Embracing Progressive Education: Values and Instructional Models
School
American River College**We aren't endorsed by this school
Course
ECE 430
Subject
Philosophy
Date
Dec 10, 2024
Pages
2
Uploaded by PresidentProton17296
Every human being, irrespective of our shortcomings has values. We do things and we most time give reasons for doing so. The same can be said of educational philosophies. In reading, I believe our educational philosophies are premised on the values we have for education and the expected outcomes. Siegel et. al(2018) noted philosophy in education is premised on the aims and nature of our educational perspective and has adirect link with theory and practice. Consequently based on our philosophies we will choose our method of teaching and practice, this is where our instructional models become important as they must be relevant to our philosophies. Notably, we must understand instructional models are simply the ways we teach to achieve our goal and fulfil our philosophies, it focuses on the delivery of lessons. As noted in Labree(2005) and Progressive education(n.d.), progressive education focuses on the total development of the child, rather than on the content or teacher. This educational philosophy stresses that studentsshould test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. I choose this philosophy because it is in my opinion most beneficial for the child in and out of the classroom and in thepresent and future. As noted by philosopher John Dewey and others- the student-centered classroom is one of the most effective teaching environments since the 19th century. I think adding a progressive approach allows students to seek knowledge deeply with exploration and experimentation. It sees every student as an entity. It gives value to diversity, cognitive skills, interactive and collaborative learning, and internationalism, making the environment more student-centered where every student is valued and respected according to their levels of learningcapabilities. ( Reece, 2013). Given my philosophy of choice, I choose an instructional model that ensures my philosophy is well supported in the classroom. The 5E instructional model is ideal for this philosophy. Ross-Hubbell and Goodwin (2019) note, that the 5E instructional mode has the steps- engage, explore, explain, elaborate and evaluate. The model is focused on the child and participation in the classroom. In using this model, I allow my students to be selective in their activities and be actively involved in the lesson. I begin my lessons with an introduction, for younger children it may be a song or story. For older learners, I create stories or even displays. After which I allow pupils to be free and share their knowledge. Based on what was said an explanation and further discussion become necessary. Notably, my students are involved in the process and my action as a
facilitator becomes obvious. I allow my students to express themselves and have deep discourse with peers. Mind mapping and graphic organizers are beneficial in connecting the dots between what they know and what they will know by the end of the lesson. These methods are all underpinned by progressivism. For my classroom, I try to teach in context and ensure that information given is relevant and connected to their everyday lives. Progressivism is evident in my delivery, participation and evaluation of mylessons. Teachers are free to support one philosophy over the other and will deliver the lessons to realize these philosophies by choosing instructional models that support them. In reviewing the reading I understood that for different groups education served a different purpose and was valued differently. It would be amiss for me to deny that I see value and meaning in all of thephilosophies with all having the basic desire to educate students, the variation is related to how it is done and why. As a classroom teacher, I appreciate the exposure to the various philosophies and models. I am given additional tools to assist my learners in and out of the classroomReferencesLabaree, D. (2005, February). Progressivism, schools, and schools of education: an American romance. Paedagogica Historica, 41 (1), pp. 275-288. https://www.academia.edu/7055356/Progressivism_Schools_and_Schools_of_EducationProgressive education.(n.d.). In Education, society, & the K-12 learner. Lumen. https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/Reese, W. J. (2013). In search of American progressives and teachers. History of Education, 42(3), 320-334.Ross-Hubbell, E., & Goodwin, B. (2019, May). Instructional models - ed. Retrieved April 27, 2022, from https://files.eric.ed.gov/fulltext/ED595141.pdf Siegel, H., Phillips, D. C., & Callan, E. (2018, October 7). Philosophy of education. Stanford Encyclopedia of Philosophy. Retrieved April 28, 2022, from https://plato.stanford.edu/entries/education-philosophy/