Education, Experience and Constructivist Learning Theory (ECS 311: Pedagogy, Theory and Practice)

  1. The new BC curriculum gives more importance to indigenous ways of knowing and learning. It also expects more from both students and teachers to learn more from local first peoples. It recognizes the importance of teacher roles in reconciliation. The new curriculum also makes practical learning relevant. It places more emphasis on doing than just theories. For example, there is a scientific approach to learning science. In mathematics, students use a problem-solving approach. In social studies, students use the sic thinking skills that have been built into the curriculum. The six core competencies like communication, creative, and critical thinking, identity and personal and social responsibility have been embedded in each syllabus. These competencies are included to make sure that students become more metacognitive and reflective in their youth.
  2. Experience and education got more focus on the new BC curriculum. The core competencies are joined together with the Big Ideas. All three core competencies (Communication, Thinking, and Personal Social) create space for more “Experience and Education.” Via the Communication competency, students are expected to communicate and with the utilization of experience. Thinking also leads to ideas that are more suitable from the “Experience and Education” point of view. The Thinking competency is a student’s ability to analyze, critique, question, develop and design. It also relates to “Experience and Education.” The last competency, “Personal Social” is also consistent with specific ideas contained within “Experience and Education.”
  3. Dewey believed that people learn through ‘hands-on’ ways of education. His approach is based on dealing with things sensibly and realistically in a way that is based on practical rather than theoretical considerations. This places Dewey in the educational philosophy of pragmatism. He called it “Education.” In Chapter 2, “The Need of a Theory of Experience,” Dewey writes that some experiences can be mis-educative, not all of the experiences are educative. He emphasizes the experience-based learning, which is organized in progression. On the other side, mis-education can work oppositely, creating destruction out of education.
  4. In Chapter 4, which was called “Social Control” in his book “Experience and Education,” Dewey writes that, in a conventional school setting, a teacher is more concerned with only “keeping order.” In the sharp contrast, in a progressive education system, learners are more inspired to study, not forced on. In the liberal setting, teachers act as facilitators, not as dictators.
  5. The Nature of Freedom is chapter 5 of John Dowery’s book. Dewey states that the freedom of intelligence—the act of freely thinking, observing and judging—is the only freedom of permanent importance. Other schools that need a quiet atmosphere, actually progressive learning, can never happen there. He further states that when teachers assess their students because of outward freedom, it creates progressive learning. Freedom is an essential part of physical and mental health.
  6. According to the video, forming a state of equilibrium creates a sense of understanding. As a teacher of 100% constructivist approach, I will create schemas that can dissolve the state of disequilibrium and create understanding.
  7. The zone of proximal development (ZPD) is about learning, which can be accomplished independently and via guidance from a skilled learner. Therefore the word “proximal” talks about the skills which are “close” to mastering. Scaffolding is about activities set up together by an educator, or a more able fellow student, to help a student to succeed in the path of the zone of proximal development.
  8. Yes, Marie Battiste makes a very profound statement that for many indigenous youths, schooling has produced a nihilism. John dewey, in his book “Experience and Education” reinforces this statement when he describes that people learn through ‘hands-on’ ways of education, not through just books or theoretical considerations. While colonialism took oral education away from the indigenous peoples, so it creates destruction among the indigenous youth. Vygotsky had a similar idea too. He stated that forming a state of equilibrium creates a sense of understanding, which was lacked in colonialism education.

 

 

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