"learning should focus on practical life experiences and social interaction"
John Dewey
learner centered pedagogy through reflection
diversity in schools builds the foundation for democracy for children
active learning that can be applied (discussion, activities, etc.)
learning by doing
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Jean Piaget
My Teaching Philosophy
children's natural curiosity will drive their thinking
Lev Vygotsky
Children as problem solvers
could not move onto the next stage of development until the previous one was completed
children are intrigued by their environment and how they interact with it
equilibrium can take place through assimilation and accommodation
4 stages of development: sensorimotor (0-2); preopperational (2-7); concrete operational (7-12); formal operational (12-19)
importance of play as a vehicle for learning (symbolic play is how children make sense fo the world around them)
discovery learning
children have different intellectual capabilities depending on where they are in their developmental stages
children are unique and learning should be child-centered
children teach themselves
social constructivism- both culture and environment play a role in how we understand the world around us
language, stories, works of art, signs and models, should be introduced to children in school because they are cultural tools
learning through problem solving and interaction
children talk out loud as a a way to solve problems
play is super important as a child's imagination works within a set of rules of behavior
learning and play should take place within the zone of proximal development
differential teaching to cater for the zone of development
opposition to results of diagnostic tests
process of learning over rote memorization
helping children through problem solving process by asking questions
purposeful assignment rather than just measuring
formative assessment instead of summative (working towards levels rather than if they are actually there)
project based curriculum
B.F. Skinner
behavior shaped through operant conditioning
negative reinforcement
punishment
positive reinforcement
language is built through operant conditioning
Benjamin Bloom
affective domain considers feelings and behaviors rather than just cognitive domain
did not support the idea of intellectual ability testing having time constraints
believe privilege and social class play a role in how a child does in school
cognitive domin taxonomy as knowledge, comprehension, application, analysis, synthesis, and evaluation
affective domain taxonomy as receiving, responding, valuing, organizing and conceptualizing, and characterizing by value or value concepts
psychomotor domain taxonomy as reflect movements, basic fundamental movements, perceptual abilities, physical abilities, skilled movements, and non-discursive communication
domains of learning all work together
differentiation pedagogy
differentiated questioning and formative feedback
teacher reflection and evaluation of their own practices
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Maria Montessori
prepared environment for child's needs
no rewards
step back and observe behavior
importance of freedom and individual choice which give children confidence and active agents in their own learning
birth to 6- absorbent mind; 6-12- a conscious mind; 12-18; abstract thinking; 18-24 adulthood
designed through observation to meet the needs of the child
child at the center of work as a "spiritual embryo"
responsibility for the students so they have self motivation to learn
heavy repetition
Jerome Bruner
culture of environment of learning is very important
children convert experiences into knowledge through action, imagery, and symbols
interests, motivation, and culture should be at the fore
spiral curriculum- coming back to past topics to strengthen learning
scaffolding
home environment is crucial
explore and discover
Albert Bandura
worked on self regulation
self-control therapy
children learn through modeling and observation techniques
social learning theory- behavior is explained by continuous reciprocal interaction between behavior and it's controlling conditions
peers have a huge effect on others
teachers' actions are observed and learned by children- we are role models
peer mentoring is extremely beneficial in schools
vicarious experiences
Urie Bronfenbrenner
looked at the whole of the child (child, family, society, economics, politics)
each layer of a child's environment has an effect on the developing child which creates a unique experience for each individual
microsystem- environment closest to the child
mesosytem- relationships formed between the different components within the microsystem
ecosystem- part of child's environment which they are not a direct part of
macrosystem- outermost layer of child's environment
chonosystem- human ecology chase over time
factors influencing human development are very much dependent on the characteristics of the individual and their unique interactions with the environment
the home has a major influence in how a child learns
teachers, especially in the earlier years, need to have good communication with parents to help children succeed
Paulo Freire
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problem-posing education that connected to the needs and lives of the learners
banking concept of education where learners are passive receivers of information delivered to them to memorize and regurgitate as an oppressive model of eduction
reflection helps teachers become successful
mutual respect between learners and teachers
teacher's role is to help learners create a critical aptitude and encourage the learners' historic and cultural backgrounds to help stimulate the content to be studied
knowledge through communities
David Kolb
experimental learning
learning: concrete experiences --> abstract conceptualization --> reflective observation --> active experimentation
learning styles
students have different learning styles: teachers have to teach based on how students learn best
Jean Lave and Etienne Wenger
situated learning as individuals being involved in the processes of social activity
Carol Dweck
growth mindset
group work can help students learn new perspectives and further develop their own
learning by doing
legitimate peripheral participation- learners involve themselves in communities with other practitioners to develop their practice
learning by the means of apprenticeship
mutual engagement, joint enterprise, and a shared repertoire
way of talking: ,meaning, practice, community, identity
faculty community groups are important for teachers to learn and support one another
fixed mindset
the way learners think can have a huge impact in their success
as teachers we need to encourage students' self confidence
learned helplessness
incremental theory- students typically welcomed challenge, worked hard and had little fear of failure
entity theory- learners see failure in their learning as a personal failure which is irretrievable, which in turn affects their self-concept
contingent self-worth- when people believe you are worthy when you succeed and unworthy when you do not
certain forms of praise can help student's self-esteem
Writing Learning Stories
use pictures when trying to convey a story
learning has a natural flow and progression
Teachers are storytellers
write about what the child is doing and the significance of that
allow families to respond and explain their view
Skipping School
hands on exploration
natural curiosity
Montessori Morning
hands on
environment build around child's needs
unschooling
Reggio Emilia
Allowing children to answer their own questions
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The Heart of Education
peak student interest through age relatable learning
abstract concepts made concrete
Teach students to love what they are learning
Principles and Practices
think about child holistically and what knowledge they bring to school
valuing children's ideas
hands on experience with an emphasis on art and expression
teach children how to find answers themselves rather than giving the answer directly to them
children first with a huge amount of respect
curriculum based on where child is in their development
keeping concepts relevant to children
co teaching and differentiation
lots of collaboration
advocate for social justice