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-Some good learning experiences, some bad
-Math taught best in classroom, PE not
-Taught to think is the most important education of all
-The quality of teachers and teaching styles vary
-Teachers with hands on are generally better because that experience makes you remember what   you learned-labs
-Nature, not the classroom is the best teacher
-Evolution
-Conformity=Classroom
-Experiencing the bad teaches you to find the good and search for it

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-have to have a personal connection with the information being learned
-children need to be interested in the subject learned
-children need to be taught how to make a connection with the subject being learned
-children need to be taught what they can do with the information and how they can use it in the future
-children need to be taught how to build their future with things they are learning and are interested in
-children need a real life connection to the information being learned
-Dewey expects that the teachers will allow the students to explore the topic
-to do this in a classroom: focus on the depth of information learned, rather than the amount, not do 'busy work' on many topics but rather explore less topics in depth, not focus on the letter grade

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-younger years
-all teachers want      students to do things differently
-ways to do crafts, do math problems
-the way children are taught in one age can affect  how they do at an older age
-older years
-teachers have certain expectations
-students can use this to their advantage
-students do differently for each teacher in order to get the best possible grade, not understand
"Relationship to subject matter is no longer direct" (Dewey pg. 304, paragraph 8)
-my experience
-when I write in math class, I am not as careful about my grammar or structure,
-I know that I don't have to really think that hard about it, it is graded on the content, not the rhetoric
-I want to get good grades, not necessarily learn

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1: In school children have invisible limits set by their teacher, whether it be how much they talk, if they can chew gum or when an assignment is really due children can exercise limits and  get away with many things.
2: In the younger years teachers have already rewarded and given children to finish their homework or participate in class.

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-Still common- can be found at any level
-The idea that the student will only learn what the teacher says is necessary and nothing extra because they consider the end goal to be getting a good grade and not gaining any knowledge
-"The pupil studies but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies." The students don't care about learning, just the grades
- Sometimes extracurricular activities can have a larger impact on the developing brain and character than academic classes
- Interesting topics lead to better results and wider interest with the students, but teaching in an interesting way can also gain interest
-hands on activities that we are able to make ourselves lead to a deeper understanding of how things actually work rather than memorizing 2 + 2
- "'Knowledge,' in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself and then the goal becomes to heap it up and display it when called for." The knowledge itself doesn't matter, just showing it off and proving that you're "smart"
- Religious school leads to learning more about God and more devotion but when separated from it, the passion can leave
- "Pupils who have stored their 'minds' with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think." Onslaught of useless memorization is actually harming students' minds and rendering them incapable of independent thought

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- Playing the system is used in all levels of eduction, but not everyone knows how to do it.
- Yes, Figuring out the system is common in younger grades for example for example When i was younger the math class was split in two, faster learners and slower learners. I was in the faster learning group and my best friend was in the slower learning group. The groups ate lunch in different spots. I started purposely acting like I needed to learn slower so I could be with my friend and the teacher figured me out so she let me sit with my friend if I actually tried in math. I figuredout the system and then my teacher figured me out.

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"[w]hat is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought."

Thesis: In order for teachers to develop concrete experiences in their classrooms as Dewey suggests, teachers must inspire their students to explore the curriculum and think about the facts and ideas the students have about the subject.

1.  What does Dewey mean by this statement?
-- give the students a real life situation to apply what they are learning.  "Thoughts, just as thoughts are incomplete. ... Till they are applied in these situations they lack full point and reality. only application tests them, and only testing confers full meaning and a sense of their reality" (308).
2. What does Dewey expect of the teachers?
-- Ensure that the students explore the topic, not the grade. "A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teacher's requirements" (304).
3. Would this help produce thought in the classroom?
-- By focusing less on the grade, students are able to explore more of the topic and how it works. If the student is only concerned with the grade they will get, they no longer

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Rachel and Cassie: Students and their problems.

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Rachel and Cassie: Students and their problems.

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Dewey states in  paragraph 1 that "Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought." This quote connects to our experience of learning about ourselves in order to understand others. In the process of learning to understand others we learn the different fundamentals of education that Dewey mentions, such as experiencing ideas, making and understanding observations and going on to apply the knowledge we have learned to real life situations.

THESIS: In order to understand and become educated in the worlds ideals, we must first be able to observe and understand ourselves and those around us, and be able to apply what we have learned to the bigger picture of life.

PERSONAL SUPPORT: When we had to take the 'personality test' and see what traits we have and how we may react to other personalities

PERSONAL SUPPORT: Going from feeling your own emotions, to understanding those emotions, to feeling empathy for others, and figuring out how to get along. (Five year old w/noodles and teacher intervention)

TEXTUAL SUPPORT: Paragraph 21 "Every recitation in every  subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life."

TEXTUAL SUPPORT: Paragraph 5 "That the situation should be of such a nature as to arouse thinking means of course that is should suggest something to do which is not either routine or capricious - something, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response"

OUR DISCUSSION
wheels and tubes - understanding others and empathy -

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Is the situation still common in the early grades? Is it common in the later grades? (Holly and Reham)

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Is the situation still common in the early grades? Is it common in the later grades? (Holly and Reham)

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1. On page 304 on paragraph 8, Dewey states, "The pupil studies, unconsciously to himself and the objects of his study are the conventions and standards of the school system and school authority, not the normal "studies."  The thinking thus evoked is artificially one-sided at best..." This statement helps show that  the students wants to do what the teacher is either expecting them to do, or what they want them to do.
2. In the later grades - some teachers are different, and we sometimes learn different things from the same class. Some high schoolers go out of a classroom with a different teacher not learning anything, while the others are learning better with a different teacher, although they are in the same "study".
3. On page 304 paragraph 8, Dewey states, "At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them - or, how to come near enough to meet them to slide along without an undue amount of friction." This quote supports our example.
4. In the earlier grades, I went to church (catholic) school, and the teacher never showed any signs of any expectations for us, but she assumed that we knew and understood verses of the Bible, since we were in a school for it.
5. Teachers may not have expectations shown to people, but they expect the children to infer it.
6. (For point 2) pg. 309, paragraph 21, near the end.
Thesis: During education, it is a teachers responsibility to teach the children so they do not forget the information, and not to teach them things or ways that are easy to forget.

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-thinking is experience
-we need a direct personal experience of a situation
-pg 302 para 3 "This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects."
-We need to teach children to find interests in subjects and create a future with that subject.
-pg 307 para 15 "But what he directly gets cannot be an idea."

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Serious, BULLET POINTS!

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BULLET POINTS!!

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Remember: BULLET POINTS