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Students are not "empty vessels" waiting to be filled by a teacher who knows whatever is worth knowing. They bring to school knowledge of language and culture as well as a set of individualized experiences. The need for students to be involved and to participate actively in their own learning is greater today than it was in Dewey's time. In Dewey's time there was no television. Students today watch electronic images on a glass screen for several hours a day, during which they are entirely passive, not expected to think, form arguments, or respond articulately to what they are watching. They often come to school expecting that the teacher will entertain them. The teacher's task, therefore, is to wake them up, get them to think, help them learn to express their thoughts and feelings articulately, and provide activities and discussions that will lead to learning. Students may sit quietly and seem to be listening to a teacher who lectures, but often remember very little afterwards....
The best and most permanent learning is from experience. It is therefore up to the teacher to provide experiences that students can actively participate in and learn from. Experiential learning meets the student at his own level of academic readiness and allows him/her to add to his/her body of knowledge and experience.
Our great-grandparents memorized long passages of Shakespeare in high school and recited them in class. In today's more progressive climate, the task might be for students to act out a scene or two from the play, discuss the characters and their motivations, and write a poem in the character's voice, revealing something about the character which was not previously revealed. A student might then read the poem while remaining in character. If the class produced a class book, their poems could appear in it. Progressive education assumes that memorization is not the same as learning. Activities that provide experiences result in learning.
John Steinbeck, why soldiers won't talk. "Why soldiers won't talk:" John Steinbeck's imaginative essay on the psychological impact of war One of the most interesting aspects of John Steinbeck's essay "Why Soldiers Won't Talk" is the way in which he subtly shifts from the first person to the second person in the essay. He begins the essay stating that he himself is not a soldier: "During the years between the last war and
These group standards differed from society to society, but every social construct had them - including large societies such as countries all the way down to small societies such as family units. The idea behind the group standards was that rules were created that belonged to a group, and people who wanted to be part of that group and be accepted by that group had to follow those rules. Otherwise,
Who Should Play a Part in Developing Curriculum for Schools and Why?IntroductionOne of the first things to leap out at the reader of John Dewey�s description of schools in Utopia is the fact that he gives primacy of place to parents�meaning that only those married people who have had children of their own are allowed to have positions of authority in the �schools� or assemblies where children learn from their
It is, therefore, the role of the teacher or educator to provide a positive educational experience for his or her students. Teachers must boost the immediate value of the learning environment to best provide positive educational experiences for students. In order to best do this, teachers and educators must also understand the realm of human experience and knowledge as a way to perfect their own skills in providing the
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
Branding in Service Markets Amp Aim And Objectives Themes for AMP Characteristics Composing Branding Concept Branding Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Categories and Themes Branding Theory Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Branding Concept Characteristics Characteristics Composing Branding Concept Sampling of Studies Reviewed Evolution of Branding Theory Evolution of Marketing Service-Brand-Relationship-Value Triangle Brand Identity, Position & Image Just as marketing increasingly influences most aspects of the consumer's lives, brands