The teacher and the learner
In the act of teaching there are two parties (the teacher and the taught) who work together in some program (the subject matter) designed to modify the learners’ experience and understanding in some way. It is necessary to begin, therefore, with observations about the learner, the teacher, and the subject matter and then to consider the significance of group life and the school. It will then be possible to consider the factors and theories involved in modifying a person’s experience and understanding. They include theories of learning in education, of school and class organization, and of instructional media.
A child enters school with little if any attainment in written expression and leaves it capable of learning much from human culture. It was thought originally that such progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the pupil’s intellectual powers must include a large element of development through different phases, beginning with simple sensorimotor coordination; going on to the beginnings of symbolizing, helped by the growth of language and play; and then on to logical thought, provided the material is concrete; and, finally, in midadolescence, on to the power to examine problems comprehensively, to grasp their formal structure, and to evoke explanation. Regarding emotional experience, the child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. The physical growth of the child is so obvious as to need no comment. Any attempt to educate the child intellectually and emotionally and for action must take account of those characteristics. Education must pace development, not follow it and not ignore it. The components in the child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonances in experience.
What is required of teachers is that they enjoy and be capable of sharing with children work programs designed to modify their experience and understanding. That means making relevant experience available to the student at the right time. The teacher must be mature, have humour with a sense of status, be firm yet unruffled, and be sympathetic but not overpersonal. With large classes, the teacher becomes a leader of a group, providing stimulating learning situations.
The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker, each area has also something quite specific in its mode of development. Languages call for verbal learning and production based on oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and between human beings and their environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.
A large part of the teacher’s role is as a group leader, and the group life of the school and the classroom must influence the teaching situation. Group life shows itself in the dynamic structure of the class—including its manner of reaching group decisions, the hierarchy of its members, the existence of cliques and of isolated individuals—and in its morale and overall response to the school and the rest of the staff. Individual pupils also conduct themselves under the influence of the groups to which they belong. Their achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and they set their standards according to those influences.
In many schools, the range of ages in any class is about one year, and the narrow range makes for some uniformity of subject-matter coverage. But in rural one- and two-teacher schools, groups of children may be heterogeneous by age and ability, and the mode of teaching has to cope with a number of smaller subunits moving along at different rates. The teacher’s problem is to coordinate the work of those small, dissimilar groups in such a way that all get attention. Creative free activity has to be practiced by one group while another has more formal instruction from the teacher.
The effect of “streaming,” or “tracking”—that is, selecting homogeneous groups by both age and intellectual ability—has promoted much inquiry. The practice evokes extreme opinions, ardent support, and vociferous condemnation. The case for uniformity is that putting pupils with their intellectual peers makes teaching more effective and learning more acceptable. The case against it draws attention to its bad effects on the morale of those children in the lower streams. That view supports the heterogeneous class on the grounds that the strongest are not overforced and the weakest gain from sharing with their abler fellows. Experimental evidence on the problem is diverse.
The school community is housed in a physical complex, and the conditions of classrooms, assembly places, and play areas and the existence (or nonexistence) of libraries, laboratories, arts-and-crafts rooms, and workshops all play their part in the effectiveness of the teaching-learning situation. Severe restrictions may be caused by the absence of library and laboratory services.
The social forces immediately outside the school community also influence the teaching situation. They emanate from home, neighbourhood, and wider social groupings. Teaching is a compact among several groups, including teachers, students, and parents, in the first place, with youth organizations and civic and sometimes religious groups playing a secondary role. The overall neighbourhood youth subculture also sets standards and attitudes that teachers must take into account in their work.
General objectives of teaching
The classification of the general objectives of teaching in terms of school subject matter is not sufficient to explain the ultimate ends of education. They include, essentially, the promotion of a well-integrated person capable of taking a responsible, active role in society. With such a purpose in mind, one may achieve more insight by choosing a psychological analysis of the objectives into the attainment of intellectual abilities and social insights (cognition), the learning of practical active skills (psychomotor learning), and the development of emotions, attitudes, and values (affective learning).
Cognitive growth begins at the level of the infant school, with the acquisition of early language and numerical capabilities, and continues increasingly to dominate education to the secondary and higher levels. But the learner is more than an enlarging reservoir of information. With that acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and create. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator.
In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use. Instruction begins with the acts of handwriting and plastic art play, characteristic of earlier years of schooling. It includes painting, games, workshop skills, and practical science. It has a high prestige value among the pupils themselves and the wider community.
The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self-conscious and self-critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life. The acquisition and application of values and attitudes are most marked by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, ethical, and sometimes religious values pervade the school curriculum. Literature, art, the humanities, and sometimes religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.
