, ,

, ,
:

1
.Es
sent
ial
i
sm

-Pr
oponent
s:Wi
l
li
am C.
Bagl
ey,
E.D.
Hir
schJ
r.

-Def
ini
ti
on:Essent
ial
i
smf ocus
esont
eachi
ngacor
esetofknowl
edgeands
kil
l
sthatar
e
es
sent
ialf
orall
students.

-Example:Aschool
foll
owi
ngessent
ial
i
sm mightpri
ori
ti
zet
eachings
ubj
ect
sli
kemat
h,
s
cience,
languageart
s,andhi
stor
yasfundamentalar
easofstudy.

2.
Progr
ess
ivi
sm

-Pr
oponent
s:J
ohnDewey,
JeanPi
aget

-Defini
ti
on:Pr
ogress
ivi
sm emphasi
zesacti
velear
ning,pr
obl
em-s
olvi
ng,
andr
eal
-wor
ld
exper
iencest
opr omotest
udents
'soci
alandint
ell
ectual
devel
opment.

-Example:Apr
ogres
sivi
stcl
ass
r oom mightengagestudent
sinhands-
onproj
ects
,gr
oup
di
scuss
ions,
andfi
eldt
ripstof
osterthei
rcri
ti
calthi
nki
ngandcollabor
ati
onski
ll
s.

3.
Cons
truc
tivi
sm

-Pr
oponent
s:LevVygot
sky,
JeanPi
aget

-Defini
ti
on:Cons
truct
ivi
sm pos
itsthatl
ear
ningoccursthr
oughacti
vel
yconst
ructi
ng
knowledgeandunderstandi
ngbas edonpri
orexper
iencesandint
eract
ionswi
ththe
envi
ronment.

-Example:I
naconst
ruct
ivi
stcl
ass
room,st
udentsmightengagei
ninqui
ry-bas
edactivi
ti
es,
exper
iments
,andcol
l
aborati
veproj
ectst
oconst
ructt
heirownunderst
andingofconcept
s.

4.
Per
enni
ali
sm

-Pr
oponent
s:Mor
ti
merAdl
er,
Rober
tHut
chi
ns

-Def
ini
ti
on:
Per
enni
ali
sm pr
omot
est
het
imel
essanduni
ver
sal
pri
nci
plesoft
rut
h,r
eas
on,
and
t
hegr
eatwor
ksofl
i
ter
atur
e,ar
t,andphi
l
osophy.

-Exampl
e:Aper
ennial
is
tcur
ri
cul
um mighti
ncludethest
udyofcl
ass
icalli
ter
atur
e,
phi
los
ophy,
andethi
cstocul
ti
vat
estudent
s'i
ntell
ect
ualandmoral
development.

5.
Exi
stent
ial
i
sm

-Pr
oponent
s:J
ean-
Paul
Sar
tre,
Max
ineGr
eene

-Defi
nit
ion:
Exis
tent
ial
is
mf ocus
esonindivi
dual
i
ty,
freedom,andper
sonal
choi
ce,
emphasi
zingtheexpl
orat
ionofone'
spurposeandmeaninginli
fe.

-Ex ample:
Anex is
tent
ial
is
tapproachi
neducati
onmightencour
agestudent
storef
lecton
t
heirvalues,engageinsel
f-
expr
essi
onthroughar
torwri
ti
ng,andexpl
orethei
rper
sonal
i
nterests
.

6.
Behavi
ori
sm

-Pr
oponent
s:B.
F.Ski
nner
,JohnB.
Wat
son

-Defi
nit
ion:
Behavi
oris
m emphasi
zesobs
ervablebehavi
orandex
ter
nal
sti
mul
i
,sugges
ting
t
hatlear
ningist
heresul
tofcondi
ti
oni
ngandreinfor
cement.

-Example:
Behavior
istteachi
ngmethodsincl
uderewardsandpuni
shment
stos
hape
s
tudentbehavi
or,
repetit
ion,anddr
il
l-
basedlear
ningtechni
ques
.

7.
Humani
sm

-Pr
oponent
s:Car
lRoger
s,Abr
aham Mas
low

-Defi
nit
ion:
Humani s
m pr
ior
it
izesi
ndivi
dual
growth,s
elf
-act
uali
zat
ion,
andmeet
ing
s
tudents
'emotional
andpsychologi
cal
needsinthel
earni
ngprocess
.

