JOHN DEWEY Progressive Education 1859-1952

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JOHN DEWEY Progressive Education 1859-1952. By Bernadette Green St. Augustine. Dewey Does Education. BIOGRAPHY University of Vermont Founder of University Elementary School International Study Married twice Loved Aristotle How We Think. AT THE DEWEY CENTER. - PowerPoint PPT Presentation

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  • JOHN DEWEYProgressive Education1859-1952ByBernadette GreenSt. Augustine

  • Dewey Does EducationBIOGRAPHYUniversity of VermontFounder of University Elementary SchoolInternational StudyMarried twiceLoved AristotleHow We Think

  • AT THE DEWEY CENTEREconomic, race and religionDevelopmental StagesSociety traditions and valuesExhortation vs. active participationPartnership with Parents

  • GOALSTo articulate a consistent, coherent and creative currriculumTo understand and support the whole childTo attract and support a diverse student body and faculty

  • Deweys Dos and DontsUse the game monopoly to teach capitalism and socialismStudy of the natural and social scienceTeachers focus on one lesson at a time

    TRUE

    TRUE

    FALSE

  • DO YOU AGREE?EVERY STUDENT A TEACHER?EVERY TEACHER A STUDENT?

  • CONCLUSIONJohn Dewey was a man before his timeHighly criticized for his innovative and progressive way of teaching all childrenEDUCATION AND THE LABORATORYTHE LINK BETWEEN THE INQUIRY AND SOCIAL

  • CLASS QUIZWould you use this method?Explain lab schools?Did you like the presentation?What did you learn from the teaching model?Comments

    John Dewey is noted as one of the leading master minds behind progressive education. What is progressive education? Well think about this, using a game board instead of a text book in order to teach a lesson. Dewey believed in a hands on approach, particulary because of the type of students he became most interested in. He believed these students need a less structured way of learning their lessons.HERES A B IT OF BACKGROUND. HE GRADUATED FROM THE UNIVERSITY OF VERMONT.

    HE FOUNDED THE UNIVERSITY ELEMENTARY SCHOOL, WHICH IS NOW THE UNIVERSITY OF CHICAGO LABORATORY SCHOOLS.

    DEWEY STUDIED ABROAD IN BOTH CHINA AND JAPAN.

    HE MARRIED A COUPLE OF TIMES THROUGHOUT HIS CAREER.

    HIS LOVE FOR READING ARISTOTLE INFLUENCED HIS THINKING WHICH IS WHY YOULL FIND NOTIONS OF METAPHYSICS AND NATURAL SCIENCE IN HIS EDUCATION THEORY.

    SUBSEQUENTLY, HE BEGAN WRITING BOOKS AND AUTHORED THE VERY POPULAR BOOK, HOW WE THINK.HERE YOU SEE WHAT LOOKS LIKE AN OLD HOUSE, BUT ITS ACTUALLY THE ORIGINAL CENTER FOR DEWEY STUDIES, LOCATED ON THE CAMPUS OF THE UNIVERSITY OF CHICAGO. THIS LABORATORY SCHOOL TYPE SETTING BEGAN IN 1896 WITH ONLY A DOZEN STUDENTS AND TWO TEACHERS. DEWEYS WIFE HARRIETT SERVED AS ITS FIRST PRINCIPAL.

    AT THE CENTER THE PROFILE OF STUDENTS CROSS MANY ECONOMIC, ETHNIC AND RELIGIOUS AVENUES. TO SAY THE LEAST, THE CENTER WAS EMBARKING UPON DIVERSITY LONG BEFORE DIVERSITY EVER BECAME AN AMERICAN STANDARD FOR OPERATION.

    NEXT, THE CENTER CLOSELY MONITORS THE DEVELOPMENTALSTAGES OF EACH STUDENT AS WELL AS SOCIETY TRADITIONS AND VALUES.

    ACTIVE PARTICIPATION IS DEWEYS SURE SHOT WAY FOR A TEACHER TO TEACH AND ASSESS STUDENTS. BUT. HE BELIEVED NOT MUCH COULD BE ACCOMPLISHED WITHOUT A STRONG SCHOOL/PARENT PARTNERSHIP.

    THE OVERALL GOALS OF THE CENTER ARE TOOLS WHICH HELP REINFORCE WHAT IS ACTUALLY TAKING PLACE AT THE CENTER, AND THEY ARE AS FOLLOWS: TO ARTICULATE AN INTEGRATED, COORDINATED AND CONSISTANT CURRICULUM WITHIN EACH G RADE LEVEL, ACROSS GRADE LEVELS AND ACROSS DEPARTMENTS.

    TO UNDERSTAND AND SUPPORT THE WHOLE CHILD. THE SCHOOLS AIM TO INTEGRATE CLASSROOM LEARNING WITH STUDENT EXPERIENCES OUTSIDE OF CLASS. WHEREBY, EACH FACULTY MEMBER ACCEPTS THE RESPONSIBILITY FOR BALANCING PSYCHOLOGICAL AND EMOTIONAL GROWTH WITH ACADEMIC LEARNING.

    AND ONE FINAL GOAL.THE SCHOOLS ARE TO CONTINUE TO VALUE AND SUPPORT ECONOMIC, GEOGRAPHIC, ETHNIC, CULTURAL, RACIAL AND RELIGIOUS DIVERSITY AMONG STUDENTS AND FACULTY.HERE ARE SOME DEWEY DOS AND DONTS.

    IN ORDER TO ACCOMPLISH THIS IDEA OF EDUCATING THE WHOLE CHILD, DEWEY BECAME A MASTER AT IMPLEMENTING ACTIVE PARTICIPATION. A MODIFIED VERSION OF THE GAME MONOPOLY IS USED TO ILLUSTRATE AND TEACH STUDENTS ABOUT CAPITALISM AND SOCIALISM.

    NEXT, THERE IS A STRONG LINK BETWEEN THE NATURAL AND SOCIAL SCIENCES, SOMETHING PROGRESSIVISTS EMPHASIZE IN CURRICULUM.

    AND THIRDLY, IF YOU HAVE NO COMPULSION TO FOCUS YOUR STUDENTS ATTENTION ON ONE DISCRETE DISCIPLINE AT A TIME BECAUSE YOU PREFER STUDENTS LEARN LESSONS WHICH COMBINE SEVERAL DIFFERENT SUBJECTS THEN YOU MIGHT ENJOY THE DEWEY APPROACH.

    DEWEY BELIEVED THAT EVERY STUDENT IS A TEACHER AND EVERY TEACHER IS A STUDENT. DO YOU AGREE WITH THIS?IN CONCLUSION, JOHN DEWEY WAS ,TO SAY THE LEAST, ADMIRED AS BEING A SIGNIFICANT PIONEER IN PROGRESSIVE TEACHING METHODS, BUT HE WAS ALSO GREATLY CRITICIZED BY HIS PEERS.

    NOTING THAT IT WAS NOT FROM THE USUAL ACADEMIC APPLICATION WHICH UTILIZE A MORE STRUCTURED FORMAT.

    AND HIS LINK BETWEEN THE NATURAL AND SOCIAL SCIENCES WAS MOST UNUSUAL. CLASS QUIZ AND EVALUATION OF THE PRESENTATION:

    WOULD YOU USE THIS METHOD?

    EXPLAIN DEWEYS LABORATORY SCHOOL?

    DID YOU LIKE THE PRESENTATION? WHY OR WHY NOT?

    WHAT DID YOU LEARN FROM THIS TEACHING MODEL?

    ADDITIONAL COMMENTS?

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