Post on 06-Jan-2017
What Do You Believe About Teaching and Learning?
Dr. Melinda TompkinsLewis Clark State College
Explain the relationship between personal philosophy and philosophy of education.
Describe the three branches of philosophy. Compare the metaphysics of idealism, realism, neo-
Thomism, pragmatism, and existentialism. Compare the epistemology of idealism, realism, neo-
Thomism, pragmatism, and existentialism. Compare the axiology of idealism, realism, neo-Thomism,
pragmatism, and existentialism. Identify the philosophies that take an optimistic view of
human nature and those that take a pessimistic view. Explain philosophic analysis in education. Discuss your philosophy of life and how it has changed over
time.
You began to look at a basic introduction to the main branches of philosophy and how they generally relate to teaching.
Think back over events you’ve experienced this past week. How did philosophy influence what happened? (I would encourage you to really think about this! I know this is easy to by-pass when you are sitting there alone reading it! During an face to face class we would be discussing this!!)
Were there educational events that were influenced by philosophy?
METAPHYSICS(What is real?)
Ontology(questions about existence and
being)Cosmology
(Nature and origin of the universe)
EPISTEMOLOGY(How do we know?)
AXIOLOGY(What is right?)
Knowing Through:Experience - Authority
Reason - Intuition
Active Construction
EthicsAesthetics
How does what we believe about …… what is real or the nature of existence or the
meaning of life…….Shape who we are as a Teacher?
How does what we believe about how knowledge is acquired
Shape our approach to teaching? In what way do our beliefs about what is
right and good and beautifulImpact the learning in our classroom?
Your beliefs and your own philosophy of education will influence all your activities in the classroom from how you teach, what you teach, how you manage your classroom, how you relate to students, parents, and colleagues, and how you conduct your professional life
So… do you see why this “stuff” is important to understand!!
If you were sitting in class right now I would have you take out a piece of paper and write down all your thoughts about what comes to your mind when you think about the question above.
So… take a minute or two and jot down your ideas!
What IS EDUCATIONAL THEORY? Can you think of any?
There are SIX major philosophies that have a major influence on educational practices and decisions
Please make sure that you download the handout to fill in – taking notes as you go. This will be helpful as you begin to formulate your own philosophy.
Teacher CenteredFocus on Curriculum
Student CenteredFocus on Self/Society
Essentialism
Social Reconstructioni
smPerennialism
Behaviorism
Progressivism
Post Modernism
Traditional/ ConservativeAuthoritarian (convergent)
Contemporary/ LiberalNon-Authoritarian (divergent)
With a few of my anecdotal comments interspersed
They have identified SIX major theories of education being: Perennialism Essentialism Behaviorism Progressivism Social Reconstructionism Postmodernism
Often other terms are used: Humanism – where the emphasis
is on ‘self-actualization’ and a natural approach to learning – Maslow was a big proponent
Existentialism –holds to a freedom of choice where individuals can choose and be responsible for their decisions. Proponents: Kierkegaard, Sartre
Let’s explore the
conceptsas your text relates tothem…..
18
Perennialism protests against secularization and
against excessive focus on science and technology at the expense of reason.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
19
The Purpose of Schooling to teach eternal truths to cultivate the rational intellect to develop a spiritual nature to prepare
The Nature of the Learner Students are rational beings of value and
worth. They have an intellect and a soul.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
20
The Purpose of Schooling to teach eternal truths to cultivate the rational intellect to develop a spiritual nature to prepare
The Nature of the Learner Students are rational beings of value and
worth. They have an intellect and a soul.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
21
Curriculum- Christian doctrine- Great Books and the liberal arts- character training and moral development
Instructional Methods didactic instruction coaching Socratic Method
Classroom Management train the will time on task precision and order orderliness and structure
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
22
Assessment objective exams and essay exams
The Teacher educated in the liberal arts an authority figure; disseminator of the truth a “director of mental calisthenics” an intellectual coach
Leading educational proponents Jacques Maritain Robert Hutchins Mortimer Adler Allan Bloom
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
Focus on teaching ideas that are everlasting. Seek enduring truths which are
constant not changing – through ‘great books’, art, philosophy, religion.
