Week 4 Writing Assignment - Complete
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University of the People *
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5440
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Philosophy
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Apr 3, 2024
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Week 4 Writing Assignment
Master of Education, University of the People
EDUC 5440-01 Assessment and Evaluation
Dr. Andrew Diamond
July 12, 2023
Introduction
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The words education and philosophy
separately can take on many definitions and explanations. However, once they are put together as educational philosophy
, then it feels as though the workings of any education system are trying to be put in a nice and neat little package. Add in the word curriculum
and heads start spinning. The truth is, there are so many schools of thought on educational philosophies, and all of them claim to be the correct
way of educating. It can be exhausting for any educator to figure out where s/he fits into the wide array of choices. I will attempt to explain my classroom curriculum, how it is formed, and where it falls within different categories. Classroom Curriculum - Defined
“My philosophy of education is more progressive than traditional. I believe that the students, regardless of classroom age, should have a say in what they learn and how they want to learn the information” (Name redacted b (self), 2021, para #1). Progressivism
.
While I do consider my educational philosophy a Frankenstein of sorts, I maintain that my words still hold in my current classroom. The Progressivism philosophy was pioneered by John Dewey (Krutka, 2016). Progressivist educators believe that a student-centered
learning environment is where students will thrive. Focusing on group discussion and real-world scenarios, progressives feel that critical thinking leads to better problem-solving. Progressivist educators, like me, focus on Project-Based Learning (PBL) assignments that require hands-on applications. Students are allowed some latitude in deciding the course of study and how they want to learn the information. I see educators as facilitators who guide, versus lecture, students toward reaching the end goal. I believe the Progressive philosophy allows students to become more in tune with what it means to be a contributing member of our global society. I apply my progressive tendencies to my classroom in several ways. My classroom has an open, and varied,
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seating plan. This means that while I do have a small number of traditional desks, they aren’t used as such. Instead, I combine them to create a sort of “stage” located at the front of my classroom. In addition, I also use a combination of tables and chairs, rug squares, balance balls, outdoor benches, and quiet nooks. My students are allowed to choose where they sit and whom they sit with, if we are working as a group, as well as the direction of our assignments. I also have stations set up throughout my classroom which offer students a choice of how they want to learn the subject material. I have also been known to extend topics through multiple weeks if the students show a greater interest in the information. “I do not believe that educators are teaching their students by forcing rote memorization, standing in front of them lecturing for the duration of (the) class, or constantly proctoring (high stakes) tests. Teachers undergo so much training and schooling that merely using them as a warm body to regurgitate information from a book is an insult. When society keeps the status quo and does not allow those educators to use their knowledge and skills to the advantage of their students, we are doing those learners a disservice” (Name redacted b (self), 2021, para #1).
Reconstructionism. Social Reconstructionism is an educational philosophy, pioneered by Geroge Counts (Krutka, 2016) which aims to use moral dilemmas and real-world scenarios as topics of discussion in the classroom (
What is Social Reconstructionism? - Edupedia
, 2018). I am in a school environment where I can use my students as a litmus test for current affairs, then use their
input to create a curriculum that fits what the state requires, in terms of skills being learned. My students have worked in groups to analyze media stories of current events, they have interviewed
local government leaders, and they frequently put plans into action on a local level. I avoid directly testing them, in the traditional sense, and opt for more cooperative projects and hands-on
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learning experiences that allow them to show their skills through using them. Previously, I was of the mindset that this method would not work well for “educating the masses” (Name redacted a (self), 2021, para #2)
, but have since come to understand that the method just requires altering my mindset and changing my outlook on the task (Name redacted a (self), 2021, para #2). Conclusion I am grateful to work at a school that does not require traditional paper and pencil tests as
the only assessment option. As an educator, I can take my observations from the hands-on learning experiences that I curate and apply those to my curriculum. From there, I can decide if the class requires more time on certain topics, or if we can move on to something new. I can also remediate, if necessary, and use the opportunity to allow those students who have mastered the content to become educators. To do this, I use several differentiated learning methods, like flexible grouping, to ensure certain students are in the most advantageous situations for their learning needs. This method of flexible grouping can be compared to the Montessori Method, pioneered by Maria Montessori, in that it allows the students to become instructors, to a certain degree, with the educator becoming more of an observer or guide (
Ford, 2005; Montessori Method, 2016). I believe that my personal philosophy of education fits well within the boundaries of my current job and classroom. My students gain the benefits of a low-stress learning environment, I am not being put in a situation that requires teaching to a test, and my classroom functions as a safe space where student views and opinions are valued and taken into account when determining the curriculum. References
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Belbase, S. (2011, October 8).
Philosophical foundations for curriculum decision, a reflective analysis.
Univeristy of Wyoming, pp 1-20.
https://files.eric.ed.gov/fulltext/ED524740.pdf
Ford, M. (2005). Differentiation through flexible grouping: Successfully reaching all readers.
https://files.eric.ed.gov/fulltext/ED489510.pdf
Krutka, D. (2016, June 02).
5 Educational philosophies
[Video]. YouTube.
https://www.youtube.com/watch?v=3H0DbcDbIbs
(12:09)
Montessori Method. (2016). Learning Theories. https://learning-theories.com/Montessori-method-Montessori.html
Name redacted a (self). (2021). Week 3 Discussion
. (Unpublished Weekly Discussion EDUC 5010). University of the People.
Name redacted b (self). (2021). Week 3 Portfolio
. (Unpublished Weekly Portfolio EDUC 5010). University of the People.
What is Social Reconstructionism? - Edupedia
. (2018). Edupedia.
https://www.theedadvocate.org/edupedia/content/what-is-social-reconstructionism/