The New Progressivism is Here!

The New Progressivism …is here! Peter Gow Beaver Country Day School PEN 2009

“ What is Progressive Education ?”
A question that baffles the general public
A question that challenges educators to explain themselves and what they do
A “whipping boy” of an idea that has complicated our lives with distractions and red herrings for a century
Target of choice for Hirsch, Ravitch, Finn, and more (especially when we let them define us)
A question some of us are tired of answering

Assault on Progressive Education
“ Permissive” education
“ Content-free” education
“ Alternative” education
Founding Father John Dewey, condemned as
Atheist
Socialist
Elitist conspirator
“ One-worlder”
(And our work is often damned in the same terms) ‏

Why a “New Progressivism”?
To acknowledge the evolution of the paradigm
To focus on the positive aspects of current best practice
To acknowledge the adoption of new ideas and practices in many schools--independent, charter, pilot, some public
To position progressive education positively for a new century
To acknowledge continuities and clarify distinguishing characteristics

The New Progressivism
Not fundamentally ideological or political but politically progressive in its essence
Grows out of the “child-centered,” “experiential,” and “democratic” traditions of old Progressive thinking
Incorporates new understandings of child development, cognition, and Constructivist learning theory
Universalizes “Old Progressive” belief in the potential of each child through new models of intelligence, cultural identity, and pedagogical practice

What’s been happening?
New understandings of human and child development
New understandings of brain function and cognition
New ideas about the nature of intelligence
New ideas about “learning style”
Social/political evolution: civil rights, environmental awareness, global awareness

New Ideas about Development
Cognitive, social, moral, and racial identity development: Piaget, Erikson, Kohlberg, Bronfenbrenner, Cross, Parham, Helms
New answers to questions like
When are children ready to learn?
How does language development relate to other kinds of development?
When can children internalize particular kinds of intellectual and moral concepts?
How do social, cultural, and racial contexts and factors affect child development?
How can curriculum best engage and serve many kinds of learners at different developmental levels?

New Ideas about Intelligence
Intelligence and learning theory: Bruner, Gardner, Sternberg, Ritchhart
Intelligence: multiple, triarchic, dispositional (and does it matter, except insofar as models help us design effective learning experiences?)
New answers to questions like
What does it mean to be “smart”?
What role do interest and experience play in intelligence?
Are learning differences and “learning disabilities” expressions of neuropathy or neurodiversity?

Principles of Progressive Education (Smith et al. for PEA, 1924) ‏
Freedom to develop naturally
Interest, the motive of all work
The teacher a guide, not a taskmaster
Scientific study of pupil development
Greater attention to all that affects the child's physical development
Cooperation between school and home to meet the needs of child life
The progressive school a leader in educational movements

Hallmarks of the New Progressivism
Thematic, cross-disciplinary, understanding-based curriculum
Assessment-driven instruction
Real-world problem-solving to engage students
Emphasis on the creative self
Exploration of character and values in authentic social contexts
Technology as a powerful tool, but not an end
A culture of professional reflection and growth

Some Key Differences
New Progressives skeptical of psychometrics: DIFFERENTIATED INSTRUCTION, not differential diagnosis
New Progressives believe that ALL children can meet high standards
New Progressives acknowledge and celebrate cultural difference
New Progressives emphasize outcome-based curriculum design

Some Key Continuities
Interesting and engaging students remains the key to success
Experience and thematic, interdisciplinary curriculum are central to learning
The “teacher as guide” role
The teacher-observer role focuses on detailed understanding of individual differences
Focus on the development of the whole child as an individual free from unnecessary constraints

Understanding-Based Curriculum
Incorporates work like that of Bruner, Gardner, Wiggins & McTighe, and others in curriculum (“backwards design”) ‏
Constructivist to its core
Acknowledges new findings in cognitive science
Builds understanding around powerful questions and experiences, active inquiry
Teaching for Understanding; Understanding by Design

Assessment-Driven Instruction
Makes standards explicit, offers tools for improving performance
Uses explicit instruction-assessment-feedback loop to build student understanding and capacity
Multiple modes of assessment to build multi-dimensional picture of individual student performance and understanding

Real-world problem solving
Challenges students with multiple perspectives
“ Authentic assessment” using real problems
Project- and problem-based learning methodologies to engage student interest
Assessment for audiences beyond the teacher or classroom
Embraces ambiguity and open-endedness
Permits and elevates themes of globalization, environmental awareness

Emphasis on the Creative Self
The arts as a catalyst to analytical and critical thinking
Values design and story as modes of communication and analysis
Problem-solving that rewards innovation and flexibility of mind
Builds on the public and collaborative nature of creative activity

Character and Values in Authentic Social Contexts
Student participation in school decision-making, governance
Schools as diverse, collaborative learning environments
Importance of living, working, and creating across boundaries: race, gender identity and expression, culture, religion, age, ability
Service, service learning, social justice, and cross-cultural experiences built into learning
Equity pedagogy acknowledges difference and works to give all students equal chance at success

Technology as a Powerful Tool
“ 21st-century learning” integrates emerging and established technologies with proven methods
Promotes collaboration, communication, creativity, and in-depth research
Expands the boundaries of the classroom to support authentic learning and expand social contexts
Acknowledges limits of technology in creating human-scale learning environments and solutions to issues of social justice

A Culture of Professional Reflection and Growth
Teaching as a profession with established standards and expectations
Acknowledges ongoing research and improvements in practice; idea-driven
Promotes and rewards professional collaboration and creativity
Technology promotes establishment of professional learning networks, sharing of best practices
(Contributions of Coalition, Ted Sizer)

A Little Survey
NP themes in PEN workshops:
Curriculum & Assessment 28
Diversity, equity, civic engagement 20
Social and cognitive development, in context 18
Reflection on professional culture and practice 16
Arts, creativity 8
Technology 4

NAIS “Alive & Well” Schools
Anecdotal research from summer 2009
“ Thriving” schools in challenging contexts
Common themes
Curriculum development on New Progressive themes
Values-driven initiatives around civic engagement
Intentional development of reflective and growth-oriented professional culture

Here and there…
Charter and pilot schools prime exemplars of New Progressive ideals and practice; walking the walk of democracy and inclusivity
A few brave public schools bucking the trend of retreating to the safety of progress as measured only by standardized tests
But still, small voices examples can be found almost everywhere, in every school
Probably erroneous to declare victory, but the New Progressivism is here

Your thoughts? Peter Gow [email_address] www.newprogressivism.org

The New Progressivism is Here!

by Peter Gow on Oct 09, 2009

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