2019 New Trends in Education -Teaching Innovation
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Innovation & Modern approaches to Learning Introduction One challenge in public consciousness now is the need to reinvent just about everything, from; scientific advances, technology breakthroughs, political & economic structures, environmental solutions, 21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking. Here are ten 10 Ways to Teach Innovation 1.Teach concepts, not facts. 2. Move from projects to Project Based Learning. 3. Distinguish concepts from critical information. 4. Make skills as important as knowledge. 5. Form teams, not groups. 6.Use thinking tools. 7. Use creativity tools. 8. Reward discovery. 9. Make reflection part of the lesson. 10. Be innovative yourself.
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2019 New Trends in Education -Teaching Innovation
- 2. Question?
- 3. Innovation Innovation means first different, then better. It is a fundamentally different way of doing things with better, and perhaps different, outcomes. Both the 'different' and the 'better' must be significant and substantial.
- 4. When it comes to education, what does the word Innovation mean to you?
- 5. “Innovation in education should be defined as making it easier for teachers and students to do the things THEY want to do. These are the innovations that succeed, scale and sustain.” – Rob Abel, USA Innovation in Education
- 6. Educators need to think of innovation as those actions that significantly challenge key assumptions about schools and the way they operate. Innovation in Education
- 7. One challenge in public consciousness now is the need to reinvent just about everything, from; scientific advances, technology breakthroughs, political & economic structures, environmental solutions, 21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
- 8. The burden of reinvention falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting; curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.
- 9. This is hardly the case, as we know, In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world.
- 11. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset.
- 12. An Innovative Teacher’s primary function is to help students solve problems creatively, and innovatively. Here are ten ideas from Thom Markham
- 13. Thom Markham, Ph.D., a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21st century skills and the principles of youth development. An Innovative author of the Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teachers.
- 14. Here are ten 10 Ways to Teach Innovation by Thom Markham 1.Teach concepts, not facts. 2. Move from projects to Project Based Learning. 3. Distinguish concepts from critical information. 4. Make skills as important as knowledge. 5. Form teams, not groups. 6.Use thinking tools. 7. Use creativity tools. 8. Reward discovery. 9. Make reflection part of the lesson. 10. Be innovative yourself.
- 15. Concept-based instruction overcomes the fact- based, rote-oriented nature of standardized curriculum. 1.Teach concepts, not facts. If your curriculum is not organized conceptually, use you own knowledge and resources to teach ideas and deep understanding, not test items.
- 17. Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. 2. Move from projects to Project Based Learning. These methods include developing a focused question, using solid, well crafted performance assessments.
- 19. PBL offers the best method we have presently, allowing; 2. Move from projects to Project Based Learning. multiple solutions, enlisting community resources, and choosing engaging meaningful themes for projects.
- 20. PBL should combine inquiry with accountability, and should be part of every teacher’s repertoire.
- 21. Project based Learning Students should already get acquainted with project based learning in high school. This is when organizational, collaborative, and time management skills can be taught as basics that every student can use in their further academic careers.
- 23. Preparing students for tests is part of the job. But they need information for a more important reason. 3. Distinguish concepts from critical information.
- 24. 3. Distinguish concepts from critical information. To innovate, they need to know something. The craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.
- 26. Innovation and 21st century skills are closely related. Choose several 21st century skills to focus on throughout the year. 4. Make skills as important as knowledge. Incorporate them into lessons with detailed rubrics to assess and grade the skills.
- 29. Innovation now emerges from teams and networks and we can teach students to work collectively and become better collective thinkers. Group work is common, but team work is rare. 5. Form teams, not groups.
- 30. 5. Form teams, not groups. Some tips: Use specific methods to form teams; Assess teamwork and work ethic; facilitate high quality interaction through protocols and critique
- 31. Important Factors to Consider in Team Formation Consist of 1high-performing student, 2 average students, and 1 low-performing student. Include both boys and girls. Reflect the ethnic diversity of your classroom. Stay together for about six weeks in upper elementary classrooms. Older students may be fine in the same team for an entire grading period. Provide opportunities for them to get to know each other.
- 32. Teach the cycle of revision; and expect students to reflect critically on both ongoing work and final products. 5. Form teams, not groups.
- 33. 5. Form teams, not groups. Encourage Peer collaboration. Use PBL Tools Rubrics.
- 34. Take 5! Let us Reflex what we have
- 35. Hundreds of interesting, thought provoking tools exist for thinking through problems, 6.Use thinking tools. sharing insights, finding solutions, and encouraging divergent solutions.
- 36. 6.Use thinking tools. You can use; Big Think tools or the Visible Thinking Routines developed at Harvard’s Project Zero.
- 37. Big Think Tools BigThink is one tech tool which is use in classroom. It's a way of design thinking and creating that'll help students tackle the ever-evolving challenges of school and life. Identifying problems, solving them creatively, and iterating on those solutions are the core activities.
