Ching, C. C., Kafai, Y.B. (2008). Peer pedagogy: student collaboration and reflection in a learning-through-design project. Teachers College Record Volume 110, 2601-2632.
Summary/Analysis
Typically teachers have found it difficult to scaffold students into technology-supported and open-ended activities. This study aims to prove that students can in fact teach and assist other students effectively. The research takes place between two fourth grade and one fifth grade class, the fifth graders had prior experience with the intended project before starting the study. The students were split into three classroom settings and their reactions and responses to each other were recorded. The study goes on to show how students were collaborating, teaching, socializing, and executing their help to the others that didn’t have experience in the subject matter.
I thought the article showed some interesting perspectives about how students interact with each other when it comes to peer teaching in the classroom. Also it was very interesting how the groups responded in assisting one another, how they reacted socially, and why they reacted the way they did in each of the different settings.Not much research has been done in this area Although I wonder is it natural for others to help when they see someone struggling?
Resources/Quotes
Existing studies have demonstrated that students engaged in learning-through-design can make significant learning gains compared with matched cohorts of students learning via traditional classroom methods. (2604)
Largely students in traditional collaborative learning tasks give and receive help with obtaining right answers or correct procedures rather than with mastering learning practices for process engagement. (2605)
Teachers and scientists are always placed in the role of experts, and students are always beginners. At no time are students configured as experienced collaborators in the learning contexts and cultures they inhabit. (2605)
We identified three main ways that a socializing or instructional interaction began: periodic monitoring, responding to questions, and immediate intervention. (2612)
From a socialization perspective, the various helping strategies employed by the fifth-graders in all these examples clearly lighten the pedagogical load for the teacher in terms of programming. (2621)
….in these examples would have resulted raised hands and long delays in a more homogenous classroom. Countless times we have seen many students wait to have their questions answered by the limited resource expertise of teachers. (2621)
Our goal was to describe and understand the nature of everyday collaborations between experienced and inexperienced students in a project-based environment in order to illustrate how students can learn and perform among themselves some of the socializing and pedagogical functions typically assumed by the teacher. (2625)
Wednesday, March 24, 2010
Tuesday, March 23, 2010
Higher Education Culture – A Fit or Misfit with Reform in Teacher Education?
Miller, Patricia S. and Vicki D. Stayton. “Higher Education Culture – A Fit or Misfit with Reform in Teacher Education?” Journal of Teacher Education (50, 4). September 1999.
Summary
This article is about the changing nature of higher education, specifically for teachers. As the needs of education change, the authors suggest that perhaps so, too, must our teacher education programs. The authors introduce some of the challenges or barriers preventing the change towards collaboration, and then introduce their study. This is an investigation of the voices of the faculty themselves, with a detailed presentation of their methodology and the findings of their survey and follow-up interviews.
Evaluation
The authors do a good job of not making any more assertions than allowed, considering the narrow nature of their study. They provide detailed information about the demographics and status of their study participants, and this lends to the credibility of their findings overall. This is certainly a qualititative study, with only 93 participants and 29 interviews, but they do demonstrate strong conclusions through their consistent methodology.
Reflection
Although this article is about higher education, I believe it presents interesting findings that challenge the work that we do in secondary schooling. The authors make compelling arguments about the elements of collaborative culture, and how to create interdisciplinary programs at the college level. At High Tech High, we believe in continuing professional development opportunities, and we might benefit from understanding some of the challenges that teachers are confronted with before they come to the classroom.
As far as I can tell, most of the literature on collaboration and interdisciplinary teams is at the collegiate level. Perhaps we can learn from them, in order to create more fluidity between all levels of institutionalized education.
Summary
This article is about the changing nature of higher education, specifically for teachers. As the needs of education change, the authors suggest that perhaps so, too, must our teacher education programs. The authors introduce some of the challenges or barriers preventing the change towards collaboration, and then introduce their study. This is an investigation of the voices of the faculty themselves, with a detailed presentation of their methodology and the findings of their survey and follow-up interviews.
Evaluation
The authors do a good job of not making any more assertions than allowed, considering the narrow nature of their study. They provide detailed information about the demographics and status of their study participants, and this lends to the credibility of their findings overall. This is certainly a qualititative study, with only 93 participants and 29 interviews, but they do demonstrate strong conclusions through their consistent methodology.
