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Reflections on Schools, Teaching, & Supervision

Reflections on Schools, Teaching, & Supervision. R. Martin Reardon’s summary of Chapter 5 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 72-90. Reflection on “Knowledge”: Part II. No certainty about human decisions How long is the coast of Britain?

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Reflections on Schools, Teaching, & Supervision

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  1. Reflections on Schools, Teaching, & Supervision R. Martin Reardon’s summary of Chapter 5 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 72-90

  2. Reflection on “Knowledge”: Part II • No certainty about human decisions • How long is the coast of Britain? • What is the measure of “effectiveness?” • Not the same as “goodness” • “What is good?” is prior… • Then “How do we become effective?” Session 5: 10 slides

  3. Two Views of Constructivist Teaching • Cognitive Constructivism • Learning is stimulated when the individual encounters an idea or experience that contradicts his/her current conception of reality • “cognitive conflict” • Social Constructivism • Learning occurs as a result of the individual’s interaction with others in his/her social context • “scaffolding” Session 5: 10 slides

  4. Goal of Supervision? • “To improve instruction” • What sort of instruction? • Basic skills? • Critical thinking? • Social skills? • Moral reasoning? • Creativity? • What sort of context? • Rural elementary schools? • Suburban middle school? • What are the student’s characteristics? • Highly developed in which of the MI? • Single instructional model for all contexts does not exist Session 5: 10 slides

  5. Supervisor’s Role • Once strategies relevant to particular context have been decided: • Assist teachers to clarify school & classroom instructional goals • Develop instructional strategies • Assess effects of instruction for improvement • Analyze effect of teaching style & develop • Instructional improvement? • “Helping teachers acquire teaching strategies consistent with their instructional goals & compatible with their general teaching styles that increase the capabilities of students to make wise decisions in varying contexts” (p. 77) Session 5: 10 slides

  6. Beliefs About Education • “Instructional improvement” & “effective teaching” depends on your “educational platform” (see questions on p. 78-79) • “Supervisory platform” (see p. 80) Session 5: 10 slides

  7. Educational Superphilosophies • Essentialism • Idealism (Plato) • Belief in absolutes • Truth exists outside of knower • Realism • World is predetermined • Truth is the natural law • there is a body of timeless knowledge…that is of value • E.G., E.D. Hirsch Session 5: 10 slides

  8. Educational Superphilosophies (ii) • Experimentalism • Pragmatism • Focus on the potential of human power to change nature • Progressivism • Humans can reform society & vice versa • Reconstructionism • Schools can reform society • Hypothesis testing; if replicable = tentatively real; no absolute truth; constant change • E.G., Dewey Session 5: 10 slides

  9. Educational Superphilosophies (iii) • Existentialism • The individual is the source of all reality • Human dignity of greatest importance; no absolute truth • Profound respect for all human beings • E.G., Camus, Sartre Session 5: 10 slides

  10. Implications of “Superphilosophies” for Supervision • Essentialist • Supervisor is the expert on instruction • Supervisor has major decision-making responsibility • Experimentalist • Supervisor & supervisee are equal partners in trying things out to see what hypotheses are supported • Existentialist • Supervisor supports supervisee in discovering his/her own capacities; supervisee’s perspective deserves great respect Session 5: 10 slides

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