Rather, students have considerable freedom to determine the content and form of their project and to work with others or by themselves.
Differentiating here automatically creates equity. Our students demonstrate their knowledge in their own way. What is manageable and realistic for them.
within
Could this be geared towards standardized testing? It is mandated, we need to address it, but we can make it more engaging and manipulate it?
low experiences are so intense that we lose track of time and temporarily escape other everyday concerns
How satisfying! to work so hard towards a goal and see it successfully unfold!
Wobble occurs routinely in the classroom when something unexpected emerges
This is what makes a teacher a better teacher. When unexpected changes occur we are forced to reevaluate, therefore address the needs and face reality.
pose conveys the dimensions of mindfulness
Being mindful makes us aware of equity in the classroom.
not about an endpoint;
I think it's so important to focus on this. There is never an endpoint. We must keep experimenting, reflecting and evolving!
centered on re-evaluating the educa-tional needs of all students in order to challenge assumptions of equality in pedagogical design and educational reform.
I think this is something that a lot of teachers oversee..in a room of 30 students it can become difficult to consider all of the different needs, but through consistent reflection it can be done.
culturally proactive teaching and the thinking and teaching practices that accompany them.
While teaching our students is our goal, we cannot be successful until we understand their culture, discover their interests and connect.
o teach from a social justice perspective, tack-ling issues of privilege, problems of equity and access, and the possibilities inherent in social and civic action.
It would have been so meaningful to actually discuss these issues during methods courses and student teaching rather than the "how." The "how" was indeed the most important secret to unveil when "learning to become a teacher."
But why should I make this labored presentation? The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation. This transformation is not something to appear suddenly, to be executed in a day by conscious purpose.
I like that this calls for transformation, which is obviously necessary now. AND this is suggesting that it cannot happen in a day. I think Dewey's biggest claim here is that he wants to see the educational system evolve. While education has evolved and continues to evolve I think it's important to realize that educator, philosophers and technologists have tried to implement too many changes too fast.
renewed. It has a chance to affiliate itself with life, to become the child’s habitat, where he learns through directed living; instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future.
And now...we have project-based learning, school to industry connections, and small learning communities - and even professional learning communities...
The radical reason that the present school cannot organize itself as a natural social unit is because just this element of common and productive activity is absent.
Is this still true? I think it is dependent upon the individual school or district. My students produce activity, but it through translation and conjugation. Is that really a productive activity?
When we turn to the school, we find that one of the most striking tendencies at present is toward the introduction of so-called manual training, shop-work, and the household arts—sewing and cooking.
Is this a bad thing? We have so many students who thrive in these types of settings. They are able to demonstrate skill and understanding when manipulating, not by sitting in a desk with a pencil and paper. I wish more students had more opportunities to take classes like these where the can model their understanding via creation rather than reciting or recording memorized knowledge on paper.
Verbal memory can be trained in committing tasks, a certain discipline of the reasoning powers can be acquired through lessons in science and mathematics; but, after all, this is somewhat remote and shadowy compared with the training of attention and of judgment that is acquired in having to do things with a real motive behind and a real outcome ahead.
I want to believe that we are in fact evolving with society and displaying what students can create, but at the same time I question if society truly is evolving. We continue to teach to the test and provided courses that prepare you for the dreaded standardized test. So, is society continuing to test "expected" knowledge or creation?