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-school is a social institute
-education is a process of living not a prep for the future
-school stems from the home life that students have
-teacher is a member of the community that will prepare the child
-school=social life and growth
-school is a development of attitudes, interests & experience
-social life of the child= basis of concentration (what the child goes through is what they will bring to class with them)
-education has 2 processes: psychological & sociological

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“I believe that it is also a social necessity because the home is the form of social life in which the child has been nurtured and in connection with which he has his moral training. It is the business of the school to depend and extend his sense of the values bound up in his home life.” (Dewey, pg. 21)

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-Dewey wants school to provide this social institution for the students. He wants to school to shape their social skills by having the teacher assist the child on how to respond to things in their community. He wants the curriculum to constantly be peaking the students social interests. I agree with Dewey that schools should be a social setting. I think it is important for students to work peer-peer and get that experience before having to work with others in the real world.

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-wide-awakeness is “awareness of what it is to be in the world” (Greene, 1995, p. 35)
-wide-awakeness forces students to see themselves and others as an acceptance in the community
-teacher’s role is to create a democratic classroom
-in order to form that classroom, teachers need to be aware of their community and how they fit into it
-teachers always have to be open-minded
-moral education: begins in the classroom by teaching students how to self-identify in their community
-aesthetics: use of imagination in learning everyday is critical especially through literature because it is a key to having a meaningful life through education

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Teachers are told that in order to create the American Dream for their students, they need to educate them on the world around them on an everyday basis. (Greene, 1988, p. 1)

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-Greene wants teachers to make their students aware of the world around them in order to fit in and find a place. It is important for teachers to first understand their role in the community in order to pass it on to their students. Students need to be educated on the world around them in school because it gives them more of an academic background with it instead of just from home in conversation. If students are aware of the community, it can help them to make better decisions because they can be prepared in many different situations that come their way. Decision-making can hurt or harm someones life so if they are aware of some decisions to make, it will set up for a better life. I think Greene’s idea is great and I would use it in my class for sure. I would have the students appreciate one another and learn that everyone helps by doing a poster of a student per-week and having the others have to come up with a short sentence about how that person helped them throughout the year.

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-interaction between learning and development
1. child development independent of learning
-deduction and understanding, evolution, interpretation, logical forms & abstract knowledge all occur without school influence (Vygotsky, 1978, p. 79)
-development is the prerequisite for learning
2. learning is development
-when you learn, you are developing through that learning
3. combining learning/development
-maturation=nervous system
-learning=developmental
-as they develop, they start to become independent
-1 step learning = 2 steps development

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Zone of Proximal Development: A New Approach 

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Zone of Proximal Development: A New Approach 

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1. relation between learning & development
2. specific features of relationship between learning & development when children get to school age
-it begins before getting to school
-learning/development= first day of life
-actual development level is where the student is at
-zone of proximal development is good diagnosis for educational problems. It is prospectively
-maturation in progress
-what has been developed and what will be
-what child does with assistance today=alone tomorrow
Learning is the process of developing!!!!!

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“It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” (Vygotsky, 1978, p. 97

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-Vygotsky sees a correlation between learning and development. The development occurs through learning. A student develops as they go from needing guidance to being able to do it on their own. Learning starts from the day a child is born as is developing but as they learn and get more involved they develop. Learning and development are always linked with one another. Learning is the process of developing. I agree with Vygotsky and I think as teachers, it is important for us, especially at the younger grades to understand the development and learning process. We have to understand that all of our students will be in different places and we need to be prepared to work with that.

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-observation is key
-students have luxury to move around
-lets them be their natural self
-discipline is apparent through giving the children their own freedom
-not disciplined if told to see and be quiet
-disciplined when master of own actions
-teacher’s role is to observe the students in order to understand child and personality
-discipline is created for good work ethic
-students have the ability to take action of their movements
-this leads the child towards independence
-independence is the key to freedom
-independence creates powerful humans

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“We do not stop to think that the child who does not do, does not know how to do.” (Montessori, 1964, p. 97)

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Montessori wanted to give students the chance to explore on their own. I connected this to Vygotsky with learning and development because Montessori students would be learning and developing based on their opportunity to explore many things and learn through that instead of just sitting in a seat. I think it is important to have students be able to discover many different things. It is probably hard for teachers to be the ones to sit back and have to observe but I think through time they could find a way to be more engaged with the concept. In my opinion, this method is great and I would use it, but I don’t think I would want to use it all the time because I think the students need some kind of structure in their learning. Not that this is not structured but sometimes having your own space by sitting in your seat and getting an assignment done is good for students.

