“Ed Block” Explores Theory and Practice
Students in the Education Block, known on campus as “Ed Block,” are digging deep into best practices in education this semester. The program, taught by Educational Studies Professors Winnie Needham (US'88, C'92) and Carol Burbee, exposes students to a wide range of theorists and connects them with real-life educational settings—all while encouraging them to define their own beliefs about teaching and learning.
Ed Block frees students’ schedules from other classes, maximizes instructional time, and accommodates field trips to public, private, and alternative school settings to observe educators and ask questions. During a recent visit to Miriam School in St. Louis (shown above), for example, students saw the remarkable level of devotion teachers bring to pre-kindergarten through eighth grade classrooms as they encourage children with learning differences. Other school visits include the College School, known for its leading-edge approach to experiential and themed learning, KIPP St. Louis Elementary School, a public charter school, and New City School. In each school environment they visit, students are urged to consider the cultural, racial, socioeconomic, and gender differences at play.
For one assignment, each Ed Block student researches a theorist, choosing a pedagogy they’re interested in as a focus. Then they present lessons utilizing that pedagogical approach. For example, senior Lauren Weiss, an educational studies and economics double major, is focusing on Waldorf pedagogy. “I’m particularly interested in its experiential and project-based approach to learning,” Lauren explains. “For my presentation, I began the lesson with a eurythmy exercise and then used storytelling (a staple in Waldorf pedagogy), followed by group discussion.”
The extensive interaction between professors and students, along with peer collaboration, motivates and strengthens the class. Early in the semester, the group began hosting “Sunday night family dinners,” which provide an opportunity to reflect on and support each other’s progress. And the entire class volunteers each week during the Alton Boys & Girls Club homework sessions. Later this month, students will serve as teaching interns for three weeks to put all they’ve learned into practice, implementing lesson plans and practicing their classroom management skills. Needham and Burbee will evaluate their performances—invaluable feedback for these future educators.
Students find the intensive focus of Ed Block a benefit not only for deep learning but for team building. “I’ve found pros and cons to each educational theory we’re studying, which is part of the learning,” says senior Sophia Hathaway. “And I’ve loved the close collaboration in our class group and with our professors. The block schedule has definitely supported that. We’ve become a family of learners, and I love that.”