Progressive Pedagogy

1. Progressive Pedagogy Workshop by: Kakul Agha

2. Agenda The following areas will be addressed during the workshop: • What is progressive pedagogy (PP)? • Concept and application of Progressive teaching. • What assumptions guide progressive pedagogies? • What are the defining characteristics of progressive pedagogies? • How can I integrate progressive pedagogies into my classroom?

3. Brainstorming • How do I teach? • Which pedagogy do I use?

4. Brainstorming • How do I teach? • Which pedagogy do I use? • Which one do I like most?

5. Point to know • Since the 1960s, educational reformers have called for a fundamental transformation in the way that students and instructors relate to one another and how material is presented. Proponents seek to: • fundamentally alter the role of the instructor • transform classroom teaching methods • make students self-conscious participants in the process of knowledge construction.

7. A progressive teaching approach is considered to be: “…a specific management of the education process that emphasizes creativity, individuality, cooperation, and open and active teaching ……………………. so that independence, creativity, inner activity, self-realization, openness, emotionality and experience are enhanced in students” (Svozil, 2005).

8. My Reflection… Let us relate our way of teaching to the definition and concept of progressive teaching and try to match / jigsaw / fit it!

9. Is my teaching like this? The term “habitual lesson” (HL) was understood both by student teachers and students to indicate a lesson led intentionally in the most convenient way and as usual, in a lesson verified in practice.

10. In contrast !! • A “progressive lesson” (PL)has a similar content and structure as its habitual counterpart, but involve: • more frequent participation of students in lesson management; • increased students’ role in the education process, giving them a bigger choice of exercise alternatives; • encouraging a higher level of decision making role in students;

11. Exercise time!! • Lets ponder!! • Exercise 2…

12. In contrast !! • A “progressive lesson” (PL)has a similar content and structure as its habitual counterpart, but involve: • more frequent participation of students in lesson management; • increased students’ role in the education process, giving them a bigger choice of exercise alternatives; • encouraging a higher level of decision making role in students; Ask them which activities they like? Or even the flow of the class? Add VARK perspective! Participation in case study; group activities;

13. REFLECTION!!!! Time to reflect on YOUR pedagogy – things that you use and like *** and also believe in them***

14. Characteristics of Progressive education… Francis and Grindle (1998) have identified the following major ones: • interdisciplinary integration; • the teacher as a guide in the education process; • an active students’ role; • student participation in the creation of the curriculum; • learning mainly through discovery;

15. Contd… • inner motivation - external rewards and punishments are not necessary; • there is not much emphasis on traditional academic standards; • limited testing; • emphasis on cooperative group work; • learning and teaching inside and outside classrooms; and • creative expression by students

16. What are the defining characteristics of PP? • A classroom that is student-centered. • Teaching methods that are inquiry driven and organized around problem-solving and investigation. • Instructors who are passionate about their subject’s real world significance. • Metacognition - critical reflection about content and pedagogy - is an integral part of the classroom experience.

17. Why student-centredlearning should be integrated into the curriculum: • Strengthens student motivation • Promotes peer communication • Reduces disruptive behaviour • Builds student-teacher relationships • Promotes discovery/active learning • Responsibility for one’s own learning Experiential Learning

18. Inquiry Driven learning Inquiry learning emphasizes constructivist ideas of learning [where knowledge is built from experience and process, especially socially based experience]. • Therefore learning proceeds best in group situations. Inquiry-based learning approaches: • ‘Pure’ Problem-based learning • ‘Hybrid’ Problem-based learning • Field-work • Case studies • Investigations • Individual and group projects • Research activity Role of teacher – facilitator

19. Contd… Specific learning processes that students engage in during inquiry-learning include: • Creating questions of their own • Obtaining supporting evidence to answer the question(s) • Explaining the evidence collected • Connecting the explanation to the knowledge obtained from the investigative process • Creating an argument and justification for the explanation

20. Metacognition Play the video • http://www.youtube.com/watch?v=eRPVQFSmoqU

21. What is progressive pedagogy? • It reflects self-consciously about teaching methods and the teacher-student relationship. • It encourages disagreement and celebrates difference – and treats the classroom as a place where differences can be articulated and analyzed. • It treats students as participants and not as spectators. • It emphasizes practice: active inquiry and investigation. • It seeks to develop a critical awareness of problems, power, and inequalities.

22. Lets learn about VARK Neil Fleming's VAK/VARK model – 1970s One of the most common and widely-used categorizations of the various types of learning styles is Fleming's VARK model (sometimes VAK) which expanded upon earlier Neuro-linguistic programming (VARK) models: • Visual learners; • Auditory learners; • Read / write learners; • Kinesthetic learners or tactile learners. • The VARK Questionnaire

23. The VARK Questionnaire

24. Result of VARK • Look at your scores! [Could do it with your students too] • So there is a need to know the student…. • It helps teachers to reflect on their teaching and learning styles to be used in the classroom.

25. What assumptions guide PP? • That the traditional classroom is a site of power, privilege, and hierarchy. • That teaching, the methods of instruction, choice of readings, nature of the assignments, and forms of assessment have ideological significance. • That traditional approaches to teaching diminish student agency, limit the number of perspectives that are raised, marginalize students who don’t conform to certain norms, and unduly separate the classroom from the real world.

26. Is there a difference between PPs and good teaching? All good teachers strive to create a nurturing and inclusive classroom environment. But proponents of progressive pedagogies go further. Progressive pedagogies:

27. How can I integrate progressive pedagogies into my classroom? Be self-conscious about your learning objectives and practices. • Encourage critical reflection about teaching among your students: why you chose the books, assignments, and evaluation methods that you did. STEP 1

28. Contd… STEP 2 Organize sessions around problems and questions. • Explore difficult issues in theory and practice. Create a participatory classroom, where students engage in active learning, inquiry, and problem solving. Devise assessment techniques that include elements beyond homework and testing. STEP 3 STEP 4

29. Dale’s Cone of learning • Edgar Dale - a US educationist and professor of educations at Ohio State University.   • In 1946 he developed his most famous model, the cone of learning .

30. Dale’s Cone of Learning

32. What are some effective progressive pedagogical strategies? • Have students work on a formal research project which involves: designing the study, constructing measurements, selecting a sampling strategy, collecting data, analyzing data, and interpreting and communicating the results. 1. Undertake a group research project:

33. Film clips can engage students, stimulate discussion, and dramatiseimportant issues and experiences. 2. Use clips from feature films / videos / audios in the classroom:

34. Several students might act out an issue that the class can analyse. • Thus, in a social work class, students might dramatize the ethical issues raised by gift-giving or continuing contact with clients. • Or a management class could showcase a role play by students on managerial issues. 3. Integrate simulations into your teaching:

35. Examine an article’s biases, omissions, and implicit assumptions. 4. Critically analysean article from the news media.

36. Involve students in experiential learning that links theory, content, and professional practice. 5. Incorporate a community-based learning project.

37. Write out caselets – letting students collect pertinent information. • Let students prepare portfolios of real time information. 6. Develop “case studies” and “real-world” scenarios

38. Let us take this exercise 3 Design a set of questions / paper, keeping in mind interventions utilising Progressive Pedagogical strategies.

39. Thanks for your support and participation in the workshop!