Quiz 9 Pt. 2 (Ch. 16) Flashcards
constructivist approach
learner-centered approach to teaching that emphasizes the importance of individuals actively constructing their knowledge and understanding from the teacher
-teachers shouldn’t attempt to pour info. into children’s minds
–wouldn’t have children memorize info. but meaningfully construct knowledge and understand info while guiding learning
-children should be encouraged to explore their world, discovery knowledge, reflect, and think critically
-believe that in Amer. edu. children have been required to sit still, be passive learners, and rottenly memorize irrelvevant as well as relevant information
-emphasis on collaboration, children working together in their efforts to know and understand
direct instruction approach
structured, teacher-centered approach that’s characterized by teacher direction and control
-high teacher expectations for students’ progress
-maximum time spent by students on academic tasks and efforts by the teacher to keep neg. affect to a minimum
constructivist view of direct instruction
turns children into passive learners and doesn’t challenge them to think in critical and creative ways
direct instruction view of constructivism
don’t give enough attention to content of a discipline, such as history or sci.
-believe constructivist approach is too relativistic and vague
Common Core Standards
specify what students should know and skills that they should develop at each grade in various content areas
critics of the Common Core Standards
effort by fed. gov. to control edu. and emphasize “one-size-fits-all” approach that pays little attention to individual variations in students
supporters of the Common Core Standards
give needed detailed guidelines and important milestones for students to achieve
-argue that standardized tests improved student performance, more time devoted to teaching the subjects that are tested
–high expectations for students, identification of poorly performing schools, teachers, and administrators
–improved confidence in school as test scores rise
–help educators identify struggling students and content areas in need of more instruction
critics of standardized tests
stresses that using a single test as an indicator of students’ progress and competence presents a narrow view of students’ skills
-teachers end up spending far too much time “teaching to the test” by drilling students
–having them memorize isolated facts at the expense of teaching that focuses on thinking skills, which students need for success in life
child-centered kindergarten
emphasizes edu. of whole child and concern for their phys., cog., and socioemotional development
-instruction organized around children’s needs, interests, and learning styles
-emphasis placed on process of learning, rather than what’s learned
3 principles of child-centered kindergarten
1) each child follows a unique developmental pattern
2) young children learn best through firsthand exp. w/ people and materials
3) play is extremely important in child’s development
Montessori approach
philosophy of edu. in which children are given considerable freedom and spontaneity in choosing activities
-teacher acts as facilitator and shows child how to perform intellectual activities
–demonstrates ways to explore curriculum materials and offers help when child requests it
-encourages independent problem solving and effective time management
critics of Montessori approach
deemphasizes verbal interaction between the teacher and child
-restricts imaginative play and reliance on self-corrective materials may not adequately allow for creativity or accommodate a variety of learning styles
developmentally appropriate practice (DAP)
based on knowledge of typical development of children within an age span and uniqueness of the child
desired outcomes of DAP
thinking critically, working cooperatively, solving problems
-developing self-regulatory skills, and enjoying learning
Project Head Start
compensatory program designed to give children from low-income families the opportunity to acquire skills and experiences for success in school
Early Head Start
see children from birth to 3 yrs. of age
2 controversies in early childhood education
1) what the curriculum for early childhood edu. should be
-include academic and constructivist approaches
-experts point out that early childhood programs should focus on both cognitive and socioemotional development
2) if preschool edu. should be universal in U.S.
-emphasize that quality preschools prepare children for success
-critics argue that the gains attributed to preschool and kindergarten edu. are overstated
–stress that research hasn’t proven that nondisadvantaged children benefit from attending a preschool
–more important to improve preschool children for children who are disadvantaged than to mandate preschool edu. for all 4-yr. old children
top-dog phenomenon
moving from being the oldest, biggest, and most powerful students in elementary school to being the youngest, smallest, and least powerful students in middle or junior high school
critics of middle and junior high schools
offer activities that reflect wide range of individual differences in biological and psychological development
critics of high school
expectations for success and standards for learning are low
-foster passivity and should make various pathways for students to achieve an identity
-neg/ social aspects of adolescents’ lives undermine their academic achievement
extracurricular pros
higher grades, increased school engagement, reduced likelihood of dropping out
-improved probability of going to college, higher self-esteem
-lower rates of depression, delinquency, and substance abuse
factors parents consider
convenience and cost -> public school
-working-class parents
–practical concerns
-middle-class parents
–school quality, academics, tend to be drawn to private schools
racial differences in school choice
white middle-class parents
-schools w/ white, middle-class student bodies, see schools w/ large #s of blacks as lower in quality
-want “diversity,” but not at the expensive of test scores
-middle-class immigrant families
–ethnically mixed schools
-middle-class black families
–academic excellence
-costs and benefits agonized over
strategies for improving interaction among diverse student
turn class into jigsaw classroom
-students from diff. cultural backgrounds are placed in a cooperative group
-required to construct different parts of a project to reach a common goal
-encourage students to have pos. personal contact w/ diverse other students
-reduce bias, be a competent cultural mediator, view the school and community as a team
“special group families”
consider issues of inclusiveness and representation
