2. The evolving 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’s 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’s 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 – 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
6. 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)
7. 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)
8. 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)
9. 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)
10. 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
11. 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)
12. 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