Reflection
Although this article is about higher education, I believe it presents interesting findings that challenge the work that we do in secondary schooling. The authors make compelling arguments about the elements of collaborative culture, and how to create interdisciplinary programs at the college level. At High Tech High, we believe in continuing professional development opportunities, and we might benefit from understanding some of the challenges that teachers are confronted with before they come to the classroom.
As far as I can tell, most of the literature on collaboration and interdisciplinary teams is at the collegiate level. Perhaps we can learn from them, in order to create more fluidity between all levels of institutionalized education.
A Review of Research on Project-Based Learning
Thomas, J.W. (2000). A review of research on project-based learning. Buck Institute for Education. Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf.
Summary/Analysis:
This article reviews research from the past ten years on project-based learning (PBL). Given the lack of a universally accepted model or theory of PBL, the author offers a set of criteria to determine which projects count as an instance of PBL: centrality to the curriculum, driving question, constructive investigations, autonomy, and realism. The research to date on PBL is fairly sparse and does not reflect a common model of PBL, but the author draws some tentative conclusions, most notably: Students have difficulties benefiting from self-directed situations, especially around initiating inquiry, directing investigations, managing time, and using technology productively. PBL experiences are associated with enhanced professionalism and collaboration among teachers and increased attendance, self-reliance, and improved attitudes towards learning among students.
I was not surprised by the fact that there is currently very little research on PBL and that the research that does exist tends to focus on "packaged projects" rather than teacher-initiated projects. I was most intrigued by the author's suggestions of directions for future research. For instance, he suggests that more research needs to go into the effects of PBL on domains other than subject-matter knowledge, including metacognitive skills, social skills, group process skills, multiple intelligences, and attitudes associated with independent learning. He also asks what are the differential benefits of PBL for different age groups, and what changes need to be made in the design features of a project to achieve maximum benefit for these age groups. The questions he poses are all ripe ideas for action-research projects.
Quotes:
"No matter what the educational topic, there is always need for more research. In the case of Project-Based Learning, the lack of an overarching theory or model of PBL, the paucity of research devoted to PBL methods, and the gaps in our knowledge about the relative effectiveness of teacher-initiated projects create an unusual and vulnerable situation for PBL practitioners. The Project-Based Learning movement is growing rapidly and has many strong supporters. Yet the movement is taking place at a time when a much larger and more vocal contingent is pressing, quite successfully, for more emphasis on standardized testing...Thus there is a timely need for expansion of some of the PBL research reported above, coupled with a systematic effort to build a knowledge base that will be accessible and useful to people in the field" (38).
"Lacking information on what PBL practices are most productive, evidence of PBL's relative effectiveness in comparison to other methods, and an overall framework to guide their planning and collaborations, PBL practitioners can be caught in a vulnerable position, unable to justify their practices or to sustain their work long enough to master their craft" (35-36).
"There is ample evidence that PBL is an effective method for teaching students complex processes and procedures such as planning, communication, problem solving, and decision making, although the studies that demonstrate these findings do not include comparison groups taught by competing methods" (35).
Summary/Analysis:
This article reviews research from the past ten years on project-based learning (PBL). Given the lack of a universally accepted model or theory of PBL, the author offers a set of criteria to determine which projects count as an instance of PBL: centrality to the curriculum, driving question, constructive investigations, autonomy, and realism. The research to date on PBL is fairly sparse and does not reflect a common model of PBL, but the author draws some tentative conclusions, most notably: Students have difficulties benefiting from self-directed situations, especially around initiating inquiry, directing investigations, managing time, and using technology productively. PBL experiences are associated with enhanced professionalism and collaboration among teachers and increased attendance, self-reliance, and improved attitudes towards learning among students.
I was not surprised by the fact that there is currently very little research on PBL and that the research that does exist tends to focus on "packaged projects" rather than teacher-initiated projects. I was most intrigued by the author's suggestions of directions for future research. For instance, he suggests that more research needs to go into the effects of PBL on domains other than subject-matter knowledge, including metacognitive skills, social skills, group process skills, multiple intelligences, and attitudes associated with independent learning. He also asks what are the differential benefits of PBL for different age groups, and what changes need to be made in the design features of a project to achieve maximum benefit for these age groups. The questions he poses are all ripe ideas for action-research projects.
