lATX5o3JCw&cd=1#v=onepage&q=&f=false