An object lesson is a teaching method that consists of using a physical object or visual aid as a discussion piece for a lesson. Object lesson teaching assumes that material things have the potential to convey information. [1]
The object lesson approach is promoted in the educational philosophy of Johann Heinrich Pestalozzi, who held that teaching should begin with observation of objects which help students recognize concepts. [2] In his teaching and writing he emphasized the concept of Anschauung , which may be understood as "sense training." [3] Pestalozzi taught that children were first to develop sensation, then perception, notion, and finally volition, learning how to act morally based on an individual view of the world. [1]
Object lessons were important elements in teaching during the Victorian era of the mid- to late-nineteenth century. [4] Elizabeth Mayo's books Lessons on Objects and Lessons on shells, which were about object lessons and were published during the Victorian Era, were revolutionary as they were the first to explain education to infant teachers. Mayo's book Lessons on Objects showed how young children could be introduced to new ideas by examining 100 objects like a wooden cube, a pin, a rubber or a piece of glass. The book supplied example dialogues between teacher and child and a list supplied for an object like a pin to get the children to recognize the parts and the qualities of this object. [5]
By the early twentieth century object lessons were widely used in religious instruction. [6] The popular Baptist educator, Rev. Clarence H. Woolston wrote a number of books about using everyday objects to aid instruction, including Seeing Truth: A Book of Object Lessons with Magical and Mechanical Effects, Penny Object Lessons: 25 Lessons for 25 Cents, and The Bible Object Book: A Book of Object Lessons Which Are Different, Written in Plain English and in Common Words. [7]
Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
The Suzuki method is a mid-20th-century music curriculum and teaching philosophy created by Japanese violinist and pedagogue Shinichi Suzuki. The method claims to create a reinforcing environment for learning music for young learners.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
An infant school is a term which is used predominantly in England and Wales. It has been used since the 19th century to refer to schools or school departments that cater for children up to seven years old.
Johann Heinrich Pestalozzi was a Swiss pedagogue and educational reformer who exemplified Romanticism in his approach.
Friedrich Wilhelm August Fröbel or Froebel was a German pedagogue, a student of Johann Heinrich Pestalozzi, who laid the foundation for modern education based on the recognition that children have unique needs and capabilities. He created the concept of the kindergarten and coined the word, which soon entered the English language as well. He also developed the educational toys known as Froebel gifts.
A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal, how the goal will be reached and a way of measuring how well the goal was reached.
Audiovisual education or multimedia-based education (MBE) is an instruction where particular attention is paid to the audiovisual or multimedia presentation of the material with the goal of improving comprehension and retention.
Design education is the teaching of theory and application in the design of products, services, and environments, and focuses on the development of both particular and general skills for designing. It is primarily orientated to preparing higher education students for professional design practice, and based around project work and studio or atelier teaching methods, while general education uses design methods to improve materials for teachers and students.
The zone of proximal development (ZPD) is a concept in educational psychology. It represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning such as skills and strategies.
Sloyd, also known as educational sloyd, is a system of handicraft-based education started by Uno Cygnaeus in Finland in 1865. The system was further refined and promoted worldwide, and was taught in the United States until the early 20th century. It is still taught as a compulsory subject in Finnish, Danish, Swedish and Norwegian schools.
Lessons for Children is a series of four age-adapted reading primers written by the prominent 18th-century British poet and essayist Anna Laetitia Barbauld. Published in 1778 and 1779, the books initiated a revolution in children's literature in the Anglo-American world. For the first time, the needs of the child reader were seriously considered: the typographically simple texts progress in difficulty as the child learns. In perhaps the first demonstration of experiential pedagogy in Anglo-American children's literature, Barbauld's books use a conversational style, which depicts a mother and her son discussing the natural world. Based on the educational theories of John Locke, Barbauld's books emphasise learning through the senses.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
The Oswego Movement was a movement in American education during the late 19th century. It was based on the methods of Johann Heinrich Pestalozzi and introduced by Edward Austin Sheldon at Oswego Primary Teachers' Training School.
Johann Christoff Büss was a German bookbinder and educator who is best known for his work with Swiss educator Johann Heinrich Pestalozzi. Büss developed a pedagogical method for drawing based on Pestalozzi's ideas.
Elizabeth Mayo was a British teacher and educational reformer. She was credited in the Hadow Reports with being one of the founders of the formal education of infant teachers in Britain. She was the first woman in England to be employed to train teachers.
The Ferrer school was an early 20th century libertarian school inspired by the anarchist pedagogy of Francisco Ferrer. He was a proponent of rationalist, secular education that emphasized reason, dignity, self-reliance, and scientific observation, as opposed to the ecclesiastical and dogmatic standard Spanish curriculum of the period. Ferrer's teachings followed in a tradition of rationalist and romantic education philosophy, and 19th century extragovernment, secular Spanish schools. He was particularly influenced by Paul Robin's orphanage at Cempuis.
Mary AtkinsonMaurice (1797–1858) was a British teacher, educationist, and writer. With her encouragement, Mary's brother F. D. Maurice, founded Queen's College, London, of which she was a generous sponsor.
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