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character education. Character Education I read five articles on character education. ...
Also let them write down what character education should be. ...
Character Education. Article-A Tale of Two Curriculums Educational theories
are constantly compared. One of the long-running debates ...
... by Kevin Ryan and Karen Bohlin in their book Building Character in Schools where
the authors provided ideas on how to implement a character education program. ...
... principals. Where do we get our morals and values? Character education was
what took place in school and society in the past. This ...
... principals. Where do we get our morals and values? Character education was
what took place in school and society in the past. This ...
Submitted by nyteach16 on April 20, 2008
Category: Social Issues
Words: 848 | Pages: 4
Views: 80
Popularity Rank: 97,646
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Article-A Tale of Two Curriculums
Educational theories are constantly compared. One of the long-running debates in educational circles is between traditional educational theories and progressive educational theories. Traditional education is teacher directed, subject-based and textbook driven. Progressive education is self-directed education and is based on an individual's experiences. Ideally, education should be a composite of the two approaches: a student's experiences with the real world integrated with structured subject learning. The two approaches can complement each other and often do. The difference between learner-centered (progressive) and curriculum-centered (traditional) classrooms is philosophical. Philosophy drives behavior, so when it comes to your teaching style, it is important to have a deep understanding of your own belief system. Your view of learning, student’s roles, and teacher’s roles determine the method by which you teach.
Teachers who adhere to learner-centered classrooms are influenced strongly by constructivism. Constructivism holds that prior knowledge forms the foundation by which new learning occurs (Piaget and Inhelder, 1969). Because people and their experiences are different, they arrive at school with varying levels of proficiency. A student is challenged according to his or her individual zone of proximal development (Vygotsky, 1986). The difference between a student's actual developmental level and his or her potential is the zone of proximal development (ZPD). Good instruction matches each child's ZPD.
Teachers who adhere to curriculum-centered classrooms are influenced greatly by the standards-based movement. All students are taught the same body of knowledge. Regardless of variations in developmental levels, all children are exposed to the same content in the same time period. The objective is to ensure that there will be no academic gaps in what is taught.
Teacher...
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