Thursday, March 24, 2011
Current Advocates
Currently, there are many supporters of progressive education. Perhaps the most leading current figure in the progressive education movement is Alfie Kohn, pictured at left, who was greatly influenced by John Dewey and Jean Piaget.
Kohn has written many books and articles in support of progressive methods of teaching as well as criticisms against standardized testing, competition, discipline, homework, and traditional grading. His main areas of support include community, attending to the whole child, collaboration, social justice, intrinsic motivation, understanding, and active learning.
There are currently many schools that use progressive teaching methods to a degree, as well as a growing number of (mostly independent) schools that are self-identified "progressive schools", dedicated to adhering to progressive education methods. Some examples include:
- The Children's Community School http://www.ccsteaches.org/
- Friends Community School http://www.friendscommunityschool.org/
- The Little Red Schoolhouse http://www.lrei.org/
- The Philadelphia School http://www.tpschool.org/index.php
Sources:
http://www.alfiekohn.org/teaching/progressive.htm
http://www.privateschoolreview.com/articles/137
Image taken from http://www.freebase.com/view/en/lecturer/-/people/profession/people_with_this_profession
Tuesday, March 22, 2011
A Progressive Classroom
Though each teacher should arrange his/her classroom according to their students’ interests and needs, each progressive classroom should provide the following:
- A democratic, safe environment where students feel understood, appreciated and supported.
- A small student/teacher ration (20 to 24 students per two full-time teachers)
- A physical environment that allows group work
- An area where students could show the product of their work
- Resources for students to use in their projects
Sources:
http://www.miquon.org/index.cfm?organization_id=108§ion_id=1521&page_id=6114
http://www.lrei.org/
http://www.foundationsschool.com/
- A democratic, safe environment where students feel understood, appreciated and supported.
- A small student/teacher ration (20 to 24 students per two full-time teachers)
- A physical environment that allows group work
- An area where students could show the product of their work
- Resources for students to use in their projects
Sources:
http://www.miquon.org/index.cfm?organization_id=108§ion_id=1521&page_id=6114
http://www.lrei.org/
http://www.foundationsschool.com/
A Morning in a Progressive School
To have a better idea about how a progressive school may look like, please read the description of the morning routine for Erica's and Jeri's group (5th and 6th grades) at Miquon School (Conshohocken, PA):
Every morning, students came to see me upon coming in the room. I checked in their homework, did attendance/transportation plans and welcomed them warmly. Children shared with me at that point any issue/problem/announcement they had. Upon checking in and doing their job, kids were asked to say hi to all teachers in the building and could enjoy catching up with friends in either class. If confusion arose during their nightly assignment, or if they were unable to complete their assignments, they were offered our help and asked to use the pre-buzzer time to get caught up.
Morning was the foundation of every day. It created a peacefulness and a higher level of relaxation among the children knowing they had opportunities for help, conversation or a listening ear before they [sic] day got busy. Often we helped children with organizational challenges in this time, lending a hand to help organize a backpack, or encouraging another to make a call home for a forgotten lunch. Even children who were totally prepared and organized for their day had an opportunity to communicate that success and feel empowered. Small group meetings happened in Morning Time too, if an issue surfaced late in the prior day. By the time we all sat down for the review of the day, children seemed relaxed, supported and ready to learn, explore and create.
Source:
http://www.miquon.org/data/org/108/media/doc/8781_erica_and_jeri_curriculum_report_2010.pdf
Every morning, students came to see me upon coming in the room. I checked in their homework, did attendance/transportation plans and welcomed them warmly. Children shared with me at that point any issue/problem/announcement they had. Upon checking in and doing their job, kids were asked to say hi to all teachers in the building and could enjoy catching up with friends in either class. If confusion arose during their nightly assignment, or if they were unable to complete their assignments, they were offered our help and asked to use the pre-buzzer time to get caught up.
