Midterm+Part+B

Write three words, phrases or sentences that name 3 distinctive components of each topic. -for the purpose of studying, each contributor should come up with 3 words/phrases/etc.


 * 1.basic precepts of the romantic perspective on the philosophy of education**
 * 1. The romantics consider the individual more important than the needs of society.** **2. The purpose of education is individual self-fulfillment, which means that education must help the students develop physically, intellectually, socially, and morally.** **2. Romantics believe that education is a natural process, one that grows out of the child's innate curiosity.** **//TWCT p. 278 (Kristen Dimitriades)//**

2. The purpose of education is to find the changeless "truth" which is best revealed in the enduring classics of the Western culture. 3. Schools should teach disciplined knowledge through the traditional subjects of history, language, mathematics, science, and the arts. //TWCT p. 272 (Kristen Dimitriades)// 1. The teacher must be an expert of content knowledge, passing on the the next generation the accumulated wisdom of the past. 2. Teaching strategies should cultivate rational powers though contact with the culture's best and through imitation, this includes using Socratic dialogue with older students to uncover truths present in the classics. 3. The purpose of education and schooling in perennialism is to educate the intellect of the learner //TWCT p. 287 (Alicia Mello)//
 * 2. basic precepts of the perennialist perspective on the philosophy of education**
 * 1. Education is crucial to perennialists because it develops a person's mental discipline and rationality, which are necessary to the search for truths that will help humans avoid being dominated by the instinctual or animal-like side of human nature.**

1. Essentialist ideas are drawn from Plato's //idealism// ( the mind is the central tool for understanding an objective and unchanging reality) and Aristotle's //realism// (the mind learns through contact with the physical world). 2. believe that there is a critical core of information and skill that an educated person must have. 3.the aim of education is to teach the young the essentials they need to live well in the modern world. //TWCT p. 275-276// -Jess Couture
 * 3. basic precepts of the essentialist perspective on the philosophy of education**

1. useful knowledge for productive life in society and betterment of humankind 2. learning comes from contact with the physical world 3. focus on task-orientation and discipline //TWCT pp. 275-276 (Julia Richmond)//

//Essentialism is an educational philosophy that emphasizes a core body of knowledge and skills necessary for effective participation in society. Proponents believe than an educated person must have this core of knowledge and skills and that all children should be taught it (Those Who Can, Teach p. 500). (Emily Pfannenstiel)//

//Information comes from Those Who Can, Teach, pp. 279-283. (Lauren Lutz)//
 * 4. basic precepts of the progressivist perspective on the philosophy of education**
 * 1) Knowledge is constantly being "redefined and rediscovered," in order to match the **ever-changing quality of nature**.
 * 2) Education involves the development of **problem-solving skills**.
 * 3) Schools should advocate interpersonal cooperation and democratic ideals, in order to prepare students to be **good citizens**.

(//Hunter Meys)//
 * 1) Student based learning, rather than subject besed learning.(students intrests are used as aids to learning)
 * 2) Students are integeral to the community and as such are expected to be involved in community issues.

Progressivism is a form of educational philosophy that sees nature as ever changing. Because the world is always changing and new situations require new solutions to problems, learners must develop as problem solvers (//Those Who Can, Teach// p. 503). (Emily Pfannenstiel) //**5. key implications of cognitive science for learning in schools**// //Information comes from Bransford article "Learning: From Speculation to Science" from the Committee on the Development of Science and Learning - Kendra Smallwood//
 * 1) Wilhelm Wundt - introspection: the examination or observation of ones own mental and emotional processes; can aid in the process of active learning.
 * 2) Pre-existing knowledge (Piaget, Vygotsky): previous understandings and perceptions of knowledge from students that effects what and how they learn new knowledge
 * 3) Metacognition: thinking about thinking; awareness and understanding of ones own thought processes.

He also says...
 * Preconceptions that students have about how the world works must be engaged so that they can add knew knowledge onto that. Students come in to the classroom with ideas about how the world works and it is important to build off of that.
 * Students must have a deep foundation of factual knowledge, understand facts and ideas, organize knowledge in a way that allows retrieval
 * metacognitive approach can help students take control of their own learning

This was found on pages 16-18 of Bransford! //(Jenna Tamburello)//

//**6. ways constructivist teachers help students learn (Perkins)**// //**1. Teachers emphasize the importance of the learners as active roles; engaging the students in such a way helps them become more involved, and hopefully successful, in their learning.**// 2. Teachers emphasize understanding and knowledge as a social activity which can benefit learners 3. Teachers allow learners to create and recreate learning for themselves; through exercises and activities teachers help students learn and relearn new subjects to make the knowledge long-term //For more information read "The Many Faces of Constructivism" in Kaleidoscope pp. 231 - 236 - Kendra Smallwood//