-Example:Ahumanist
icapproachineducati
onmi ghtfocusonfos
teri
ngposi
ti
veteacher
-
st
udentrel
ati
onshi
ps,pr
ovidingasupport
iveandinclusi
velearni
ngenvi
ronment,
and
pr
omotingstudent
s's
elf
-ref
lecti
onandpersonaldevelopment.

8.
Pragmat
ism

-Pr
oponent
s:J
ohnDewey,
Wil
l
iam J
ames
 -Defi
nit
ion:
Pragmati
sm emphasi
zespr
acti
cal,
hands-
onlear
ningthati
srel
evantt
o
s
tudents
'li
vesandencour
agesprobl
em-sol
vingandcr
it
ical
thi
nking.

-Example:
Apragmat
istapproachmightinvol
veconnect
ingcl
assroom learni
ngtor
eal
-
worl
dsit
uati
ons
,usi
ngexperi
ential
lear
ningmethods,andpromoti
ngr ef
lecti
vethi
nki
ng.

9.
Soci
alRecons
truct
ioni
sm

-Pr
oponent
s:Geor
geCount
s,Paul
oFr
eir
e

-Def
ini
ti
on:
Socialr
econs
truct
ioni
smf
ocus
esonaddr es
singsoci
ali
nequali
ti
esand
empoweri
ngstudent
stobecomeagent
sofsoci
alchangethrougheducat
ion.

-Ex
ample:
As oci
alr
econstruct
ionis
tcl
ass
room mightexpl
oresoci
ali
ssues,engagei
n
communi
tyser
vicepr
oject
s,andpr omot
ecrit
ical
consci
ousnessandacti
vis
m.

1
0.Mont
ess
ori
Met
hod

-Pr
oponent
:Mar
iaMont
ess
ori

-Def
ini
ti
on:
TheMontess
oriMethodemphasi
zesstudenti
ndependence,s
elf
-di
rect
ed
l
earni
ng,andtheus
eofspeci
all
ydesignedmat
eri
alstofost
erhol
ist
icdevel
opment.

-Ex
ampl
e:Montes
sori
classr
oomsprovi
deapr
eparedenvironmentwit
hsel
f-pacedac
tivi
ti
es,
hands-
onl
ear
ningmateri
als
,andafocusoni
ndi
vidual
studentint
eres
tsandabil
it
ies
.

1
1.Reggi
oEmi
l
iaAppr
oach

-Pr
oponent
s:Lor
isMal
aguzzi
,Car
laRi
nal
di

-Defi
nit
ion:
TheReggi
oEmil
i
aApproachemphasi
zess
tudent-l
ed,proj
ect
-basedlear
ning,
cr
eativi
ty,
andcoll
abor
ati
onwit
hinasuppor
ti
veandaes
theti
clearni
ngenvironment.

-Exampl
e:Reggi
oEmili
aclassr
oomsencourageexpl
orat
ion,
documentati
onofl
earni
ng
process
es,
int
egrat
ionofart
s,andst
rongpart
nershi
psbetweenst
udents
, t
eacher
s,and
parents
.

1
2.Wal
dor
fEducat
ion

-Pr
oponent
:Rudol
fSt
einer
 -Def
ini
ti
on:Waldor
fEducat
ionemphasi
zesaholi
sti
capproach,
integr
atingacademics
,ar
ts,
andpract
ical
ski
l
lstofos
terst
udent
s'i
ntel
l
ectual
,ar
ti
sti
c,andsoci
al-
emot i
onaldevel
opment.

-Ex
ample:Wal
dorfcl
ass
roomsi
ncorpor
aterhyt
hmicdai
l
yrout
ines,
art
ist
icexpr
ess
ion,
i
maginat
ivepl
ay,andhands-
onact
ivi
ti
estai
lor
edtoeachst
ageofchi
lddevel
opment.

1
3.Mul
ti
pleI
ntel
l
igences

-Pr
oponent
:Howar
dGar
dner

-Defi
nit
ion:Thet
heor
yofMul t
ipl
eInt
ell
i
gencess
uggest
sthattherearedi
vers
eformsof
i
ntell
i
gence,andeducat
ionshouldaddr
essandcul
ti
vat
evariousint
ell
i
gencesbeyond
t
raditi
onalacademi
cski
ll
s.