- 38. Visible Thinking Routines Visible Thinking makes extensive use of learning routines that are thinking rich. These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various grade levels and content.
- 39. Example of Visible Thinking Routines
- 40. Round 1-THINK. Ask a discussion question. Have students to think or write answer/s to the question. Round 2- PAIR. Have them turn to a peer to discuss their responses. Round 3- SHARE. Start a group discussion and have them share their responses with the class. How think-pair-share can be used in classroom.
- 41. 6.Use thinking tools. How think-pair-share can be used in other subjects besides reading for comprehension of the content. Think pair share video https://youtu.be/-9AWNl-A-34 done in a 7th grade math class.
- 42. Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as Game storming or Beyond Words 7. Use creativity tools. The tools include; playful games and visual exercises that can easily be used in the classroom.
- 43. Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. 8. Reward discovery. Step up the reward system using rubrics from Tools with a blank column to acknowledge and reward innovation and creativity. Thom Markham rubrics from PBL Tools have a breakthrough column.
- 44. The tendency is to move on quickly from the last chapter and begin the next chapter, because of the coverage imperative,. 9. Make reflection part of the lesson. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without rumination.
- 45. What You Can Do to become Stronger Innovation Leaders in Your School, and… ...What are we doing to do more of and become better at…
- 46. Innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, 10. Be innovative yourself. and the bravery to resist the system’s emphasis on strict accountability.
- 47. 10. Be innovative yourself. The reward makes teaching exciting and fun, engages students, and most critical; helps students find the passion and resources necessary to design a better life for themselves and others.
- 48. List down what have you learned from this seminar on Innovation Leadership & Innovative changes that you can practice and apply at your School. and Discuss this. What are the expected Results/Outcomes of this application?
- 49. Be Blessed!
- 50. Principal Consultant for Lean Management. Certified ‘Train the Trainer’ & Kaizen Specialist with 30 over years working experience. Provides Technical Consulting Services on Lean, Kaizen & 21st Century Manufacturing. An Innovative Engineer that innovates by Recycling & Reusing Idle resources to promote Green. Founder of Tim’s Waterfuel an alternative fuel supplement using Water to add power & reduce Co2 emission on automobiles. Rode 24 Countries, 18,290km,4 months 11 days 6 3/4 hrs from Malaysia to London on just a 125 cc. Timothy Wooi Add: 20C, Taman Bahagia, 06000, Jitra, Kedah Email: timothywooi2@gmail.com H/p: +6019 4514007 (Malaysia)
Editor's Notes
- By Thom Markham SEE COMMENTS MindShift is a free editorially independent source of education news and information. We serve teachers and parents around the world – and we depend on your support! If you value MindShift, please donate today. MindShift is a service of NPR/PBS member station KQED. Donate Want to stay in touch? Subscribe to receive weekly updates of MindShift stories every Sunday. You'll also receive a carefully curated list of content from teacher-trusted sources. Enter Email AddressSIGN UP Copyright © 2019 KQED Inc. All Rights Reserved. Terms of ServicePrivacy PolicyInside the Reporting ProcessContact Us MINDSHIFT 12 Ways Teachers Can Build Resilience So They Can Make Systemic Change Katrina Schwartz Jul 30 FACEBOOK TWITTER EMAIL COPY LINK Teachers can actively cultivate habits that lead to more resilience. (iStock/Benjavisa) When Elena Aguilar started her teaching career in Oakland public schools 25 years ago, she was sure there was no better job than teaching. She loved her work, but she couldn’t help noticing how many teachers left her Oakland school each year. And she started taking note of how disruptive that cycle is to the school community and to the school’s ability to implement new programs. “We’d get everyone trained and then two years later 75 percent of teachers who had been in that training were gone,” Aguilar said. It’s very hard to make progress on long term goals like improving school culture, deepening reading instruction, or improving how special education teachers and general education teachers work together when half the staff is turning over each year. Several years into her teaching career Aguilar helped to found a new school. “This was the dream school to teach at,” she said. “We had so much support and small classes and resources, but there was still burnout and stress that led to so much turnover.” Eventually Aguilar began to coach colleagues, but the stress and exhaustion she’d noticed at the beginning of her career was always at the center of those coaching conversations. She was supposed to be a literacy and leadership coach, but most conversations ended up focusing on emotions and building educator resilience. “It’s all about finding your own power and being able to recognize your own power and what you can influence,” Aguilar said. “What you can control is your own response, the way you make sense of things, and the story you tell about something.” Sponsored When things are hard in the classroom, it’s tempting to blame the kids, their parents, or the communities they come from, but those are not things an individual teacher can control. Building personal resilience is about responding to adversity, to setbacks, to getting knocked down. The resilience comes from learning something in those moments. “Resilience is about thriving and not just surviving,” Aguilar said. “Because I think there are places where people use the term and they’re just talking about survival. But resilience is when you experience a challenge or a setback and you come out stronger than you were before, having learned something new.” After decades of teaching and coaching, Aguilar has written a book that joins her years of experience in classrooms around the country with the