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Ideas:

Written in 1921 when role of teacher was more of "narrator".  Criticizes education's role as act of depositing, where teacher is a depositor and student is a passive and "oppressed" recipient.

Advocates for "posing of the problems" where there is a dialect between teacher and student and they both learn from each other.

My View:
Very forward thinking for the time and theory is still very applicable today.  Teachers should be a "dialogue" and inquiry between teacher and students.  "Dumping" information to students does not lead to critical thinking.

Quotes:
In problem-posing education "People teach each other, mediated by the world, by the cognizable objects which in banking education ae "owned" by the teacher"
Paulo Freire

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Key Ideas:

"Backward Design" - Curriculum is planned through a 3 step process        (Desired Results, Evidence, Learning Plan)

Long term goals for students ensuring results are measurable.  tools are thought through.

Lessons planned with meaning/transferable learning.

Asking "essential questions"

My View:
Makes common sense. I need to understand goals for the class and the students FIRST to create effective and meaningful curriculum. Measuring results so critical, otherwise how would you know how students are doing (more than just a "test"). Also, important to mix in essential (higher learning/broader) questions with factual ones.
Quotes:
"Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens..."
McTighe and Wiggins

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Key Ideas:

Multiple types of human intelligence (8) that affects how we process information.

We all have these "intelligences" but developed at different degrees.

Not to be confused with "learning "styles"

My View:
Present information in the classroom in different ways depending on the students "intelligence" so that they are more "open" to improve learning and engagement.  Be careful not to "box" students and confuse with learning styles.
Quotes:
"I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc."
- Howard Gardner

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German car company Audi has unveiled the Aicon, an electric self-driving car, and a recent advertising campaign for the model uses Howard Gardner's theory of multiple intelligences to highlight the vehicle's various features. For example, the electric motor is highlighted as evidence of the car's naturalist intelligence, which its autonomous driving capabilities are cited as [...]

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German car company Audi has unveiled the Aicon, an electric self-driving car, and a recent advertising campaign for the model uses Howard Gardner's theory of multiple intelligences to highlight the vehicle's various features. For example, the electric motor is highlighted as evidence of the car's naturalist intelligence, which its autonomous driving capabilities are cited as [...]

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Key Ideas:

7 "generic instructional processes" that should be considered in lesson planning.

Not all steps (and not necessarily in order) need to be used - depends on lesson/students.

Effective teachers have a methodology when planning and presenting lessons.

My View:
Having a systematic structure for lesson planning is useful and effective. The steps need to be understood in depth to decide which ones should be part of a lesson. Lessons are students vary, so use steps that apply.
Quotes:
"To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers?...check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair"
Madeline Hunter

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Key Ideas:

Zone of proximal development - the potential development a student has as determined through problem solving under adult guidance or peer collaboration.

Mental development = actual + zone of proximal development.

My View:
As teachers we must aim at the student's zone of proximal development.  Teach to "stretch" the student to achieve what he/she is capable of. Be careful though and understand what the student is capable of so as not to set false expectations than can lead to student frustration.
Quotes:
"what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone" (Vygotsky, 1978, p. 85)

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Key Ideas:

6 levels of thinking skills that range from low level (know, understand) to higher level(apply, analyze, evaluate, create)

Use to create clear students learning goals and SLOs. Measured through observable behaviors.

My View:
Use levels and verbiage to create clear expectations and to measure outcomes. Be careful not to "box" students into these categories as critical thinking is fluid among all levels.
Quotes:
"After forty years of intensive research on school learning in the US as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning"
Bloom

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Key Ideas:

Observation with focus on liberty of the child

Discipline achieved through liberty

Teachers must help the students become independent so that they can achieve their own desires and goals.

My View:
Hard to completely implement in a "regular" classroom, must be trained to use this method fully. However, I could apply some of the key ideas, like helping students become independent and provide freedom to make certain choices.
Quotes:
"We must make of the future generation, powerful me and by that we mean men who are independent and free" (Montessori, 1964, p.101)
"Since the child now learns to move rather than to sit still, he prepares himself not for school but for life" (Montessori, 1964, p.87

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Key Ideas:

“Cultural literacy”, the network of information that all competent readers posses, is the answer to American literacy issues.

An early curriculum in schools that is based on knowledge.

Methods or reading instruction must include “content” as much as “skill”.

My View:
I agree with Hirsch that there is basic/common knowledge that all readers should share and that we must include texts with world information when teaching reading. However, we must be very careful not to exclude other ethnicities and cultures that exist in the classroom and in our society. I believe you can have a balance and incorporate knowledge with a more worldly and culturally diverse approach.
Quotes:
"Only a well-rounded, knowledge-specific curriculum can impart needed knowledge to all children and overcome inequality of opportunity”.

E. D. Hirsch, Jr., Why Knowledge Matters (2016)

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Key Ideas:

Knowledge is formed by the social environment of the child and based on the experiences the child has in that social environment.

It is important that the school acts as a community and as the home extension of the child (versus just a place where information is disseminated) (Sadovnik, 2018, p. 216)

Teacher is a facilitator of the experience. (Sadovnik, 2018, p. 217)

Students should be able to apply what is learned through these experiences at school to other situations in life.

My View:
I think it is important for students to feel that the school is an extension of their community instead of a place they go to be "instructed".  They will then consider school and the learning inside the school as a natural part of their lives.
Experiential learning is important so that the child internalizes it and can apply to other situations they encounter in life. However, these experiences should not neglect the necessary subjects and skills that children should learn at school.

Quotes
"I believe that education, is a process of living and not a preparation for future living". (Sadovnik, 2018, p. 216)

"The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences" (Sadovnik, 2018 p. 217)

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Key Ideas:

"Wide-Awakeness" as principle of education: "awareness of what it is to be in the world" (Greene, 1988, p.1)

Teachers should be "wide-awaked" and ask "why" and break away from norm when necessary first - before they can teach.(Sadovnik, 2018, p. 221)

My View:
I think it is important for teachers to be "wide-awake" and have an inquisitive mind. They should not accept things just as they are but rather question the "why". They also should teach students the same. Teachers should also be moral role models and do what right for their students.
Quotes
"If teachers are not critically conscious, if they are not awake to their own values and commitments, I do not see how they can initiate the young into critical questioning or the moral life". (Sadovnik, 20018, p.222)