Apr 21, Rory Foster rated it liked it.
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The book starts with a nice summary of types of learning and the way that children of different ages learn differently. Discussion of the gap between schooled learning and "understanding" is also interesting, as are some of the author's ideas about harnessing apprenticeships and museum-like environments.
However, I thought a lot of the reform discussion was pretty abstracted or over-simplified. Also, although the book is billed as useful for parents and in many ways, I agree , the main target s The book starts with a nice summary of types of learning and the way that children of different ages learn differently. Also, although the book is billed as useful for parents and in many ways, I agree , the main target seems to be academics or others with petty deep exposure to the published body of research in the field.
Enjoyable and interesting. Brings questions to the role and purpose of Education, Teaching and Learning, in society and on a personal stance, bridging different points of view and outcomes and difficulties. Yet, it seemed a bit vague and repetitive, feeling that points taken could be summed much quicker, opening space for related subjects that would back up the ideas portrayed. In a sense, it's more based on ideology than on studies performed on the subjects addressed.
Biological, sociological, hi Enjoyable and interesting. Biological, sociological, historical or geographic perspectives are also on a very light side, which diminished its appeal personally.
Sep 01, Sarah rated it liked it Shelves: homeschool-reading , help-yourself. I really enjoyed the concepts presented in this book and the conclusions the author reached.
The Unschooled Mind: How Children Think And How Schools Should Teach
However the author overly articulated his point and never gave consideration for homeschooling to be a possible venue to implement his ideas. If he had edited this down to pages, this would have been a much better read. Still worth skimming if you are interested in outside the box ideas and concrete plans on how to bring them about as regards education.
Sep 12, Susan Striepe rated it it was amazing. This book should ideally be read with Piaget and Vygotsky.
The three make a complementary trilogy. Gardner also introduces the idea that mental growth and development is not a uniform and regulated process. Although this book was written much later than his "Multiple Intelligences", it can expand one's understanding of multiple intelligences and "Multiple Intelligences" can in turn help explain why mental development is so irregular.
Jun 29, Becky rated it really liked it. Nice overview of educational policy and a few new reform ideas! May 28, Linda rated it it was amazing. The main key in here led my research for my thesis - we need to teach for genuine understanding. Mar 12, Crystal marked it as to-read Shelves: parenting-self-help.
The unschooled mind : how children think and how schools should teach
Howard Gardener. As in: Multiple intelligences, who changed the way education is viewed. Can't wait to read this one. Nov 04, Josh rated it really liked it Shelves: education. Gardner makes a solid case for reforming schools by breaking the traditional mold and starting from scratch following an 'unschooled' approach to learning. The problem is that most people don't give education more than a passing glance.
Schools haven't really changed in a hundred plus years, and they aren't about to start now. Unfortunate for all the millions of of who pass through the system. P Educational researcher Linda McNeil has helped to elucidate the conflicts engendered by such a sys Gardner makes a solid case for reforming schools by breaking the traditional mold and starting from scratch following an 'unschooled' approach to learning.
P Educational researcher Linda McNeil has helped to elucidate the conflicts engendered by such a system. In the interests of efficiency and accountability, school systems tend to mandate large sets of rules and procedures. Many of these have only questionable relevance to the daily operation of classes and to the learning of students, and yet all teachers and administrators must adhere to them. At the same time, teachers are often encouraged—at least at the rhetorical level— to take the initiative and to be forceful and imaginative in their teaching.
In fact, however, they feel caught in a bind, for adhering to the regulations is so time-consuming and exhausting that little time or energy remains for innovation. Risking censure or worse, a few teachers will ignore the regulations in order to pursue a more individualized program of instruction. Most teachers, however, will achieve an uneasy truce, with both their superiors and their students, by adopting "defensive teaching.
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As McNeil phrases it, "When the school's organization becomes centered on managing and controlling, teachers and students lake school less seriously. They fall into a ritual of teaching and learning that lends toward minimal standards and minimum effort. Problems are almost always magnified in large bureaucratic settings, where many thousands of teachers, administrators, and students must be "served" and the pressures for uniform treatment of diverse "customers" are profound. Classes are larger and more difficult to control; students are often unmotivated, and they may be frightened, agitated, hungry, or ill as well; regulations proliferate with little rhyme or reason.
Teachers feel buffeted about by contradictory messages: Students should learn cooperatively, and yet separate evaluation must be performed each individual student; children with problems should be "mainstreamed," and yet it is important to track the talented students so that they can gain college admission; teachers are expected to act in a professional manner, and yet their every move is scrutinized by various monitoring bodies.
The result is a virtual logjam in many of our nation's public schools. P First, however, it is important to underscore one point. One cannot begin to evaluate the effectiveness of schools unless one makes clear one's ambitions for the school. In what follows, I highlight a single criterion for effective education—an education that yields greater understanding in students.
Whereas short-answer tests and oral responses in classes can provide clues to student understanding, it is generally necessary to look more deeply if one desires firm evidence that understandings of significance have been obtained. For these purposes, new and unfamiliar problems, followed by open-ended clinical interviews or careful observations, provide the best way of establishing the degree of understanding that students have attained. P The fundamental idea of whole-language programs is to immerse children as early as possible in the world of text and to allow them to become meaningful apprentices to competent literate individuals.
From the first days of school, students see the elders around them read and write and are drawn into that milieu as expeditiously as possible. They tell stories and have others write them down; they make their own storybooks out of a combination of pictures, invented spelling, and dictated correct spelling; they "read" their stories to others and listen to, comment critically upon, or even "read" the stories written by others; they may type out their own narratives on a computer keyboard.
The atmosphere more closely resembles a newspaper or magazine editorial center than an old-fashioned teacher-dominated classroom. Such a program can work only il teachers embody these approaches and these values in their own lives. It is heartening to report, therefore, that classes filled with student writing and "prewriting" exemplify what is probably the major change in American elementary education over the past quarter century.
A whole-language emphasis is far from being a universal practice, but it is being used in many places where it was not seen a decade or two ago. P Collaborative procedures like reciprocal teaching have also proved beneficial in other domains of literacy. As early as the first grade, Japanese students arc posed arithmetical problems of some complexity and allowed up to a week to solve the problems.
Teachers deliberately avoid serving as a source of answers, although they may coach, direct, or probe in various ways. Not only do students come to appreciate early on that mathematics is an active process—what James Grceno calls a "conversation"—but they discover the advantages that can be derived from interacting with their peers, each of whom may have a distinctive contribution to make to the problem-solving process.ketagamliolai.ml
The Unschooled Mind : How Children Think and How Schools Should Teach
One of the most ambitious recent attempts to bolster mathematical understanding at the middle school level has been undertaken by teacher-researcher Magdalene Lampert. Working for a year with fifth-graders in an ordinary American public school, Lampert has sought to transform the students' entire approach to mathematics from a subject where students look for rules, right answers, and teacher approval to a discipline where together they learn to raise questions, put forth hypotheses about underlying principles, and explore the whole arena of mathematical meaning. The teacher's role is to alter the social discourse in the class by initiating and supporting interactions that exemplify mathematical argumentation of the sort carried out by mathematicians and others who use mathematics in their everyday lives.
In terms used earlier, a transition occurs from the pursuit of the correct-answer compromise to the undertaking of risks for understanding.
- The Unschooled Mind: How Children Think and How Schools Should Teach.
- ISBN 13: 9780465088966.
- Review: The Unschooled Mind by Howard Gardner.
- SearchWorks Catalog;
A bonus is the extraordinary insight into why children and adults seem to resist learning and why they often behave in such mystifying ways. All rights reserved. Convert currency. Add to Basket.
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