Morning was the foundation of every day. It created a peacefulness and a higher level of relaxation among the children knowing they had opportunities for help, conversation or a listening ear before they [sic] day got busy. Often we helped children with organizational challenges in this time, lending a hand to help organize a backpack, or encouraging another to make a call home for a forgotten lunch. Even children who were totally prepared and organized for their day had an opportunity to communicate that success and feel empowered. Small group meetings happened in Morning Time too, if an issue surfaced late in the prior day. By the time we all sat down for the review of the day, children seemed relaxed, supported and ready to learn, explore and create.
Source:
http://www.miquon.org/data/org/108/media/doc/8781_erica_and_jeri_curriculum_report_2010.pdf
A Progressive Curriculum
A Progressive Curriculum is based on the students’ interests. Teachers have themes and objectives, but they do not just design a course of study for their students; they design it with them, and they have to be prepared to welcome unexpected detours. The learning sessions have to be organized around problems and questions that allow students to explore difficult issues in theory and practice; and that engage students in active learning, inquiry, and problem solving.
Progressive Education focuses on experienced-based learning. That is, much of what children learn is attained through experience-based activities related to a study which is developmentally appropriate for them. At the end of a particular unit of study, children present a culmination that portrays the information they learned in the unit.
Teachers should devise assessment techniques that include elements beyond homework and testing (i.e. portafolios, group presentations, etc)
Because the curriculum is based on a specific group of students, a fourth-grade teacher's curriculum won't be the same as that of the teacher next door, nor will her/his curriculum be the same this year as it was for the children she/he taught last year. Progressive educators realize that the students must help to formulate not only the course of study, but also the outcomes or standards that inform those lessons.
As an example, take a look at the Middle School Curriculum for The Crefeld School (Philadelphia, PA):
A core grade level team of three teachers oversees the Middle School. This team consults weekly, or more often, on the whole spectrum of Middle School concerns and the specific strengths and weaknesses of each student. These teachers create yearly alternating themes and interdisciplinary units for their English, history and science curricula. The 7th and 8th grade students are combined into three sections for instruction in most disciplines. Math, physical education, and the arts are grouped differently. Every student is scheduled into four extended learning periods per week. During X-Block, which occupies one class period in the middle of each week, middle school students and their teachers gather in one classroom for their Weekly Meeting, where they address various topics that may have arisen during the past week, within the Middle School, as well as cover some very important life skills, that don’t necessarily fit into the regular course curriculum.
Middle School teachers work diligently to introduce each student to the culture of the school. Each child must feel welcomed, emotionally safe and appreciated. Teachers guide the students in creating portfolios of their work. Students also have opportunities to connect with their peers and teachers through advisories, community service, activity periods.
Sources: http://www.nais.org/publications/ismagazinearticle.cfm?Itemnumber=150652&sn.ItemNumber=145956
http://www.columbia.edu/cu/tat/pdfs/progressive.pdf
http://www.foundationsschool.com/progressive-education/progressive-education-makes-a-difference/
http://www.crefeld.org/curriculum/Middle-School/index.aspx
Progressive Education focuses on experienced-based learning. That is, much of what children learn is attained through experience-based activities related to a study which is developmentally appropriate for them. At the end of a particular unit of study, children present a culmination that portrays the information they learned in the unit.
Teachers should devise assessment techniques that include elements beyond homework and testing (i.e. portafolios, group presentations, etc)
Because the curriculum is based on a specific group of students, a fourth-grade teacher's curriculum won't be the same as that of the teacher next door, nor will her/his curriculum be the same this year as it was for the children she/he taught last year. Progressive educators realize that the students must help to formulate not only the course of study, but also the outcomes or standards that inform those lessons.
As an example, take a look at the Middle School Curriculum for The Crefeld School (Philadelphia, PA):
A core grade level team of three teachers oversees the Middle School. This team consults weekly, or more often, on the whole spectrum of Middle School concerns and the specific strengths and weaknesses of each student. These teachers create yearly alternating themes and interdisciplinary units for their English, history and science curricula. The 7th and 8th grade students are combined into three sections for instruction in most disciplines. Math, physical education, and the arts are grouped differently. Every student is scheduled into four extended learning periods per week. During X-Block, which occupies one class period in the middle of each week, middle school students and their teachers gather in one classroom for their Weekly Meeting, where they address various topics that may have arisen during the past week, within the Middle School, as well as cover some very important life skills, that don’t necessarily fit into the regular course curriculum.
