Saint Louis College

City of San Fernando, La Union

SCHOOL OF ADVANCED STUDIES

LEARNING FRAMEWORK

PHILOSOPHY AUTHORITY/ DESCRIPTION EDUCATIONAL PRACTICE/S TEACHERS/SCHOOL RECOMMENDATION INNOVATION

YEAR THAT REFLECTS THE HEADS ROLE
PHILOSOPHY/DESCRIPTION

Progressivism John Dewey Progressivism is an 1. Experiential Learning: In the educational Recommendations for Progressivism in
educational philosophy Progressivism promotes philosophy of implementing the education is
Late 19th to early
that emphasizes the experiential learning, progressivism, the progressivism characterized by its
20th century
importance of where students learn by role of the teacher philosophy in openness to
experience, problem- doing. They engage in shifts from the education involve change,
solving, and student- hands-on activities, traditional "sage on creating a dynamic adaptability, and a
centered learning. It is experiments, and real- the stage" to that of and student-centered focus on the needs
based on the work of world experiences that a facilitator and learning environment and interests of
philosopher and connect classroom guide. that promotes inquiry, individual students.
learning to practical Progressivism
educator John Dewey. problem-solving, and This philosophy
applications. places a strong
Dewey believed that real-world relevance. encourages
2. Problem-Based Learning: emphasis on
education should be a Here are some specific innovative teaching
In a progressive classroom, student-centered
dynamic process that recommendations for practices and
students are often learning,
prepares students to be applying embraces
presented with authentic, experiential
active, informed citizens education, and progressivism in the recommendations
open-ended problems to
and that learning should problem-solving. classroom: that enhance the
solve. They work
be connected to real-life collaboratively to find Here is the role of learning experience.
1. Emphasize
experiences. solutions, which fosters the teacher in Experiential Here are some
critical thinking and progressivism Learning: recommendations
problem-solving skills. philosophy: Design lessons and innovations in
3. Project-Based Learning: and activities progressivism
Students work on long- 1. Facilitator of that engage philosophy:
term projects that require Learning: In students in
research, planning, and progressivism, the hands-on 1. Incorporate
collaboration. These teacher's primary experiences and Technology:
projects often involve real- role is to facilitate real-world Embrace modern
world issues and the learning process problem-solving. educational
interdisciplinary learning. rather than simply Encourage technologies to
4. Student-Centered delivering content. exploration, create dynamic,
Approach: Progressivism Teachers create a experimentation, interactive, and
shifts the focus from the dynamic learning and learning by engaging learning
teacher to the student. It environment where doing. experiences. Use
recognizes that students students actively 2. Foster Critical multimedia, online
have unique interests, engage with the Thinking: resources, and digital
needs, and learning styles. subject matter. Prioritize critical tools to facilitate
Teachers tailor instruction 2. Designing and thinking skills by research,
to accommodate individual Implementing posing open- collaboration, and
differences and provide Experiences: ended questions, creativity.
opportunities for student Teachers design encouraging 2. Project-Based
choice. experiences, students to Learning: Develop
5. Democratic Education: projects, and analyze and project-based
Dewey advocated for activities that allow evaluate learning experiences
democratic principles in students to explore information, and that allow students to
education. Progressivist and learn through promoting explore real-world
classrooms often involve hands-on discussion and problems and
student participation in experiences. These debate. develop solutions.
decision-making and the experiences often 3. Project-Based Encourage
discussion of classroom involve real-world Learning: interdisciplinary
rules and expectations. problems or Implement projects that require
This promotes a sense of scenarios. project-based critical thinking and
ownership and 3. Encouraging learning, where problem-solving.
responsibility among Critical Thinking: students work on3. Service Learning:
students. Progressivist extended, Integrate service
teachers encourage interdisciplinary learning into the
students to think projects that curriculum. Students
critically and require research, can engage in
analyze information. collaboration, community service
They pose open- and creative projects that connect
ended questions, problem-solving. classroom learning to
stimulate 4. Encourage real community
discussions, and Student Inquiry: needs, promoting
guide students in Create social responsibility
examining multiple opportunities for and empathy.
perspectives on a students to ask 4. Student-Centered
topic. questions, Assessment:
4. Promoting conduct Implement a variety
Inquiry: Teachers independent of assessment
inspire curiosity and research, and methods that focus
a spirit of inquiry. explore topics of on formative
They encourage personal interest. assessment, allowing
students to ask Support their students to track their
questions, conduct curiosity and own progress. Involve
research, and seek natural desire to students in self-
answers learn. assessment and goal-
independently. 5. Interdisciplinary setting, promoting
5. Adapting to Connections: self-regulation.
Student Interests: Help students 5. Flipped Classroom:
Progressivist see the Use the flipped
educators recognize connections classroom model,
that students have between where students
different interests different subject review instructional
and learning styles. areas and how content at home
They adapt their they relate to through videos or
teaching to cater to real-life issues. readings and use
individual interests Collaborate with classroom time for
and needs, colleagues to discussion,
fostering a love of develop collaboration, and
learning. interdisciplinary problem-solving
units. activities.
6. Promote 6. Authentic Learning
Student Experiences: Design
Autonomy: Give experiences that
students some replicate real-world
control over their situations, allowing
learning by students to apply
allowing them to their learning to
make choices practical scenarios.
about topics, This promotes
projects, and relevance and the
assessment development of
methods. practical skills.
Encourage them7. Personalized
to set goals and Learning: Leverage
reflect on their adaptive learning
progress. platforms and
7. Cooperative tailored instruction to
Learning: Create meet the diverse
a classroom needs and interests
environment that of individual
promotes students.
collaboration Personalized learning
and teamwork. can adapt the pace,
Encourage level, and content to
students to work match each student's
together on learning profile.
projects, share 8. Interdisciplinary
 ideas, and learn Curriculum: Develop
from one interdisciplinary
another. curricula that break
8. Incorporate down traditional
Real-World subject boundaries.
Relevance: This allows students
Connect to explore
classroom connections between
learning to various disciplines
practical, real- and gain a more
world situations. holistic
Use current understanding of
events and issues complex topics.
to make the 9. Choice and Voice:
content more Give students choices
relevant and in their learning
engaging. paths, allowing them
9. Use Diverse to select topics of
Resources: interest and develop
Incorporate a their projects.
variety of Encourage students
learning to have a voice in
resources, classroom decision-
including making and the
multimedia, direction of their
guest speakers, education.
field trips, and 10. Environmental
online materials, Education: Promote
to provide a rich environmental
and diverse consciousness and
learning sustainability through
experience. educational
10. Assessment for experiences. Engage
Learning: students in activities
Implement related to
formative environmental
assessment conservation,
methods that ecology, and
help both responsible
teachers and stewardship of
students track resources.
progress.
Encourage self-
assessment and
reflection to
support
continuous
improvement.