An individual’s emotional structure is the pattern of personal values and attitudes. Under the influence of instruction and experience, that structure shows three kinds of change. First, pupils learn to select those situations and problems to which they will make appropriate emotional responses. Second, in general, an increasing range of situations includes happenings more remote from the learner. At first, emotions are aroused by situations directly affecting the child. As children become more mature, they are increasingly involved in affairs and causes far removed from their own personal lives. Third, their repertoire of emotional responses gradually becomes less immediate, expressive, and linked with physical activity.
The general design of instruction
The scientific analysis of educative processes has led to a more detailed examination of the total act of teaching, which is intended to make the teacher more aware of all that is involved in a piece of instruction.
Foreknowledge about students and objectives
The complete act of teaching involves more than the presentation and development of lesson material. Before they embark on a fresh stage of instruction, teachers must be reasonably clear about two things: (1) the capabilities, achievements, strengths and weaknesses, background, and interests of their learners; and (2) the short- and long-term objectives they hope to achieve in a lesson and series of lessons. Those curricular strategies will have to be put into effect in the light of what is known about the students and will result in the actual tactics of the teaching-learning situation.
Educational psychologists give much attention to diagnosing preinstructional achievements, particularly in the basic subjects of language and number, and to measuring intellectual ability in the form of reasoning power. There has been special emphasis on the idea of the student’s readiness at various ages to grasp concepts of concrete and formal thought. Numerous agencies produce test material for those purposes, and in many countries the idea has been widely applied to selection for entry to secondary and higher schools; one of the purposes of so-called leaving examinations is to grade students as to their suitability for further stages of education. Teachers themselves, however, can provide the most sensitive diagnoses and analyses of preinstructional capacity, and the existence of so much published material in no way diminishes the effectiveness of their responsibility.
The teaching-learning situation
In the actual instruction, a single lesson is usually a part of a longer sequence covering months or more. Each lesson, however, stands to some extent as a self-contained unit within a sequence. In addition, each lesson itself is a complex of smaller teaching-learning-thinking elements. The progress of a lesson may consist of a cycle of smaller units of shorter duration, each consisting of instruction by the teacher and construction by the learner—that is, alternating phases in which first the activity of the teacher and then that of the learner predominates.
The lesson or syllabus proper is thus not to be narrowly conceived of as “chalk and talk” instruction. It is better seen as a succession of periods of varying length of instruction by the teacher and of discovery, construction, and problem solving by the pupil. Although the student’s own curiosity, experience, and observation are important, so is the cyclic activity of teacher and learner. The teacher selects, arranges, and partially predigests the material to be learned, and that is what is meant by guiding the learner’s discovery and construction activity. It is a role the teacher cannot abrogate, and, even in curricula revised to give learners greater opportunity to discover for themselves, there is concealed a large degree of selecting and decision making by the teacher. That is what teaching is about.
Teachers must face the problem of how to maintain curiosity and interest as the chief motivative forces behind the learning. Sustained interest leads students to set themselves realistic standards of achievement. Vital intrinsic motivation may sometimes be supplemented by extrinsic rewards and standards originating from sources other than the students themselves, such as examinations and outside incentives, but those latter are better regarded as props to support the attention of learners and to augment their interest in the subject matter.
Assessment of results
At the end of the lesson proper or of any other unit or program of instruction, the teacher must assess its results before moving to the next cycle of teaching events. Assuming the occurrence of teaching-learning cycles of instruction-construction activity, it follows that there is a built-in process of frequent assessment during the progress of any period of teaching. The results of the small phases of the learner’s problem solving provide at the same time both the assessment of past progress and the readiness for further development.
Progress over longer intervals of learning can be measured by more formal tests or examinations within the school or at local administrative levels. Postinstructional assessment may have several purposes: to discover when classes or year groups have reached some minimum level of competence, to produce a measure of individual differences, or to diagnose individual learning-thinking difficulties. A wide variety of assessment can be used for this purpose, including the analysis of work produced in the course of learning, continuous assessments by the teachers, essay-type examinations, creative tasks, and objective tests. The content of the assessment material may also vary widely, ranging from that which asks for reproduction of learned material to that which evokes application, generalization, and transfer to new problem situations.
The organization of instruction
Educational organization rests to some extent on psychological views about learning, but explicitly it is concerned with the grouping of pupils for educational experience and instruction.
Pupils in general are organized by age into what are usually termed grades, classes, or forms. Each school is also usually either comprehensive (containing students pursuing various academic, commercial, and vocational curricula) or based on the so-called dual plan (containing only students pursuing a particular curriculum). In some countries, the dual system is actually tripartite: there may be schools for classical academic study, schools for technical or vocational study, and schools for more generalized, “modern,” diversified study. Whether comprehensive or dual-plan, schools frequently have some kind of streaming or multitracking whereby students are grouped according to ability so that there are separate classes for the less able and the more able.
