2. Who he was
• Educational psychologist
• Philosopher
• Political activist
• Advocate for child-centered instruction
• Believed education is a social process
3. Dewey School
• Also referred to as:
• University Elementary Schools
• Laboratory School
• Established in 1896 to be viewed as an extension of society. Students
should have a vital role in working with others in society toward their
educational goals.
• He believed education should be student lead with teachers used in
guidance.
4. Progressive Education
• A movement in the early 1900’s
• The whole child should be involved in education-
physically, mentally, and socially. It takes all of these aspects to
be a whole person.
• He was seen as a pragmatic. They believe theory is only good in
practical applications.
5. Progressive Education
• Learning was completely from the text and the teachers
lecture
• Students were to repeat information in written form or
orally
• Dewey changed that so that the students interests were
incorporated and hands on activities were more of a
focus
7. In the classroom
• We see aspects of his beliefs
• exploration of curriculum
• science experimentation
• math manipulatives
• computer information searches
8. What the teacher does under this theory
• Teacher is expected to be more open to students ideas and wants
• Teachers are guides who help students achieve what knowledge they
yearn to know
• With technology:
If students are interested in computers, instead of textbooks
the teacher will have students use computers and a variety of
programs that will help them now and in the future.
Without technology:
If students are into science, hands on activities can be utilized to
grasp the material more and even hold a science fair where
students have to make a volcano!
Regardless whether technology is used or not, the teacher needs to be
supportive of how the students would like to learn and make sure to teach
them their interests to their full capacity.
9. What students do under this theory
• Curriculum should be based on their interests
• Should involve them in progressive experiences
• Dewey felt students should be actively involved in everyday situation and tasks
• With technology:
• Students may prefer a smart board over a whiteboard so they can have more
hands on activities and get material from the internet. They could play different
kinds of online games, such as Jeopardy, to better understand the material.
• Without technology:
• Students could do labs and if needed actually dissect an insect.
• It is the students deed to provide their interests and make sure they are being more
involved actively.
10. What I think about the learning theory
• John Dewey’s viewpoints on learning are effective through a hands on approach.
Students must experiment and relate the material to themselves in order to
fully grasp the concept. I am 100% behind a hands on learning type of teaching.
Now a days too many kids are just taught the “shut up and memorize” method
in school. When you are presented with a problem that you do not know the
answer to, hands on learners are not afraid to her their hands dirty and pool all
their knowledge together in order to solve it. He also believes schools should be
a social institution. This means that students should have a certain say in what
they are doing in the classroom. It also means there should be a lot of
interactions between students. This allows students to decide quantity and
quality of the work, more times than not they will choose less of both. This
theory is a great way to included all students styles of learning and to get
through to the most amount of students to provide the best education to all.
11.
12. Credits
• teacher.scholastic.com
• nces.ed.gov
• www.shutterstock.com
• www.txcscopereview.com
• www.jimnedalumni.com
• dewey.pragmatism.org
• uv-blog.uio.no
• Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. "Learning Theories and
Educational Research." Teachers Discovering Computers: Integrating Technology in a
Connected World. Boston, MA: Course Technology Cengage Learning, 2012. N. pag. Print.
