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What does innovation in pedagogy look like?
It is generally acknowledged that the quality of an educational system depends upon the quality of its teachers. In focusing on the importance of pedagogies it is possible to argue that to help students meet new educational challenges, teachers need to reflect upon and update their repertoire of practices. Preparing young people to meet new contemporary challenges means reviewing and updating the pedagogies teachers use. Innovation at the level of practice must be seen as a normal response to addressing the daily challenges of a constantly changing classroom. Change is not an extra, but a pedagogical problem-solving process that builds on the creative, intuitive and personal capacities of teachers. The new OECD publication, Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, aims to help teachers navigate the huge number of promising practices and new approaches within the innovation landscape. It builds on the analysis of six clusters of innovative pedagogies and the insights of networks of innovative schools to offer a baseline from which teachers can innovate themselves. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=innovation http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator
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The 7 Cs of an Innovative Environment | #ModernEDU #ModernLEARNing #Creativity
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This is not too a difficult question to address, because innovative teaching is good whether or not technology is used. A bad teacher does not suddenly become a good teacher just because technology is included into the mix. Nor does a good teacher need to always use technology to maintain their effectiveness. But before we discuss this question any further, we should define 'innovative teaching.' What is it, and how do we know a good, innovative teacher when we see one?
For me, innovative teaching is often invisible, and the teacher is very much peripheral, to the most important factor - the student and their learning. Good teachers instinctively know when to intervene and most importantly, when to get out of the way. Teaching is not so focused on instruction today (and nor should it ever have been), but is increasingly about facilitation, and considers the student holistically. Innovative teaching focuses on creating conducive environments within which good learning can occur. Innovative teachers are excellent at supporting students, and are also adept at creating engaging content and new experiences. A good teacher observes and measures progress without causing any stress to the learner or interruption to learning.
Innovative teachers are instinctive about student challenges such as lack of understanding, loss of focus, low engagement or demotivation. They strive to find new ways to keep students on task, motivate them to do their best, and encourage them to succeed. Innovative teaching is where good teachers are inventive and creative - where they continue to discover and devise new methods and content to ensure that students always get the best learning experiences. But consider that invention and innovation are not the same. Invention requires a creative individual, whereas innovation requires a courageous community (see for example Rogers' Diffusion of Innovation Theory, 2003). Therefore, innovative teachers also need courage to embed their new methods and content, especially if it runs counter to the culture they work within. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=innovation http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator
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How do you get a new innovation adopted in your school? How do you convinced people it is a good direction. These 15 ideas will get you started.
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Today, it is imperative that we make changes to our traditional school paradigms to meet the learning needs of our students for today and their futures. We need to reimagine how we structure our schools to promote ongoing daily collaboration opportunities for teachers for the purposes of planning, with the explicit goal of improving student learning.
I think we can take steps toward this by restructuring and reimagining the spaces and roles of our Teacher-Librarians and Planning Time Teachers.
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David Price: In my book, OPEN: How We’ll Work, Live And Learn In The Future, I argue that a relentless focus upon high-stakes accountability — through student testing and teacher evaluation — has done little to improve outcomes, and has de-professionalized and demoralized teachers.
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On the other hand, the flourishing of social collaboration among educators offers hope for a profession under siege, because it’s through self-determining their own professional learning that teachers and administrators can both offset the worst effects of being told how to do their jobs and accelerate innovation.
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After the failure of command-and-control, there is now a growing interest in self-managed work-groups, radical transparency and open learning systems as productivity and innovation drivers. What would that look like for educators? . “Open” as a way of working, and living our lives, is winning. It is time we applied it to education. . Learn more: . - https://gustmees.wordpress.com/2015/03/04/learning-to-learn-preparation-for-better-learning-how-to/ . - https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/ . - https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/ . - https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/
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The U.S. ranked near the bottom in an exhaustive international comparison of educational innovation, but received high grades for use of assessments and parent engagement.
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The current economy is centered on the need for innovation, with most workplaces in a constant state of evolution. The leaders of the present and the future need the ability to envision that change or, at least, the to adapt quickly and pivot when it is thrust upon them. That is why innovation in education is more important now than ever before.
To innovate is to look beyond what we are currently doing and develop a novel idea that helps us to do our job in a new way. The purpose of any invention, therefore, is to create something different from what we have been doing, be it in quality or quantity or both. To produce a considerable, transformative effect, the innovation must be put to work, which requires prompt diffusion and large-scale implementation.
