John Dewey Presentation

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John Dewey Presentation

  1. 1. John Dewey<br />Sandra Buehler, Jaclyn Clark, and Tonya Lynch<br />
  2. 2. Overview of Presentation<br />“The self is not something ready-made, but something in continuous formation through choice of action.” – John Dewey <br />? s to ponder<br />Background<br />In summary…<br />Books & articles<br />Interactive Activity<br />Theories<br />School connections<br />Dewey’s Lab School<br />opposition<br />
  3. 3. Questions to Stimulate Learning<br />
  4. 4. Background Information<br />Born in 1859 in Burlington, VT<br />Graduated from University of VT and became a high school teacher in PA for 3 years<br />In 1884 Dewey received his doctorate at Johns Hopkins University and joined the faculty at University of MI until 1894<br />From 1894-1904 he was the chairman of the Philosophy and Psychology Department at the University of Chicago<br />In 1896 Dewey founded the New School and served as director of the School of Education until 1904<br />From 1904-1930 Dewey was professor of Philosophy at Columbia University Teachers College<br />Retired in 1930 until his death in 1952<br />
  5. 5. Notable Works<br />The School and Society (1899)<br />The Child and the Curriculum (1902)<br />How We Think (1910)<br />Schools of To-morrow (1915)<br />Democracy and Education (1916)<br />Art as Experience (1934)<br />Experience and Education (1938)<br />Knowing and the Known (1949)<br />Art and Education (1954)<br />
  6. 6. Theory Explained<br /> “Knowledge which is mainly secondhand…tends to become merely verbal. It is no objection to information that is clothed in words: communication necessarily takes place through words. But in the degree in what is communicated cannot be organized into the existing experience of the learner, it becomes mere words: that is…lacking in meaning. Then it operates to call out mechanical reactions…” (Wiggins & McTighe, p. 139).<br />Schema !<br />
  7. 7. Theories<br />
  8. 8. Big Picture Ideas <br />Education Is about More Than Test Scores<br />Children Are Not<br /> Citizens-in-Training<br />Behavior in Schools Reflects Community Behavior<br />Democratic Community Must Be the Context of Education<br />Schools Are Arenas for Change<br />
  9. 9. Cognitive Development: Construction of <br />Thought Processes (Making meaning)<br />“We acquire knowledge – we learn – by processing <br />experience” by John Dewey (1965).<br />
  10. 10. Current School Use<br />Types of Use<br />Comparison <br />Graphic Organizer<br />Hands on learning<br />Experimental Education<br />Project based learning<br /> Curriculum examples: K-12 Science Curriculum: shift from rigid use of scientific method to active involvement of student in the problem with addition of students’ personal knowledge into reflective thinking (Barrow, 2006) <br />
  11. 11. Connects to… Bloom’s Taxonomy<br />Divides educational objectives into three domains:<br />Cognitive domain: revolves around knowledge, comprehension, and critical thinking of topic<br />Affective domain: awareness & growth in attitudes, emotions, & feelings<br />Psychomotor domain: development in behavior and/or skills (physically manipulate)<br />*Goal is to create a more holistic form of education<br />
  12. 12. Bloom’s Taxonomy<br />Note 1<br />Note 2<br />Note 3<br />This thinking would seem to relate to the method of problem-based learning.<br />
  13. 13. Project-Based Learning (PBL)<br />“As far back as the early 1900s, John Dewey supported the "learning by doing" approach to education, which is the essential element of PBL. Today, PBL is viewed as a model for classroom activity that shifts away from teacher-centered instruction and emphasizes student-centered projects.”<br /><ul><li> Complex question, problem, or challenge
  14. 14. Extended process of inquiry
  15. 15. Collaborate, plan, communicate, manage
  16. 16. Create high-quality, authentic products & </li></ul> presentations<br />
  17. 17. “This model makes learning relevant to <br />students by establishing connections<br />to life outside the classroom and by <br />addressing real world issues.”<br />
  18. 18. Inquiry Chart<br />http://www.readingquest.org/strat/ichart.html<br />
  19. 19. Opposition to Theory<br /><ul><li> Interest / Impulse relationship can lead to </li></ul> promotion of teaching towards individual student <br /> interest as opposed to scholarly material (Jonas, <br /> 2006) <br /><ul><li> Dewey’s ideas about education were </li></ul> unrealistic<br /><ul><li> Dewey was rigid in his opposition to lecture </li></ul> style of teaching<br /><ul><li> Advocates of the traditional school felt that </li></ul> Dewey was too liberal and extreme<br /><ul><li> Dewey’s educational philosophy never </li></ul> attracted a strong following, though it has <br /> inspired many modifications in the traditional <br /> curriculum<br />
