PME 811 - Innovation in Teaching and Learning

My original working definitions are in black, revisions are in blue, and rationale is in red.

INNOVATION

Innovation - Original Definition

Innovation refers to adding to or improving an existing product, process or service through the application of creative vision, the seizing of opportunities and the desire to create value.  Innovation, therefore, is the execution of ideas, in both process and outcome.  Innovators seek ways to find answers and solve problems through designing, testing and application.  Innovation is impacted by many factors, including freedom, competition, necessity, and self-wrealization.  

Innovation - Revised  Definition

Innovation: adding to or improving an existing product, process or service to add value in the form of efficiency, functionality or solutions.  Innovation is the execution of ideas.

Rationale for Revision

After exploring the great work of my fellow students, I realized a few things.  First of all, my original definition was too wordy.  I liked many of my ideas, but I think the tree was lost for the forest…  I aimed for clarity and succinctness in my revised definition.  Specifically, 

• I kept the core concepts of adding to/improving because that’s what separates innovation from creativity;

• Kept product, process or service because innovation refers to ideas and concepts as much as physical products;

• Kept add value because really, innovation happens because we want to enhance something for the better; 

• Adjusted efficiency, functionality, solutions to emphasize ways innovation can be seen;

• Kept execution of ideas because innovation starts with ideas, and ends in transformation.

CREATIVITY

Creativity - Original Definition

Creativity is the production of a thought, idea, object, process, presentation or interpretation that is novel, unique, original and possesses meaning and value (Badran, 2007).  It involves departing from norms and finding new ways or solutions.  Creativity most often develops intrinsically and tends to be most prominent in heuristic contexts that foster and encourage flexibility and exploration.  

Creativity - Revised Definition

Creativity: the imaginative generation of an idea, object, or process that is original, unique and of value.  Creativity involves flexibility and exploration and departs from norms to find new ways or solutions. 

Rationale for Revision

Similar to my first definition (you’re going to see a trend here…) I realized that my definition for creativity was too wordy, and included some redundancy as a result.  I also wanted to emphasize originality, and also include imagination, which came up in the posts of several colleagues.  I realized that my original definition described the environment in which creativty flourishes; while this is interesting and true, I’m not sure it is necessarily a definition of creativity, per se.

TEACHING

Teaching - Original Definition

Teaching is the act of broadening and positively affecting the knowledge, thinking, skills, values and relationships of others. Teaching can be done by anybody, formally or informally, by word or deed.  Teaching can involve the introduction of new information and concepts, or the modification and extension of current ideas, beliefs, and skills.  

Teaching - Revised Definition

Teaching: the act of helping others grow in knowledge, thinking, values or skills.  Teaching can be formal or informal, and can involve the introduction or modification of ideas, beliefs and skills. 

Rationale for Revision

I was actually pretty happy with my original definition of teaching.  I didn’t want my definition to be about the teaching profession.  I wanted to address what teaching is - because teaching can be done by parents, friends, and even strangers on the street.  However, as usual, I took three sentences to say what could and should have been said in one… or maybe two!  I liked Cheryl’s idea of growing and developing wonder, so I adjusted my first phrase accordingly.

LEARNING

Learning - Original Definition

Learning is the accumulation of knowledge or skills through experience, study, or the influence of others.  Learning occurs universally, both in formal and informal settings.  It can be facilitated or influenced by others, or engaged in independently and even incidentally.  Learning is a lifelong process, and provides opportunities for reflection, change, and self-improvement.

Learning - Revised Definition

Learning: the accumulation of knowledge or skills through experience, study, or the influence of others.  Learning is a lifelong process that provides opportunities for reflection, change, and self-improvement.

Rationale for Revision

First of all, I noticed a few redundancies that needed tidying up.  Nalini’s post was helpful in emphasizing that learning isn’t just about being exposed to information, but understanding, connecting and internalizing it.  I kept the idea of ‘accumulation’ because to me that means learning is about absorbing.  Jordan’s post reminded me that learning is a process, so I decided to emphasize that more by removing some of the clutter.

ARTICLE 1 - TEACHING FOR HOPE

Werner’s Teaching for Hope was a timely and thought-provoking read.  The article encourages teachers to be aware of the heaviness and discouragement that can accompany exposure to the world’s many problems, and balance our teaching with hopefulness.  Having just navigated the COVID epidemic with my gr. 4-5 students, I connected with Werner’s description of students’ worry and anxiety, and how it impacts their learning.  Our schools are, of course, home to a myriad of student emotions.  But as Werner points out, the one emotion that is “not a  friend of learning” is anxiety, and I agree with the assessment that “anxious students do not perform well” (Werner, 2008, p.194).  I think what struck me most in this article was how I need to focus as much on the emotional content as the instructional content in my classroom.  I think particularly of my environmental science units, and how we look at a host of facts about the depleted rainforest, pacific garbage patch, oil spills and more - but am I balancing that with hopefulness, and showing students that they can be agents of change when it comes to their own future?  As Werner says, “hope is in-distinguishable from a belief that individuals and groups influence and shape their futures through action” (p.196).

