A Progressive Curriculum is based on the students’ interests.

Teachers have themes and

objectives, but they do not just design a course of study for their students; they design it with
them, and they have to be prepared to welcome unexpected detours. The learning sessions have
to be organized around problems and questions that allow students to explore difficult issues in
theory and practice; and that engage students in active learning, inquiry, and problem solving.
Progressive Education focuses on experienced-based learning. That is, much of what children
learn is attained through experience-based activities related to a study which is developmentally
appropriate for them. At the end of a particular unit of study, children present a culmination
that portrays the information they learned in the unit.
Teachers should devise assessment techniques that include elements beyond homework and
testing (i.e. portafolios, group presentations, etc)
Because the curriculum is based on a specific group of students, a fourth-grade teacher's
curriculum won't be the same as that of the teacher next door, nor will her/his curriculum be the
same this year as it was for the children she/he taught last year. Progressive educators realize
that the students must help to formulate not only the course of study, but also the outcomes or
standards that inform those lessons.
As an example, take a look at the Middle School Curriculum for The Crefeld School
(Philadelphia, PA):
A core grade level team of three teachers oversees the Middle School. This team consults
weekly, or more often, on the whole spectrum of Middle School concerns and the specific
strengths and weaknesses of each student. These teachers create yearly alternating themes
and interdisciplinary units for their English, history and science curricula. The 7th and 8th
grade students are combined into three sections for instruction in most disciplines. Math,
physical education, and the arts are grouped differently. Every student is scheduled into four
extended learning periods per week. During X-Block, which occupies one class period in the
middle of each week, middle school students and their teachers gather in one classroom for
their Weekly Meeting, where they address various topics that may have arisen during the past
week, within the Middle School, as well as cover some very important life skills, that don’t
necessarily fit into the regular course curriculum.
Middle School teachers work diligently to introduce each student to the culture of the school.
Each child must feel welcomed, emotionally safe and appreciated. Teachers guide the students
in creating portfolios of their work. Students also have opportunities to connect with their
peers and teachers through advisories, community service, activity periods