Quotes:
"No matter what the educational topic, there is always need for more research. In the case of Project-Based Learning, the lack of an overarching theory or model of PBL, the paucity of research devoted to PBL methods, and the gaps in our knowledge about the relative effectiveness of teacher-initiated projects create an unusual and vulnerable situation for PBL practitioners. The Project-Based Learning movement is growing rapidly and has many strong supporters. Yet the movement is taking place at a time when a much larger and more vocal contingent is pressing, quite successfully, for more emphasis on standardized testing...Thus there is a timely need for expansion of some of the PBL research reported above, coupled with a systematic effort to build a knowledge base that will be accessible and useful to people in the field" (38).
"Lacking information on what PBL practices are most productive, evidence of PBL's relative effectiveness in comparison to other methods, and an overall framework to guide their planning and collaborations, PBL practitioners can be caught in a vulnerable position, unable to justify their practices or to sustain their work long enough to master their craft" (35-36).
"There is ample evidence that PBL is an effective method for teaching students complex processes and procedures such as planning, communication, problem solving, and decision making, although the studies that demonstrate these findings do not include comparison groups taught by competing methods" (35).
Monday, March 22, 2010
Twenty-First Century Skills. (n.d.). www.metiri.com. Retrieved March 22, 2010, from http://www.metiri.com/21st%20Century%20Skills/PDFtwentyfirst%20cen
Summary:
Compiled from a plethora of resources, the Twenty-First Century Skills article lays out the essential skills that students must learn within the context of rigorous academic standards. The Metiri Group researched reports on current workforce trends, conducted surveys of educators, and reviewed literature on the subject. The report is intended to bridge the gap between business and education, to establish the skills most needed by students and employees in the digital age.
Reflection:
I am finally beginning to see a trend among the literature I have been researching. I have long wondered what effective schools were doing to motivate and educate students to a high degree, and the answers seem to be being revealed to me as I spend the time to search for them. When I first developed my action research question, I knew that I was drawn to the idea of bridging the gap between education and the world beyond in this evolving technological world. My original action research question was too broad, but I can see that this article has combined one area of focus that matches my new, sleeker question: Section 3- Interactive Communication- social and personal skills, emphasizing teaming and collaboration, personal and social responsibility, and interactive communication. I will keep this article close at hand as I develop my research and my lessons in the coming year.
Relevant Quotes/Concepts:
The report targets four key areas of focus, each with a set of sub-skills.
1. Digital Age Literacy—Today’s Basics
Basic, Scientific, and Technological Literacies
Visual and Information Literacy
Cultural Literacy and Global Awareness
2. Inventive Thinking—Intellectual Capital
Adaptability/Managing Complexity and Self-Direction
Curiosity, Creativity and Risk-taking
Higher Order Thinking and Sound Reasoning
3. Interactive Communication—Social and Personal Skills
Teaming and Collaboration
Personal and Social Responsibility
Interactive Communication
4. Quality, State-of-the-Art Results
Prioritizing, Planning, and Managing for Results
Effective Use of Real-World Tools
High Quality Results with Real-World Application
Compiled from a plethora of resources, the Twenty-First Century Skills article lays out the essential skills that students must learn within the context of rigorous academic standards. The Metiri Group researched reports on current workforce trends, conducted surveys of educators, and reviewed literature on the subject. The report is intended to bridge the gap between business and education, to establish the skills most needed by students and employees in the digital age.
Reflection:
I am finally beginning to see a trend among the literature I have been researching. I have long wondered what effective schools were doing to motivate and educate students to a high degree, and the answers seem to be being revealed to me as I spend the time to search for them. When I first developed my action research question, I knew that I was drawn to the idea of bridging the gap between education and the world beyond in this evolving technological world. My original action research question was too broad, but I can see that this article has combined one area of focus that matches my new, sleeker question: Section 3- Interactive Communication- social and personal skills, emphasizing teaming and collaboration, personal and social responsibility, and interactive communication. I will keep this article close at hand as I develop my research and my lessons in the coming year.
Relevant Quotes/Concepts:
The report targets four key areas of focus, each with a set of sub-skills.
