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Slide 1: Inductive Learning
Slide 2: COW
Slide 5: The Memoires of Jesse James "I remember all those thousands of hours that I spent in grade school watching the clock, waiting for recess or lunch or to go home. Waiting: for anything but school. My teachers could easily have ridden wtih Jesse James for all the time they stole from me." Richard Brautigan
Slide 8: The Sandbox Theory
Slide 9: BUZZ Words Inquiry education Discovery Learning The Sudbury School Unschooling The Natural Approach Waldorf / / / / / / Constructivism Active Learning deSchooling Cooperative learning Communicative Teaching / Inquiry Based Learning Montessori
Slide 10: Learning by Discovery • "an approach to instruction through which students interact with their environmentby exploring and manipulating objects, wrestling with questions and controversies, or performing experiments" (Ormrod, 1995, p. 442)
Slide 11: Learning As A ……Process  self – organizing  self – empowering  active (Dewey)  self-monitoring  deep process (Piaget)  natural
Slide 12: A Hole in The Wall
Slide 13: WHY DO WE TEACH AS WE DO?
Slide 14: Victims of the Past
Slide 15: Victims of our Egos
Slide 16: Sandbox theory
Slide 17: Active Learning Students learn through active discovery experimentation, examination and analysis NOT direct instruction
Slide 19: Jerome Bruner we should somehow give to children (students) a respect for their own powers of thinking, for their power to generate good questions, to come up with interesting informed guesses ...
Slide 21: Examples Categorization Webquests Experiments Simulations Applied Research Projects Surveys Interviews Collecting Observation Games Performance
Slide 22: The “Upside Down Lessons
Slide 23: Upside Down Lesson Delivery Class time
Slide 24: This isn’t Teaching!? No, it isn’t. That’s the point. It is learning NOT Teaching.
Slide 25: What about Classroom management? This is the anecdote to classroom management problems! Students that are involved and active are much less to cause trouble or be off task. Get them involved and active and your teaching life will be much easier!
Slide 26: My superiors will never buy this! Get reading! Support your arguments with research and use a soft sell. Pitch it as “for the benefit of the student” and it will sell itself. Take baby steps, one week, one unit at a time. Show off your student’s accomplishments!
Slide 27: The parents definitely won’t! Yes they will, once their children return home full of talk about class and excited about their next project or activity! Parents will understand once they see the results.
Slide 28: How do you assess this? Easily. Use rubrics and better if they are developed with/by the students. Focus on functional based assessment, what the students accomplished and can do. Keep tracking sheets and records – let the students do the work by filling them out!
Slide 29: My class has too many levels for this to work! That’s precisely the greatest reason to use it! Students learn by teaching and sharing with each other actively. Other students are great scaffolds and mentors. Don’t underestimate your students as teachers!
Slide 30: Isn’t this too much work? Like anything, it takes time/effort to start up. But in terms of delivery, once it is started, it is vastly easier and less stressful than direct instruction. The pressure is “off” the teacher. In fact the pressure is “off” everywhere.
Slide 31: How do I start? Be the guide on the side NOT the sage on the stage. Ask students what they want to learn. Step back, make the students the focus of attention.
Slide 32: How do I start? Start with Production. Flip your lesson and deliver it upside down. Don’t get hung up on specific “outcomes”. Ask yourself, “are they learning?”.
Slide 33: How do I start? Start experimenting with your GOOD classes. Take a risk and give students the materials and see what they can do with the briefest of instruction/outline. Consciously rein your teaching in and imagine your class as a living space and not a working space.
Slide 34: Suggested “Discovery” Finch, Andrew, “TEACHERS – WHO NEEDS THEM?: ROLES AND EXPECTATIONS IN THE LANGUAGE CLASSROOM” Illych, Ivan, After Deschooling, What? Postman, Teaching as a Subversive Activity Rogers, Carl, On Becoming a Person Bruner, Jerome S., The Process of Education Christensen, Clayton M., Disrupting Class Bradburn, Kris, How to Prevent Another DaVinci Kohn, Alfie, It’s not what we teach, it’s what they learn Ranciere, Jacques, The Ignorant Schoolmaster Littky, Dennis, New Ideas Ackoff, Russell L. & Greenberg, Daniel, Turning Learning Right Side Up. Holt, John, How Children Fail Nunan, David, The Learner Centered Curriculum Neill, A. S. , Summerhill Gatto, John Taylor, Why Schools Don’t Educate
Slide 35: Prompts "the function of a child is to live his own life — not the life that his anxious parents think he should live, not a life according to the purpose of an educator who thinks he knows best.“ “I’d rather graduate a happy street sweeper than a thousand neurotic prime ministers.” -- A.S. Neill
Slide 36: Prompts “the objective of education is learning NOT teaching.” “Don’t let your schooling get in the way of your education” Samuel Clements
Slide 37: Prompts "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde “You can't learn in school what the world is going to do next year.” -- Henry Ford
Slide 38: Prompts "I hear and I forget; I see and I remember; I do and I understand.” Chinese proverb “Give a man a fish; you have fed him for today. Teach a man to fish; and you have fed him for a lifetime”
Slide 39: Prompts “Personally, I am always ready to learn, although I do not always like being taught.” - Winston Churchill “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” - Albert Einstein
Slide 40: Prompts “The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.” - Carl Rogers “You cannot teach a man anything. You can only help him discover it within himself.” - Galileo Galilei
Slide 41: Prompts “The art of teaching is the art of assisting discovery.” - Mark Van Doren “The biggest enemy to learning is the talking teacher.” - John Holt
Slide 42: Prompts "The things we know best are the things we haven't been taught. - Marquis de Luc Vauvenargues “If you want to know the taste of a pear, you must change the pear by eating it yourself. . . . If you want to know the theory and methods of revolution, you must take part in revolution. All genuine knowledge originates in direct experience. - Mao Zedong
Slide 45: “one teaches, two learn.” ddeubel@gmail.com http://setiteachers.ning.com