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4.0 out of 5 stars
The Best of Best Practice, December 6, 2011
This review is from: Best Practice, Today's Standards for Teaching and Learning in America's Schools (Paperback)
Within Chapter One of the Best Practice by Steven Zemelman, Harvey Daniels, and Arthur Hyde, the three main principles are Student-Centered, Cognitive, and Social. Of these three Principles, the sub principles are Experiential, Holistic, Authentic, Challenging, Developmental, Constructive, Reflective, Expressive, Democratic, and Collaborative. This Chapter describes each principle, how each are being implemented and utilized in our schools, how government and educational organizations are recommending these principles, how these principles are uplifting student's academic achievement, and how they are positively renewing our educational institutions.
Cognitive, a main principle, states "The most powerful learning comes when children develop true understanding of concepts through higher-order thinking associated with various fields of inquiry and through self-monitoring of their thinking" (Zemelman, Daniels, & Hyde, 2005, p.11). This type of learning moves away from memorization into conceptual learning. "This self-awareness helps students develop more effective strategies for accomplishing tasks, making decisions, and reviewing their work" (Zemelman, Daniels, & Hyde, 2005, p.15). I particularly liked this principle, because it helps the students be more analytical, creative, and have a deeper understanding.
In Chapter 6 in the section of "Qualities of Best Practice in Teaching Social Studies", several research results, recommendations, and approaches towards an improved social studies curriculum existed. One of the learning experiences or recommendations I found quite interesting is "Social studies should explore the full variety of cultures found in America, including students' own backgrounds and other cultures' approaches to various social studies concepts" (Zemelman, Daniels, & Hyde, 2005, p.182). After students interviewed their parents, grandparents, neighbors, and other adults to make a connection with their own background, community, and diversity, this information enabled the students to give meaning to subjects such as history, politics, economics, culture, and folklore. These interviews were methods of learning, other than text book, that encouraged them to take interest in the class.
Chapter Ten, entitled "Will It Work in City Schools?", in Best Practice by Steven Zemelman, Harvey Daniels, and Arthur Hyde, tackled the assumption that best practices wouldn't work in city or "urban" schools in big cities. "Yet most people conclude that urban schools across the country are not working, that so-called at risk kids aren't learning, and that city schools haven't discovered the strategies of Best Practice" (Zemelman, Daniels, & Hyde, 2005, p.294). This chapter discussed socio-economic statuses, class, race, and dialect as factors damaging city schools and students. Violence, witnessing shootings, deaths, and continued relocation were pressures placed upon students' concentration, being withdrawn, and being interested in education.
The chapter mentioned that "detailed research on child development during the early years reveal that at age three, they possess all the basic concepts for reading, stability of meaning, representation of reality through symbols, and linear directionality of print. "There are no observable differences of such acquisition at this stage between any groups, rich or poor, urban or rural, black or white" (Zemelman, Daniels, & Hyde, 2005, p.296). Most people would think that because of one's environment, genetics, or financial status, children would be subject to educational deficiencies in such early years, but this indicates that at some point in their lives, children usually start out on an equal learning level and playing field.
The chapter touched on class, race, and how almost 100 percent of the teachers in urban schools are middle-class. This chapter pointed out cultural differences and gaps, and how important it is for teachers to understand them. Teachers don't have to totally identify with the students background, culture, or experiences, but those teachers who have a better understanding or knowledge that there are issues, their interaction and communication with the students will be more effective.
The chapter deals with financial resources, politics, size of city schools, and how costs for retraining staff are factors that may cripple these schools. This chapter discussed standardized tests, change, resistance to change, and the "traditional" approach to learning. With all of the obstacles in front of city school's ability to provide a rich learning environment, or the obstacles in front of these students to survive and excel, best practice principles and "good" teachers are hurdling these obstacles to enable academic success. I believe Best Practices are working in city schools, county schools, and in major colleges.
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