2 Learning Differences 3 Learning Environments 4 Content Knowledge 5 Application of Content 7 Planning for Instruction 8 Instructional Strategies 9 Professional Learning and Ethical Practice
LEARNING OBJECTIVES 4-1 Describe Comenius’s pansophism as a child-centered approach to make schools more humane and ecumenical. 4-2 Discuss Rousseau’s proposal for natural education in Emile as a challenge to traditional views about knowledge, education, teachers, and children. 4-3 Determine how Pestalozzi’s emphasis on educating the whole child reshaped teaching and learning in elementary schools. 4-4 Explain why teachers in the upper grades and high school were so attracted to Herbart’s systematizing of instruction. 4-5 Describe Froebel’s kindergarten as a liberating movement in early childhood education. 4-6 Comment on Spencer’s Social Darwinism as a rationale for individual competition in schools and society. 4-7 Assess Dewey’s use of the scientific method in problem solving as a method of instruction. 4-8 Assess Addams’s socialized education as a forerunner of multicultural education. 4-9 Discuss how Montessori’s training and background contributed to her design of the prepared learning environment. 4-10 Explain how Piaget’s theory of stage-based human development changed elementary schools and teaching. 4-11 Appraise Freire’s liberation pedagogy as a challenge to the social, political, economic, and educational status quo.
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This chapter was revised by Gerald L. Gutek.
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InTASC Standards Addressed in This Chapter
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P ioneers of Teaching and Learning
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