Length
90 minutes
Common Core Curriculum Standards
- CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Vocabulary
- child-centered
- collaboration
- democratic
- differentiated instruction
- facilitator
- interdisciplinary
- pragmatism
- problem-based learning
- progressive education
Materials
- Copies of quiz
- Copies of the lessons
- Access to computer/internet
- Paper
- Pens
- Copies of state standards
- Miscellaneous materials determined by each group
- Various clips of teaching techniques
Video & Discussion Questions
- Preview vocabulary words.
- Watch John Dewey on Education as a class, and discuss the following questions:
- Describe John Dewey's background and experiences that qualified him to develop education philosophies.
- What is progressive education?
- What is pragmatism?
- What might you see happening in a democratic classroom?
- Compare child-centered to teacher-centered approaches to learning.
- How does an interdisciplinary curriculum encourage problem-solving?
- What is the teacher's role according to John Dewey?
- What types of projects would students engage in, in a Dewey-inspired classroom?
- How did Dewey pave the way for problem-based learning?
- Pass out the printable worksheet. Have students complete the questions independently, then check the answers together.
Lesson Plan Activity
Materials: Copies of lesson, paper, pens, access to computer/internet, Copies of state standards, miscellaneous materials as determined by each group
- Review vocabulary words and discuss their use in the context of the lesson.
- Divide students into small groups according to grade level bands (elementary or secondary).
- Have student groups choose a grade level and a science, language arts, and math objective that they will teach.
- Have student groups write two sets of lesson plans. One set of plans will teach the three objectives using a traditional, teacher-based approach. The second set of lesson plans will use an interdisciplinary, Dewey-inspired approach.
- Students will collect and provide all necessary materials to teach both approaches to the class. Lessons should be modified so that learning can take place within approximately a 15-minute time frame.
- After each lesson, have a class discussion about the techniques used and student outcomes. Encourage students to use vocabulary words while discussing Dewey's philosophies in action.
- After all groups have had a chance to teach their lessons, have students write a reflection paper that describes John Dewey's education philosophies, examples, and a personal statement about how Dewey's philosophies will influence their lesson planning in the future.
Extension Activity
Materials needed: video clips of various teaching techniques, paper, pens
- Show students video clips of students engaged in a wide range of learning activities.
- Discuss and name the philosophies that have influenced the teacher that planned each activity.
- Have students create a chart that lists the philosophies, activities that match the philosophy, and their impression of the effectiveness of the activity.
