Innovative L&T Approaches

I use the UWC Flexible Learning and Teaching Provisioning Policy (Sept 2021) and Guideline for Flexible Learning and Teaching Provision at UWC as benchmarks for my innovate learning and teaching approaches.  This is because it also integrates with the UWC: (i) Teaching and Learning Policy (2006), (ii) Strategic Plan for Teaching and Learning (2009), (iii) Charter for Graduate Attributes (2023), (iv) Framework for Student Retention and Success (2019), (v) Curriculum Transformation and Renewal Framework (2021), and (vi) Assessment Policy (2021).

Additionally, the Flexible Learning and Teaching Provisioning Policy supports the ongoing development of technology-enhanced blended learning across both online and face-to-face teaching environments, which, in turn, influences my infusion of technologies into my learning and teaching approaches. I find the iKamva platform to be a priceless medium for blended learning. If designed correctly, it also provides a space for students to excel. I can use the iKamva 'activity statistics' as a monitoring tool to assess the extent to which student's progress with each theme and its respective study units. (See a screenshot of a module site of mine on iKamva further below)

Embarking on the journey of innovative learning and teaching, I draw inspiration from transformative educational theorists such as Mezirow, Freire, and Bloom, integrating their principles into a dynamic pedagogical approach. This approach signifies a departure from traditional methods, transforming the learning landscape with student-centred strategies such as project-based learning and flipped classrooms.

In the spirit of Mezirow's transformative learning theory, my classroom becomes a dynamic and radical space for critical reflection and dialogue. I employ strategies that challenge students to question assumptions, fostering a transformative experience that reshapes their perspectives. For instance, in a project-based learning scenario, students delve into real-world challenges, prompting them to critically reflect on their assumptions and evolve their understanding.  A very helpful tool to introduce students for the first time to critical thinking is: "The ultimate cheatsheet for critical thinking" by globaldigitalcitizen.org.

Freire's pedagogy of liberation resonates deeply in my teaching philosophy, particularly in the cultivation of active learning environments. Through engaging discussions, collaborative group activities, and case studies inspired by Freirean principles, I empower students to actively participate in shaping their own educational journeys. This not only cultivates a sense of agency but also aligns with the notion of education as a liberating force.  

Aligned with Bloom's taxonomy, my approach emphasizes not only the acquisition of knowledge but its application. In the spirit of Bloom's "Apply" level, innovative approaches in my teaching underscore the practical relevance of knowledge to real-world scenarios. For instance, a flipped classroom model might involve students applying theoretical concepts to create solutions for community issues, demonstrating a synthesis of understanding.

This SoL&T reflects not only my commitment to innovative teaching but also how I weave together the transformative philosophies of Mezirow, the liberating principles of Freire, and the cognitive taxonomy of Bloom into a cohesive and impactful educational strategy.