Innovation is generally understood as “the successful introduction of a new thing or method” In essence, “innovation seems to have two sub components. First, there is the idea or item which is novel to a particular individual or group and, second, there is the change which results from the adoption of the object or idea”. Thus, innovation requires three major steps: an idea, its implementation, and the outcome that results from the execution of the idea and produces a change. In education, innovation can appear as a new pedagogic theory, methodological approach, teaching technique, instructional tool, learning process or institutional structure that, when implemented, produces a significant change in teaching and learning, which leads to better student learning. So, innovations in education are intended to raise productivity and efficiency of learning and/or improve learning quality. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=innovation
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If creativity is about having unique ideas and new ways to do things, innovation is all about making those ideas happen.
In that sense, the bridge between creativity and innovation is made from the bricks of execution. That is when the rubber meets the road.
One of the key characteristics of someone who innovates is that they run small pilots to test their hypothesis. When they encounter ideas (or interesting intersections of already existing ideas), they tinker with the idea, execute in small chunks and learn along the way to adapt. They understand that to make a few things work, they have to try, fail and learn from many other things. They have to collaborate and network with others. They have to be comfortable with ambiguity and chaos when they experiment. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=innovation
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I never say that in criticism of teachers or of school principals or even of superintendents. That's something in the culture ─ at least, the political culture ─ of education. There is pressure on the system that gets in the way of what people most urgently need to do in schools to make them more humane and more personal places. There's really a lot more room for innovation in schools than people suspect. A lot of what goes on isn’t required by law; it's more a function of habit and tradition and routine than anything else.”
This habit of tradition and routine is exactly why education has remained woefully behind the times. In the business of education, we don’t have the usual market pressures that require innovation. Public education is a monopoly with no real competition to require forward movement. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Sir-Ken-Robinson
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that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Sir-Ken-Robinson
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What compels people to pursue more radical innovations in education? It has now been almost two decades since I started to more seriously and systematically study innovations in education and innovative learning organizations. Many of the musings about that show up in the chapters of my book on Missional Moonshots (not to mention the many articles on this blog), but since my exploration started, I can’t think of a single day that has passed without some thought experiment or reflection about educational innovation. In that sense, it has become a consuming passion for me because I see educational innovation as an important social good, and I have immense respect for those who tap into the courage, creativity and hard work necessary to pursue revolutionary or radical innovations in education. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/
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“CHANGE” is the rule of nature. As technology is changing frequently and if you want to walk with the world you need to be creative and innovative as well. Nobody can make sure that the world is going to be same five years later because everything is changing with the blink of an eye. So, it is very important for all of us to know to keep ourselves updated. Creativity is related to ‘imagination’ but innovation is related to ‘implementation’. Here we have discussed all the significant differences between creativity and innovation, have a look. Learn more: http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Creativity https://gustmees.wordpress.com/?s=creativity
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You could argue all day about which people, alive today or long gone, qualify as the world’s “greatest learners.” But one thing is for sure: you can’t ignore the wisdom of the self-taught. Below we’ve curated ten things autodidacts do to achieve their educational goals on a regular basis.
History is filled with people called autodidacts, or individuals who teach themselves about a subject or subjects in which they have little to no formal education. Benjamin Franklin was an autodidact. So were Jorge Luis Borges, Eileen Gray, Gustave Eiffel, and Frida Kahlo. Modern-day autodidacts might include Julian Assange, Paul Keating, and Bill Gates. The original “self-directed learners,” autodidacts possess intrinsic motivation, self-determination, and a true passion for learning. We’ve all known at least one person who fits this description.
- See more at: http://www.innovationexcellence.com/blog/2015/06/02/10-habits-of-the-worlds-greatest-learners/#sthash.h8rGUO96.dpuf
Learn more:
- https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/
- https://gustmees.wordpress.com/2015/05/26/what-are-the-skills-needed-from-students-in-the-future/
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The ICT Proposers' day 2014 is a networking event organised by the European Commission to promote European ICT Research and Innovation. The event focuses on the Horizon 2020 Work Programme 2015.
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![The Right Classroom Design Fosters Innovation [#Infographic] | #ModernEDU | 21st Century Learning and Teaching | Scoop.it](https://img.scoop.it/YEuclk1gDYhgEodrILiHRTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
Innovation in education is so important! As educators, we need to prepare students for today’s world, through sophisticated pedagogical practice and 21st century learning!