Some arguments that support constructivist teaching practices: This info taken from Kaleidoscope pg. 232 //(Jenna Tamburello)// //Information comes from lecture notes from January 25th, 2009, as well as Kaleidoscope, pp. 271-277 and Those Who Can, Teach, p. 33-35. (Lauren Lutz)//
 * constantly search for better ways to teach and learn
 * individuals must always reconstruct what things mean to them- constructivism reflects this
 * research shows that active engagement in learning leads to better retention, understanding, and active use of knowledge (collaborative learning)
 * 7. purposes of schooling**
 * **economic purposes**-- education prepares people for more challenging careers, which will provide higher salaries. thus, schooling contributes to a person's economic success, as it affects their career possibilities.
 * **political and civil purposes--** through schooling, students are introduced to ethical and moral codes, as well as familiarized with the workings of their government. knowledge about both the governmental system, and acceptable behavior for the particular society, allow a student to act as a well-informed citizen.
 * For instance, Boyer suggests that a school can serve as a "working model of a healthy society," demonstrating the "ideals of a community" (p. 275).
 * **Example**: Events such as voter registration drives, citizenship education programs, and community service or outreach programs illustrate proper citizenship to students (//Those Who Can, Teach//, p. 33).
 * **social purposes--** education should shape children into fitting into already-existing social milieus, thereby preparing students to meet social expectations. (It also helps with social confindence, //jillian kirchner)//
 * **Example**: Schools emphasize the importance of socially-valued skills, such as the ability to share, or punctuality (//Those Who Can, Teach, p. 35)//

-adding onto purposes of schooling.... Boyer in the "educated person" states that to be educated "means developing one's own aptitudes and interests in discovering the diversity that makes each one of us unique" (p.271). This statement can also go along with the social purposes of schooling. (//jillian kirchner)// Tate also gives us a list that i am going to copy and paste in here for the purposes of schooling..

=
-expect the same amount of work and effort out of every student, no matter what the circumstance is. Teachers should not favor a student or have lower expectations for one. //(jillian kirchner) -//excellent teachers are knowledgeable about their students and their community====== -they are advisors as well as teachers -they are good listeners -they teach values to be good role models. (Jess Couture) 1) "To establish high and rigorous standards for what accomplished teachers should know and be able to do" 2)"To develop and operate a national, voluntary system to assess and certify teachers who meet these standards" 3) "To advance related education reforms for the purpose of improving student learning in American schools" (An Educator's Guide to Field-based Classroom Observation p. 2)
 * 9. relational factors in excellent (award-winning) teaching (Tate)**
 * relational behaviors:
 * know children or adolescents
 * demonstrate dedication to students
 * serve as nurturing advisors
 * take time to listen to students
 * teach values by modeling good conduct
 * transform students' lives
 * hard-working (24/7/365); lifelong learners; moral and spiritual models; involved in volunteer work; confident, happy, respected, enjoy what they do, encouraging and inspiring - //Tate's handout given in lecture on 2/23 and the information presented in lecture (Alicia Mello)//
 * 10.** **Core Propositions of the National Board for Professional Teaching Standards(NBPTS)**


 * 5 Core Propositions of the National Board for Professional Teaching Standards (NBPTS), taken from the website Tate offered in his latest email:**
 * Teachers are commited to students and their learning.
 * NBCTs (National Board Certified Teachers) are dedicated to making knowledge accessible. They believe all students can learn.
 * They recognize their students' individual differences, and take these account in their practice.
 * They understand how students develop and learn.
 * They respect the cultural and family differences that students bring to the classroom.
 * They are concerned with their students' self-concept, their motivation, and the effects of learning on peer relationships.
 * They are concerned with the development of character and civic responsibility.
 * Teachers know the subjects they teach and how to teach those subjects to students.
 * NBCTs have mastery over the subject they teach. They have a deep understanding of the history, structure, and real-world applications of the subject.
 * They have skill and experience in teaching the subject. They are familiar with the skill gaps and preconceptions that students might bring to the subject.
 * They are able to use diverse instructional strategies to teach for understanding.
 * Teachers are responsible for managing and monitoring student learning.
 * NBCTs deliver effective instruction.
 * They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
 * NBCTs know how to assess the progress of an individual, as well as the progress of the class as a whole.
 * They use multiple methods for measuring student growth and understanding. They can clearly explain a student's performance to a parent.
 * Teachers think systematically about their pratice and learn from experience.
 * They know what it means to be an educational person, and model it.
 * They are familiar with learning theories and stay abreast of current issues in American education.
 * They examine their practice on a regular basis (reflection).
 * Teachers are members of learning communities.
 * NBCTs collaborate with others to improve student learning.
 * They are leaders and know how to seek and build partnerships with community groups and businesses.
 * They work with other professionals on policy, curriculum development, and staff development.
 * They can evaluate school progress and the allocation of resources in order to meet local and state educational objectives.
 * Theyk now how to work collaboratively with parents.