Analyze a case study and figure out what educational approach is used in the case study (Executive/ Facilitator/ Liberationist Approach?). After identifying the approach, need to create a MAKER Profile. Centered around the emphasizing elements from the MAKER Profile, need to explain the approach with the evidence from the case study. Most importantly, need to link the evidences to certain theorists from that approach and support some explanation. There are some certain theorists we’ve learnt in class and we are more expected to reference them rather than doing too much extra research of other theorists:ORDER YOUR PAPER NOW
2019 CASE STUDY 2 – Mrs Edwards
Mrs Edwards believed that the best way students could be prepared to face the future was through induction into the rich knowledge that human beings have acquired about themselves and their world, including the different ways – art, music, literature – that they have used to communicate and express this understanding.
The daily and weekly routine of Mrs Edwards classroom revolved around separate subjects (mathematics, language, art, sciences etc) because she believed that unless students understood the unique nature of those subjects – their knowledge base and their processes of inquiry – they could not even begin to integrate knowledge from one subject with that of another.
Mrs Edwards saw it as her responsibility to lead students into worlds they would otherwise never access. Into stories from literature they would never read, music they would never hear, paintings they would never see, and insights from science and mathematics they would never otherwise access. For her, the wisdom of the past was timeless and as such was not only an induction into a cultural inheritance that students might never discover for themselves, but its timelessness also meant it would never be irrelevant and made it the best possible preparation for the future.
Mrs. Edwards’ classes were relatively formal with all students studying the same material together. She sought to build a store of common knowledge for all students. To her anything less than a commitment to all students progressing together through common resources and experiences would exacerbate educational and social disadvantage because those who had less access to this knowledge at home would get further and further behind at school and increasingly alienated from society.
Each subject that Mrs Edwards taught was dominated by the process of inquiry common to that subject. So in science students learned to use hypotheses and experimentation; in literature and music they learned about appreciation and construction; in history they accessed, and drew conclusions from, primary documents. In other words Mrs. Edwards wanted her students to be scientists, literary critics and historians; not just to learn about these things. She saw herself as the director of learning – intellectually challenging and personally knowledgeable; enthusiastic and respectful; but clearly in control of what the students would learn and how they would learn it. It was not that she considered her students’ lives and experiences irrelevant, rather that she saw school as the only opportunity many students would have to engage with the accumulated wisdom of the past. As an experienced adult she considered it her responsibility to lead children into this world: ORDER YOUR PAPER NOW