Werner also emphasizes the importance of vision and “rich imagination” (p.195) when exploring how today’s problems might be navigated and possibly solved.  In my definition of innovation I talked about “adding to or improving an existing product, process or service to add value in the form of efficiency, functionality or solutions.  Innovation is the execution of ideas.”  Focusing on the solutions, and not just the problems, allows students to feel empowered.

Although I don’t teach high school, I do walk the same tightrope of finding effective and sensitive ways to deal with emotionally charged material.  Werner says that “unless meaningful connections among these isolated bits and pieces are forged, the picture of the larger world may make little sense beyond a  bewildering array of problems” (p. 195).  This is true; however, I often worry about the heavy burden of ‘adult-ness’ our students are faced with, from the hypersexuality of social media and complicated discussions of gender and sexuality, to toxic political material and more.  I realize I’m focused on a younger demographic than the article, but I do have children in upper secondary, and I have the same worries for them…

References:

Werner, W. (2008). Teaching for hope. In R. Case & P. Clark (Eds.), The anthology of social studies, volume 2: Issues and strategies for secondary teachers (pp. 193–197). Vancouver: Pacific Educational Press.

ARTICLE 2 - TEACHING HISTORY and DEMOCRATIC CITIZENSHIP

In his article “The History of Teaching History and Democratic Citizenship”, Osborne concludes that “When taught appropriately, history can indeed fulfill its potential as the foundation of democratic citizenship” (Osborne, 2008, p. 13).  He explores the shift in past and present approaches to teaching history, and implications to student knowledge, student engagement, and the development of a national persona and sense of citizenship.  Whereas traditionally history was taught in schools from a chronological national and military perspective, modern instruction focuses on the social angle through themes, story narratives and critical analysis.  

Osborne’s work considers criticisms on both sides, from accusations that the present ‘fragmented’ and ‘compensatory’ approach to teaching history leads to a decline in people’s sense of citizenship, to opposing views that an emphasis on facts and ‘head knowledge’ is disengaging and worthless outside the classroom.  In Osborne’s view, “the main advantage of history is that it enables us to think concretely and reflectively about important issues bearing on the human condition” (p.10).   

I agree with Osborne’s statement that “knowing-how is more important than knowing-that” (p.10).  In my definition of learning I emphasised accumulation and absorbing - it’s not enough to be exposed to information.  Learning means making information your own through analysis and critical thinking.  Osborne says that factual knowledge IS crucially important, but it’s not enough. 

In my definition of teaching, I defined teaching as “is the act of helping others grow in knowledge, thinking, values or skills.  Teaching can be formal or informal, and can involve the introduction or modification of ideas, beliefs and skills.”  Osborne encourages teachers to find creative ways to teach history, and it brought my mind back to two teachers who impacted my own understanding of history through their creative approaches.  In grade 10, Mr. Tener recreated a Confederation roundtable, which students playing the part of delegates.  In my first year of University, a young professor used a similar role-playing technique to engage students in a semestre-long real-life ‘Risk’(board game)-style replay of the lead up to World War II.

One term that intrigued me when reading was ‘compensatory history’, and the criticisms Osborne noted surrounding the potential to focus too much on the ‘untold stories’ of history, to the detriment of more major figures and moments in the chronology of history.  Is it possible that more current approaches to teaching history may be depriving students of a broad overview of key, chronological historical events (one of the criticisms the author noted), in the process of digging more deeply into more obscure events or figures?

References:

Osborne, K. (2008). The teaching of history and democratic citizenship. In R. Case & P. Clark (Eds.), The anthology of social studies, volume 2: Issues and strategies for secondary teachers (pp. 3–14). Vancouver: Pacific Educational Press.

ARTICLE 1 - THE HISTORY OF EDUCATION... AT THE TURN OF THE CENTURY

Herbst presents an interesting exploration into the history of education, and chronicles what he believes to be the decaying of educational reformism in the forty year period beginning in the 1960’s.  Herbst considers this ‘revisionist era’ to be a golden age for “unparalleled fruitful scholarly activity” (p. 738), and bemoans that there is “little genuine fresh input” in creative and innovative scholarship, which has fled the scene”(p.739).

Overall, Herbst presents a pretty scathing and pessimistic view of educational developments beyond the heyday of the 1960’s and 1970’s.  When discussing the motivation for many students, he notes that they seem to be “in search of marketable skills and techniques [and] show little enthusiasm for intellectual exploration and discussion and seem to be looking only for instructions in how to get and hold on to a job” (p.740).  This might, on one hand, be considered a rather functional perspective on education, but it could also be argued that these students are actually being prudent and looking for a sense of purpose and application of their learning in this school system.  To me, that creates a ‘real-life’ aspect to the education system, beyond merely academic exercises and edubabble.  Seeing a direct purpose in one’s learning is often a great motivator, and encourages more authentic learning.

