Progressive Classroom Setting

Prof. Dr. Bal Chandra Luitel
School of Education, Kathmandu University, Nepal

In progressive classroom settings, differentiating learning is based on learning theory. No one will be awarded based on the Product. More attention is paid to the person than to the product. Assessment of student learning in progressive schools is not separated by ranking. There is no need to label someone as a first-grader or a third grader. based on multiple intelligence, it is believed that everyone's learning ability is different. It is understood that knowledge is not a matter of transfer, but a matter of creation. Intrinsic motivation is more focused than extrinsic motivation. Belief system is more effort to change than behavior. In classrooms, time is spent on creating a learning community rather than a competitive culture.  During learning, there is more focus on problem, issue, questioning and soft skills than subject content and there is always more effort to connect learning with prior experience and real-life experience. Now, the new curriculum issued by Nepal government has been advanced under the progressive classroom framework. But it has been found that there is little discussion about it.

Constructivist Classroom Setting

Larison (2022); Serin (2018); Zajda (2021)

A constructivist classroom setting is characterized by several key elements like shared knowledge, facilitative teacher, learner-centric and knowledge construction. Shared knowledge, where knowledge is actively constructed through personal experiences by both teachers and students, is a fundamental aspect. Authority in the classroom is shared, with decision-making and responsibility for learning being a collective endeavor. The teacher's role transitions from a traditional instructor to a facilitator, creating a learning environment that encourages students to explore and become active participants in their educational experiences. Learning becomes student-centered, with the focus shifting from the teacher and the content being taught to the learner and the process of learning. Small learning groups are often formed, encouraging students to be inquisitive and self-directed. Constructivist teachers place a strong emphasis on learners developing personal meaning through reflection, analysis, and the gradual building of layers or depths of knowledge through conscious and ongoing mental processing. The ultimate goal in a constructivist classroom is to foster students' critical thinking skills and promote active learning. The classroom environment is dynamic and interactive, focusing on the process of learning rather than the end result. This approach underscores the significance of the learning journey over the destination.

• Which one would be the best choice for adoption?

Both progressive and constructivist classrooms share a common emphasis on the process of learning, student-centered education, and the development of critical thinking skills. However, they differ in their approach to assessment, motivation, and the role of the teacher. While progressive classrooms focus on intrinsic motivation and do not rank students, constructivist classrooms emphasize shared knowledge and the teacher’s role as a facilitator. Both approaches aim to create a dynamic and interactive learning environment that encourages active participation from students.
In conclusion, both progressive and constructivist classrooms provide innovative approaches to education that prioritize the learning process, encourage active participation, and foster critical thinking skills. The choice between the two would depend on the specific needs and context of the students and the educational institution.

• What should I be aware of?

Progressive Classroom Setting: This could be more challenging to implement in a large classroom due to its emphasis on individualized learning and intrinsic motivation. It requires a significant amount of teacher-student interaction, which might be difficult with a large number of students. However, it can be beneficial in fostering a sense of community and collaboration among students.
Constructivist Classroom Setting: This might be more feasible in a large classroom setting. The teacher acts as a facilitator, guiding students as they construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. This approach encourages students to be active and self-directed learners, which can be beneficial in a large classroom where individual attention from the teacher might be limited.