The two views of learning that were researched have very different meanings and thoughts encompassing them. The Cartesian View of Learning is considered to be directed to a thinking standpoint. If a person believes something exists, then it must exist somewhere. In the learning area of Cartesian, if a student was to hypothesize that an answer is correct then the answer must be proved correct. In the Social View of Learning, students are thought to learn from seeing and watching the activity being completed. Students will learn from watching and following what other people are doing around them.
The social view is the more practical way of learning for students. The view also gives students and teachers the most practical way to teach and learn a lesson. Students will also use this view of learning at home and while growing up. Children are going to almost always do the same things that parents are doing. They learn by their peers example. Children pay attention to small detail and tend to follow the direction that is given to them. In the classroom, some students will learn best if the teacher demonstrates how to work problems before giving the students work that is be completed. If students are shown an example of how to work first, then they will know and learn how to work in the classroom. This method also applies to children and students when discovering learning styles. Teachers and parents are the instructors that will teach the children and students. For most the social view of learning is the best way for many to master learning skills.
Even though the Cartesian View of Learning has been around the longest of any other learning philosophy, it does seem to have a uniqueness that some students will like when trying to learn a new subject. According to Descartes, students must think before doing anything. Thinking will allow students to explore ideas that probably would never be mentioned before. The Cartesian View of Learning states that if a student thinks something to be true, then more than likely is true. If a student can think it, then it must exist.
In the classroom different students will be able to adapt to both types of learning. In the elementary grades, the use of the Social View of Learning would likely be more efficient when attempting to teach a particular assignment. The teacher will be responsible for having to show how to work an assignment before asking students to work by themselves. As students grow older, using the Cartesian method would likely become easier to the student. Students being asked to think and solve problems on their own will require students to have the most knowledge possible therefore the older the student is the better the Cartesian method will work. In the business education classroom, both views of learning could be used. In an accounting lesson, the teacher could use the Social method by showing students how to balance a checkbook or to budget items before asking the students to balance a checkbook or budget the items. The teacher can also use the Cartesian method with the same lesson by just giving the students the problem and asking the students to solve the problem on their own. Whether it is the Cartesian or Social View of Learning, both can be used in any type of classroom to ensure that the most learning is taking place by the student.
The views of learning that I researched had two complete different meanings when it came to students and how they should learn. In my opinion, the social view of learning is the better form of learning in the classroom. Students tend to learn better if assignments are discussed and worked before students try and work for themselves. Children growing up with parents would also fall under the social view of learning. Parents must always be mindful to set a positive role in the child’s life. Children are around and always watching how adults exhibit themselves in everyday life. Children are always learning. Teachers and parents are the primary educators when relating to how a child will mature and conduct themselves.
The Social Learning Theory came from the work of Gabrial Tarde. He proposed that the theory came from four different stages or imitations throughout the life of a child. The four are close contact, imitation of superiors, understanding concepts, and role model behavior. The theory is concentrated on how children see and perceive the surroundings that are in front of them. Children have close contact with parents and teachers for a majority of their life. Parents and teachers will have an important impact on the behavior that children show, since parents and teachers have close contact with the children. Using the Social Learning Theory, children will tend to imitate the older people in their lives. The older generations can a have a vital part in the behavior of young people by just setting a good example. The theory shows that children will imitate anybody that is close to the child. Adults must be aware that children are going to learn from watching and observing. If children watch negative behavior, then the child is likely to exhibit these same negative behaviors. According to the theory it is important for all adults to be aware that children are going to learn from actions that are being witnessed. The Social Learning Theory also says that children will be imitating role models. Almost every child has a role model. This role model is someone that the child will look at to help with the learning process of growing up. In order for the child to have a great behavior, then the role model must be willing to model the same great behavior. The process of learning from the theory is one that students will learn from observing and imitating what is being observed.