Middle School teachers work diligently to introduce each student to the culture of the school. Each child must feel welcomed, emotionally safe and appreciated. Teachers guide the students in creating portfolios of their work. Students also have opportunities to connect with their peers and teachers through advisories, community service, activity periods.
Sources: http://www.nais.org/publications/ismagazinearticle.cfm?Itemnumber=150652&sn.ItemNumber=145956
http://www.columbia.edu/cu/tat/pdfs/progressive.pdf
http://www.foundationsschool.com/progressive-education/progressive-education-makes-a-difference/
http://www.crefeld.org/curriculum/Middle-School/index.aspx
Monday, March 21, 2011
Role of the Student
First and foremost, the role of the student in a progressive classroom is to be an active learner, as opposed to a passive recipient of information. Progressive classrooms provide students with a variety of activities that promote learning through investigation and experimentation. This requires students frequently collaborate with one another and bounce ideas and questions off the educator. Students will have the opportunity to work independently in areas that are of particular interest to the individual, which requires agency and focus. It is essential that students are inquisitve because their interests, inquiries, and experiences are what drives their learning and the curriculum. It is the student's hands-on discoveries and testing of ideas that lead to learning in the progressive perspective.
The learner must ask questions and actively use problem solving skills to solve problems. The student is then expected to apply what they have learned to their own experiences through physical and cultural contexts.
http://oregonstate.edu/instruct/ed416/PP3.html
http://www.education.com/reference/article/Ref_Student_Centered/
The learner must ask questions and actively use problem solving skills to solve problems. The student is then expected to apply what they have learned to their own experiences through physical and cultural contexts.
http://oregonstate.edu/instruct/ed416/PP3.html
http://www.education.com/reference/article/Ref_Student_Centered/
Role of the Educator
In the progressive philosophy, the role of the educator is to help students develop their innate curiosities and provide students with materials and guidance that encourage hands-on learning. To accomplish hands-on learning with a focus on process, many educators from this perspective will utilize the scientific method as a teaching tool. Effective teachers provide students with experiences and incorporate student interests into curricula. Educators with a progressive teaching style focus on the wants and needs of the students and understand that teaching methods can and should be altered to best fit the learner.
From this philosophy, the educator is a guide, helping students formulate questions and come up with strategies to find answers. Books, although utilized, are merely a tool and answers are derived from real world experiences. The main goal is to teach students how to learn on their own by thinking critically and analytically.
An educator from this perspective would not rely on lectures to impart knowledge, skills, and attitudes, but would instead utilize models such as the Inquiry Model or the Concept Attainment Model, models that are more hands-on and student centered. The educator would be walking around the classroom, asking students questions that will contribute to their learning. A progressive teacher is more concerned with collaborative, experiential learning, rather than standardized tests.
http://oregonstate.edu/instruct/ed416/PP3.html
http://www.education.com/reference/article/Ref_Student_Centered/
From this philosophy, the educator is a guide, helping students formulate questions and come up with strategies to find answers. Books, although utilized, are merely a tool and answers are derived from real world experiences. The main goal is to teach students how to learn on their own by thinking critically and analytically.
An educator from this perspective would not rely on lectures to impart knowledge, skills, and attitudes, but would instead utilize models such as the Inquiry Model or the Concept Attainment Model, models that are more hands-on and student centered. The educator would be walking around the classroom, asking students questions that will contribute to their learning. A progressive teacher is more concerned with collaborative, experiential learning, rather than standardized tests.
http://oregonstate.edu/instruct/ed416/PP3.html
http://www.education.com/reference/article/Ref_Student_Centered/
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