Foundations Of Active Learning
Introduction
The foundations of education disciplines are the focus of this work. The disciplines are Sociology, Psychology, Philosophy, History of Education and Curriculum Studies. The pedagogical relevance of the foundations theories in the contemporary classroom are discussed throughout. The reflection of the theoretical principles in educational policies and in the school setting are also evidenced in addressing the Aibherin case study. As will be referenced throughout, the foundations disciplines form the building blocks for teacher education.
Part A
The concept of active learning is not a new one. It can be traced back to Confucius (c2500 BC). ‘I hear and I forget, I see and I remember, I do and I understand’. Dewey (1938) learning
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The teacher must nurture and develop the child and be seen to take a genuine interest. Good classroom planning and appropriate resources and materials are required. Organisation and establishment of systems that enable the class to operate efficiently are key.
The teacher must make allowances for individual difference.
Active learning benefits all children as they can participate in their own learning, internalising what is explored. They can transfer learnings into their everyday lives. Active learning can engage children at different levels and it places children at the centre of learning.
The challenges with active learning are the specified curriculum, assessment and relationships in the classroom.
The constructivist theory is the main one in the classroom and is the best for the teacher to assume the role of facilitator –expand.
Extrinsic and Intrinsic motivation is a central concept of active learning - expand
Teachers must ask higher order questions to promote higher order thinking. – expand.
Active learning is the principal learning and teaching approach in Social, Personal and Health Education (SPHE).
Part
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This was to be the first educational restructure attempted since independence some forty years previously (Brown, 1985). Its influences were the draft White Paper (1967) and Working Document (1968) (Walsh, 2012). There were also the child-centred concepts from Britain (The Plowden Report) and the United States which received due recognition in influencing the 1971 curriculum (Brown, 1985). The new curriculum in 1971 was deemed radical as in 1967 the Primary Certificate had been abolished meaning that the traditional aims of the Primary curriculum needed to be reappraised. (Brown,
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