The Cartesian View of Learning is from the work of Rene Descartes. Descartes believed that if a person was able to think of a new idea, then this particular idea or whatever is being taught must exist. The Cartesian View of Learning is based on the Latin phrase cogito ergo sum which means “I think, therefore I am”. Descartes believe that every person is going to think and therefore the best way for learning to take place is with a student thinking. Critical thinking in the classroom is a form of learning that many teachers are using today. Most teachers agree that making students think in the classroom is the best way for lessons to be taught in the classroom. When a teacher implies that a student should think about a particular situation, the student is being forced to learn a subject using their mind. According to Descartes, thinking is conscious for everybody, therefore thinking is a learning tool that every student possesses and must use in the classroom.
Sunday, June 8, 2008
New Ideas for Teaching in the Business Ed. Classroom
Have a positive learning environment
Arrange your classroom to where students want to come in and learn everyday
Make learning enjoyable for the students
Use topics and discussions that are of interest to the students
Use technology in the classroom
Use software that is enjoyable for students to use
In the business classroom, incorporate other subjects using the technology that is in the classroom. This is an attempt to make every subject successful from technology.
Be willing to change the teaching strategies to the learning of the students
Have a curriculum that is to be followed in the classroom for each class being taught
Consult with other Business Education teachers and discuss different teaching strategies
Use technology and multimedia to help the learning process in the classroom
Determine what specific data needs to be covered in the classroom
Be flexible in the classroom, be ready to have to add, delete, or modify any of the teaching strategies
Try and make testing fun, involve technology when testing and allow students to take test on the computer
Allow for observation and hands on activities in the classroom
Learn from assessments; make adjustments to ensure that students are getting the most out of the information being given
Be willing to research and find new and interesting activities for students
Arrange your classroom to where students want to come in and learn everyday
Make learning enjoyable for the students
Use topics and discussions that are of interest to the students
Use technology in the classroom
Use software that is enjoyable for students to use
In the business classroom, incorporate other subjects using the technology that is in the classroom. This is an attempt to make every subject successful from technology.
Be willing to change the teaching strategies to the learning of the students
Have a curriculum that is to be followed in the classroom for each class being taught
Consult with other Business Education teachers and discuss different teaching strategies
Use technology and multimedia to help the learning process in the classroom
Determine what specific data needs to be covered in the classroom
Be flexible in the classroom, be ready to have to add, delete, or modify any of the teaching strategies
Try and make testing fun, involve technology when testing and allow students to take test on the computer
Allow for observation and hands on activities in the classroom
Learn from assessments; make adjustments to ensure that students are getting the most out of the information being given
Be willing to research and find new and interesting activities for students
Wednesday, June 4, 2008
Week One Compare and Contrast
The history of business education can be tracked as far back as the year 1635 in Plymouth Colony when a teacher was hired to teach reading, writing, and casting accounts. According to our assigned readings, the first thought of a specific curriculum was not introduced until 1890. Business education was offered in the form of bookkeeping at the English Classical School for Boys in 1823. Curriculum and the guidelines for teachers to follow were not officially introduced into the business education classroom until at least 60 years later.
Academic Scientism was the term used to describe the very first type of curriculum that was implemented in to the classroom. Academic Scientism lasted from 1890 to 1916. The academic area of the curriculum was a method for teachers to shape the learning of basic education. Charles W. Eliot was the most influential person during this particular time of setting a curriculum. Eliot was the first to make recommendations to elementary, secondary, and higher education schools pertaining to the basic information that was going to be taught in the schools. During the academic scientism time, business education began to come onto the scene. In 1858, a school in New York City opened and was the first to teach stenography and typewriting. In 1868 the first practical typewriter was invented by Christopher Sholes. By 1909, the Business Educator’s Association had joined with the National Education Association and the first Business Education Supervisor, Fredrick Nichols, was employed by the state department of education.