research about resilience. Called Onward: Cultivating Emotional Resilience in Educators, the book offers practical ways educators can build their resilience mapped to months of the year, and the ebbs and flows of energy that dictate school life. But this isn’t the average self-help book. Aguilar, like many educators, sees real issues in the systems and structures of education. But she also knows teachers are too overwhelmed and tired to pick their eyes up and see the bigger issues. Aguilar believes that building personal resilience leads to action. In Onward she writes: "Here is my theory of action: If we boost our individual resilience, then we will have more energy to address organizational and systemic conditions -- to elect officials who will fund public education, organize against policies that dehumanize educators, and push back on punitive assessment policies and scripted curriculum that turn teachers into robots and students into depositories to be filled. With more energy and more resilience, we can build and strengthen the kinds of communities in which we can thrive, where we can engage in professional development that allows us to reflect on our own biases, and where we can observe and learn from each other." As a coach, Aguilar is action oriented. She wanted to give educators things they can do, habits they can form to boost their resilience. The current research isn’t framed that way; it describes dispositions, which are more like attitudes or ways of being. Resilient people tend towards optimism, for example, and they’re curious and courageous. Aguilar has taken that research and developed a sequence of reflections and activities that teachers can do throughout the year to build habits that cultivate a resilient disposition. She thinks they will be most powerful if educators do them together. 1. Know Yourself “You’d need to do this in the summer when you have a bit of a break,” Aguilar said. She recommends June, when school has ended and teachers have had a little time to recover. In June many educators are reflecting on the end of the year anyway, so why not go a bit deeper to think through the values, socio-political identity, strengths and personality traits that define each of us? In Onward, Aguilar writes: “Self-knowledge helps us to be more confident about our actions and clear on our decisions. It’s what enables us to show up in a way we want to show up.” This is foundational work. Everything else depends on self-knowledge because so much of how one reacts to a situation is rooted in experience, context, identity and perception. 2. Emotions There’s been an increased focus on social and emotional learning for kids in classrooms, but much less attention is paid to helping teachers manage the array of emotions that come up over the course of a school day. Just because teachers are adults doesn’t mean they’ve had practice recognizing, naming and reckoning with their emotions. “Embedded within emotional resilience is emotional intelligence,” Aguilar said. “And I find so many adults have never had an opportunity to really learn about emotions.” In the workbook that accompanies Onward, Aguilar offers activities that walk educators through a process of thinking through what an emotion is, how to understand their own, and offers language to talk about emotion. This is reflective work, perfect for July when teachers have a little distance from the classroom. 3. Tell Empowering Stories “It really might be the most important habit, but you can’t practice it well without understanding your emotions, so they all connect,” Aguilar said. The stories educators tell dictate the experience they’ll have, she said. The story could be about kids and parents that don’t value education. Or, it could be that teaching in a particular context is hard because the political and economic systems aren’t set up to support this community. “You can tell really different stories about the same thing,” Aguilar said. She has found that educators often get excited about this habit: “When they realize they have the power to reframe a situation, it's actually very empowering. It can be a big relief to people.” It can also open up avenues of creativity. Sometimes teachers can feel so overwhelmed that it’s difficult to see a situation in any other way than the one they’re already locked into. Aguilar has seen this time and again when coaching. She often asks teachers and leaders probing questions to shift the way they see the constraints and structures within which they are working. “I think it’s really critical because so many educators almost can’t imagine how things could be better,” she said. 4. Build Community Aguilar imagines this habit tied to September when school is back in session and people have energy and hope for the year ahead. “One of the visions I had when I wrote this book was that teachers would read this book together,” she said. “They’d talk about it together, and they’d do the workbook activities together.” And in doing so, they’d deepen relationships with one another. Those relationships can be a crucial source of resilience when setbacks occur. 5. Be Here Now This section draws from mindfulness practices and their power to ground educators in the present moment. Mindfulness in schools has exploded over the past few years, especially on the West Coast where Aguilar lives. So she was surprised when readers from elsewhere in the country had never heard of it. “The ability to be present in the moment allows you to be clear on what story you’re telling,” Aguilar said. “It’s really hard to tell powerful stories if you’re not able to recognize when you’re telling a story.” She equates this set of strategies with October because towards the end of this month things can start to get hard for educators. It’s a time for deep breaths, creating some metacognitive space before reacting to students, and taking care of oneself. 