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A teacher isn't just a mentor. They play multiple roles: educator, parent, coach, mentor, and facilitator. The point is that a teacher isn't a lecturer.

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Moyra, this video and Alexis' original review of the book (kzfaq.info/get/bejne/gLpyhqR828rVoas.html) make it clear that the purpose of this book is to question notions of gender, gender stereotypes, as well as transgender issues. So, yes, it might just mean that Bailey simply likes dresses. That's the point of challenging gender stereotypes... Could I ask if you've watched the video, or have you just been searching online for things to complain about related to gender / transgender topics?

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Thanks for watching! If I'm following you correctly, you mean that education has a lot of different subject areas, but very little depth? As you might have recognized, this is the reason why we promote theme-based learning as a way to blend knowledge (back) together in meaningful ways, to allow for in-depth learning through application.

👋 Hi there. Thanks for watching the video and for commenting! You're looking for the best way to teach language that complements theme-based instruction? 🤔 While both Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) can be effective, TBLT is probably the best. Nevertheless, rarely is teaching a choice of approaches; it's almost always a blend, but with more emphasis given to certain approaches depending on the context. 📚 TBLT focuses on using real-life activities as the focus for language learning. This aligns with theme-based learning, as it encourages students to use language meaningfully and authentically within the context of the specific themes. By incorporating theme-relevant tasks, your students will gain a deeper understanding of the language you're teaching; they'll also enjoy learning more. 💬 You should still integrate aspects of CLT in your teaching, as it emphasizes communication and learner-centeredness. As mentioned above, remember to adapt your teaching approach based on the specific needs and goals of your students.

Hi Mikaela, Thanks for watching the video and your interest in PBL. I'm curious what made you explore this topic? Schools are slowly starting to adopt PBL. The problem is that most teachers are confused by the difference between a project class (i.e. a science project or a social studies project) versus project-based learning (which is based on an interdisciplinary topic / theme). As such, there are no schools other than ours that do authentic PBL here in BC. High Tech High in California is the only school that I can confirm does this in a similar way to us. I'm not sure if you have many options for high schools, but I'm happy to offer any advice if you need it.

@@peartreedu Thank you! I'd really appreciate that. To answer your question though, a few months ago, I was texting my friends through a group chat and the topic of school came up in our conversation. They talked about how much they dreaded it because the classes were boring and that they were always given work/assignments they didn't want to do. I felt really bad after that conversation because it really made me think about how flawed the system is. I already knew that there should've been bigger changes by now, but I've always been pretty optimistic about school compared to my peers which has made me feel a bit disconnected. I started thinking about that a lot and then I just began looking for ways to improve it because alot of students my age are feeling very unmotivated and I was hoping that I'd find something online that would help change that and actually make us feel more engaged/interested to the material we are learning. I came across the term project-based learning through researching Finland's education system. I also came across alternative education such as the Montessori method and Reggio Emilia, both of which I had never heard of before. It was all very fascinating to me, I had no idea that there were schools that taught like this. Even though I don't go to a school that implement any of these methods, it still gives me hope that education will change for the better. ♡

Hi Maretha. Yes, Student-Centered Learning can apply to anyone who isn't a baby (i.e. physically/cognitively dependent). Everyone has the ability of doing something in the classroom. I give a lot of examples in the video of what this looks like, both on an academic, as well as a classroom functional level. With regards to the 30-student classroom, as well as the ESL component (not to mention the 5-year-old age range), I feel that this is erring on the side of justifying not taking a student-centered approach. Certainly, it becomes more challenging if you structure your classroom in a way that makes it more challenging to take other methods beyond a teacher-centered approach. However, it is always possible to get students to do things. If smaller class sizes than 30 isn't an option, putting the students in small groups can help with this. I have a video about Lit Circles that demonstrates precisely this, and in an ESL context. As for the '5 year olds' component, children are capable of a lot if the teacher believes that they are capable of these things and if the teacher sets the kids up for success in being able to do something. For example, at our school, all of our students clean their plates at the end of lunch and put their compost, plates, and utensils in the appropriate tubs. They didn't just know how to do this; they had to be taught. But, after making the effort to teach them this, they can now do this independently, which saves the teacher from having to do everything. The same applies for changing into their P.E. uniform, putting their coats on, tying their shoe laces. This mentality and attitude (both the teacher's and students') is transferrable to academic and socio-emotional situations. Students start 'policing' each other, ensuring that their peers are 'doing the right thing' without the teacher having to get them to do this. They look out for one another to ensure that everyone feels included. They mediate between each other's conflicts. There is a lot that children are capable of if you teach them to do these things and you give them the opportunities to practice.