Progressive Functionalism was the second era of curriculum and it lasted from 1917 to 1940. The progressive era of curriculum seemed to be more child centered. The era was centered toward making sure the children enjoyed learning and this learning was directed to topics that interested them. Students mastering the arts were considered very important during this time as well as making sure each child expressed creativeness. Mathematics and grammar during this era were not considered as subjects that were a needed skill that should be taught to the students. Functionalism was important to the curriculum during this time because students were expected to get the most out of there learning experiences. Students were not expected to waste any time and were expected to be extremely time efficient. The business education era from 1917 to 1940 saw many organizations form along with the publication journals for business education. In 1923, the honor society, Pi Omega Pi, was formed and followed with the forming on Delta Pi Epsilon in 1936. From 1919 to 1936, The Balance Sheet and the Delta Phi Epsilon were published.
Educational history then turned to the era of Developmental Conformism from 1941 to 1956. The developmental era was used to help develop the students and prepare them for real life situations. According to our assigned readings, Havighurst was the person that prepared the plan for students to follow beginning with their elementary to adolescent years of life. The curriculum showed what each student should accomplish during their lifespan. The idea of conformity was also established during this time. Havighurst believed that students be conformed to their ways of life and to make sure each student learned the responsibilities of the society norms during this time. In 1946, the United Business Education Association was formed. Also during this particular era of curriculum, business education saw the first electronic computer to be invented along with the first publication of the Business Education Forum being released.
Scholarly Structuralism was from 1957 to 1967 and it seemed to have an interesting effect on the education field and the curriculum being followed. During this time, scholars finally realized that forming a curriculum was going to play a very important role in the success of children and how much the students learn. Federal funds helped pay for scholars to make suitable curriculums for every major subject for elementary and secondary education. In 1962, the United Business Education Association changed it name to the National Business Education Association. IBM invented the first electric typewriter. By 1965, the NBEA Yearbook was published and the word processing was added to the curriculum for students.
The Romantic Radicalism was the next era in curriculum writing. It lasted from 1968-1974. This era was a time of experimentation that took three forms. Alternative schools were considered to be teacher centered since the schools were mostly ran by the teachers without administrators. The curriculum was centered to each child and allowed each child to learn what was appealing to the students and the parents. The open classroom idea was the second form that came during the era. Students were in a controlled learning environment but were to move around and go from station to station at their own rate. Teachers held great concern over keeping order in the classroom since most of the order came from the students and self discipline. Elective programs were also introduced during this era as a way for students to have some control over courses being taught. Students could choose what to study and what not to study. Once again this era was focused more intently around a child centered curriculum and allowing each student to study what was of interest to them.
Privatistic Conservatism was introduced from 1975 to 1989. Education during the era started to be more about family and religious issues and not about students centered learning. During this time period, the family gained information from television sets and widespread immigration became a problem in the United States. Research was conducted during the era to help show how schools could be the most effective from having a good leader and principal along with active parent involvement and support. A more challenging curriculum came during the era along with forcing students to think at school. Accountability was first mentioned during this era. In 1989, President George H. Bush released a set of national education goals that were to be completed by the year 2000. Business Education passed standards during the era also. The Standards for Excellence in Business Education, NABTE Standards for Business Education were both published during the privatistic conservatism era.
The Technological Constructionism era was from 1990 to 1999. Technological advances during this era showed how much students were going to be forced to learn along with keeping up with changing of technology. Technology changed how teachers were teaching and communicating in the classroom. The ability for teachers and students to share information made learning and communicating even more effective during the era. Every state with the exception of Iowa came up with the standards of education for their state. Curriculum and student achievement was an issue that states were facing with the standards that teachers were teaching in the classroom. Accountability was used to make many decisions. Teachers and textbooks were beginning to be held accountable for the success of students in the classroom. One year after Goals 2000 came out in 1994, the National Business Education Association passed the National Standards for Business Education in 1995. The standards showed what student should know and be able to do in business.
