A neutral description that has negative connotations in the progressive tradition, since it is understood to imply "lockstep," "factory-model" education. It is caricatured by an authoritarian teacher droning on at the head of the class, or by passive, bored students, barely conscious and slumping in their seats, or by intimidated, fearful students, sitting upright and willing only to parrot back the teacher's words.
These are not accurate descriptions of what effective whole-class instruction is. It is predominantly interactive, with much interchange between students and teacher; it makes frequent use of student performances and student comments on the performances; it involves consistent informal monitoring of the students' understanding; it engages all students by dramatizing learning in various ways.
An overwhelming concurrence of reports from process-outcome studies shows that a predominant use of whole-class instruction constitutes the fairest and most effective organization of schooling.
The attempt to sidestep whole-class instruction, and to provide individual tutorial attention in classrooms of twenty to thirty students, results in individual neglect.
It has also been shown that an interactive mode of dealing with the whole class is the liveliest and most effective approach to teaching, and that it is useful to vary the mix with some amount of individual coaching, cooperative learning, and seat-work.
All these other approaches should be used within a well-organized whole-class context in order to achieve the best and fairest results.
These are not accurate descriptions of what effective whole-class instruction is. It is predominantly interactive, with much interchange between students and teacher; it makes frequent use of student performances and student comments on the performances; it involves consistent informal monitoring of the students' understanding; it engages all students by dramatizing learning in various ways.
An overwhelming concurrence of reports from process-outcome studies shows that a predominant use of whole-class instruction constitutes the fairest and most effective organization of schooling.
The attempt to sidestep whole-class instruction, and to provide individual tutorial attention in classrooms of twenty to thirty students, results in individual neglect.
It has also been shown that an interactive mode of dealing with the whole class is the liveliest and most effective approach to teaching, and that it is useful to vary the mix with some amount of individual coaching, cooperative learning, and seat-work.
All these other approaches should be used within a well-organized whole-class context in order to achieve the best and fairest results.
Antipathy to subject-matter content
"break-the-mold schools"
"facts, inferior to understanding"
"facts are soon outdated"
"intellectual capital"
"less is more"
"mere facts"
"rote learning"
"textbook learning"
"transmission theory of schooling"
"teaching for understanding"
"facts, inferior to understanding"
"facts are soon outdated"
"intellectual capital"
"less is more"
"mere facts"
"rote learning"
"textbook learning"
"transmission theory of schooling"
"teaching for understanding"
Naturalistic pedagogy
"constructivism"
"cooperative learning"
"discovery learning"
"drill and kill"
"hands-on learning"
"holistic learning"
"learning by doing""multiaged classroom"
"open classroom"
"passive listening"
"project method"
"rote learning"
"thematic learning"
"whole-class instruction"
"whole-language instruction"
Tool conception of education
"accessing skills"
"critical-thinking skills"
"higher-order skills"
"learning to learn"
"lifelong learning"
"metacognitive skills"
"problem-solving skills"
"promise of technology"
"constructivism"
"cooperative learning"
"discovery learning"
"drill and kill"
"hands-on learning"
"holistic learning"
"learning by doing""multiaged classroom"
"open classroom"
"passive listening"
"project method"
"rote learning"
"thematic learning"
"whole-class instruction"
"whole-language instruction"
Tool conception of education
"accessing skills"
"critical-thinking skills"
"higher-order skills"
"learning to learn"
"lifelong learning"
"metacognitive skills"
"problem-solving skills"
"promise of technology"
Romantic developmentalism
"at their own pace"
"child-centered schooling"
"developmentally appropriate"
"factory-model schools"
"individual differences"
"individualized instruction"
"individual learning styles"
"multiaged classroom"
"multiple intelligences"
"multiple learning styles"
"one size fits all"
"student-centered education"
"teach the child, not the subject"
"teach the whole child"
"at their own pace"
"child-centered schooling"
"developmentally appropriate"
"factory-model schools"
"individual differences"
"individualized instruction"
"individual learning styles"
"multiaged classroom"
"multiple intelligences"
"multiple learning styles"
"one size fits all"
"student-centered education"
"teach the child, not the subject"
"teach the whole child"
Antipathy to testing and ranking
"authentic assessment"
"competition"
"culturally-biased tests"
"exhibitions"
"performance-based assessment"
"portfolio assessment"
Others
"authentic assessment"
"competition"
"culturally-biased tests"
"exhibitions"
"performance-based assessment"
"portfolio assessment"
Others
"culturally-biased curriculum"
"outcomes-based education"
"research has shown"
"self-esteem"
------------------------------------------
"research has shown"
"self-esteem"
Return to the main page :
------------------------------------------
This was an excerpt from Hirsch's great book on education :
The Schools We Need
and Why We Don't Have Them.
and Why We Don't Have Them.
Read some extracts (Amazon) :
http://www.amazon.com/Schools-We-Need-Why/dp/0385484577#reader_0385484577
http://www.amazon.com/Schools-We-Need-Why/dp/0385484577#reader_0385484577
Aucun commentaire:
Enregistrer un commentaire
Aidez-moi à améliorer l'article par vos remarques, critiques, suggestions... Merci beaucoup.