-Example:Aclas
sroom embraci
ngmulti
pleint
ell
i
gencesmightoff
erdiver
selear
ning
opportuni
ti
essuchasvisualar
ts,mus
ic,
physicalmovement
,inter
personali
nter
act
ions,
and
l
ogicalprobl
em-sol
ving.

1
4.Cooper
ati
veLear
ning

-Pr
oponent
:Davi
dJohns
on,
RogerJ
ohns
on

-Def
ini
ti
on:Cooper
ativel
ear
ningemphasi
zescol
labor
ativeeff
ortsamongstudent
s,
promot
ingacti
veengagement,posi
ti
vei
nter
dependence,andindivi
dual
accountabi
l
ityi
n
achi
evi
ngs har
edlear
ninggoal
s.

-Ex
ample:
Cooper
ati
velear
nings
trat
egiesi
ncl
udegrouppr
ojects
,peert
utor
ing,
and
s
truct
uredgr
oupact
ivi
ti
eswherest
udentsworktoget
hert
oachieveacommonobj ect
ive.

1
5.I
nqui
ry-
Bas
edLear
ning

-Pr
oponent
s:J
ohnDewey,
Jer
omeBr
uner

-Defini
ti
on:Inqui
ry-
basedlearni
ngencour
agesstudentstoaskques
tions,i
nves
tigat
etopi
cs
ofint
erest,andconstr
uctknowledgethr
oughacti
veex pl
orati
on,pr
obl
em- s
olvi
ng,andcri
ti
cal
thi
nking.

-Exampl
e:Aninqui
ry-
basedcl
ass
room mi
ghti
nvol
veopen-endedi
nvest
igat
ions
,resear
ch
proj
ects
,ex
peri
ment s
,andprobl
em-s
olvi
ngt
askst
hatencour
agecuri
osi
tyandindependent
thi
nki
ng.
1
6.Socr
ati
cMet
hod

-Pr
oponent
:Socr
ates

-Def
ini
ti
on:TheSocr
ati
cMethodinvol
vesadial
ogue-basedapproachwheretheteacher
posest
hought-pr
ovoki
ngques
tionst
os t
imul
atecr
iti
cal
t hi
nki
ng,analys
is,
andreasoni
ng
amongs t
udents.

-Example:
At eacherusi
ngt
heSocrat
icMethodmi
ghtengagestudentsi
ndiscus
s i
ons,
chall
engeassumptions,
andgui
dethem toar
ri
veatl
ogi
calconcl
usionst
hroughas eri
esof
questi
ons.

1
7.Mas
ter
yLear
ning

-Pr
oponent
:Benj
ami
nBl
oom

-Defi
nit
ion:
Mas t
erylearni
ngemphas i
zesensur
ingthatall
student
sachi
eveahighlevel
of
pr
ofi
ci
encyiness
ential
s ki
l
lsandconceptsbef
oreprogres
singtomoreadvancedt
opics.

-Example:
Inmas t
erylear
ning,
student
swor kt
hroughpersonal
izedlear
ningpaths
,recei
ve
i
ndivi
duali
zedfeedback,andhaveopportuni
ti
esforaddi
ti
onalsupportorenri
chmentbased
ontheirmaster
yofcontent.

1
8.Cul
tur
alRes
pons
ivenes
s

-Pr
oponent
s:GenevaGay,
Glor
iaLads
on-
Bil
l
ings

-Defi
niti
on:Cultur
alres
pons i
venessemphasi
zesrecogni
zi
ngandvalui
ngstudent
s'di
ver
se
cult
uralbackgrounds,i
ncorporat
ingcult
ural
l
yrel
evantmateri
als
,andadapt
ingteachi
ng
approachestomeets t
udents'
uniqueneeds.

-Example:Cult
ural
l
yresponsi
veteachi
ngi
nvolvesi
ncor
porat
ingdi
versepers
pecti
ves
,
connecti
nglearni
ngtostudent
s'cul
tur
esandexperi
ences
,andcreat
inganincl
usi
ve
cl
assroom envi
ronment.

