Menu
» Next Entry (newer): A tale of two extremes
Comparison of Traditional and Progressive approaches
December 16, 2003The main battleground of Education Reform has been between two warring factions: The Progressive Reformers versus the old-fashioned Traditionalists.
Here's a brief overview of each approach to education.
Traditional
The traditional approach, (which has long fallen out of favor in most school districts, and has all but vanished in our inner cities, save for private schools) is focussed on the following:
- Emphasis on Reading, Writing, and Arithmetic.
- "Explicit Phonics" is taught in the early grades, Grammar in the middle grades, and Classic Literature in the later ones.
- Students learn how to compute and do arithmetic on paper and without calculators. In later grades, a special effort is made to encourage abstract thinking in mathematical concepts.
- History and Geography are the actual study of past events, and the knowledge of the countries and continents of the world.
- Desks are in rows.
- Teacher is the "Sage on the Stage."
- Corrections to papers are made in red. Students are expected to learn from their mistakes.
- Rules are strictly enforced (disruptive students are suspended or expelled).
- Students are promoted to the next grade based on whether they master the knowledge and skills in the the previous one.
- Students are taught a body of knowledge.
- An overarching theme is getting students to think.
Progressive
The progressive approach, inspired by the Romantic notions of Jean-Jacques Rousseau, is the point-for-point antithesis of the above traditional list.
- Emphasis is on "teaching the whole child."
- Whole Language or Balanced Literacy provide a framework by which the child can discover how to read and write on his own. Invented spelling is acceptable, grammar is frowned upon (too many rigid rules may harm the child).
- Math is done on a calculator. In later grades, a special effort is made to teach only "relevent" math (ie Consumer Math), because most folks never need Trigonometry or Calculus.
- Social Studies (the study of cultures) displaces History. "The 5 Themes of Geography" displaces any actual knowledge of world geography.
- Students work in groups and teach each other.
- Teacher is the "Guide on the Side."
- Corrections (and especially the color red) are unwelcome, for fear that students' fragile esteem could be harmed.
- Rules are merely suggestions.
- Students are promoted with their peers. (If an older student is failing all his courses, Administration will change all the grades to "D" and promote the kid up.)
- Students are taught they "can always look it up."
- An overarching theme is getting students to know and love themselves.
| ↑ top ↑ | « previous entry | next entry » | ReformK12 home
While the world moves toward more choices and heaven forbid the word, 'diversity' -- why do we think we can use simple labels to define an issue? Buzz words and labels could be signs of frozen thoughts. The world now runs 24/7 and our schools still cling to some outdated relics of the past, closing for summer vacations. And, classes still scheduled by factory time clocks. Some traditions must be honored. I've reviewed the list of eleven points, comparing traditional versus progressive viewpoints for educational reform. I can't find many of the so called "Progressive" ideas" that I like. I do agree with all of the traditional viewpoints, except the following...
5. Classroom structure and control are good. We may wish that students had more of it -- but I'm not sure that students sitting in neat rows will bring more structure and order to any classroom.
6. Respect for a teacher is good, good teachers inspire respect. I do not agree with the idea that teachers are best described as a "Sage on the stage."
7. Corrections must be made for learning. Marking a paper with red ink is concise. However, a positive comment is often a more powerful insight for learning.
8. Expelling a disruptive student is an ultimate form of control, however I'm not sure how the time spent during suspension or while expelled, will help a student gain any new life-changing skills.
9. I agree 100% -- students should be "promoted", based on specific standards. Experts have written many books about this one issue. I'll state my feelings by asking a two questions. Why do we use the word "promoted"? And, why do we think all students have to move forward on the same time schedule -- gaining knowledge, and mental skills to wrestle with complex or even opposing ideas?...
I could be wrong on all my views, I'm not an expert. My first eight years of education were in a one-room country school and ended with four years of high school. I've managed to gain a diploma from the 'school of hard knocks' and retire, at age 55. I've been blessed with help and support of a loving family and the wisdom gained from many others along the way. During the journey, I've gained some higher order thinking skills and try to use the best ideas, no matter which side of any issue.
Phil Owen
I propose a third possibility: A truly progressive approach that maintains a traditional commitment to high standards of excellence and educational quality.
1. Emphasis on teaching the whole child which includes demanding that each child reach his potential for academic achievement.
2. Commitment to developing both the skills required for reading and a love and appreciation of reading through all developmentally appropriate methods, including emphasis on phonics in the earliest (emergent) stages, grammar skills in later (developing) stages, and focus on literature of lasting value at all ages.
3. Students learn to use all appropriate tools to compute and solve problems. This includes use of appropriate technology as a supplement to—not as a replacement for—thorough mastery of computational and analytic skills.
4. History, Geography, and other Social Sciences are a significant focus. Rigorous study of facts is connected to study of interpretations; students are expected to study and communicate the “How and Why” as well as the “Who, Where and When” of important events.
5. Students work in a variety of ways as appropriate to the material and type of assignment. Configurations include whole-class instruction, small-group project, individual or paired research and study.
6. The teacher is both leader and support. Like the best supervisors, the teacher continually ensures that she is providing the necessary information, tools, and direction, and maintains continuous vigilance of each worker’s progress, assisting when and as needed.
7. Mistakes are part of the learning process, neither ignored nor overemphasized. A mistake, discussed and corrected, is a valuable chance to learn.
8. Rules are seen as a contract all members of the school environment enter into. Violation of these agreed-upon principles has consequences; both agreements and consequences are binding.
9. Each student works at an individual pace to master material. Each child is expected to continually progress in acquiring skills and understanding. Arbitrary “promotion” or “holding back” do not apply in a non-grade-based environment.
10. Students are taught, through many experiences in acquiring a rich and varied body of knowledge about the world, about the many ways to acquire information. Teachers foster both research skills and a zest for learning.
11. An overarching theme is getting students to think; to think about important information, themes, and questions; to think about themselves and their connections to the world around them, its peoples, places, and history; to become successful and engaged members of their communities who can pursue lifelong goals and challenges to their utmost