1. Digital Age Literacy—Today’s Basics
Basic, Scientific, and Technological Literacies
Visual and Information Literacy
Cultural Literacy and Global Awareness
2. Inventive Thinking—Intellectual Capital
Adaptability/Managing Complexity and Self-Direction
Curiosity, Creativity and Risk-taking
Higher Order Thinking and Sound Reasoning
3. Interactive Communication—Social and Personal Skills
Teaming and Collaboration
Personal and Social Responsibility
Interactive Communication
4. Quality, State-of-the-Art Results
Prioritizing, Planning, and Managing for Results
Effective Use of Real-World Tools
High Quality Results with Real-World Application
Understanding Bullying
Batsche, George M. and Howard M. Knoff (1994). Bullies and Their Victims: Understanding A Pervasive Problem In The Schools, School Psychology Review, 1994, 23, 165-175.
Summary/Analysis:
In this article, Batsche and Knoff talk about school violence in terms of bullying. In their opinion, violence is a growing problem in schools and should be defined "to include any conditions or acts that create a climate in which individual students and teachers feel fear or intimidation in addition to being the victim of assault, theft, or vandalism." This would allow bullying to fall under the umbrella of violence and be addressed in a more serious manner by the school community. It is important for it to be addressed because it is "the most prevalent form of violence in the schools and the form that is likely to affect the greatest number of students."
There is direct and indirect bullying that occurs. Indirect bullying is done more by girls through the use of words while direct bullying is done more by boys through physical actions. This bullying occurs to two main types of victims, the passive and the provocative. It is important to identify the type of victim because the way you help them is different. In addition it is important to understand why the person bullying the victim is doing so. This article also, very briefly, brought up the point that it is important to properly train staff to deal with all types of bullying so that violence does not occur and the school environment is a safe place for all students.
In short, this article provided interesting information on why bullying prevention programs need to occur in schools. Though the information was brief and lacked extreme detail, it was a great starting point to understanding the circumstances of bullying in a school setting.
Most of the information they discuss in this article is from studies done in Scandinavian countries, England, and the United States. No real information other than percentages and generalizations on findings are given about these studies. It is not apparent who took part in these studies or how the data was gathered. In addition, it explained that the trends in Scandinavian countries and England are similar to those in the United States with no real specifics.
Quotes:
-"Therefore, bullying may be the most prevalent form of violence in the schools and the form that is likely to affect the greatest number of students."
-"Bullying is all about control."
-"Boy bullies are three to four times more likely to inflict physical assault than girl bullies (Eron, Huesmann, Dubow, Romanoff, & Yamel, 1987), whereas girls use more ridicule and teasing (Hoover, Oliver, & Hazler, 1992).
Quotes:
The Power of Reader’s Theater: An easy way to make dramatic changes in kidss fluency, writing, listening, and social skills
Prescott, J.O. (2003). The Power of Reader’s Theater: An easy way to make dramatic changes in kidss fluency, writing, listening, and social skills. Instructor, Jan/Feb 2003.
Summary/Analysis:
In this article Jennifer Prescott shows the benefits of implementing Reader’s Theater (RT) into the curriculum. She states that RT can “boost listening and speaking skills, enhance confidence, and transform reluctant readers into book lovers.” Prescott gives examples of classrooms that have used RT successfully. Five steps are recommended to implement RT: (1) choose a script (2) adapt the script (3) assign parts (4) highlight parts and rehearse (5) perform.
The strength of this article lies in the fact that positive outcomes occurred across all grade levels. Not only did students increase their fluency, but self-esteem also rose. RT can be used with all type of students in all grades to encourage creative expression, collaboration, and a deeper understanding of content. I am excited to be focusing on RT in my classroom and the difference it can make socially, emotionally, and academically.
Quotes:
"research has demonstrated that practiced reading or repeated reading does lead to significant gains in fluency, which is a key element in effective reading programs."
"Readers' theatre provides readers with a legitimate reason to reread text and to practice fluency. [RT] also promotes cooperative interaction with peers and makes the reading task appealing."
Linda Cornwell, an education consultant and former teacher from Carmel, Indiana, explains that "while RT has a lot of power on its own, the power is greatly increased when kids prepare their own scripts — they are truly integrating reading, writing, and thinking skills."
Another boon of RT is its ability to develop interpersonal, social, and collaborative skills — particularly among struggling students. Linda Cornwell explains, "RT is a hands-on approach that honors different modalities...honors those kids who need a different way of expressing themselves."
