Icon purchased from The Noun Project. In this post I dig into some of the earlier work that other people have pointed to, in order to try to understand at least a little bit about some of the history of these concepts, while fully recognizing this is only a tiny taste of what is likely out there.
But not for criticism? He states that the open education movement at the time sprang from informal classrooms in primary education in the UK in the s. In both Britain and the United States, open classrooms contained no whole-class lessons, no standardized tests, and no detailed curriculum.
Teachers structured the classroom and activities for individual students and small work groups. They helped students negotiate each of the reading, math, science, art, and other interest centers on the principle that children learn best when they are interested and see the importance of what they are doing. Teams of teachers worked with multiage groups of students and created elementary schools where children were no longer assigned to grade levels. Some school districts started alternative open education programs at the high-school level and gave teachers discretion to create new academic courses where students directed their own learning, worked in the community, and pursued intellectual interests.
At both the elementary and secondary levels, open education meant teachers were acting more as coaches in helping students than as bosses directing children in every activity.
Cuban points out that there was a conservative backlash against the open education movement, as there was against some of the other social, political and cultural movements of that era. Paquette outlines 3 sets of foundational values of open pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation.
He goes into some detail about these, but us ed tech folks will recognize some of the themes — individualized learning, learner choice, self-direction, — to name a few. For Paquette, open is very much about learner choice, albeit for him this is really about creating a classroom environment where this can be optimized. In terms of the first dyad bolded above, he says that autonomy must also be understood through a social life of interdependence , because each of us lives in constant interaction with others.
Regarding the second he says that students should have a choice freedom amongst activities and projects, but such choice also brings responsibility presumably, to follow through? About the third he says that democracy and participation have to do with freedom of expression in the class as well as cooperation amongst students through things like dealing with disagreements or difficulties.
My abilities in French are okay, but not great, so some of what follows may not be quite right and may sound awkward. Open-informal education is opposed in her article to formal-traditional education, which she says is more routinized and fixed.
This means the space and activities in open education will be more flexible and open to continual changes. There will be more learner choice in activities, guided by their own interests. And teachers will be focusing more on individual students, less on instructing the whole class as a group.
Resnick begins her article by noting that open education advocates of her day reject things such as:. And along with such choice and autonomy comes self-assessment : learners themselves should evaluate whether they are reaching the competencies needed for their desired goals p. I found a collection of essays called The Philosophy of Open Education ed. David Nyberg, Routledge, , and skimmed through some of the essays.
I ended up renting an ebook version for more money than I should have had to pay to buy the thing, which is my darn fault because I wanted quick access interlibrary loan works too. Nevertheless, he provides what he takes to be a list of characteristics many conceptions of open education share p. Hill provides a critical perspective on open education. Noting that it works like a slogan, Hill connects it to advertising:. Consequently the first day of school was a very tearful event for both child and parent!
Having got over the first pangs of separation, school life soon fell into a predictable routine. School milk was part of this routine, uniformly detested by all children. During the harsh winter of , or the big freeze of as it became known, it was a common sight to see the small crates of milk outside the school gates with the shiny bottle tops standing proud above the bottles on a column of frozen milk.
Of course the only way to defrost the school milk was to place it by the radiator, and then the poor children were forced to consume watery, lukewarm milk. The School Broadcasting Council for the United Kingdom had been set up in and the wireless or radio played a great part in the education of school children in the s. However, when as an adult you examine the content and meaning of some of these old folk songs, whether they were indeed suitable for the under 11s is another question!
Visits from the school nurse would break up the daily routine. The nit nurse used to make regular visits to check for headlice and all the children in each class would line up to be examined in turn, their hair being combed carefully with a nit comb to see if there was any infestation. There were also routine eye and hearing tests, and visits from the school dentist. There was also the polio vaccine, given at school to every child on a sugar lump.
Measles, German Measles and Mumps were not vaccinated against; most children contracted these diseases in childhood. German Measles, or Rubella, can affect unborn babies in the womb if contracted in pregnancy, and so if a girl in the class caught German Measles, it was not uncommon for her mother to throw a tea party for the rest of the girls so they could also catch the disease. There were no classroom assistants, just the class teacher and so discipline was strict.
It was quite common for a disruptive child to be rapped over the knuckles, on the buttocks or on the palm of the hand with a ruler. Neat hand writing was seen as very important and practiced daily.
Nature study was popular and often the only science taught at primary school, with children being asked to bring in things such as leaves and seeds for the teacher to identify and then to use later in art and craft work.
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