Child Centered Vs Standards Driven The Case For...

Child-centered versus Standards-driven: The Case for Constructivist Teaching Jacob Daniel EG 5023 July 24, 2014 Dr. Carrie Abood Child-centered versus Standards-driven: The Case for Constructivist Teaching The educational philosophy of teachers significantly impacts an educator’s teaching style, and thus greatly impacts student learning. The philosophy of an educator affects the way they prepare for their classes, and essentially it aids in the formation of his or her teaching methodologies. In the United States, standards-driven learning has traditionally involved having students repeat newly presented information in reports or on tests. Child-centered teaching practices, in contrast, help students internalize, or transform, new information. If the goals of teaching school subjects are to be successfully accomplished, teachers of different subject areas should transform students’ engagement in subject matters from rote recall and comprehension to more meaningful analysis, synthesis, application, and evaluation via child-centered teaching models and methods. Child-centered teaching methods are p rimarily influenced by the philosophy of constructivism. Rooted in the field of cognitive science, constructivist pedagogy is especially informed by the ideas of John Dewey and William James; the later work of Jean Piaget; and the sociohistorical work of Lev Vygotsky and Jerome Bruner. Brooks and Brooks (1993) describe both the constructivist pedagogy and theShow MoreRelatedApplication of Observational Learning6241 Words   |  25 PagesActivity and perception are prior to conceptualization. The teaching and learning situation is characterized as cognitive apprenticeship. From that follows that the activity of learning must take place in an authentic situation. Learning theories also can be prescriptive (tell how people should learn), but prescription is rather the role of pedagogical theory. DSchneider believes that it mostly a bad idea to blend learning and teaching theory. E.g. If one believes that knowledge is constructed oneRead MoreManagement Course: Mba−10 General Man agement215330 Words   |  862 PagesManaging Change 121 121 147 147 Text 3. Why Organizations Change Text Cohen †¢ Effective Behavior in Organizations, Seventh Edition 14. Initiating Change 174 174 Text iii Cases 221 221 225 The Consolidated Life Case: Caught Between Corporate Cultures Who’s in Charge? (The)(Jim)(Davis)(Case) Morin−Jarrell †¢ Driving Shareholder Value I. Valuation 229 229 253 279 1. The Value−Based Management Framework: An Overview 2. Why Value Value? 4. The Value Manager Harvard BusinessRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagesedition of Christian Metz s Essais sur la signification au cinema, volume 1, was published by Editions Klincksieck in 1971,  © Editions Klincksieck, 1968. ÃŽËœThe paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. To George Blin, Profesor at the Collà ¨ge de France, whithout whom none of these pages would have been started. CONTENTS A Note on the Translation by