As the age-old wisdom goes, "As much as things change, they seem to stay the same." This profound observation resonates deeply with our society as a whole. When applied through the lens of education, it highlights a compelling reality: while we've witnessed progressive improvements in how our students learn, there remains a set of enduring techniques that have been faithfully handed down through the generations with minimal alteration. This observation, you see, is neither a critique nor an endorsement but a reflective invitation. It prompts us to scrutinize how we can best meet the educational needs of today's world, ensuring that our methods are finely tuned to serve our students in the most effective manner.
The journey of education has come a long way from the traditional methods depicted in the video, Progressive Education in the 1940s. We've moved from the era of rote memorization, endless drills, and a one-size-fits-all approach to the dawn of progressive education. These changes are not just limited to the classroom but also impact the dynamics of parent-teacher meetings.
In the video, we witness a concerned parent lamenting the focus on rote learning and the neglect of essential skills like multiplication tables. This reflects a time when parents largely relied on teachers to impart knowledge through memorization. Today, the paradigm has shifted. Parents and teachers are expected to be partners in a child's education, fostering a more collaborative and dynamic relationship.
Progressive education, as portrayed in the video, emphasizes experiential learning, critical thinking, and real-world problem-solving. Parent-teacher meetings now delve into discussions about the child's individual progress, strengths, and areas for improvement. These meetings are not just about reporting test scores but also about sharing the child's overall development and how they are learning to navigate the modern world.
One significant change is the focus on "learning by doing." Children are encouraged to actively engage with the material, understand it through practical applications, and develop a deeper sense of self-reliance.
Parent-teacher meetings now often involve discussions on project-based learning, where students are actively involved in activities that mirror real-world scenarios. This shift can be both exciting and challenging for parents who may be accustomed to a more traditional approach to education.
While these changes are seen as revolutionary and beneficial by many, there are also concerns, as pointed out by Professor William C. Bagley in the video. The fear is that an excessive embrace of progressive methods might soften the educational fiber, possibly resulting in a lack of discipline and rigor. These concerns remind us that while we are preparing students for the future, we must not completely abandon the best elements of the past.
Dr. Harapnuik's article offers a thoughtful process for getting individuals on board with change in the classroom. The author's analogy to the world of technology, where Apple's simple and efficient design is contrasted with Android's customization, effectively sets the stage for the discussion on educational change. In education, as in technology, some embrace new methodologies readily while others are hesitant, finding comfort in the familiar.
The central question posed by the article is, "How do we get people who are content with traditional education to embrace new digital learning environments?"
The 4 part process involves emotion to address the why, identification to highlight the specific needs, implementation to learn to adapt to the changes, and professional development to ensure the educators are equipped with the tools to properly engage students in these changes in the classroom. All aspects of this process are necessary for educators to understand for classrooms to successfully incorporate new ways of learning while using technology.
References
danieljbmitchell (2007, August 1). Progressive Education in the 1940s. [Video]. YouTube. Progressive Education in the 1940s
Harapnuik, D. (2014, September 16). People who like this stuff…like this stuff. https://www.harapnuik.org/?p=5198
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