Enhanced Learning!

 

In the dynamic landscape of education, progressive teaching strategies have emerged as effective approaches that prioritise student-centred learning and active engagement. These strategies aim to foster critical thinking, problem-solving, and collaboration skills among students. Backed by research findings and supported by anecdotal evidence, these strategies offer a valuable toolkit for educators to enhance student learning outcomes. 

In this blog post, I will explore several progressive teaching strategies that I have been learning more about recently to enhance the impact on student learning the teachers I work with have. During this holiday, my learning and understanding has been strengthened through the attendance at a learning workshop facilitated by Trevor MacKenzie and Jess Vance and a visit to the Google Headquarters in Sydney with the Google for Education team.

Progressive teaching strategies prioritise student engagement and active participation in the learning process. By shifting the focus from us as the teacher being the sole source of knowledge to students as active learners, we empower students to take ownership of and agency for their education. 

Visible Thinking Routines

Visible thinking routines, as highlighted by the Hattie Research Centre (2009), have shown significant potential for improving student achievement. These routines utilise graphic organisers, concept maps, and KWL charts to make students' thinking processes visible. By encouraging students to visualise and organise their thoughts, visible thinking routines empower them to deepen their understanding and grasp complex concepts (Ritchhart, Church and Morrison, 2011).

Learning Walls and Anchor Charts

Research by Warlick (2012) suggests that learning walls and anchor charts are effective tools for enhancing student understanding. These visual representations of key concepts, displayed prominently in the classroom, help students organise information and establish connections between different ideas. Learning walls and anchor charts provide students with a reference point and promote a deeper level of comprehension (Ritchart, et. al., 2011).

Socratic Questioning

Socratic questioning, a powerful progressive teaching strategy, encourages critical thinking and analysis. Through open-ended questions that prompt students to explain their reasoning and justify their answers, we can stimulate higher-order thinking skills (Mercer, 2000; Smith, 2007; Paul and Elder, 2019). This approach, as emphasised by King (2008), nurtures a classroom environment that values thoughtful inquiry and robust discussions.

Personalised Learning

Recognising that every student has unique strengths, weaknesses, and interests, progressive teaching strategies emphasise personalised instruction. By tailoring lessons and assessments to students' needs, we can provide targeted support, challenge advanced learners, and address learning gaps. 

Interactive Technology

In today's digital age, interactive technology has the capacity to support us to personalise learning for students. We can use this to offer varying levels of challenge, and support collaborative engagement. By leveraging interactive tools, we can cater to individual student needs, provide engaging learning experiences, and foster collaboration among students. The National Education Association (2017b) highlights the benefits of using technology to enhance student learning outcomes. As we create dynamic and interactive learning experiences that cater to diverse learning styles and promote digital literacy.

Inquiry-Based Learning

Inquiry-based learning promotes student agency and active exploration. Students are encouraged to ask questions, delve into topics in depth, and approach learning through experimentation. This approach helps develop critical thinking, problem-solving, and communication skills. Works such as Berger, Rugen, and Woodfin's (2014) "Inquiry-based learning: A practical guide" offer educators practical insights and guidance on implementing this strategy effectively. 

Problem-Based Learning

Problem-based learning (PBL) allows students to apply their knowledge and skills to real-world problems and challenges, promoting active learning and meaningful engagement. Through hands-on projects, students develop critical thinking, problem-solving, communication, and collaboration skills. PBL also enhances creativity and fosters a sense of ownership and pride in students' work (Miller and Krajcik, 2019).

Cultivating a Growth Mindset

Progressive teaching strategies emphasise the importance of cultivating a growth mindset in students. By encouraging a belief in the ability to learn and grow through effort and perseverance, we inspire students to embrace challenges and view setbacks as opportunities for growth (Dweck, 2008). This mindset fosters resilience, self-reflection, and a passion for lifelong learning, equipping students with invaluable skills for success in an ever-changing world.

Progressive teaching strategies have demonstrated the capacity to significantly enhance student learning outcomes. The use of visible thinking routines, learning walls, anchor charts, Socratic questioning, interactive technology, and inquiry-based learning approaches empowers students to become active participants in their education. By prioritising critical thinking, problem-solving, and collaboration, we can create an environment that fosters deep learning that equips students with essential skills for success. As we incorporate these strategies they can contribute to a more enriching and effective learning experience for students. In our pursuit to equip students for the demands and possibilities of tomorrow, adopting progressive teaching methods is a measure we can take to enrich the educational journey and cultivate a passion for learning in all students.

Stay the Course!

References

• Berger, J., Rugen, M., & Woodfin, B. (2014). Inquiry-based learning: A practical guide. Thousand Oaks, CA: Corwin.
• Dweck, C. S. (2008). Mindset: The new psychology of success. Random House.
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
• King, A. (2008). Teaching with questioning: 30 ways to challenge your students and promote deeper learning. Thousand Oaks, CA: Corwin.
• Mercer, N. (2000). The guided construction of knowledge: Talk amongst teachers and learners. London: SAGE.
• Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: A design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1-10.
• National Education Association. (2017a). Visible thinking routines in the classroom. Washington, DC.
• National Education Association. (2017b). Using technology to personalize learning. Washington, DC.
• Paul, R., & Elder, L. (2019). The thinker's guide to critical thinking: A comprehensive guide to the art of thinking clearly. Upper Saddle River, NJ: Pearson Education.
• Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. ASCD.
• Smith, J. K. (2007). The curious learner: Engaging students in critical thinking. Alexandria, VA: ASCD.
• Warlick, D. (2012). Learning walls: Tools for engaging students and displaying learning. Alexandria, VA: ASCD.
• Project Zero. (2016). Inquiry-based learning: A guide for educators. Cambridge, MA: Project Zero.