philosophical issues by https://padlet.com/paulahan6/7yanj6x5mbo6 en-us 2019-05-23 10:18:43 UTC 2022-01-25 19:50:59 UTC hello@padlet.com Diane dianemonger https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2011943065 Having researched the meanings behind traditional and progressive philosophies in education it is clear that there is a time and a place for both (or even a worthwhile mix of both). The traditional philosophy is based around the conservative, authoritarian, rote type teaching and learning that has little room for the individuality of students or social constructivism, but throughout my own educational journey I can see a place for this learning, such as in learning languages, learning musical instruments, times tables etc. I feel that as a teacher I have to have a plan of what to teach and although I can use progressive philosophies to help in my delivery, I may need to use some traditional philosophy based teaching methods  to ensure retention and recall (for example: after a lesson based around students researching into theorists and constructing the knowledge with others I may then go onto to do various tasks and quizzes that help students embed and recall information). Although we want to encourage learners to be self-motivated, follow their interests and spark creative thinking (progressive ideas) we also need students to pass exams. As we progress through the stages of education there is more room for creative thinking that is backed by a thorough knowledge that allows us to argue our own point of view, this cannot easily be fostered and measured in secondary and primary education - but perhaps this is the mistake of current educational thinking. Primary and secondary education has to have a basis of teaching and learning that is traditional to lay the foundations of say English grammar, mathematical equations, subjunctive forms of a verb etc. that can only be learnt through repetition and practice, but secondary schools do not now seem to have space for creative thinking that allows students to construct knowledge in a way they can understand. ]]> 2022-01-25 18:35:41 UTC https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2011943065 Fiona https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2012035822 My opinion 

I do feel both philosophies have their place in school and can see how both can work in various year groups. From the younger years it more about being a traditionalist setting foundations and learning habits early. This could also form part of the classroom rules and boundaries. Older students should already know these habits, so there is more opportunity to let them be free. I can see how I align myself to a traditionalist in some of my lessons as in some cases there may be no alternative way of doing learning, without is causing harm for example throwing a shot putt. Practical applications that require specific skills will use traditionalist methods as this is basically transferring knowledge through memorizing and embedding the lesson. This can work with the progressive approaches, for example in yoga, traditionalist teaching will embed the specific skill - the poses. The progressive will allow the students to then create their own routine. This makes the learning more student centred. 

The way I teach is more progressive than traditionalist, students will learn with structure, but it will always be student-centred and will include alternative learning as I find students are more engaged and willing to take part when recognised as an individual.

]]> 2022-01-25 19:16:01 UTC https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2012035822 Natasha natashapearce https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2012045591 I align to both traditional and progressive philosophies within my teaching. I think with a lot of subjects there will be cross over and elements of both philosophies and this will also depend on the level being taught.  
Due to the nature of my subject there are some elements that are naturally traditional, for example assessments being graded and education being preparation for life. I teach apprentices and so you could say that the course they are on is preparing them to be competent in their workplace and this will ultimately prepare them for their future career. 
Learning is both linear and spiral in my area and so this covers both philosophies, as does teachers being both facilitators and sources of information. For example I might share one of my own experiences with the students, thus being the source of information, or I may ask the students to provide an example from their own experience and question them to facilitate learning.  

]]> 2022-01-25 19:20:34 UTC https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2012045591 Celine celine2_18 https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2012105902 There is a place for both  traditional and progressive approaches. I actually believe that you can not developed well rounded learners without these two approaches (very interesting read  here: The Progressive-Traditional Pedagogy Tree |
teacherhead) . 
Traditional -With SEN learners we use a lot of direct and
guided instructions and probing questioning to teach them. Their cognition ability is low so we must "teach" not only the content of prescribed curriculum but also develop basic social skills, including the notion of "right" and "wrong" with rules to follow.  Behaviorism is a successful teaching method as these learners thrives on reward if they succeed. 
Progressive - we encourage group work and development of their cognition (bloom taxonomy) : through experiences, role plays, guided research, we become the facilitator. We guide them through their discovery journey. 
These learners would not enjoy a full traditional lecture -
they need engagement and they need to experience what they are learning. Overall I think my approach is more progressive as our teaching is heavily personalised to each learner' s needs and requirements. I also value more the
skills our learners have gained than the criteria they have met for their qualifications.

]]> 2022-01-25 19:50:10 UTC https://padlet.com/paulahan6/7yanj6x5mbo6/wish/2012105902