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Challenge-based Learning
Challenge-based learning (CBL) is a framework for learning while solving real-world Challenges. The framework is collaborative and hands-on, asking all participants (students, teachers, families, and community members) to identify Big Ideas, ask good questions, discover and solve Challenges, gain in-depth subject area knowledge, develop 21st-century skills, and share their thoughts with the world. Challenge-based learning builds on the foundation of experiential learning, leans heavily on the wisdom of a long history of progressive education, shares many of the goals of service learning, and the activism of critical pedagogy. The framework is informed by innovative ideas from education, media, technology, entertainment, recreation, the workplace, and society. History The Challenge Based Learning framework emerged from the "Apple Classrooms of Tomorrow—Today" (ACOT2) project initiated in 2008 by Apple, Inc. to identify the essential design principles of a 21st-century learning en ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Experiential Learning
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. ''The Journal of Physical Education'' 22(2), p. 91-98. Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning pr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Progressive Education
Progressive education, or protractivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term ''progressive'' was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern experience. Most progressive education programs have these qualities in common: * Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning * Integrated curriculum focused on thematic units * Strong emphasis on problem solving and critical thinking * Group work and development of social skills * Understanding and action as the goals of learning as opposed to rote knowledge * Collaborative and cooperative learning projects * Edu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Service-learning
Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Service-learning involves students in service projects to apply classroom learning for local agencies that exist to effect positive change in the community. The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards." Author Barbara Jacoby defines service-learning as "...a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes." Service learning is a combination of what we know as formal education and applying that learning in a service oriented way. It is a type of educational phil ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Critical Pedagogy
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. The goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness, based on the Portuguese term '' conscientização''. When achieved, critical consciousness encourages individuals to effect change in their world through social critique and political action in order to self-actualize. Critical pedagogy was founded by the Brazilian philosopher and educator Paulo Freire, who promoted it through his 1968 book, ''Pedagogy of the Oppressed''. It subsequently spread internationally, developing a particularly strong base in the United States, where proponents sought to develop means of using teaching to combat racism, sexism, and oppressi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
K20 Center
The K20 Center for Educational and Community Renewal is a statewide research and development center located on the research campus of the University of Oklahoma The University of Oklahoma (OU) is a Public university, public research university in Norman, Oklahoma. Founded in 1890, it had existed in Oklahoma Territory near Indian Territory for 17 years before the two Territories became the state of Oklahom .... History In 1995, the Oklahoma Networks for Excellence in Education (ONE) was formed, initially from six elementary schools from various settings, to create communities among Oklahoma schools for democratic education. In 2001, O.N.E.’s Executive Director Mary John O’Hair drafted a proposal to bring together teachers, administrators, students, parents, and community members to improve on local and international teaching methods. External links * References University of Oklahoma {{UOklahoma-stub ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
21st Century Skills
21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.Chris Dede, Comparing Fra ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Digital Promise
Digital Promise, also known as the National Center for Research in Advanced Information and Digital Technologies, is a non-profit organization originated by the U.S. Congress as part of the 2008 re-authorization of the Higher Education Opportunity Act. Its mission is to spur innovation in education to improve the opportunity to learn for all Americans. Digital Promise is an independent, bipartisan nonprofit, signed into law by President George W. Bush and launched in September 2011 by President Barack Obama. Initial board members were appointed by U.S. Secretary of Education Arne Duncan, whose department provided start-up funds and support with the goal of "supporting a comprehensive research and development program to harness the increasing capacity of advanced information and digital technologies to improve all levels of learning and education, formal and informal, in order to provide Americans with the knowledge and skills needed to compete in the global economy." History M ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning By Teaching
In the field of pedagogy, learning by teaching (German: ''Lernen durch Lehren'', short LdL) is a method of teaching in which students are made to learn material and prepare lessons to teach it to the other students. There is a strong emphasis on acquisition of life skills along with the subject matter. This method was originally defined by Jean-Pol Martin in the 1980s. Background The method of having students teach other students has been present since antiquity. Most often this was due to lack of resources. For example, the Monitorial System was an education method that became popular on a global scale during the early 19th century. It was developed in parallel by Scotsman Andrew Bell who had worked in Madras and Joseph Lancaster who worked in London; each attempted to educate masses of poor children with scant resources by having older children teach younger children what they had already learned. Systematic research into intentionally improving education, by having stud ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Pedagogy
Pedagogy (), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts. Pedagogy is often described as the act of teaching. The pedagogy adopted by teachers shapes their actions, judgments, and teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students. Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the impa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and Normativity, normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