Grading and streaming have recently come in for much criticism. There is a rigidity in the two systems that causes some educators uneasiness, particularly since total education is seen as more than achievement in school subjects. Some countries, notably the United States, have made a start in trying to solve this difficulty by introducing the nongraded school, in which grades are abolished and students are placed individually in “phases” for each subject, through which they progress at their own pace. A similar solution has been to ungrade students for certain basic subjects, such as mathematics and native language, but to have them rejoin their age peers for other school activities. In such systems there is, nevertheless, a kind of grading by intellectual ability, and egalitarians are apt still to be suspicious of them. There is scarcely any clear evidence of the effectiveness of the wholly nongraded system. It would seem probable that the optimum organization may be to combine grading with nongrading. Although that will involve constructing complex timetables, it will also offer the advantages of other, more rigid systems without introducing too many of their disadvantages. For one thing, retaining some grouping by age seems important as a link to extramural activities, in which age peers tend spontaneously to come together.
The modern interest in resources for learning has led to the concepts of general-purpose classrooms, open-plan teaching, and team teaching. The idea of general-purpose classrooms starts from the assumption that the school curriculum can be divided into a few large areas of allied intellectual interests, such as the humanities, languages, and sciences. The total resources available for teaching in each of those areas, including teachers, are then made available in one common teaching space, and ordinary classroom and lesson-period divisions disappear, to be replaced by a real mobility between teachers and learners as they make use of the different resources available, including library and laboratory facilities and various educational aids (see belowInstructional media). In the infant and primary schools, similar ideas are introduced in the open-plan system. At both the primary and the secondary levels, however, there is insufficient evidence on the effectiveness of the systems. The attitude and action of teachers remains the strongest factor, and they may still require some privacy for their teaching.
Team teaching represents an attempt to make better use of every teacher’s potential in any subject area, to create a flexible learning situation, and to make nonstreaming more effective. For example, the normal class of 30 pupils with an individual subject teacher is replaced by a larger group of pupils and a team of teachers, who pool their efforts. Although the team plan may take several forms, it generally assumes some variety of the following elements: (1) large-group instruction, in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall; (2) small-group instruction, which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas; (3) independent study, whereby students are given individual projects or library work; and (4) team planning sessions, in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs. The presumed benefits of team teaching are that it makes better use of each teacher’s individual interests and strengths; that it avoids unnecessary replication, particularly in such basic subjects as native literature, in which ordinarily several classes led by different teachers cover the same ground; and that teaching in front of one’s colleagues is a beneficial practice providing some evaluative feedback. Also, it is said that the less able children do not feel so segregated as in ordinary streamed classes; although they may gain little from the large-group sessions and individual projects, they seem to make real progress in the small seminar groups, without becoming overaware of their more limited capabilities. The reasons for that are obscure. In any event, the most obvious advantage of team teaching is its flexibility, in affording a great variety of possible combinations of student groupings and of educational resources. The major problem is that team teaching cannot be used in all subject areas. Although it may be useful in such areas as the humanities and the social sciences, its provision for lecture-size audiences does not aid the teaching of such subjects as mathematics, in which there are too many individual differences in ability. The same is true of arts and other subjects. Furthermore, without expert leadership, seminars are apt to degenerate into scenes of rather woolly discussions.
The grouping of children by ability, though still practiced, remains a problem. Formal tests are used to separate students according to their ability, and many people feel that separations by such means are neither reliable nor socially desirable. Even with regard to separating the intellectually disabled, there is growing opinion that, wherever possible, such children should be given basic instruction in special centres and remedial classes in schools for normal children. Disabled and normal children would thereby share much of their education. Separation of the sexes has also declined in most countries, as the mixing of girls and boys has come to be recognized as healthy and socializing.
In general, instructional media are seen by educators as aids rather than substitutions for the teacher. Teachers spend a disproportionate amount of their time in routine chores—in collecting and assigning books and materials and in marking, or grading—that could be partly obviated if aids could be so constructed as to free them to concentrate on the central job of promoting understanding, intellectual curiosity, and creative activity in the learner.
With in-person lectures and with audiovisual recordings, teachers are able to set out their material as they think best, but usually the audience reception is weakly passive since there is not much opportunity for a two-way communication of ideas. Furthermore, in lectures, much of the students’ energies may be taken up with note writing, which inhibits thinking about the material. Recordings enable one to store lecture material and to use it on occasions when a teacher is not available, but they are rather detached for young learners and seem to evoke better results with older students.
Language laboratories are study rooms equipped with electronic sound-reproduction devices, enabling students to hear model pronunciations of foreign languages and to record and hear their own voices as they engage in pattern drills. Such laboratories are effective modes of operant learning, and, after a minimum vocabulary and syntax have been established, the learning can be converted into a stimulating form of problem solving.