Summary/Analysis:
In this article Jennifer Prescott shows the benefits of implementing Reader’s Theater (RT) into the curriculum. She states that RT can “boost listening and speaking skills, enhance confidence, and transform reluctant readers into book lovers.” Prescott gives examples of classrooms that have used RT successfully. Five steps are recommended to implement RT: (1) choose a script (2) adapt the script (3) assign parts (4) highlight parts and rehearse (5) perform.
The strength of this article lies in the fact that positive outcomes occurred across all grade levels. Not only did students increase their fluency, but self-esteem also rose. RT can be used with all type of students in all grades to encourage creative expression, collaboration, and a deeper understanding of content. I am excited to be focusing on RT in my classroom and the difference it can make socially, emotionally, and academically.
Quotes:
"research has demonstrated that practiced reading or repeated reading does lead to significant gains in fluency, which is a key element in effective reading programs."
"Readers' theatre provides readers with a legitimate reason to reread text and to practice fluency. [RT] also promotes cooperative interaction with peers and makes the reading task appealing."
Linda Cornwell, an education consultant and former teacher from Carmel, Indiana, explains that "while RT has a lot of power on its own, the power is greatly increased when kids prepare their own scripts — they are truly integrating reading, writing, and thinking skills."
Another boon of RT is its ability to develop interpersonal, social, and collaborative skills — particularly among struggling students. Linda Cornwell explains, "RT is a hands-on approach that honors different modalities...honors those kids who need a different way of expressing themselves."
The Schools our Children Deserve
Kohn, A., (1999), The Schools our Children deserve; Moving beyond traditional classroom and “tougher standards”, Chapters 1 and 2, Houton Mifflin, Boston
Alfie Kohn uses research and his own point of view to show what traditional schools are doing wrong despite a push for more rigorous standards and measuring student’s progress by test scores and grades. He states that there are five fatal flaws in this focus and will actually cause students to become less successful specifically when it comes to their abilities to reason, analyze and problem solve. The nations “preoccupation with achievement” leads to “old Style teaching” where students are talked at , disengaged and unmotivated. He states that less learning takes place because students are pushed to focus on the grade vs. “what” they have learned. He also discusses how by being “wedded to standardized testing” schools end up dictating what is taught when leading to an environment that needs to follow strict guidelines and does not allow for student exploration. The overemphasis of achievement as measures through standardized testing, leads to unmotivated and disengaged students. He argues that in order to motivate, students must be asked what they are doing not how they did on the test.
Kohn is extremely passionate about his topics. His arguments are extremely logically and well supported through research. This book is entertaining as well as informative because of his writing style. Other orticles and resources by Alfie Kohn can be found at www.alfiekohn.org. His website provides direct links to articles, books, dvds and free online resources. A variety of topics are covered as well.
Sunday, March 21, 2010
Problem-Solving Skills
Brault, L. and Brault T. (2005) Problem Solving Skills. Children With Challenging Behavior: Strategies for Reflective Thinking (pp. 75-82). Phoenix, AZ: CPG Publishing Company.
Summary/Analysis:
In this chapter the author walks the reader through the process of problem-solving. At the beginning she gives a Real Life Story and uses it throughout to provide examples. The situation described is about a four year old boy named Micah who bullies children. Micah wants to play with the other children but he gets out of control too fast. This chapter had some helpful points. I appreciated the Real Life Story. I liked being able to see how the Problem Solving Plan worked.
According to the author there are four essential steps for reflecting on solving a problem:
- Recognize and clarify your feelings.
- Recognize the feelings of others.
- Clarify the critical issues.
- Identify the strengths.
As teachers, most of us are naturally reflective and look back on what happened and how things went during the day. I liked that the author used the same philosophy when it came to solving problems. There was so much reflection woven into teaching kids how to solve problems. She points out that many problem-solving techniques can be used to develop a positive behavior plan but very few of them use reflective thinking.
Once the teacher has reflected there are seven steps to solve the problem:
- Define the problem.
- Gather information.
- Partner with other adults.
- Brainstorms solutions.
- Choose one solution and make a plan.
- Implement the solution.
- Evaluate the solution.
The chapter ends with the author providing a problem-solving plan for the Real Life Situation. There is also a blank copy for teachers to use.