@@peartreedu Thank you for your thorough reply. Yes, making smaller groups is definitely an option. Giving them some experiments to do, is working. I just cannot get them to ask any questions due to their limited vocabulary. For me it makes sense first to teach them the vocabulary (teacher centered) and then go over to learner centered, let them explore, or am I not allowed to teach first? Please give me the links to SCL for gr 1,2 (5-7 year olds) second language.

I agree that students need to learn vocabulary. However, it's about balancing your role and their role as learners. They can't learn a language if you're at the front of the class lecturing them about vocabulary. They need opportunities to practice using a language in context. To speed things up, I used a free online software program called ChatGPT, which provides some helpful suggestions to your specific circumstances: Teaching a second language to 5-year-olds in a student-centered manner involves creating a learning environment that is tailored to their developmental needs and abilities. Here are a few strategies that can help: 1) Use hands-on and interactive activities: Young children learn best through play and hands-on activities, so try to incorporate these into your lessons as much as possible. For example, use manipulatives, games, and songs to help children learn new vocabulary and grammar. 2) Encourage communication and collaboration: Foster an environment where children feel comfortable communicating and working with each other. Encourage them to use the second language to interact with each other and to share their ideas and thoughts. 3) Make learning fun and engaging: Use a variety of teaching strategies such as storytelling, role-playing, and drawing to keep children interested and motivated. 4) Provide positive reinforcement: Give children positive feedback and encouragement when they use the second language correctly. This will help them to feel more confident and excited about learning. 5) Adapt to the child's level: Children at this age have different learning pace, be flexible and adjust the content and activities to the child's level. 6) Incorporate their first language: Children are more likely to feel comfortable and confident when they are able to make connections between their first language and the second language they are learning. 7) Be patient: Teaching a second language to young children takes time and patience. Be prepared for some challenges and be willing to adjust your teaching approach as needed.

These ideas really mirror my own thoughts, but it's interesting that a piece of AI comes up with the same conclusions. I would highly recommend play-based learning approaches, which is indicated in the above answer in relation to role-play and communicating with each other in English. I also share the view that you need to learn and incorporate their language. Personally, I'm not a fan of these British, American or Canadian institutions existing in foreign countries. However, if they do exist, it's important that the local culture and language is valued and incorporated into the school and the classroom.

A lot of school use terms like 'student centered' unjustifiably, just like they do '21st century', 'progressive', etc. Based on this video, in what way is FEU student centered? Please provide some examples for readers.

@@peartreedu Our classroom setup is in a round table for us to open up discussions and collaboration with fellow classmates. Our weekly lessons were done by reporting like every week there is an assigned group to report and us non-reporters were sitted and obliged to listen…. After the reporting the Teacher will just add information just to clarify and justify what the reporter does… You are lucky if you are the reporter since you have a time to study and master your assigned topic.. In short no spoonfeeding study on your own… Things that I learned in SCL is every students has an ability to provide their knowledge and factual information with others; here learning starts with fellow classmates..

Sounds good! Thanks for sharing! Just out of interest, as FEU has different types of schools and a university, which are you referring to?

Hi. Thank you for sharing your personal experiences on this channel. You sound very frustrated with your current educational environment, which I think is symptomatic of the way that problem-based learning has been implemented by the teacher(s) in your institution. Problem-based learning requires support from teachers. Asking students to work independently on real-life problems that almost always involve complex subject matter and skill sets is a lot to ask. This requires modelling and ongoing support, which is doesn't sound like you have received. Another requirement is that students need to be engaged in the topics and to find them relevant and meaningful. Additionally, they need to have the ability to be able to learn independently from a teacher. Unfortunately, most schools still teach in very traditional, teacher-centered ways, which makes students almost entirely reliant on the teacher for pretty much their every action. What is more, students develop an unhealthy need to know that their every action is 'right'. They can become unable to proceed with a task with this constant reassurance. I would urge you, though, not to draw conclusions that something 'doesn't work' because of bad implementation by your school. It wouldn't still be used if it wasn't effective.