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-U.S has a decline in literate knowledge
-literacy is used to make us masters of knowledge and communication
-confined to generations
1. can’t assume young’s know things of past
2. can’t treat reading & writing as empty skill
-need to be taught for basic communication at a young age
-important to tie what they are reading to what they already know
-we take literacy for granted
-it is expected for students to get this in school but they don’t
-cause=TV but it is important to look at what the schools are doing
-school curriculum= most important
-literate culture is most democratic
-less privileged kids are denied interaction
-education involves degrees vs. worthiness
-Pre-K good for starting literate national culture
-5th grade too late
-if taught more cultural content than developmental knowledge could be overcome
-would enhance motivation if taught earlier
-Rousseau and Dewey= avoids rote learning, encourages natural development= encourages independence of the mind (Hirsch, 1988)

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“But in the U.s., only 2/3 of our citizens are literate, and even among those the average level is too low and should be raised.” (Hirsch, 1988, p. 2)
“All nationwide communications, whether by telephone, radio, TV, or writing are fundamentally dependent upon literacy.” (Hirsch, 1988, p. 2)

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-Hirsch is informing us that U.S. is low in literacy because we are not teaching it enough in our schools. Students are not practicing their communication skills therefore not able to communicate when they are older. Everything stems from literacy so without that it will be hard to get through life. The earlier we teach these literacy skills the better off we are because once students get to a certain age, they have their set ways and it will be hard to try to embed new things in them. Literacy is often taken for granted in the school system and we need to not do that. It is important to make sure that all your students have a background. Some of them may not be able to get the help at home so school is important for them to build this knowledge. Social media has taken over all of our lives because we no longer have to communicate in a face to face setting and we can use text slang to communicate. In my opinion, literacy skills is the most important because once you get to college, it is all about reading and being able to discuss your readings extensively. We need to form that background at a young age to make it easier as students get older.

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-importance of teacher/student relationships
-education=depositing
-students=depositories
-teacher=depositor
-individuals can’t be human
-students teach teachers
-teachers teach students
-must engage with students
-banking approach=turn women & men into automatons
-objects on the outside surrounding us are accessible to consciousness not on the inside
-communication= meaning for life
-authentic thinking= concerned about reality
-oppression: necrophilic nourished by love of death not life
—leads adaptation in the world
-education as domination=adopting world oppression
-problem-posing education: embodies communication
—role to create
—develop power in the way they exist
—men and women as beings in the process of becoming (revolutionary) (Freire, 2005)
—teachers would be taught in dialogue with student

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“Educator’s role is to regulate the way the world enters “into” the students.” (Freire, 2005, p. 76)
“The educated individual is an adopted person—better fit for the world.” (Freire, 2005, p. 76)

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Freire went with the notion that it is important for students to be individuals. It is our job as teachers to be in dialogue with our students. We have to make them feel part of the process of learning. With them being involved in the process, they are allowed to create by being co-investogators with the teacher. We have to give them a chance to have their own decision-making in order to prepare for the future and be more wise about it. In my opinion, I would want my students to work with me because I constantly want their feedback to make myself a better teacher. It often goes unnoticed that we can learn a lot from our students as they learn a lot from us. We have to break the barrier and give our students a chance. This can also help build great relationships and peak their interests if they are more involved.

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-may not be able to reach students until showing material in a different way
1. verbal-linguistic: analyze info and produce work that involves oral and written language
2. Logical-mathematical: ability to develop equations and proofs, make calculations & solve abstract problems
3. Visual-spatial: comprehending maps
4. Musical: make meaning of sound
5. Naturalistic: identify and distinguish natural things
6. Bodily-kinesthetic: one’s body to create products
7. Interpersonal: recognize and understand people
8. Intrapersonal: recognize and assess some characteristics in yourself
(Gardner, 1983, p. 1)
-never label students a sone type of learn
-find out student strengths, some challenges, interests and disinterest (engage senses)
-multiple ways to access improves learning
-multiple ways to present knowledge improves engagement

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-VARK: Visual, Auditory, Reading, Kinesthetic
-students often blame failures on teachers because it didn’t match their learning style
-student found no correlation it was just the way that certain students liked things presented
-visual was seen as best for all tests
-teachers should focus more on visual
-people have many different abilities and thats what makes us different, not styles

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“Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways—visual, auditory, and kinesthetic, impulsive and reflective, right and left brain, etc.” (Gardner, 1983, p. 1)

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We always have to take those tests in class about what type of learner that you are. Gardner made me realize that it really is just the way that you like things being presented to you. I like visual things therefore, I am a visual learner. I want to see something drawn out for me or for me to do it. That is how I approach my work as opposed to someone else who may be better with auditory learning. We are all different and we all have different abilities which make us more compatible with one of these styles. I think it is important as a teacher to understand each of your child’s preference for learning and try to include them in your lessons with various activities and methods to keep all students engaged.

