Deconstructing Constructivism: A Widely Misunderstood and Misapplied Theory of Learning – Mr. G Mpls When I completed my teacher licensure coursework only a few years back, I would have characterized myself as a die-hard believer in John Dewey, Alfie Kohn, flexible seating and student-centered learning. I believed children learned best by doing, that teacher-talk should be limited in a “readers/writers/math workshop,” and that group work and personalized technology were the future of education. I didn’t realize it at the time – probably because my teaching philosophy was identical to much of my cohort – but I was unwittingly indoctrinated in the educational progressive’s interpretation of constructivism. I assumed what I was being taught in teacher training was best practice, until I started reading books that were not on any of my syllabi. I was able to gain some perspective and insight into the history of this philosophy of teaching after reading Education is Upside-Down by Eric Kalenze. In this piece I will outline three cracks in constructivism.
Why schools should teach children how to lie Should we teach children to lie? At first glance, the answer seems very obvious: no. Apart from anything else, children don’t really need any encouragement to lie – they learn to do so from as young as 3 years old, when they first realise that other people are not mind readers. “Lying begins [when] children understand that they can create a false belief in someone else’s mind,” according to Dr Hannah Cassidy, a senior lecturer in forensic psychology at the University of Brighton and an expert in deception. The five forms of feedback I give to teachers most often… In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts. I see lots of superb teachers and lots of great lessons. Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and time again. Here are the main things I find I say most often under the heading of ‘even better if’: – now updated to include youtube clips where I explain each one. Behaviour: Be more assertive; establish what you want to establish Where lessons do not have impeccable behaviour, most of the time (not all of the time) I find it is because the teacher falls short of absolutely insisting that students meet the standards they would like.
CPD: staff training sessions break rules of good teaching You’d assume that one thing teachers would be good at, as professionals in the field of education, is running training sessions for their colleagues. But, if you’ve recently been through a school Inset day, you’ll know that this isn’t always the case. What happens to all the good practice we demand for our students when we have to teach the staff?
Five Essential Article Reads for Teachers Below I’ve listed and briefly summarized five articles that, I believe, should be required reading for all teachers. I do not choose the articles lightly and, by no means, is this a comprehensive list. There certainly are other fantastic articles that should be read. Ultimately, I chose these five articles for the following reasons: -They strike at the heart of improving learning. -They are widely applicable across many grade levels, ability levels, and subject areas.
The Art of Conversation Lunchtime, Thursday afternoon: I made my way towards a table of pupils and joined them. “So, what did you get up to in class today?” A Year 4 child whispered about subtraction during maths. The boy next to her then began to respond with a wild ramble about the lesson, followed by a rapid rundown of the weekend to come, peppered with a flickering of back-and-forth moments from today and last week.
Notes on John Wooden's Practice Methods My colleague Joaquin Hernandez has been reading back through some studies on John Wooden’s coaching. Here are four interesting points from Joaquin’s notes. The last one is my favorite: When Correcting, Sandwich the Model (M+, M-, M+): When you spot an error, stop the player and model how to perform the move correctly (M+), show them how they did it (M-), and then model the move correctly once more (M+). Become a better teacher using magic A magician stands in front of a crowd, and grabs their attention with a few well-chosen words: “Are you watching closely?” Anticipation is in the air. The magician knows that they have to keep their audience’s attention, speak at the perfect time, use the perfect words, pull off the right moves and constantly work to patch over any mistakes they might make. Quick read: Are you accidentally upsetting your adopted students? Quick listen: Why attachment-aware teaching matters for every child
A meta‐analysis of functional magnetic resonance imaging studies of divergent thinking using activation likelihood estimation - Cogdell‐Brooke - - Human Brain Mapping Creativity is the result of a complex interaction between cognitive functioning, ability, personality, affect and motivation (Abraham, Rutter, Bantin, & Hermann, 2018). It is the foundation of our ability to progress; allowing us to interact appropriately with our ever‐changing environment. Thus, understanding the mechanisms that support creativity is of great interest. Definitions typically suggest that creativity requires the combination of originality (novel and unique; Runco & Jaeger, 2012) and usefulness (appropriate and meaningful; Runco & Jaeger, 2012), with some authors arguing for a third required element of surprise (Acar, Burnett, & Cabra, 2017; Boden, 2004; Simonton, 2012; Sternberg & Kaufman, 2018).
Quel dispositif pour la formation initiale des enseignants ? Pour une observation outillée des gestes professionnels en référence au modèle de l’enseignement explicite - TEL - Thèses en ligne Abstract : In French-speaking Belgium, the initial training of future upper secondary teachers is governed by a decree dated February 8, 2001. Within this framework, the Institute of School Administration of the University of Mons has set up a practical training system including micro-teaching activities, video feedback and internships in secondary schools. Following on from the work of Derobertmasure (2012), this doctoral work aims to set up a new version of this training system based on a conceptual framework related to explicit instruction. It also aims to study this new version of the training system from the perspective of the professional actions taken in a micro-teaching and internship situation by the future teachers who participate in it. The main results indicate that the interventions of future teachers are essentially aimed at managing learning at the cost of classroom management.