The New Privatistic Conservatism is being used in the 21st century. Students are beginning to receive more character education from schools as well as obtaining practical education that can be used in daily life. Even with schools teaching character education, many students are still being home schooled in the United States and although many parents say their child is being home schooled for religious purposes, some believe it is about the ability to choose what is being taught to the child. In 2002, George W. Bush signed the No Child is Left Behind Act into law and the act is requiring that all schools must progress each year. The act also calls for all students to be proficient in math and English.
Curriculum and the ideas of what students must learn have certainly changed throughout the years. Students are being asked to learn more and more all the time and teachers are being held accountable to make sure the students are learning to their utmost ability. Even though some schools are still considered to be child-centered, schools are showing signs of having to follow mandated curriculums in the schools.
Glatthorn and Smith both offer different approaches to curriculum writing, but both have similarities and differences in the approaches. Smith’s approach is broken down into four different parts. The Transmission for Information approach by Smith follows Glatthorn’s structured-oriented theory very closely. The approaches have curriculums that are changed to help with local interest and the wants of the states that are writing the curriculums. Educators tend to share information with each other throughout the approach to help ensure that students are getting the most out of the information being taught. Glatthorn’s content-oriented approach is similar to Smith’s end product approach. Using this approach educators are less likely to worry about how to reach the goals of the curriculum as long as in the end curriculum goals are met. Along with Smith’s process approach, the instructional design process both are used to establish materials and teaching strategies that are used in the classroom. The process puts emphasis on the interaction of all involved parties and forcing students to use critical thinking skills. Using awareness is another approach that can be used in helping a student achieve. Students are all going to learn in different ways and educators that are aware of this trait will be allowing students the chance to learn from different angles in the classroom.
Academic Scientism was the term used to describe the very first type of curriculum that was implemented in to the classroom. Academic Scientism lasted from 1890 to 1916. The academic area of the curriculum was a method for teachers to shape the learning of basic education. Charles W. Eliot was the most influential person during this particular time of setting a curriculum. Eliot was the first to make recommendations to elementary, secondary, and higher education schools pertaining to the basic information that was going to be taught in the schools. During the academic scientism time, business education began to come onto the scene. In 1858, a school in New York City opened and was the first to teach stenography and typewriting. In 1868 the first practical typewriter was invented by Christopher Sholes. By 1909, the Business Educator’s Association had joined with the National Education Association and the first Business Education Supervisor, Fredrick Nichols, was employed by the state department of education.
Progressive Functionalism was the second era of curriculum and it lasted from 1917 to 1940. The progressive era of curriculum seemed to be more child centered. The era was centered toward making sure the children enjoyed learning and this learning was directed to topics that interested them. Students mastering the arts were considered very important during this time as well as making sure each child expressed creativeness. Mathematics and grammar during this era were not considered as subjects that were a needed skill that should be taught to the students. Functionalism was important to the curriculum during this time because students were expected to get the most out of there learning experiences. Students were not expected to waste any time and were expected to be extremely time efficient. The business education era from 1917 to 1940 saw many organizations form along with the publication journals for business education. In 1923, the honor society, Pi Omega Pi, was formed and followed with the forming on Delta Pi Epsilon in 1936. From 1919 to 1936, The Balance Sheet and the Delta Phi Epsilon were published.
Educational history then turned to the era of Developmental Conformism from 1941 to 1956. The developmental era was used to help develop the students and prepare them for real life situations. According to our assigned readings, Havighurst was the person that prepared the plan for students to follow beginning with their elementary to adolescent years of life. The curriculum showed what each student should accomplish during their lifespan. The idea of conformity was also established during this time. Havighurst believed that students be conformed to their ways of life and to make sure each student learned the responsibilities of the society norms during this time. In 1946, the United Business Education Association was formed. Also during this particular era of curriculum, business education saw the first electronic computer to be invented along with the first publication of the Business Education Forum being released.
Scholarly Structuralism was from 1957 to 1967 and it seemed to have an interesting effect on the education field and the curriculum being followed. During this time, scholars finally realized that forming a curriculum was going to play a very important role in the success of children and how much the students learn. Federal funds helped pay for scholars to make suitable curriculums for every major subject for elementary and secondary education. In 1962, the United Business Education Association changed it name to the National Business Education Association. IBM invented the first electric typewriter. By 1965, the NBEA Yearbook was published and the word processing was added to the curriculum for students.
