Andrada, Shuleene M.

List down five instructional practices or student activities in the classroom related to (a)
Progressivism, (b) Existentialism, and (c) Social Reconstructionism.
PROGRESSIVISM
1. DepEd, in collaboration with NCCA, promotes localization as an approach in the
teaching-learning process. Teachers are empowered to use learners’ local culture in
discussing unfamiliar concepts. For example, an English teacher would teach the value of
heroism and resilience through the lens of Lam-ang, an Ilocano hero.
2. Learners can freely exchange ideas through a brainstorming session.
3. Learners are tasked to relate the concepts or ideas in their daily lives.
4. Teachers would do a personalized note to each students highlighting their progress and
suggesting ways to overcome their weaknesses as they step up on another level of
learning.
5. Teachers design task-based lesson plans to help students learn concepts through doing.

EXISTENTIALISM
1. Multiple intelligence activities aim to discover each learner’s strengths and weaknesses.
It helps them to maximize their potential and capitalize on their own uniqueness.
2. Learners have the freedom to select what subjects they want to enroll primarily basing
their choices according to their perceived passion and interests.
3. Schools utilize art to help learners understand themselves and the world around them.
4. Learners would be instructed to study a material at their own paced with no or minimal
pressure.
5. Group work is not encouraged because it might affect the individual’s freedom to choose
and be influenced by the decisions of the majority.

SOCIAL RECONSTRUCTIONISM
For example, a class may read an article on texting while driving and watch a documentary on
the need for awareness in school systems. Also, a police officer or a loved one of someone who
has been affected by texting while driving may speak to the class and describe dangerous and
fatal events that have resulted from choosing to text while driving. If the article, the movie, and
the speaker inspire them, the students may take on a long-term awareness project.
1. Learners are taught ways to help stop the surge of COVID cases.
2. Teachers present social issues in their lessons to make the learners develop a sense of
duty to their communities.
3. Newspaper articles are read inside the classroom.
4. Schools encourage learners to voice out their complaints and challenge the status quo.
5. Learners have the freedom to organize movements which would help them in their
advocacies, e.g., Maka-kalikasan Movement.