Stress is on growth in Arts - Sciences
Aim to teach students to become critical thinkers
Aligns with “Idealism” (Plato – Socrates)
24
Essentialism protests against a perceived decline of intellectual rigor and moral standards in schools.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
25
The Purpose of Schooling to train the intellect to teach culture and traditions to teach knowledge and skills
The Nature of the Learner Students can become culturally literate and develop disciplined minds.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
26
Curriculum Back to Basics instruction in the essentials moral development and character training
Instructional Methods lecture recitation discussion Socratic dialogue
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
27
Classroom Management character training discipline clear expectations respect for others
Assessment IQ tests standardized achievement tests diagnostic tests performance-based competency tests
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
28
The Teacher intellectual, trained in the liberal arts, sciences, or
humanities skilled communicator
Leading educational proponents William C. Bagley Arthur E. Bestor Admiral Hyman G. Rickover E.D. Hirsch, Jr. William Bennett Chester Finn Diane Ravitch
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
There is an indispensable, common core of culture and knowledge that must be taught to all students.
A practical ‘core’ curriculum will help produce useful citizens
30
Behaviorism protests against importance placed on mental processes that cannot be observed, such as thinking and motivation.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
31
The Purpose of Schooling to increase appropriate behaviors to decrease inappropriate behaviors to teach new behaviors
The Nature of the Learner Students are capable of learning new
behavior and of changing behavior.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
32
Curriculum cognitive problem solving critical-thinking skills
Instructional Methods reinforcement programmed instruction computer-assisted instruction problem solving anger control self-instruction and self-reinforcement
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
33
Classroom Management identify expected behavior establish procedures and routines monitor/observe use rewards and penalties
Assessment behavioral objectives performance contracting self-assessment
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
34
The Teacher behavioral engineer controller of behavior arranger of contingencies
Leading educational proponents Pavlov Watson Thorndike Skinner Premack
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
Teacher-directed, systematic, and structured environments
Object clearly stated – broken down into steps
Provide hints or cues that guide students to desired behavior.
Use consequences to reinforce the desired behavior.
Use of traditional teaching and assessment methods (lecture, skill worksheets, activities and test with specific test responses)
36
Progressivism protests against an emphasis on
universal truth, at the expense of experience and
relevance.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
37
The Purpose of Schooling to focus on a democratic society to encourage cooperation to develop problem-solving and decision-making
skills The Nature of the Learner
Students learn by doing. They can set their own objectives for learning. They can work together to solve problems. They can make classroom rules. They are able to test and evaluate ideas.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
38
Curriculum experience-centered child-centered growth-centered
Instructional Methods cooperative group activities project method scientific method problem solving decision making
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
39
Classroom Management democratic participatory self-directed
Assessment formative evaluation ongoing feedback
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
40
The Teacher a facilitator and guide a director of learning a collaborative partner
Leading educational proponents Pestalozzi Rousseau Francis W. Parker John Dewey Ella Flagg Young William H. Kilpatrick Theodore Sizer
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
Learning is active – not passive
Effective teaching takes into account the whole child
Teach problem solving strategies
Teacher Facilitated – Student Centered
42
Social reconstructionists protest against the status quo. To them, society is in need of change. Education needs to take the lead in bringing about these changes.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
43
The Purpose of Schooling to become agents of change
The Nature of the Learner The student is capable of initiating and
adapting to change, and thus is a critical agent in social change.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
44
Curriculum democratic critical theory critical literacy societal problems and global issues hidden curriculum
Instructional Methods problem solving critical thinking planning for change
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
45
Classroom Management conflict resolution community building
Assessment formative evaluation ongoing feedback
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
46
The Teacher agent of change; shaper of a new society transformational leader
Leading educational proponents Karl Marx George S. Counts Theodore Brameld Harold Rugg Ivan Illich Paulo Freire
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
Based on pragmatism Closely aligned with
progressivism Social reform is the goal of
education – social activism Use contemporary social
problems to encourage critical thinking and action
48
Postmodernism protests against disequity between the dominant culture
and the disenfranchised, disadvantaged, or
marginal groups in society.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
49
The Purpose of Schooling to develop critical literacy to question scientific realism to question objectivity, truth, and
rationality The Nature of the Learner
The student can develop an awareness and understanding of disequity and injustice in society.