  20. 20. Early Implementations<br />Teachers are educational guides, without imposing their ideas and beliefs onto students through lecture<br />Education should be based on students’ interests<br />Learning should involve meaningful experiments and investigations to promote critical thinking and cooperative learning<br />“The curriculum becomes actual subject matter to the learner when, if, and as it is used in purposeful activities. It is the situation, not the teacher, school, or recitation schedule that makes subject matter of vital concern to the learner.” (1916).<br />
  21. 21. Dewey’s Laboratory School<br />Intended mission: <br /><ul><li>To link the school experience to students’ lives
  22. 22. Students will attain genuine knowledge significant to </li></ul> their lives through inquiry<br /><ul><li> To link studies to current popular occupations
  23. 23. Focus on all facets of students’ overall growth</li></ul>Failed because:<br /><ul><li>Lost clear sense of purpose in student growth and </li></ul> researcher observation<br /><ul><li> Difficult to reproduce Dewey’s method because teacher</li></ul> to student ratio was about 1:7 <br />
  24. 24. 6 Hats Activity<br />Each hat represents: Different Ways to Think!<br />http://www.educationplanner.ca/files/Six%20Thinking%20Hats.pdf<br />
  25. 25. 6 Hats in Action<br />
  26. 26. The key point is that a hat is a direction to think rather than a label for thinking. The key theoretical reasons to use the Six Thinking Hats are to: <br /><ul><li>encourage Parallel Thinking
  27. 27. encourage full-spectrum thinking
  28. 28. separate ego from performance</li></ul>http://members.optusnet.com.au/~charles57/Creative/Techniques/sixhats.htm<br />
  29. 29. Answers to Introductory Questions<br />John Dewey was titled the Modern Father of <br /> --Education? <br />What fields was he considered an expert in? <br />Philosophy and Psychology<br />How can we measure school performance without standardized tests? <br />By developing better curriculum<br />
  30. 30. References<br />Fishman, S. M. & Mc Carthy L. (1998). John Dewey and The Challenge Of Classroom Practice. New York, NY: Teachers College Press.<br /> Glassman, M. Dewey and Vygotsky: Society, Experience, And Inquiry In Educational Practice. American Educational Research Association [Electronic Version], 30, 3-14. Retrieved March 10, 2011 from http://www.jstor.org/stable/359435<br />Heilig, Cole, & Aguilar . (2010) From Dewey to No Child Left Behind: The Evolution and Devolution of Public Arts Education. Art Education Policy Review [Electronic Version], 111, 136-145. Retrieved March 8, 2011 from http://www.jstor.org.ezproxy.fau.edu/journals<br />Hildebrand, D. L. (2008) Brief introduction to John Dewey, from John Dewey: A Beginner's Guide. Retrieved March 20, 2011 from the John Dewey website: http://www.johndewey.org/welcome-john-deweyorg/<br />Jackson, M. J. B. & Simpson, D. J. (1997). Educational reform: A Deweyan Perspective. New York, NY: Garland Publishing, Inc.<br />Jenlink, P.M. (2009). Dewey’s Democracy And Education Revisited. Lanham, ML: Rowman & Littlefield Education.<br />Jonas, M.E. (2011) Dewey’s Conception Of Interest And Its Significance For Teacher Education. [Electronic Version] Educational Philosophy and Theory, 43, 112-12. Retrieved March 11, 2011 from http://www.jstor.org.ezproxy.fau.edu/journals/03802361.html<br />Kliebard, H. M. (1986). The struggle for the American curriculum: 1893-1958.Boston, MA: Routledge& Kegan Paul.<br />John Dewey (1859–1952) - Experience and Reflective Thinking, Learning, School and Life, Democracy and Education (2011)Retrieved March 6, 2011, from State University.com site: http://education.stateuniversity.com/pages/1914/Dewey- John-1859-1952.html<br />
  31. 31. References<br />National Association of Education (2011) Research Spotlight on Project- Based Learning. Retrieved March 20, 2011 from: http://www.nea.org/tools/16963.htm<br />Project Based Learning for the 21st Century. (2011) What is PBL? Retrieved March 21, 2011, from http://www.bie.org/about/what_is_pbl<br /> Review, 21, 1-12. Retrieved March 6, 2011, from <br /> Six-hat thinking: Key points. Retrieved March 6, 2011 from http://members.optusnet.com.au/~charles57/Creative/Techniques/six hats.htm<br />Strategies for Comprehension. (2006) Inquiry Graphic Organizer. Retrieved March 3, 2011 from Reading quest.org site:  http://www.readingquest.org/strat/ichart.html<br />Warde, W. F. (1960). John Dewey’s Theories of Education. International Socialist. retrieved from http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?ERI CExtSearch_SearchValue_0=EJ126945&searchtype<br />Wiggins, G. & McTighe, J.M. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.<br />Wyett, J. L. (1998). John Dewey & Earl Kelley: Giants In Democratic Education. Education, 119, 151-160. Retrieved March 6, 2011, from http://findarticles.com/p/articles/mi_qa3673/is_1998_Fall/ai_n287160 41/<br />

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