progressivism vs. constructivism
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Progressivism vs. Constructivism. Making A Change in Education and Gaining Knowledge Through Experiences. Philosophy Survey Results. Progressivism=32 Essentialism=25 Social Constructivism=25 Perrenialism =24 Existentialism=20. Progressivism. Philosophers: John Dewey on progressivism - PowerPoint PPT PresentationTRANSCRIPT
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Progressivism vs. ConstructivismMaking A Change in Education
and Gaining Knowledge Through
Experiences
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Philosophy Survey ResultsProgressivism=32Essentialism=25Social Constructivism=25Perrenialism=24Existentialism=20
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ProgressivismPhilosophers:
John Dewey on progressivismJean Piaget on constructivism
A reaction against traditional methods of direct and
whole-class instruction and traditional curriculum
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Active Learning• Favored a more active, collaborative style of
learning providing experiences for students• Students learn by doing.
I hear, and I forget.I see, and I remember.I do, and I understand.
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Developmentally Appropriate PracticesHighly influenced by developmentally
appropriatePractices.
NAEYC position statement highlights teaching methods
as to how children develop and learn• Child development and learning• Individually appropriate• Culturally appropriate
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Dewey and Progressive educationReflective thinkingFounded on ethics and moralsAllows students to become socially and
politically engaged
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Progressivism to Child DevelopmentEducation is preparation for life
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Dewey and Religious SentimentsPrimary task in life is growing upDewey: reinterpreted religious sentiments
into nonreligious formsStated individuals never truly outgrow
childhoods and religious upbringing
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Teacher Role in Progressive Education
• Teacher facilitator• Center-based play• Learning centers with age-appropriate
activities• Individual assessments via student
observation• Prepare students for life and adulthood
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Student Role in Progressive EducationIndividual thinkerCritical thinkerDiscovery and exploration in learning centersBecome actively engaged in experiences
leading to preparation for adulthood
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Anecdote of Progressive EducationAllow pre-k students
to discover and explore classroom learning centers
Special guests invited to speak with pre-k students on community careers, civic awareness
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Constructive EducationIndividuals benefit from previous experiences
when resolving problemsCognitive developmentSimilarity to Montessori philosophy
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Constructive educationIndividuals create (construct) new
understandings from information of their own beliefs and ideas
Scientific theory: Individuals explain same object based on their perspectives
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Theory of Constructivism• Not a theory of teaching but a theory of
knowledge and learning• Teachers are intense learners along with
students
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Teacher Role in Constructive Education• Provide active participation• Provide dialogue• Provide real-life situations for learning where
students can form own explanations and discoveries
• Guide students to learn and develop content to carry into adulthood
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Student Role in Constructive EducationAutonomousInquisitive thinkerLearn from experiencesLearn through active participation
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Anecdote of Constructive Education• Teacher, as facilitator, provides learning
centers for pre-k students to be actively involved in real-life activities
• Teacher invites special guests to visit class to expose students to real-life situations
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Study started as Progressive vs. Constructive education
Reality: Learning theories very similar at the pre-k grade level
Teachers are facilitators and guidesDevelopmental freedomsAttention to the whole childCooperation between home and schoolProvide guidance for students to prepare for
life
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ConclusionSimilarities of Progressive and Constructive
education- encourage critical thinkers- discovery and exploratory play-based environment- problem solving skills- learn through experiences- learning freedoms
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ReferencesFallace, T. (2011). Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received
Dewey. Teachers College Record, 113(3), 463-492.
NAEYC Position Statement on Licensing and Public Regulation of Early Childhood Programs. (1998). Young Children, 53(1), 43-50.
Noori, K. K. (1994). A Constructivist/Reflective Paradigm: A Model for the Early Childhood Program at Tuskegee University.
Ültanir, E. (2012). AN EPISTEMOLOGICAL GLANCE AT THE CONSTRUCTIVIST APPROACH: CONSTRUCTIVIST LEARNING IN DEWEY, PIAGET, AND MONTESSORI. International Journal Of Instruction, 5(2), 195-212.
Little, T. (2013). 21st Century Learning and Progressive Education: An Intersection. International Journal Of Progressive Education, 9(1), 84-96.
Jorgensen, C. (2013). Moral Problems as Issues-Centered Social Studies Education: Discovering Dewey as a Guiding Foundation. International Journal Of Progressive Education, 9(1), 41-58.
SCHECTER, B. (2011). 'Development as an Aim of Education': A Reconsideration of Dewey's Vision. Curriculum Inquiry, 41(2), 250-266. doi:10.1111/j.1467-873X.2011.00546.x
Stallones, J. (2006). STRUGGLE FOR THE SOUL OF JOHN DEWEY. American Educational History Journal, 33(1), 19-28.