Deconstruction of Learning

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Deconstruction of Learning

• Nick McMurry
• Sarah Gecha

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Edwards-Knox vs. South Glens Falls

• Upstate NY, rural area
• Class size- 34
• One school K-12

• Adirondack area, suburban and farm culture
• Class size- 230
• 4 different elementary schools (K-5)
• 1 Junior High (6-8)
• 1 High School (9-12)

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Edwards-Knox vs. South Glens Falls

• Diversity Little if any racial diversity
• White middle class

• Diversity Almost no racial diversity
• White
• Economic status varied among students

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Edwards-Knox vs. South Glens Falls

• Resources Computer lab, library, faculty
• Support Services Guidance Counselors, Special
  Ed. Teachers

• Resources Library, faculty, a computer, craft
  materials
• Support Services Guidance Counselors, Special
  Ed. Aides

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Edwards-Knox vs. South Glens Falls

• Extracurricular Activities
• After-school Art
• Band/chorus
• Banana Splits

• Extracurricular Activities
• Latchkey
• Band/chorus
• Ski Club (5th and up)
• No sports
• D.A.R.E- Marathon

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Content

• Book learning, projects, worksheets
• Relaxed schedule

• Book learning
• Limited creativity by teachers
• Behaviorist teachers
• Rigid schedule
• Field trip each year

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Accommodating Different Learning Styles

• Slower learners got extra help inside the
  classroom
• Quicker learners had choices during extra time
• Some students were taken out of class for more
  help

• Slower learners got one-on-one aides in the
  classroom
• Some students were taken out of class for more
  help
• Enrichment for advanced learners

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Accommodating Different Learning Styles

• Linguistic
• Lots of group work
• Some hands on learning

• Very Logical and Linguistic
• Not much group work
• Hands on activities would be done in moderation
• Visuals were on overheads

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Technology

• Computers
• Overhead projectors
• Books on tape
• TV/VCR cart

• Overhead projectors
• TV/VCR cart
• Computer Typing/Math

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Teachers Culturally Responsive?

• Very little diversity
• Projects involving different cultures

• Little diversity
• Did not learn much about racial diversity
• Celebrated Christian Holidays

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Student Grouping in School

• Teachers split it up so that students that needed
  more help were in groups with students that could
  support them
• Usually separated friends

• Teachers tried to split up friends
• No separation based on ability in the regular
  classroom, except for math

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Student Grouping out of School

• Boys with boys, girls with girls
• Friends in the area

• Hung out with friends
• Mostly boys with boys and girls with girls
• Differences among groups but not as drastic as in
  high school
• Economic status

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Purpose of School Was

• Get and give back as much info as possible
• To make sure the students were subordinate
• Learn how to get along in society

• Get and give back as much info as possible
• To read and get info from books and packets
• Pushed for success
• Controlled students, compliance

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Purpose of School should be

• Students can learn more about things they are
  interested in
• Teach basis skills that are needed for life
• Teach how to live in society and how to make it
  better
• Cater to different intelligences and learning
  styles

• Educate children with information relevant to
  basic skills and society
• Teach how to act and be a positive part in
  society
• Teachers should act as role models
• A place where students can be in a creative,
  comfortable, and have a sense of community

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Future Teaching

• Student centered
• Know each student
• Classroom as democracy
• Hands-on learning
• Teacher as role model

• Hands-on, active learning
• Student centered
• Safe for students to ask questions
• Keep students involved in the lessons
• Community of learners

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Influential Theorists

• Dewey Active and interactive education, involve
  society and the surrounding community
• Montessori Children learn best by doing,
  teachers need to observe the students and use
  that to shape the curriculum
• Piaget Children need to be motivated in a
  beneficial way, curiosity drives learning, play
  and real world experiences are key
• Zull REFLECTION, learning is physical and the
  connections students form must be kept active
• Best Practice Student aids

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Sources

• Mooney, C. (2000) Theories of Childhood An
  Introduction to Dewey, Montessori, Erikson,
  Piaget, and Vygotsky. St. Paul, Minnesota
  Merrill/Prentice Hall
• Wood, C. (1994, 1997). Yardsticks Children in
  the Classroom Ages 4-14. Turner Falls,
  Massachusetts Northeast Foundation for Children,
  Inc.
• Zemelman, S., Daniels, H., Hyde, A. (2005) Best
  Practice Third Edition. Portsmouth, New
  Hampshire Heinemann
• Zull, J. (2002) The Art of Changing the Brain
  Enriching the Practice of Teaching by Exploring
  the Biology of Learning. Sterling, Virginia
  Stylus Publishing