Quotes:
“...first acknowledge what your are feeling. Only then can you take ownership of your emotions and begin to understand them.” (75)
“Try to understand other people’s emotions and reactions. What is the child trying to communicate through the behavior?” (76)
“Ask yourself: What are the long-term, big picture lessons I need to share with my children to make a difference in their lives? Am I providing opportunities for children to have responsibilities and contribute respectfully to the group?” (76)
“...keep in ming the strengths of each person, the relationships, and the needs of each person.” (76)
“A person is not the problem, the problem is the problem.” (76)
“Begin to think of the purpose of the behavior. Find out how often, when, where, why, and with whom it occurs. Be sure to check out who owns the problem. If the problem as you defined it is not owned by you, go back and redefine it until you take on ownership.” (77)
“Remember you are aiming for improvement, not perfection! If the solution works, you will know it - plus your energy will no longer be focused on that situation...Don’t be afraid of failing - it is a proven way to learn. Realize that with solutions come new questions and new understandings.” (78)
Progressive Education
Kohn, Alfie (2008, Spring). Progressive education why its hard to beat, but also hard to find, Retrieved March 21, 2010 from http://www.alfiekohn.org/teaching/progressive.htm
Summary/Analysis
In the article Progressive Education: Why It’s Hard to Beat, But Also Hard to Find, author Alfie Kohn proposes the advantages of progressive education. First, Kohn examines the blurry lines that often describe and define progressive and traditional education. According to Kohn, “progressive schools can be characterized according to how closely they reflect a commitment to values such as these: attending to the whole child, community, collaboration, social justice, intrinsic motivation, deep understanding, active learning, and taking kids seriously.” Kohn provides explanation and examples of each of these criteria and then deepens the readers understanding of progressive schools by illustrating what they are not—reporting on the misconceptions about progressive education. He concludes the article with the assertion that progressive education
“makes sense” and is a “worthy pursuit.”
The strength of this article lies in the explanations and data used to support the value of progressive education. This article is an excellent companion piece to the text The Global Achievement Gap by Tony Wagner.
Relevant Quotes:
“It’s not all or nothing, to be sure. I don’t think I’ve ever seen a school — even one with scripted instruction, uniforms, and rows of desks bolted to the floor — that has completely escaped the influence of progressive ideas. Nor have I seen a school that’s progressive in every detail.”
“Learning is a matter of constructing ideas rather than passively absorbing information or practicing skills.”
“But progressive educators don’t merely say they endorse ideas like “love of learning” or “a sense of community.” They’re willing to put these values into practice even if doing so requires them to up-end traditions. They may eliminate homework altogether if it’s clear that students view after-school assignments as something to be gotten over with as soon as possible. They will question things like honors classes and awards assemblies that clearly undermine a sense of community.”
“What distinguishes progressive education is that students must construct their own understanding of ideas.”
“A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better. Progressive education isn’t just more appealing; it’s also more productive.”
Summary/Analysis
In the article Progressive Education: Why It’s Hard to Beat, But Also Hard to Find, author Alfie Kohn proposes the advantages of progressive education. First, Kohn examines the blurry lines that often describe and define progressive and traditional education. According to Kohn, “progressive schools can be characterized according to how closely they reflect a commitment to values such as these: attending to the whole child, community, collaboration, social justice, intrinsic motivation, deep understanding, active learning, and taking kids seriously.” Kohn provides explanation and examples of each of these criteria and then deepens the readers understanding of progressive schools by illustrating what they are not—reporting on the misconceptions about progressive education. He concludes the article with the assertion that progressive education
“makes sense” and is a “worthy pursuit.”
The strength of this article lies in the explanations and data used to support the value of progressive education. This article is an excellent companion piece to the text The Global Achievement Gap by Tony Wagner.
Relevant Quotes:
“It’s not all or nothing, to be sure. I don’t think I’ve ever seen a school — even one with scripted instruction, uniforms, and rows of desks bolted to the floor — that has completely escaped the influence of progressive ideas. Nor have I seen a school that’s progressive in every detail.”
“Learning is a matter of constructing ideas rather than passively absorbing information or practicing skills.”
“But progressive educators don’t merely say they endorse ideas like “love of learning” or “a sense of community.” They’re willing to put these values into practice even if doing so requires them to up-end traditions. They may eliminate homework altogether if it’s clear that students view after-school assignments as something to be gotten over with as soon as possible. They will question things like honors classes and awards assemblies that clearly undermine a sense of community.”
“What distinguishes progressive education is that students must construct their own understanding of ideas.”
“A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better. Progressive education isn’t just more appealing; it’s also more productive.”