@Pear Tree Education Inc. I'm sorry, but no, it is not unhealthy to need to know my every action and insight is right. It's medical school! Literally, lives could depend on what I'm supposed to be learning. The simple truth is that problem based learning is dangerous and woefully lazy on the part of teachers who implement it. When they won't even answer a question for clarification, that is completely unacceptable. The topics are definitely relevant, heart lungs kidneys brain, the problem is there i a so much to know, and honestly, not only is there a medical licensing exam I need to pass that is very deep on the knowledge requirement, the problem based learning style is very shallow in its knowledge depth in addition to its lack of guidance. I self-taught myself a lot over the years by any school that chooses problem based learning over traditional style teaching should lose their accreditation.

@Pear Tree Education Inc. and btw, when I do finally become a doctor, my pet project/social hobby will be to do exactly that... idk how yet but I will do everything in manpower to make friends at accrediting bodies and pressure them to ditch PBL schools. I have seen plenty of graduates from PBL as well, and their lack of comprehensive knowledge is appalling, I literally had a doctor tell me you can't cut an immediate release oxycodone in half bc it would neutralize its effect...idiocy

As I say, your teachers should be supporting you, which it doesn't sound like they are. You are correct that you should be being taught things, which is something I mentioned previously; you can't implement what you don't know. At the same time, the point of PBL is to challenge you to apply what you know in real-life situations that don't have simple or single answers. There may be multiple solutions to a problem, but only one or two of them will lead to the best outcome. Additionally, in PBL, you shouldn't expect to be able to clarify your thoughts along the way. As I said, you're supposed to be applying your knowledge and skills in context and relying on each other as a team to problem solve. After having attempted to do so, you should receive feedback from your teacher and other peers on what your group did well and what it could have done better / differently. Again as I said, you can't draw the conclusion that PBL doesn't work because of your own experiences, since they are based on the poor implementation of that system.

And that's the danger of PBL, lazy implementation. But seriously, PBL is not a new concept. If it were actually practical or beneficial, it would be nearly universal given it came about, to my recollection, in the 60s?. What I know is that traditional lecture style teaching is effective, and given that the endpoints are nearly identical with the exception that traditional style covers more material, I would stick with traditional style over PBL every time. As a victim of PBL, I have unfortunate insight into how bad it can be. Amd in the medical field, it is incredibly dangerous to implement PBL when lives are at stake

Thanks for appreciating our videos! Please feel free to share some additional thoughts/comments!

Guias, ALL education is political. You typing your comment is a political action. Progressive education is not about political correctness. It is a combination of progressive PHILOSOPHY and progressive METHODS of education. You can teach in a progressive way without having to teach political correctness. I agree that not all political correctness makes sense. The Cancel Culture is, frankly, stupid. However, what exactly is said in my videos that screams to you of political correctness? Academic Excellence?!

Is there anything in particular you are hoping to find out more about?

Respect has to be earned and it has to be a mutual feeling - not something demanded by one party. If students don't think that the teachers respect them, they won't respect the teachers. You should watch my other video about Ethics of Care: kzfaq.info/get/bejne/ZrxzpJiau5zWg3k.html

Thank you!

Sustainability is part of theme-based learning. It isn't a method of learning.

Students should learn about sustainability - and it is an integral part of our curriculum. But, the curriculum is not a method of learning. 'Sustainability' doesn't inform a teach of HOW to teach, but rather WHAT to teach. This leads back to the age-old problem of students being lectured about sustainability by a teacher, or learning about it from a textbook. The whole point of my video is to address HOW to teach, not WHAT to teach. In fact, what is taught in school is very much based on the context of the school (i.e. where it is globally, who the students are, and what their needs are: individually, geographically, and socioeconomically).

Thanks for the support, Mohamed! You're welcome to start the discussion here if you'd like. I'm sure lots of people would be interested :-)

Is this required watching for your class?

Yes po