Today during class we met with our groups, it was really interesting to hear what other people had going on and hopefully to help them along with their ideas. There four people in our group and we started relatively late into the class period, we could only really fully analyze two of our group members but another girl and I were kind of rushed. Nevertheless, I got some really great feedback. I explained I have been doing some research into alternative teaching methods but was missing an overarching idea for the conclusion. My teammates suggested that I present each of the larger styles and deduce the pros and cons for each. I believe by doing this I will be able to accurately convey my topic and present all of the information in a concise manner. They also commented that my topic was generally broad and it would be helpful to narrow it down, so I decided my topic would be to provide and suggest ways for teachers to improve their classroom with alternative teaching method. In my final analysis section I was hoping to create a dos and don'ts and even an implementation guide. I have flowcharts and design elements running rampant in my head.
One of my group members also gave me an assignment from one of his classes that he had completed a few months back which lists some of the most common alternative learning strategies (Montessori, Khan Academy, Waldorf-Stiener, Reggio Emilia, Sudbury, Froebel, Holisitic Education, and Homeschooling) which I decided to research:
Montessori:
This style is very student-centered, children can learn at their own pace and are typically learn in general age groups, which helps create a sense of community, therefore younger peers can learn from older peers. (Source 1)
Khan Academy:
This is an online based school where children are able to learn through watching online videos and earn points for watching and instructional video and completing an assignment. The program helps the child recognize where their learning gaps are and utilizes state of the art editing software and technology to encourage better understanding of complex topics. They employ educated professionals to teach the topics online (even though I still think all of them sound like the same person)
(Source 2)
Waldorf-Stiener:
Waldorf-Stiener Teachers encourage enthusiasm for learning in every child, even seemingly boring subjects aim to integrate pictures and graphics to help visual learners. The educators want children to be motivated from the inside out. They want "to transform education into an art that educates the whole child—the heart and the hands, as well as the head." and teach students how to compartmentalize and build capacities of children. When children are younger education focuses on play and imagination rather than hard facts and rigor. In high school students are subject to rigorous courses that are presented in a different and "real-world connection" way and the arts are involved in all of the preceding. Everything is integrated with visuals. Waldorf Education is a way to learn without technology to give a full hands on and integrated experience (Which is interesting considering that the home school is located in the silicone valley)
(Source 3)
Reggio Emilia:
This sort of education focuses on free inquiry and a strong community with similar foundations to montessori and Waldorf School. The child is encouraged to be active in their own learning and learn from the world and environment around them. I think one of the most deviant or unique ideas is teacher-parent-student collaboration. Typically, parents are a very outside force in a childs education, maybe only meeting their child's teacher once or twice a year, but Reggio schools attempt to host conferences and special lectures for parents. Much like Waldorf schools, Reggio schools believe that children learn better when every aspect of their education is visualized. (Source 4)
Sudbury:
In a Sudbury education system the student has complete control over their own education and the level of responsibility they take for it.. Students can decide what they want to learn, how they want to learn it, and how fast they want to learn. External motivation, like grades or punishment is only necessary when a students curriculum is determined for them, when they are able to determine their own, they will be motivated to learn more and to retain the information better. Students do not participate in standardized tests and mainly rely on self-assessment and self-critique. Sudbury also encourages age mixing, as everyone designs their own curriculum and design it at their own level, Age mixing also encourages social interaction and networking. The schools also boast a participatory democracy where staff members cannot veto votes and they have equal vote in the laws passed. This encourages students to learn how to come to a consensus and advocate for the things that will effect their lives.
(Source 5)
Froebel:
This style encourages children to play and use their imagination to solve problems and to closely connect their home learning with their in-school learning. Playing with toys encourage children to find out how the world around them works and how to interact with it. Movement should also be encouraged for young learners. One of the most central play pieces is the froebel gifts, a set of blocks and mediums that children can interact with to learn about math, architecture, and movement.
(Source 6)
Holistic Learning:
Holistic education incorporates ideas from Reggio, Waldorf, Montessori, and progressive learning. Holistic education strives to cover a broad range of topics and teach kids about he world by giving them hands-on experiences. Community is encouraged so students can co-create and build their future with those around them while furthering their education. (Source 7)
I am confident and excited about some of the research I have delved into, the hard part is going to be synthesizing and condensing all of the information into a two page spread.
Source 1: Olaf, M. (n.d.). FAQ's. Retrieved March 13, 2015, from http://www.montessori.edu/FAQ.html
Source 2; About. (n.d.). Retrieved March 13, 2015, from https://www.khanacademy.org/about
Source 3: Mitchell, D. (n.d.). Waldorf Education: An Introduction. Retrieved March 13, 2015, from http://www.whywaldorfworks.org/02_w_education/
Source 4: Garrett, R. (2013, July 15). What is Reggio Emilia? Retrieved March 13, 2015, from http://www.education.com/magazine/article/Reggio_Emilia/
Source 5: Collins, J. (n.d.). The Sudbury Model of Education. Retrieved March 13, 2015, from http://sudburyschool.com/articles/sudbury-model-education
Source 6: Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-Steiner Methods - Part 1. (2013, November 3). Retrieved March 13, 2015, from http://www.spielgaben.com/comparison-froebel-montessori-reggio-waldorf-part-1/
Source 7: Young, S. (2013, December 20). Studying and Holistic Learning. Retrieved March 13, 2015, from http://www.scotthyoung.com/blog/2007/03/29/studying-and-holistic-learning/
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