Friday, September 30, 2011
Wednesday, September 28, 2011
Tuesday, September 27, 2011
Friday, September 23, 2011
Thursday, September 22, 2011
Wednesday, September 21, 2011
Monday, September 19, 2011
Friday, September 16, 2011
Schools Matter: More Than 4 of 10 Children Born into Poverty Will ...
Schools Matter: More Than 4 of 10 Children Born into Poverty Will ...: Mike Feinberg was the guest on Tuesday of Wall Street's Cowen Institute at Tulane University, a propaganda tank set up at Tulane to provid...
Thursday, September 15, 2011
Wednesday, September 14, 2011
Tuesday, September 13, 2011
Monday, September 12, 2011
Corridor of Shame links
You can download and examine the POVERTY INDEX of schools mentioned in the documentary (and all schools in SC) HERE.
SC Report Cards HERE
See the report cards of schools mentioned in the documentary Corridor of Shame:
Ridgeland Elementary
SC Report Cards HERE
See the report cards of schools mentioned in the documentary Corridor of Shame:
Ridgeland Elementary
Britton's Neck Elementary
East Elementary
Allendale Elementary
Estill Elementary
Estill High
Creek Bridge High
Sunday, September 11, 2011
Friday, September 9, 2011
Monday, September 5, 2011
Sunday, September 4, 2011
Saturday, September 3, 2011
Learning Theories
Learning theories are scientific explanations for how people do and should learn. The two dominant learning theories in education throughout the U. S.—behaviorism and constructivism. Behaviorism is the default learning theory, however, that guides the vast majority of educational practices in our school systems. Critical pedagogy challenges both behaviorism and constructivism as blinded by assumptions and mechanistic.
[Traditional Practices] | [Progressive Suggestions] | [Critical Lens] | |
Behaviorism | Constructivism | Critical Pedagogy | |
Role of TEACHER | Authoritarian | Facilitator/ Mentor (Coach) | Authoritative (teacher-student) |
Role of STUDENT | Receptive (passive) | Active | Empowered (student-teacher) |
Role of CONTENT (ends v. means) | Ends (goal) | Means | Means |
Nature of REASONING (inductive v. deductive) | Instructional decisions = Deductive | Instructional decisions = Inductive | Not primary over affect; Instructional decisions = Inductive |
Assumptions about student thinking/ learning | Analytical (part to whole) | Global (whole to part) | To be monitored by teacher and learner |
Responsibility for learning | Primarily the teacher | Primarily the student | Teacher-student/ Student-teacher |
Central source of CURRICULUM | Traditions of the field | Student needs and interests | Discovered and defined during process |
Nature of ASSESSMENT | Selected response/ serves to label and sort | Created response/ performances | Authentic/ integral part of learning |
Nature of learning conditions (individual v. social) | Individual | Social | Social |
Nature of QUESTIONS (opened v. closed) | Closed | Opened | Opened |
Attitude toward ERROR | Must be avoided | Natural and even necessary element of learning | Sees “error” as dehumanizing and oppressive |
Assumptions about MOTIVATION (intrinsic v. extrinsic) | Extrinsic | Intrinsic | To be monitored by teacher and learner |
Role of psychology (behavioral v. cognitive) | Behavioral | Cognitive | Postformalism (Kincheloe) |
Names associated with theory | Pavlov, Skinner, Thorndike, Watson | Piaget, Dewey, Vygotsky | Freire, hooks, Vygotsky, Giroux, Kincheloe, Apple |
Attitude toward standardization | Appropriate goal | Flawed expectation | Dehumanizing |
Goal of instruction (answers v. questions) | Answers (correctness) | Questions (possibilities) | Questions that confront norms, assumptions |
Perception of the nature of the mind | Blank slate | Jungian (Collective Unconscious) | Cognitive and affective both valued, evolving |
Nature of Truth/truth | Truth (absolute) | truth (relative) | Truths as normalized assumptions (oppressive) |
The Spectrum of Educational Philosophies
“I believe in coyotes and time as an abstract. . .”
EDU 111—Educational Philosophy, the Spectrum
*This is not intended as either/or or “this v. that”—so ask yourself where you lean or stand on a spectrum—
Traditional | Progressive/ Radical | |||||||||||
Content = goal | Content = means | |||||||||||
Tradition | Change | |||||||||||
Content-centered | Student-centered | |||||||||||
Knowledge/ Big Ideas | Authentic performances | |||||||||||
Analytical/ linear | Holistic/ chaotic | |||||||||||
Quantitative | Qualitative | |||||||||||
Capitalism/ Business | Democracy | |||||||||||
Society | Individual | |||||||||||
Authoritarian | Non-authoritarian | |||||||||||
Indoctrination | Skepticism | |||||||||||
Absolute Truth | relative truth | |||||||||||
Teacher-focused | Student-focused | |||||||||||
Cultural literacy | Multiculturalism | |||||||||||
Great Books | Open canon | |||||||||||
Behaviorism | Constructivism | |||||||||||
Science that proves | Science that evolves | |||||||||||
Passive learner | Active learner | |||||||||||
Prescribed curriculum | Open curriculum | |||||||||||
Cognitive domain | Affective domain | |||||||||||
Dogs | Coyotes |
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