In modern society, education has cultivated into a memorizing game in order to pass a grade level rather than actually learning the material necessary for students to use in real life situations. In the article “Thinking in Education”, John Dewey has developed a learning method where students gathering different facts to expand their previous knowledge; Dewey proposes that students who have a hard time answering a question is due to the lack of experience they have around the topic of the question. Furthermore, according to Dewey philosophy, I agree with a majority of his statements, however, there are some ideas Dewey proposes in which I can’t agree on. Throughout my years in school, I have come into a realization that school has become
Philosophy of Education (a) Identify one idea that you associate with Dewey’s philosophy of education, which you feel can be illustrated by drawing on your own experience of teaching and learning, e.g., the idea of the school as a community, the idea that young children have the trait of plasticity, etc. Explain Dewey’s idea as clearly as you can, using quotes and references to commentators as appropriate. Then give a concrete example of that idea in practice (it should be something that you have observed in a school or college setting); The idea that young children have the trait of plasticity is an idea of Dewey’s that I feel can be illustrated by drawing on my own personal experience of teaching and learning. When talking about plasticity
His hope was to create well-rounded individuals with minds of their own. Counts’ ideas of encouraging dynamic learning and emphasis on school as a morality lesson is very similar to Dewey’s views. However, Counts differs from Dewey in the fact that he strongly believed the school system should be aware of what they preach. In fact, Counts calls in to question the Progressive Educator’s agenda, saying, "On the one hand, they speak continually about the reconstructing society through education; and on the other, they apparently live
It is with great consideration that learning outcomes of the students will not improve if the teacher does not have any experience about which methods of assessment should be used to evaluate the students learning. Indeed contextual, a well prepared and effective teacher should have a direct influence in enhancing student learning. Effective and fairness assessment are the most common effectual process that mandated the whole system of education and progressively focussing on the evaluation of student. As stated by Heywood (2000), “that assessment has a powerful influence on student learning. However, it is not so well understood that institutional structures and procedures have an equally profound influence on teaching and learning and the
This study is anchored on John Dewey’s Theory of Experience (Fishman & McCarthy, 1998). Dewey postulated that while “all genuine education comes about through experience it does not mean that all experiences are genuinely or equally educative.” (Dewey, 1938) This conviction that many experiences were miseducative led him to develop a criteria for defining educative quality of experience. He elaborated on these criteria as the two fundamental principles of experience. He created a dialectic that linked experience and education; these linkages are called Principle of Continuity and Principle of Interaction. According to Dewey (Aedo, 2002), the key idea is that interaction and continuity are two core characteristics of effective teaching and learning gained through experiences.
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
John Dewey is well known to be the most influential educational philosopher who believed in progressivism. The progressivism is a philosophical approach that provides an enjoyable learning environment where they can freely explore and inquire new subjects. I agree with his philosophical approach because students have the most powerful educational experience from their own inquiries. The quote “Teachers a guide on the side rather than sage on the stage” (What are the philosophical foundations of American education pg.302) claims that obligation as a teacher is to assist students to reach their goal. I, as a progressivist, wish to help students to well prepare for their life but not only for their colleges or workplaces.
After the feedback, teacher distributes the papers and parents will attach it in student’s exercise book before they come to school on the following day. The teacher also records the result in a specific document file provided by the grade coordinators. This class test is designed with the following types of question. • Short Answer • Draw and Naming • Long Answer • Matching Analysis of the assessment instrument To analyze this assessment, it is important to identify what opportunities are provided for the students to manipulate their cognitive process at divergent levels. Moreover, how much emphasis is made on to have balance is also a key aspect of this canalization.
Ministry of Education, Science and Culture (2014) indicates that for assessment to be meaningful, students must be made aware of the assessment criteria and teachers have to teach what they assess and assess what is taught so that both they and students know what has been achieved and the next step to take. Additionally, schools must take into consideration the different backgrounds and abilities of students when planning general assessment so that it can be balanced by awarding students with special needs arrangements that meet their needs. Otherwise, I believe it would be discouraging and unfair for students to get low grades due to errors or imbalances in assessment. Significantly, performance outcomes that focus on each student’s abilities and strengths results in engaged learning and more positive student development (McCombs,
Furthermore, Issacs, Zare, Herbert, Coombs, and Smith (2013) stated that the purpose of an educational assessment is to make a judgment or decision. Weeden, winter, and Broadfoot (2002, p.20) classified the purpose of assessment into four categories: Diagnostic assessment- indicates how current performance differs from expected performance. Can be used to identify specific problems that a pupil may be experiencing. Formative assessment- an assessment that helps pupils learn; results in actions that are successful in closing the gap between current and expected performance. Summative assessment- an assessment that is used to certify or record end of course performance or predict potential future attainment; the final product of a unit or course; an examination grade.