A Need for Innovation
When considering an innovative approach, an open mind and open ears seem most necessary. Moving beyond the curriculum and viewing education from each student's perspective allows the development of abilities, intelligences and talents much greater than one teacher can dictate (Couros, 2015). Learners today face individual responsibilities and global concerns beyond those of past generations. Their aptitude in identifying a problem, communicating appropriate methods and navigating toward a solution will only materialize when permitted to practice these skills often. Holding too tight to the objectives of a curriculum and the restraints of an isolated classroom, limit the potential each learner can offer society.
Engaging in Innovation
Students are natural information seekers. They ask questions, wonder about the world and inspire others to do the same. When they are passionate and excited about the content, the possibilities of what they can accomplish are endless. In a flipped classroom, for example, the lectures and rote memorization are completed at home and collaboration and interaction happen in the classroom. During this time, a teacher can pose questions for further consideration and clarify confusion, as necessary (Clark, 2015). The learning environment becomes dynamic and alive. The focus shifts to problem-solving, teamwork and critical thinking - skills necessary for solving any problem presented, not just the ones lining a worksheet. Engagement and empowerment fill an innovative classroom, as students' voices are heard and valued.
Adopting Innovation
The admission that learning cannot look or feel the same for every student in every classroom is innovative. Foundational knowledge, metaknowledge and humanistic knowledge must all be pursued to ensure well-rounded, successful thinkers (Kereluik et.al., 2013). One area cannot trumpet another and a variation of methods and experiences will expose students to it all. Educators assess their students consistently, ready to rely on the learner to inspire the direction of instruction. Putting this authority and respect back into the profession, places an emphasis on personalization, rather than standardization (Eaude, 2011). When students pave the way, in competency-based settings, for example, the learning is meaningful. The teacher trusts in her students' abilities and encourages them to progress along their educational journey. Releasing everyone from the stress of "at risk" or "below proficiency" definitions.
Prompt
Innovation, for those who are not ready, is a scary idea. The loss of control and the risk of failure are possibilities many educators are unwilling to experience. But, as explained by Couros (2015) innovation is not transformation and does not require a whole new system. Small changes have huge effects. If you were advising a colleague to make small changes towards innovative practices, where would you have them begin?
References
Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroomLinks to an external site.. Journal Of Educators Online, 12(1), 91-115.
Couros, G. (2015). Innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. Dave Burgess Consulting.
Eaude, T. (2011). Compliance or innovation? Enhanced professionalism as the route to improving learning and teaching. Education Review, 24(1), 49-57.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learningLinks to an external site.. Journal of Digital Learning in Teacher Education (International Society for Technology in Education), 29(4), 127-140.
Oyugi, J.L. (2015). Rational and challenges of competency-based education and training: The "wickedness" of the problem. Journal of Education and Practice, 6(14), 74-78.
When considering an innovative approach, an open mind and open ears seem most necessary. Moving beyond the curriculum and viewing education from each student's perspective allows the development of abilities, intelligences and talents much greater than one teacher can dictate (Couros, 2015). Learners today face individual responsibilities and global concerns beyond those of past generations. Their aptitude in identifying a problem, communicating appropriate methods and navigating toward a solution will only materialize when permitted to practice these skills often. Holding too tight to the objectives of a curriculum and the restraints of an isolated classroom, limit the potential each learner can offer society.
Engaging in Innovation
Students are natural information seekers. They ask questions, wonder about the world and inspire others to do the same. When they are passionate and excited about the content, the possibilities of what they can accomplish are endless. In a flipped classroom, for example, the lectures and rote memorization are completed at home and collaboration and interaction happen in the classroom. During this time, a teacher can pose questions for further consideration and clarify confusion, as necessary (Clark, 2015). The learning environment becomes dynamic and alive. The focus shifts to problem-solving, teamwork and critical thinking - skills necessary for solving any problem presented, not just the ones lining a worksheet. Engagement and empowerment fill an innovative classroom, as students' voices are heard and valued.
Adopting Innovation
The admission that learning cannot look or feel the same for every student in every classroom is innovative. Foundational knowledge, metaknowledge and humanistic knowledge must all be pursued to ensure well-rounded, successful thinkers (Kereluik et.al., 2013). One area cannot trumpet another and a variation of methods and experiences will expose students to it all. Educators assess their students consistently, ready to rely on the learner to inspire the direction of instruction. Putting this authority and respect back into the profession, places an emphasis on personalization, rather than standardization (Eaude, 2011). When students pave the way, in competency-based settings, for example, the learning is meaningful. The teacher trusts in her students' abilities and encourages them to progress along their educational journey. Releasing everyone from the stress of "at risk" or "below proficiency" definitions.
Prompt
Innovation, for those who are not ready, is a scary idea. The loss of control and the risk of failure are possibilities many educators are unwilling to experience. But, as explained by Couros (2015) innovation is not transformation and does not require a whole new system. Small changes have huge effects. If you were advising a colleague to make small changes towards innovative practices, where would you have them begin?
References
Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroomLinks to an external site.. Journal Of Educators Online, 12(1), 91-115.
Couros, G. (2015). Innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. Dave Burgess Consulting.
Eaude, T. (2011). Compliance or innovation? Enhanced professionalism as the route to improving learning and teaching. Education Review, 24(1), 49-57.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learningLinks to an external site.. Journal of Digital Learning in Teacher Education (International Society for Technology in Education), 29(4), 127-140.
Oyugi, J.L. (2015). Rational and challenges of competency-based education and training: The "wickedness" of the problem. Journal of Education and Practice, 6(14), 74-78.
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