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Learner Centered Ideology

Learner Centered Ideology. Chapter 4 Pages 91-131 Curriculum Theory by Michael Stephen Shiro. The Ideal School (pages 91-94). 1928 Rugg and Shumaker description of ideal school (p. 91) Learner centered educators: Maria Montessori and Reggio Emilia schools Francis Parker 1890’s Quincy

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Learner Centered Ideology

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  1. Learner Centered Ideology Chapter 4 Pages 91-131 Curriculum Theory by Michael Stephen Shiro

  2. The Ideal School(pages 91-94) • 1928 Rugg and Shumaker description of ideal school (p. 91) • Learner centered educators: • Maria Montessori and Reggio Emilia schools • Francis Parker 1890’s Quincy • Marietta Johnson “organic school” of the 20th century • Open education movement of 1960’s and 70’s • Sudbury Valley School • Bennington College – free university movement

  3. Characteristics of the Ideal school: (pages 94-97) • Learner-centered school - Needs and interests of learners determine the curriculum. • Activity School –experience is the medium by which students grow and learn; personal involvement required. • First hand experience with reality • Learning acquired through personal interactions with their world • Experience with physical materials and people • with traditional school: learner must discover the fact for him/herself vs. learning facts through reading and teacher direction. • Experience involving physical activity • “…basis for all learning is action.” • Experience inside and outside the classroom • Nature study and/or experiences in man-made world outside classroom

  4. The Organic School(pages 97-100) • “Life…growth…education are synonomous,”(Johnson, 1974, p.18). • Students acquire skills when they are developmentally ready. Growing vs. Training • Meet the needs of the learner not the requirements of the system • Curriculum based on nature of children not children as potential adults • Need of the present is met fully, the future is assured • Individual instruction; choice for learner; curriculum a function of learner’s nature and development • Organic school organized to support different learning styles, interests, rates of learning and prior knowledge

  5. The Integrated School(pages 100-101) • Holistic view of learner – “ People are dealt with as inseparable conglomerates of intellectual, social, emotional, and physical components rather than as creatures whose attributes can be partitioned and dealt with separately,” (Noddings, 2005, p.12). • Knowledge is integrated not partitioned as separate academic disciplines; science, math, reading. Example of lesson exploring what can be found in pond water • Learner’s job to integrate the knowledge • Day not organized into 42 minute blocks. • Home and school more integrated – learning doesn’t end when the school bell rings.

  6. Learners(pages 101-107)

  7. The Learning Person(pages 107-110)

  8. The Curriculum: Unit of Work vs. School Subject(pages 110-116)

  9. The Child(pages 117-120)

  10. The Teacher Pages 121-130

  11. Concluding perspective on Learner Centered ideologyPages 130-131

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