1
9.Ex
per
ient
ial
Lear
ning

-Pr
oponent
s:Davi
dKol
b,J
ohnDewey

-Defini
ti
on:Ex
peri
enti
all
ear
ningfocus
esonlear
ningt
hroughdi
rectex
peri
ences,ref
lec
tion,
andappl i
cati
onofknowl
edge,al
lowingst
udent
stomakeconnect
ionsbetweentheoryand
pract
ice.
 -Example:Ex
peri
enti
all
earni
ngacti
vit
iesmayincl
udei
nter
nshi
ps,
f i
eldt
ri
ps,
simul
ati
ons,
hands-onexperi
ments
,orprobl
em-basedscenar
iost
hatr
equir
eapplyi
ngknowledgetoreal
-
worldcontex
ts.

20.
Place-
Bas
edEducat
ion

-Pr
oponent
s:Davi
dSobel
,Gr
egor
ySmi
th

-Defi
nit
ion:Pl
ace-
basededucat
ionemphasizesl
ear
ningt
hatisrootedi
nlocalcommuni t
ies
,
envi
ronment s
,andcult
ures
,fos
ter
ingconnect
ionsbet
weenstudentsandthei
rsurroundi
ngs.

-Example:
Place-basededucati
oninvolvesex
plor
ingl
ocal
res
ources,
engagi
ngi
n
communi t
yproject
s,studyi
nglocalhi
stor
yandecology,
anddevel
opingasens
eof
stewards
hipforthelocalenvi
ronment.

21
.Cul
tur
all
yRel
evantPedagogy

-Pr
oponent
:Gl
ori
aLads
on-
Bil
l
ings

-Defi
niti
on:Cultur
all
yrelevantpedagogyemphasi
zesconnect
ingeducat
iontost
udents
'
cult
uralbackgrounds,experi
ences,andi
denti
ti
est
opromoteacademicsuccessandcul
tur
al
empower ment.

-Example:Cult
ural
l
yrel
evantpedagogyi
ncorpor
atescul
tur
allydi
ver
sel
it
eratur
e,
i
ncorporatesst
udentper
spect
ives
,andencour
agescrit
ical
analysi
sofs
oci
alis
suesthr
ough
t
hel ensofcul
ture.

22.
Neur
odi
ver
sit
y

-Pr
oponent
s:ThomasAr
mst
rong,
JudySi
nger

-Defi
niti
on:Neurodivers
ityemphas
izesrecogni
zi
ngandembraci
ngthedi
vers
ityof
neurol
ogicalcondi
tions,pr
omot i
ngi
nclus
iveeducati
onf
orst
udentswi
thcondi
ti
onssuchas
auti
sm,ADHD, dys
lexia,et
c.

-Ex
ample:
Aneurodiver
secl
ass
room accommodatesdi
ff
erentl
ear
ningst
yles,
pr ovi
des
i
ndivi
dual
i
zedsuppor
t,andfos
ter
sacceptanceandunder
standi
ngofneur
odivergentstudent
s.

23.
Soci
al-
Emot
ional
Lear
ning(
SEL)
 -Proponent
s:Dani
elGol
eman,
CASEL(
Col
l
abor
ati
vef
orAcademi
c,Soci
al,
andEmot
ional
Learning)

-Defi
nit
ion:Soci
al-
emoti
onal
learni
ngfocusesonthedevel
opmentofs
ocial
andemot i
onal
competenciessuchassel
f-
awareness
,sel
f-management,empat
hy,andres
ponsi
bledeci
si
on-
making.

-Exampl
e:Incor
por
atings ocial
-emoti
onall
earni
nginvolvesteachingemoti
onali
ntel
l
igence,
confl
i
ctres
oluti
onski
l
ls,
f os
teringposit
iver
elat
ions
hips,andcreatingasupport
ivecl
assr
oom
cl
imate.

24.
Place-
Bas
edEducat
ion

-Pr
oponent
s:Davi
dSobel
,Gr
egor
ySmi
th

-Defi
nit
ion:Pl
ace-
basededucat
ionemphasizesl
ear
ningt
hatisrootedi
nlocalcommuni t
ies
,
envi
ronment s
,andcult
ures
,fos
ter
ingconnect
ionsbet
weenstudentsandthei
rsurroundi
ngs.

-Example:
Place-basededucati
oninvolvesex
plor
ingl
ocal
res
ources,
engagi
ngi
n
communi t
yproject
s,studyi
nglocalhi
stor
yandecology,
anddevel
opingasens
eof
stewards
hipforthelocalenvi
ronment.

