What is innovative pedagogy?
What is a flipped classroom?
What is gamification?
What is SOLE?
What are some ways to make the way content is presented innovative?
What makes innovative pedagogy an effective way of learning in the classroom?
Log into the OneNote Class Notebook for your section to access the Peer Team Teaching Planning Guide for this week.
Many of you are familiar with the dictionary definition of pedagogy: the method and practice of teaching, especially as an academic subject or theoretical concept. Sounds great! But, what does this definition mean? How does this relate to me and my teaching? Let’s dig deeper!
This chapter is designed to further develop your pedagogy as a teacher, and develop skills for innovative pedagogical practices.
Innovative Pedagogy in Action
Think back to Chapter 3: Instructional Design. We learned that Instructional design is the practice of creating “instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing” (Merrill, et al., 1996). Innovative peda
We have selected three methods of instruction that we feel are particularly innovative in educational technology: Flipped Classroom, Gamification, and Self-Organized Learning Environment (SOLE).
Resource from: https://www.edsurge.com/news/2015-05-07-what-why-and-how-to-flip-your-classroomThere are many advantages of a flipped classroom (Herreid & Schiller, 2013):
- Allows students to move at their own pace
- Doing “homework” in class can give teachers better insight into student difficulties and learning styles
- Teachers can more easily customize and update the curriculum and provide it to students 24/7, and use of technology is flexible and appropriate
- Classroom time can be used more effectively and creatively
- Can increase student achievement, interest, and engagement
Now let’s view an example of a lesson:
Jon Bergmann’s blog also has some excellent examples and resources.
- Students are motivated by choice and interests
- Students drive process
- Students learn socially
- Students collaborate in the process
- Encourage innate sense of wonder
- Curiosity helps construct understanding
- Students are open minded
- Instructor is open minded
- Critical thinking is paramount
- Effective educators are encouraging
- Effective educators are patient
- Pose a “big question”
- The question will be framed as a genuine process of discovery in order to promote curiosity
Explain the SOLE Process
- Students work in student formed groups to find answers to the big question online. During this time, students explore the big question collaboratively, while the instructor provides encouragement and facilitation.
- The instructor should encourage students to resolve any group issues themselves.
- Students are encouraged to collaborate within their group or move around to other groups.
- Few rules are given to the students, and this lack of rules enables children to change groups, talk to each other and other groups, and walk around to observe their peers’ work.
- Invite the students to share their stories of collective discovery. Talk about similarities/differences between their answers, help to see links to other areas.
- Encourage debate. Facilitate discussion about the question and investigative process
- Engage the students in their own review: What would they do differently next time? What do they think others did well?
The developing of a “big question” is extremely important! The “big question” is described as, “ones that don’t have an easy answer. They are often open and difficult; they may even be unanswerable. The aim of them is to encourage deep and long conversations, rather than finding easy answers” (“School in the Cloud”, 2016). Keep in mind, as the instructor you are trying to elicit critical thinking, collaborative work, and discovering theories throughout the children’s learning process and provide connections across content areas. School in the Cloud provides an excellent outline and examples for you to get started.
You may want to start with simple questions. These may include:
- Where is……..?
- Who is…….?
- What is the largest animal in the world?
- What makes trees green?
- What makes the sky blue?
Some harder questions may be introduced as children get more comfortable answering simple questions, or if they’re already proficient with search and language, you can start asking some tougher questions that don’t have such a direct answer.
These should encourage children to explore a wider topic, connect a number of subjects, and develop a deeper understanding of their answer. It’s the difference between “What is the largest animal in the world?” and “Why are there no animals bigger than a blue whale?” (“School in the Cloud”, 2016)
There are really no limits to what a Big Question can be, as long as it is thought-provoking and captures children’s attention. Below is a list of Big Questions organized by Learning Objective or Topic that will help you get started:
- What would happen to the Earth if all insects disappeared?
- Is life on earth sustainable?
- What are fractals?
- Who built the pyramids and why?
- Can trees think?
- Does a frog know it’s a frog?
- Can you kill a goat by staring at it?
- Will robots be conscious one day?
- What is technology?
Remember, “the questioning provides opportunities for students to explore a variety of sources, extrapolate different answers, and challenge one another. A key aspect of the big questions is that the purpose is not to discover the ‘right’ answer, but rather to develop methods and skills that are transferable and applicable” (Schwark, 2017).
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
- a. Promote, support, and model creative and innovative thinking and inventiveness
- b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
- c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
- d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the ISTE·S.
- a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
- b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
- c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
- d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching