Philosophy of EducationAmanda TameEducation 526

December 11, 2009

The evolving math classroomEMPIRICISM – The traditional

classroomPRAGMATISM – Recognizing the

ever- changing world we live inPROGRESSIVISM – Teach to the

whole childCONSTRUCTIVISM – Students

involved in their learning

EMPIRICISM – teacher roleTeacher transmits

knowledge to studentLearning is a one-way

experience from teacher to student

Teacher holds authoritarian role

Teacher does the majority of the talking

Lecture formatTextbook based

EMPIRICISM – student roleChild born as blank

slateLearning happens to

the student – mind is imprinted with new knowledge

Learning is based on correct answers

Students take notesDon’t ask questionsInformation is

memorized

EMPIRICISM – My experienceThis was the way my

math classes were carried outLecture styleLittle teacher – student

interactionNotes then individual

class workNo group work or

projectsThis was the way I ran

my math classes!We do what we know…

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

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)

PRAGMATISM – change happensOffered 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)

PRAGMATISM – My experienceThis year has been a year

of significant change and growth for me:New high school buildingNew curriculumNew math delivery

program Complex Instruction

New math department chairs

I have had to embrace the change and learn how to meet the needs of my students in a new way

PRAGMATISM – My experience I needed to move out of my comfort zone and embrace a new way

of teaching Move beyond the traditional methods I had adopted from my teachers

Our math department realized and accepted that what we were doing was not working and that we were not being the most effective teachers we could be

We wanted to find a new teaching method that was: Interactive Pushed students to learn math deeply Had students work together in groups Encourage creative thinking and problem solving Embraced all ways of thinking

We discovered Complex Instruction! We applied and received a grant to support this endeavor All teachers did a week long training last summer We have coaches that observe us monthly Each content area meets weekly to plan tasks and share experiences

COMPLEX INSTRUCTIONThe 7 practices of

Complex Instruction:MultidimensionalityRolesAssigning CompetenceTeaching

ResponsibilityHigh ExpectationsEffort over AbilityLearning Practices

Boaler (2006)

PROGRESSIVISM - child focusedStudent’s understanding is the

most important thingStudents 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)

PROGRESSIVISM – in the classroomCross-curricular integrationTeacher is facilitatorMany types of materials are employed

Including manipulativesIndividual as well as group workStudents can move around the room and

interact with other studentsTime is more flexible – pacing is determined by

student understandingAssessment is done more at the individual level

rather than group comparisonsLabaree (2004)

PROGRESSIVISM – My experienceTHINGS I HAVE

EMBRACEDTHINGS I STRUGGLE

WITH Student’s understanding is very important Move beyond rote learning

Teacher as facilitator I am not the only expert in the

room! Encourage responsibility for self

and others Don’t encourage dependence

Individual as well as group work I feel like I’m finding the balance

Assessment at group and individual levels

Time is more flexible We have already paused and

revisited concepts not fully understood

Cross-curricular integrationCollaborate with other

depts.Students assess their own

learningHow to do this?

Use many types of materials (including manipulatives)Lack of resources,

creativity?Student can move around

the room and interact with othersChaos??

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

CONSTRUCTIVISM – students’ experiences

Interdisciplinary exploration

Collaboration amongst students

ReflectionSelf-examinationExperiential learning

Abdal-Haqq (1998)

Presented with:Materials that captures one’s

interestConceptual clusters – Big

ideasQuestions are posedComplex situations or

problems are tackledActivities are student

centered:Ask their own questionsFollow through on their own

experimentsMake their own conclusions

Hanley (1994)

CONSTRUCTIVISM – the role of the teacher

Teacher as a resourceEveryone in the room can

contributeTeacher is not the only expert

Challenge studentsQuestion previously held

beliefsLet students’ needs help

drive the lessonAllow think timeStudent understanding

should help guide pacingEncourage questioning

Ask open-ended questions

Support student autonomyRelinquish classroom control

Use many forms of materialsManipulativesGamesActivities

Honor the discover y processMany vehicles to get to

understanding Ask for clear communication

If students can explain their thinking well they have deeply learned

Hanley (1994)

CONSTRUCTIVISM – My experienceTHINGS I HAVE EMBRACED THINGS I STRUGGLE WITHComplex situations and problems are presented to students Group work CI tasks

Teacher as a resource I am not the one with all of the

answersAsking open-ended questions

Scaffold learningLet students’ needs drive the

pacing Re-teach when necessary

Honor the discovery process Allow for messiness while

learning

Interdisciplinary exploration Integrate different content

areasStudent reflection

How do I do this??Challenge students by

questioning their previously held beliefsAsk the right questions

Relinquish classroom controlStill working on this

Many forms of materialsTime, money, creativity

I’M NOT THERE…YET!

ReferencesAbdal-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=pragmatism+education&ots=DbtrpGe7dA&sig=JSQEyP3GFqYt3bIZUK7weM16iVE#v=onepage&q=pragmatism%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