25.
Cri
ti
cal
Pedagogy

-Pr
oponent
:Paul
oFr
eir
e

-Defi
nit
ion:Cri
ticalpedagogyfocus
esonchall
engi
ngoppress
ives
ocial
str
uctur
esand
f
os t
eri
ngcr i
ti
calconsciousnes
s,empoweri
ngstudent
stobecomeacti
vepart
ici
pantsi
n
t
ransfor
mings ociety.

-Example:Cr
iti
calpedagogyinvol
vesanalyzi
ngpowerdynamics
,engagi
ngincr
it
ical
di
alogue,examiningsoci
ali
njus
tices
,andpromotings
oci
alacti
onandadvocacywit
hinthe
educati
onalcontext.

26.
Democr
ati
cEducat
ion

-Pr
oponent
s:J
ohnDewey,
A.S.
Nei
l
l

-Def
ini
ti
on:
Democr
ati
ceducat
ionemphasi
zesstudentvoi
ce,
parti
ci
pat
ion,
anddemocr at
ic
deci
si
on-maki
ng,
aimi
ngtocr
eatealear
ningenvi
ronmentthatmir
ror
sdemocrat
icpr
inci
ples
.

-Ex
ampl
e:Democr
ati
ceducat
ioni
nvol
vess
tudent
-l
eddi
scus
sions
,invol
vings
tudent
sin
deci
si
on-makingpr
oces
ses
,pr
omot
ingdemocr
ati
cval
uesandpr
act
ices
,andf
ost
eri
ngas
ens
e
ofci
ti
zenshi
p.

27.
Ecol
ogi
cal
Educat
ion

-Pr
oponent
s:Davi
dOr
r,Gr
egor
ySmi
th

-Def
ini
ti
on:
Ecol
ogicaleducati
onemphasi
zesunder
standi
ngt hei
nter
connect
ionsbet
ween
humansandthenatural
environment
,promoti
ngsust
ainabi
l
ity,
andculti
vat
ingenvir
onment
al
st
ewardshi
p.

-Ex
ampl e:Ecol
ogi
caleducati
oninvolvesstudyi
ngecosys
tems,
explori
ngenvir
onment
al
i
ssues,part
ici
pati
nginconser
vationproject
s,andfos
teri
ngasenseofrespons
ibi
li
tyt
owards
t
henat uralworl
d.

28.
Global
Educat
ion

-Pr
oponent
s:J
amesBanks
,Fer
nandoRei
mer
s

-Def
ini
ti
on:Globaleducati
onfocusesondevel
opi
ngstudents'
understandingofgl
obal
i
ssues,
int
ercul
turalcompetence,andpromot
ingasens
eofgl obalci
ti
zenship.

-Example:Globaleducati
onincl
udess
tudyi
ngglobal
chal
l
enges,ex
plori
ngdi
ver
secul
tur
es,
engagingincross-
cult
uralcol
labor
ati
ons
,andfos
teri
ngasenseofempathyandgl
obal
i
nterconnect
ednes s
.

29.
Int
egr
ati
veEducat
ion

-Pr
oponent
s:El
l
iotEi
sner
,Howar
dGar
dner

-Defi
nit
ion:
Int
egr
ati
veeducat
ionemphasi
zesthei
ntegr
ationofmul
ti
pledis
cipl
i
nes
,
promoti
ngconnecti
onsbet
weens ubj
ect
sandfos
teri
ngint
erdis
cipl
i
nar
ythinki
ngandprobl
em-
solvi
ng.

-Example:I
ntegrat
iveeducati
oninvol
vesdesi
gningproj
ect
sthatrequi
reknowledgeand
ski
ll
sfrom mul
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om vari
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fer
entdomainsofknowledge.

30.
Liber
ati
onPedagogy
 -Pr
oponent
s:Paul
oFr
eir
e,bel
lhooks

-Defi
nit
ion:Liber
ati
onpedagogyfocus
esonaddress
ingandchall
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oppres
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ginal
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dual
sandcommunit
iesthr
ougheducat
ion,
and
promoti
ngs ocialj
usti
ce.

-Example:Li
berat
ionpedagogyinvolvescr
it
ical
lyexamini
ngpowerdynamics,
addres
sing
soci
alinequal
it
ies
,promoti
ngincl
usivi
tyandequi t
y,andfost
eri
ngasenseofagencyand
empower mentamongs tudent
s.