6. Take Care of Yourself November is often a hard month for teachers. The excitement from the beginning of the year has worn off, the days are getting shorter and darker, and exhaustion becomes a factor. Most educators have probably heard they should take care of themselves and yet many still don’t. Aguilar uses this section to help educators interrogate why this might be. “Teaching is so dominated by women and there’s so much messaging to women about self care, but they also get messages about giving to everyone else,” Aguilar said. Sometimes deep values come up about who deserves rest and what it means to prove one’s worth. “It’s intended to help people untangle what’s going on,” Aguilar said.7. Focus on the Bright Spots “This is an opportunity to focus on strengths and assets and skills and shine a light on what’s working,” Aguilar said. Again, in the heart of winter it can be easy to let a natural negativity bias take over. It requires active work to push back against those thoughts and create structures to notice the progress students have made and the many beautiful things happening in schools and classrooms. “Resilience has a lot to do with how often we experience what is thought about as positive emotions. That is in part how we get to the thriving part of the definition, and not just the surviving,” Aguilar said. It’s easy to dwell on the negative, the lesson plan gone awry, the one kid who won’t engage. But Aguilar says that unless educators actively work to refill the reserves of satisfaction, meaning and connection it’s hard to keep going. 8. Cultivate Compassion In January it might seem like teachers would return from a vacation and feel rested, ready to jump back into the classroom with energy. That’s partly true, but Aguilar has also found that the time off can decrease people’s tolerance for stuff they have to deal with in the classroom. They’ve felt like a normal human for a few weeks and they don’t want to go back. That’s why she suggests cultivating compassion for oneself, colleagues and students during this time. “Recognize that if you’re cultivating compassion you can have greater understanding with a student who lost their temper and did whatever they did, and you can respond differently in that moment.” 9. Be A Learner Learning is something resilient people do. They take away a lesson from hardships they experience. “One of the most useful prompts for someone when they’re in a challenging situation is to ask, is there any possibility I could learn something from this experience?” They don’t even have to know what they’re learning yet, but just asking if there’s something that will reveal itself later can make it feel possible to get through. Aguilar used the example of her mother’s battle with cancer and ultimate death. In the moment, she felt horrible and couldn’t see her way out of the pain and grief she was experiencing. “When I think back to that time, now I can see there were things that I learned,” Aguilar said. “But it’s definitely not a situation in which I would say that was a great gift because I learned this or that. Without question I would rather have my mother back.” In those difficult moments, it helps to acknowledge and value the emotions someone is feeling. Without that acknowledgement people don’t feel heard and they can get stuck in the negative emotions. 10. Play and Create There’s a lot of research showing that play is fundamental to learning and to human nature. Yet it’s often stripped from schools. Play also helps people to be creative, deal with stress and solve problems, all qualities connected to a common disposition of resilient people -- courage.11. Ride the Wave of Change “Springtime is when things start changing in schools,” Aguilar said. “Spring time can be really unsettling and difficult.” New initiatives are launched, hiring happens, teaching assignments change, it can be hard for teachers and deplete their energy. Aguilar recommends that teachers engage with change, but think carefully about whether the change is within their sphere of influence. Making that distinction can help an educator decide where to spend their energy. “We all have a finite amount of energy and we can make decisions about how and where we use it. Change gives us an opportunity to reflect on that.” 12 Celebrate and Appreciate “We need to end the year on a note of celebration,” Aguilar said. Taking time to recognize growth and show gratitude offers a different perspective on what can be a tiring time of year. Many schools have end of year rituals to celebrate the achievements of the year, but personal rituals, as well as class rituals can also be powerful. Aguilar has no illusions that teachers will pick up this book, do a few exercises, and magically become more resilient. She knows these qualities require cultivation and time, but from personal experience she also knows they work. She now has a daily gratitude practice, and she finds herself repeating over and over again the activities that help her deconstruct her thoughts and beliefs to gain a deeper understanding of her values. SPONSORED She hopes that with practice and dedication teachers can increase their own resilience and regain some power over their professional experience. It’s unpleasant to feel like an actor in a system over which one has no control. But even when curriculum is mandated, testing overzealous, and students don’t want to listen, teachers are making choices. The more resilient a teacher feels, the more able they are to see those moments of choice and make the most of them. SEE COMMENTS MindShift is a free editorially independent source of education news and information. We serve teachers and parents around the world – and we depend on your support! If you value MindShift, please donate today. MindShift is a service of NPR/PBS member station KQED. Donate Want to stay in touch? Subscribe to receive weekly updates of MindShift stories every Sunday. You'll also receive a carefully curated list of content from teacher-trusted sources.
- 1. a person who actively opposes or is hostile to someone or something; an adversary. "he turned to confront his antagonist"
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- 1. a deep or considered thought about something. "philosophical ruminations about life and humanity" 2. the action of chewing the cud. "cows slow down their rumination"
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