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
50
Curriculum critical literacy suffering and injustice cultural politics; challenge unequal power hidden curriculum
Instructional Methods constructivism question, critique, and examine
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
51
Classroom Management nonthreatening, supportive open to discussing controversial subjects encourages self-discipline
Assessment authentic assessment self-evaluation
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
52
The Teacher scholar-practitioner leader critical thinker agent of change
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
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Leading early educational proponentsKarl MarxTheodor AdornoMax HorkheimerHerbert MarcuseJurgen HabermasEric Fromm
L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,
Inc.
Encourages a personal awareness, challenge of the status quo, seeks personal reflection
Challenge existing student paradigms of personal, social and cultural norms
So now it is YOUR turn to begin to apply some of these concepts to who you see yourself as a teacher and articulate your own teaching philosophy.
Module 5
How would YOU respond…….. Who was your best teacher
ever? What qualities and attributes
did this teacher posses? Are there any of those
qualities that you find you would exhibit in the classroom? What?
Quick Write Sometimes called Free Writing
(A Teaching Strategy)Take Five Minutes and write freely withoutpicking your pencil up from the paper….
Write down your thoughts after reading each question. (this is NOT a ‘paper’ it is ‘free’ writing just write what comes to you)Keep your notes for an upcoming assignment.
What do you believe about teaching?Why?
What do you believe about learning? Why?
There are MORE questions on the next slide!
Keep Writing!What do you believe about KIDS?What motivates YOU to learn?What outcomes do you expect from teaching?How will you run your classroom?What do you believe your role as an educator is?What will be the ultimate goal for your students?
What will you do in order to attain these goals? (teaching methods, classroom management)
Now --- Write Write Write… 5 Minutes Only…..
Your Assignment
Now… It's time to put some organization to that writing. This will be a stepping stone to writing your own philosophy statement later. Think about it as … sitting in an interview explaining ‘who you are as a teacher’ to the principal! You would NOT blurt out “I am a realist” or “I am philosophically aligned with postmodernism” Use the notes that you have been taking during this “lecture” session!
Check This Out Verrry Interesting!
• What Is Your Educational Philosophy? • A Questionnaire
• This is a multiple choice questionnaire posted by Patricia D. Jersen that helps to identify a preference.
• In addition, you can download the Educational Philosophies Self Assessment – It can help you to discover your educational philosophy and theoretical orientation
The Statement for Teaching an Philosophy, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
Teaching Goals Inventory, by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques. This “quiz” helps you to identify or create your teaching and learning goals.
Articulating your Philosophy of Teaching Statement, from the Center for Effective Teaching and Learning at the University of Texas at El Paso. Various exercises to guide someone in thinking about, articulating, and writing a statement of teaching philosophy
Teaching Perspectives Inventory, This survey can help you collect your thoughts and summarize your ideas about teaching and learning
Remember: These are only TOOLS to help you reflect and gain some basic
focus. You can either click on these links or find the links on the course site.
Keep In MindWhen you Do get to the point where you will write your Philosophy Statement - Keep in mindMake sure that it is Well written, positive & professionalDescribe what you believe is the purpose of schooling – teaching – learning.What do you believe is most important when considering classroom environment/management?Write what you believe as your position – It is NOT a Philosophical rendition that is to be published in a Philosophical digest. KISS (keep it simple silly)Do some checking on the web – look at some examples