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-8 elements for a proper lesson
-lesson design, target teaching, critical teaching
1. Anticipatory set: bring the students into the lesson by peaking their thoughts about what will be learned (hook)
2. Objective and Purpose: this show students what is going to be learned and why
3. Input: the new knowledge that students are getting; could be presented in many different ways (powerpoint, direct instruction, stations, etc.)
4. Modeling: “I do” demonstration; let students see what they are learning and how to apply it
5. Check for understanding: ask questions to make sure students are on the same page
6. Guided Practice: allow students to practice while teacher walks around and supervises
7. Independent practice: teacher gives students the opportunity to apply the knowledge they learned in independent work (homework, classwork)
8. Closure: review/wrap-up lesson; teacher can asks students what they learned (KWL chart) exit slip etc.
-these 8 steps don’t have to be followed for every lesson
-scaffold: some visual (diagram) that makes it easier for students to understand materials
-it is important to decontextualize the material which means to break it down for students; that is best with guided practice because you are breaking it down for students to practice while the teacher facilitates and walks around checking for understanding

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“Within each element of Lesson Design, there are many sub-skills, methods, and techniques—each demanding training, practice, and review in order to attain mastery of the Hunter model.” (Hunter, p. 1)

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The Hunter model is one that I am familiar with because we use it for the Drew lesson plan. I think as a teacher it is important to follow this lesson model because it touches on all the key components to be sure the student understands what you are teaching. This gives a change in the classroom to the approach of the lessons that the teachers give. The many different approaches and activity sets shows a level of mastery for the students and it gives the teacher a good tool to go back and use the information to have feedback on the students.

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Theory: Understanding by Design Framework 

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Theory: Understanding by Design Framework 

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-planning process to guide curriculum, assessment & instruction
-focus on teaching and assessing for understanding from students through multiple ways
-based on 7 ideas
1. learning is better when teacher puts a lot of thought into planning
2. development of student understand should be basis of curriculum
3. students need to transfer learning through performance
4. effective curriculum is planned backwards
5. teachers are coaches for understanding
6. review units regularly
7. continual improvement is reflected
-Backward design
1. identify results: what you want them to learn
2. determine assessment: how will you assess for that certain chapter/unit/lesson
3. plan learning experiences and instruction: how will you support students and the goals you have set
ACQUIRE, MAKE MEANING, TRANSFER

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-important and could be recurring in the unit
1. essential questions allow students to change their answers through life
2. key inquires in a discipline: big idea not narrowed to specifics
3. helps students make sense of important but complicated theories by experts that they haven’t quite grasped fully
Question is essential when:
-causes investigation
-discussion
-students need to consider all sides
-on-going, uses a lot of different thinking
-meaningful connections to what is learned
-recurs throughout a unit or life
(Wiggins, 2007, p. 1)

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“The big questions signal that education is not just about learning “the answer” but about learning how to learn.” (Wiggins, 2007, p.1)

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When thinking about the understanding by design framework it is important to have a design set in place when getting ready to teach students a lesson. We have to be sure as teachers that we have it all planned so that we know which direction we are going to take them in. We have to hit the components of teaching, assessing and transferring their learning to the next stage. This is super important because we have to be able to teach the students and get them to the assessment stage which is going to show mastery of the skills. After they have mastered it, they can then transfer it to the next level or the next skill set. One leads to the next so it is important to be on top of this method.

For the essential questions, it is important to have those up all the time. At a younger grade level it may be harder because they are still learning how to think on that level and even read. But this keeps the students on task and constantly thinking about that question. My teachers in high school used to have them all over the room for each unit of topic we discovered. She/ he would leave them around the room so that we were always thinking of an answer but the more we learned, the more our answers changed. These answers changed based on the growing of our knowledge. My teachers always stressed to us how important those questions were and how we were always going to be referring back to them. It is so true, still to this day as I am in graduate school. I want to create that

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-verbs used to describe what students are going to be doing in the lesson
-describe assignments and assessments
-lower level verbs=knowledge & facts
-higher level verbs= complex thinking skills
-verbs were brought together by levels
-fact-based/low-level thinking, application, conceptual/high-level thinking
-broken down into 4 (knowledge, understand, apply, analyze, evaluate, create)
-language is flexible
-many of the verbs have several meaning and can cross over for the different sections
-very useful when creating lesson plans

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“The most explicit goal is to describe the unique knowledge, skills, and abilities students acquire as they complete courses and degree programs.” (Stanny, 2016, p. 1)
“Academic programs often try to use Bloom’s Taxonomy as a way to describe the expectations for increased expertise students exhibit in advance academic work.” (Stanny, 2016, p. 9)

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Throughout my experience with using Bloom’s, I have always been told it is my best friend and super important. I truly believe that it is important. It is the verb that tells the students what they are going to be achieving in that lesson. It is important to have these verbs at levels because as a teacher, you should be challenging your students to complete skills that are at high levels as the year goes on. Also at the end, students should be able to apply all of the components. (Knowledge, Understand, Apply, Analyze, Evaluate, Create) I believe that if they can tackle all of these in activities, that the students will be very prepared and have a wide variety of experience.