Visual and observational media
Useful visual materials include objects and models, diagrams, charts, graphs, cartoons, and posters; maps, globes, and sand tables for illustrating topographical items; pictures, slides, videos, motion pictures, and television. Facilities include blackboards, bulletin boards, display cases, and museums. Such activities as field trips and the use of visiting authorities (usually called resource people) are considered part of visual and observational programs, and even demonstrations, dramatizations, experiments, and creative activities are usually included.
In general, pictures and diagrams, fieldwork, and contrived experiments and observations are all used as concrete leads to the generalizing, abstracting, and explaining that constitutes human learning. To fulfil that function, however, their use must be accompanied by interpretation by an adult mind.
The teacher must offer careful elaboration and discussion, for children’s and adolescents’ powers to interpret and infer often go astray and thus must be carefully guided. Visual material by itself may even be a hindrance; a scattering of pretty pictures through a history text, for example, does not necessarily produce a better understanding of history. Similar difficulties are inherent in fieldwork—geographical, biological, archaeological, and geological. What is observed rarely gives the whole story and, in the case of archaeological and geological fieldwork, provides an incomplete picture of the past. Teachers must fill in the gaps or somehow lead their students to do so.
Reading and writing have formed the staple of traditional education. Both assume sophisticated language attainments and the capacity to think formally and respond to another mind, for a textbook is essentially a mode of communication between a remote teacher and a reader. The material in a textbook is a sample of a subject area, simplified to a level suitable for the reader. Because the sampling in both the text and the exercise might be haphazard, and there can be no feedback to the writer, the teacher has to take on the writer’s responsibilities.
Programmed learning is a form of reading and writing. The most basic form of programmed instruction—called linear programming—analyzes a subject into its component parts and arranges the parts in sequential learning order. At each step in their reading, students are required to make a response and are told immediately whether or not the response is correct. The program is usually structured so that right answers are apt to be extremely frequent (perhaps 95 percent of the time)—in order to encourage students, so the theory goes, and give them a feeling of success. In another kind of programmed instruction—called branching programming—students are given a piece of information, provided with alternative answers to questions, and, on the basis of their decision, detoured, if necessary, to remedial study or sent on to the next section of the program. The two types of program differ fundamentally in their attitudes toward errors and the use of them. The brancher uses them to further the learning; the linearist avoids them. The chief value of programmed instruction in general is that it allows students to learn at their own pace, without much teacher supervision. Its chief defect is that it can quickly become dull and mechanical for the student.
Computers have great usefulness in the classroom. They can give instruction to students, call for responses, feed back the results, and modify students’ further learning accordingly. Computers can also be used to measure each student’s attainments, compare them with past performances, and then advise teachers on what parts of the curriculum they should follow next.
In a fully computer-assisted instruction program, the computer takes over from the teacher in providing the learner with drill, practice, and revision, as well as testing and diagnosis. The form of the teaching may be simply linear or branching, or it can be extended to thinking and problem solving by simulation.
Essay about Critical Pedagogy in Social Studies Education
2412 Words10 Pages
Since the early twentieth century, educational theorists and researchers debated often about topics concerning the validity, purposes, and best approach to public education and the social studies discipline in the United States. Since the adoption of Ralph Tyler’s teacher-centered, essentialist approach to curriculum, John Dewey’s call for progressive reform and student-centered learning, and Paolo Freire’s call for an education that advocates social change and the destruction of social oppression, education pundits found themselves stuck between different goals, outcomes, and possibilities for teaching social studies. A review of recent literature proves that one of the goals, critical literacy, oftentimes stands at the center of…show more content…
211; Freire, 2006, p. 219). Such topics as race, gender, class, media, and environment are often discussed in a classroom atmosphere dedicated to democracy and free thought (Wolk, 2003, p. 102; National Council of the Social Studies, 2008, p. 212; Wile, 2000, p. 171; Soares, et. al., 2010, p. 487). In doing so, critical literacy is often associated with Paolo Freire’s rationale for a social education that breaks down the oppressor-oppressed relationship that exists across the world to form a society that is just, humane, and equal (Freire, 2006, pp. 43-46). In order to achieve this, students must develop social justice skills that call for them to be active citizens of their society (Wolk, 2003, p. 102; National Council of the Social Studies, 2008, p. 211; Kumashiro, 2001, p. 8; Wineburg, et. al., 2004, 45). Many researchers and theorists stress the need to approach social studies from a critical literacy perspective. The idea that the current social studies curriculum supports a small privileged class while ignoring all other classes is one that is oftentimes associated with the present curriculum taught today (Kumashiro, 2001, p. 4). Additionally, researchers theorized that students bring stereotypes, myths, and a partial knowledge of various histories and cultures to the classroom. They concluded that in order to better develop informed citizens, curriculum should be based on student needs, social values, and democracy to help students