We blindly accept that we must go through a twelve year schooling program, but Gatto asks us why this is necessary. His word choices are obvious to the point he is trying to make. Using phrases such as “deadly routine” and “forced confinement,” Gatto suggests that school is not the ideal way to educate. He asks whether we really need forced schooling, this seemingly endless—although only twelve-year long—pattern of so many classes per day, five days a week. Gatto compares school to a factory or prison which, generally speaking, are not fun places to be.
Utilizing the approach of backward design when planning instruction involves the teacher identifying what the student should be able to understand and achieve by the end of the unit and then purposefully working backwards to scaffold instruction allowing for opportunities to deepen the understanding and depth of knowledge achieved (Wiggins & McTighe, 2006, p. 13). How am I, as an instructor, supposed to be able to determine the desired results, what evidence is acceptable and plan the learning experiences within the context of a school year that focuses on so much more than the state benchmarks? How do I create instruction utilizing backward design that takes into account the lack of skills my students come to me with in the beginning of the year? How will I ensure that my students retain the information (Wiggins & McTighe, 2006, p. 19) and perform with understanding, knowledge and skill on their own? Backward design seems to be able to answer those questions while being the pinnacle of good planning and instruction.
Drill and Kill – A Needed Skill? Position Paper Regarding Chapter 5 of Willingham’s Why Don’t Students Like School? ENG_685AHW2_SU12: Literature and Cultural Literacies Professor Bill Maniotis July 28, 2012 In Chapter Five of Daniel T. Willingham’s book, Why Don’t Students Like School, he describes how our memory works. The argument has been that drilling is no longer needed in our schools. Personally I have been told that this method of practice is “boring” and “old fashioned.” However, as Willingham demonstrates, practice such as this is needed to fill up space in the brain for mastery.
“ (Moore 141). While Moore focuses more on the advertising established into school and companies promoting themselves using schools, Gatto speaks more one the effect that this way of schooling creates the adults in the world. Also he explains how marketing on the school systems is keeping the adults nowadays very “childish” or young in the mind. (Gatto 149) According to Gatto if you strip children of all of their independence, and only develop their trivial emotions, they would never truly grow up. (Gatto 154).
Gatto uses this example of knowledge to prove his point that not every successful child went to school. A second time Gatto uses exemplification is when he is explaining his own experience in the school system as a teacher. He remembers that “my own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: if we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling”. He uses this personal lesson from life to convey that children are only obeying what they are being told, only learning what they need to in order to escape the prison called school. In an example from his childhood, Gatto remembers talking with his grandfather and he “complained to him of boredom, and he batted me hard on the head.
In other words, it is the distance between what a child is capable to do alone and what he/she could do with the direction of an adult. He coined this term in the 20th century to describe the right spot where instruction should take place. Firstly, this essay will present a fully description of the ZPD in order to understand Vygotsky's point of view. Secondly, it will explain its important role in cognitive development, by analyzing the processes of scaffolding. Finally, a critical overview will be made in order to discuss what are the weaknesses of the ZPD.
IV.A.2 Am I A Deliberate Decision Maker? Indicate to what extent the following statements describe you when you make decisions. 1 = to a very little extent 2 = to a little extent 3 = somewhat 4 = to a large extent 5 = to a very large extent 1. I jump into things without thinking. 4 3 3 1 = to a very little extent 2 = to a little extent 3 = somewhat 4 = to a large extent 5 = to a very large extent 2.
(Ebbeck and Warrier, 2008) As cited in Ebbeck & Warrier (2008), Zakaria (2006) stated that Singapore has a result-oriented and exam-focused education system in which ‘Learning something to love and engage in’ with enthusiasm is totally absent. With all this in mind, I would like to introduce Reggio Emilia Approach in my school in collaborating parents in their children learning. Hoping the collaboration in involving them will enable them to see how children learn through exploration and play. In Reggio Emilia, it views the complexity of education as fascinating and challenging. It challenges the teachers to let go of the traditional systems of educating a child and try the possibilities of adapting a new system which can give the child a better opportunity to learn.