“Yet the pendulum swing can also lead educators to avoid direct teaching for fear of being too didactic or school-like, to the detriment of building just and expansive forms of learning.” “Many of us come to youth work to struggle against dehumanizing forms of teaching and the specific ways they work to constrict the minds and spirits of children of color,” they wrote. “These binaries flatten the range and depth of human teaching and learning,” Vossoughi wrote in an accompanying essay published in Youth Todaywith Meg Escudé and Natalie Davis. hands-on exploration, and active engagement vs. In a new study published in the journal Cognition and Instruction, Shirin Vossoughi and a team of post doctoral researchers, graduate students and partnering educators explore the constraining nature of either-or scenarios: lectures versus dialogue, explanation vs. The best path to educational justice, they argue, isn’t solely child- or adult-centered, but rather intergenerational. New Northwestern University research suggests that a lack of structure and guidance in learning spaces can be just as demoralizing to young people as when an adult takes complete control. But what happens when they step back too far? T Shirin Vossoughi crouches so her gaze is at eye level with a student.eachers often act as hands-off facilitators in makerspace settings, letting children lead the way.
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