The Romantic Radicalism was the next era in curriculum writing. It lasted from 1968-1974. This era was a time of experimentation that took three forms. Alternative schools were considered to be teacher centered since the schools were mostly ran by the teachers without administrators. The curriculum was centered to each child and allowed each child to learn what was appealing to the students and the parents. The open classroom idea was the second form that came during the era. Students were in a controlled learning environment but were to move around and go from station to station at their own rate. Teachers held great concern over keeping order in the classroom since most of the order came from the students and self discipline. Elective programs were also introduced during this era as a way for students to have some control over courses being taught. Students could choose what to study and what not to study. Once again this era was focused more intently around a child centered curriculum and allowing each student to study what was of interest to them.
Privatistic Conservatism was introduced from 1975 to 1989. Education during the era started to be more about family and religious issues and not about students centered learning. During this time period, the family gained information from television sets and widespread immigration became a problem in the United States. Research was conducted during the era to help show how schools could be the most effective from having a good leader and principal along with active parent involvement and support. A more challenging curriculum came during the era along with forcing students to think at school. Accountability was first mentioned during this era. In 1989, President George H. Bush released a set of national education goals that were to be completed by the year 2000. Business Education passed standards during the era also. The Standards for Excellence in Business Education, NABTE Standards for Business Education were both published during the privatistic conservatism era.
The Technological Constructionism era was from 1990 to 1999. Technological advances during this era showed how much students were going to be forced to learn along with keeping up with changing of technology. Technology changed how teachers were teaching and communicating in the classroom. The ability for teachers and students to share information made learning and communicating even more effective during the era. Every state with the exception of Iowa came up with the standards of education for their state. Curriculum and student achievement was an issue that states were facing with the standards that teachers were teaching in the classroom. Accountability was used to make many decisions. Teachers and textbooks were beginning to be held accountable for the success of students in the classroom. One year after Goals 2000 came out in 1994, the National Business Education Association passed the National Standards for Business Education in 1995. The standards showed what student should know and be able to do in business.
The New Privatistic Conservatism is being used in the 21st century. Students are beginning to receive more character education from schools as well as obtaining practical education that can be used in daily life. Even with schools teaching character education, many students are still being home schooled in the United States and although many parents say their child is being home schooled for religious purposes, some believe it is about the ability to choose what is being taught to the child. In 2002, George W. Bush signed the No Child is Left Behind Act into law and the act is requiring that all schools must progress each year. The act also calls for all students to be proficient in math and English.
Curriculum and the ideas of what students must learn have certainly changed throughout the years. Students are being asked to learn more and more all the time and teachers are being held accountable to make sure the students are learning to their utmost ability. Even though some schools are still considered to be child-centered, schools are showing signs of having to follow mandated curriculums in the schools.
Glatthorn and Smith both offer different approaches to curriculum writing, but both have similarities and differences in the approaches. Smith’s approach is broken down into four different parts. The Transmission for Information approach by Smith follows Glatthorn’s structured-oriented theory very closely. The approaches have curriculums that are changed to help with local interest and the wants of the states that are writing the curriculums. Educators tend to share information with each other throughout the approach to help ensure that students are getting the most out of the information being taught. Glatthorn’s content-oriented approach is similar to Smith’s end product approach. Using this approach educators are less likely to worry about how to reach the goals of the curriculum as long as in the end curriculum goals are met. Along with Smith’s process approach, the instructional design process both are used to establish materials and teaching strategies that are used in the classroom. The process puts emphasis on the interaction of all involved parties and forcing students to use critical thinking skills. Using awareness is another approach that can be used in helping a student achieve. Students are all going to learn in different ways and educators that are aware of this trait will be allowing students the chance to learn from different angles in the classroom.
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