Herbst notes that one of the most notable challenges and criticisms of the public education system is that parents, students and teachers are seeking alternatives. Reformers believe that "school no longer serves life. Instead it regards public education as a matter of knowledge and of the achievement of learning” (p.741).  In my own definition of learning, I statest that learning is a lifelong process that provides opportunities for reflection, change and self-improvement.  If this is then education/schooling that is seen merely as knowledge-hoarding, or inapplicable to life, does not positively affect either reflection, change or self-improvement.  To me, it seems that Herbst is encouraging continued innovation in teaching, yet focusing significant amounts of time on asking why current (late 1990’s) teaching philosophy and practice isn’t like the 1960’s and 1970’s.

I’d be interested in knowing what Herbst thinks about alternative approaches to education such as homeschooling.  This has become a popular alternative in North America over the past few decades, though it remains illegal or highly discouraged in part of Europe.  Does he believe that this is innovative, or regressive?

References:

Herbst, J. (1999). The history of education: State and the art at the turn of the century in Europe and North America. Paedegogia Historica: International Journal of the History of Education, 35(3), 737–747. doi: 10.1080/0030923990350308

ARTICLE 2 - FOREIGN INFLUENCE ON CURRICULUM

As I read Tomkins’ article, I couldn’t help noting the similarity between the author’s search for something quintessentially ‘Canadian’ in curriculum development, and the similar pursuit of a Canadian identity.  I remember I took a history course called ‘Modern Canadian History’, and a common definition of what it meant to be Canadian was ‘not American’.  Similar difficulties arose when defining nationalism vs patriotism.  

The article provided an interesting glimpse, however, into the development of Canadian curriculum, as it was influenced by observations of where Canada ‘ranked’ compared to other industrialized countries in science education, industrial and technical education.  Unfavourable comparisons prompted greater attention and investment, leading to subsequent recognition and awards.  However, Canadian curriculum continued to be influenced by the United States’ progressivism and British imperialistic connections.  

I found it interesting to learn that Canada (which is typically a much more left-leaning country socially) was disinterested in the American social reconstructionist movement of the 1930’s, and that in general “trends developed more slowly in Canada, and curriculum differentiation occurred at a slower” (Tomkins, 1981, p.163).  The development of curriculum and educational philosophy does not appear to have emphasized innovation, other than when trying to follow the lead of other nations and ‘catch-up’.  Canada appears to have followed the lead of other nations, taking the good bits, and formulating its own hybrid approach.  

I wonder though, besides obvious areas of local importance/provincial/national importance (such as social studies content) whether a Canadian curricular identity is necessary?  As a teacher, I’m most concerned with best practices that support my students, and I don’t really care whether or not they were developed by foreign thinkers or developers.  Tomkins’ article was written in 1981, so it’s almost as old as me now.  I wonder how he would view Canadian curriculum and policy-making today, and whether or not he would notice a greater degree of independence?

References

Tomkins, G. (1981). Foreign influences on curriculum and curriculum policy making in Canada: Some impressions in historical and contemporary perspective. Curriculum Inquiry, 11(2), 157–166.

Article 1  - Integrating Aboriginal teaching and values into the classroom

What is context/argument being explored?

I have studied the work of Toulouse in a previous PME course exploring Indigenous leadership and ways of knowing (PME 820), so I was interested to read her work on integrating Aboriginal teaching and values in the classroom.  In this research monograph, Toulouse argues that self-esteem is key to unlocking the academic potential in Indigenous students.  She notes that Indigenous students achieve academic success when educators have high expectations and demonstrate genuine care; classroom environments honour Indigenous culture, language and knowledge; teaching practices reflect Indigenous learning styles; and school have strong connections to local Indigenous communities (Toulouse, 2008).  These things make Indigenous students feel valued and capable, and this in turn results in improved academic success. 

How do the ideas/arguments relate to your understanding of innovation in teaching and learning?

Innovating our teaching and learning to support Indigenous values and learning requires incorporating the Seven Living Principles (respect, love, bravery, wisdom, humility, honesty, and truth) into our daily teaching practice.  For example, Toulouse notes research that suggest Aboriginal students lean towards a “reflective mode of learning”, and a “preference for collaborative tasks” (Toulouse, 2008, p. 2).  An individualistic curriculum that sees only one (Euro-centric?) perspective in not equitable, and a rigid ‘one-size-fits-all’ approach will not be successful.  

The teaching of Bravery requires a commitment to “change our school curriculum through including the contributions, innovations and inventions of Aboriginal People” (Toulouse, 2008, p.2).  Drawing on Indigenous resources, and creating connections with local Indigenous communities and elders is another important step in Indigenizing curriculum.  Toulouse’ encouragement to seek the wisdom of eldership, gels with my previous learning.  Discussions with our school’s Indigenous Support Worker (for PME 820), revealed that the best way for me to support Indigenous youth today would be to “rely on the wisdom of local elders … honour the telling of stories … build personal relationships with students and families that are transparent and supportive… [and] show them that they are valued and believed in” (B. Cotter, in Osborn, 2022). 

What questions do you have of the author(s) after having read the article?

I appreciate the benefits of the pedagogical principles Toulouse mentions, and thought the seven principles were excellent, and would be excellent perspectives to apply to any classroom.  However, I struggle at times with generalization that ‘all’ Indigenous students learn best this way.  I wrestled with this concept in my Indigenous ways of knowing course (PME 820); to me, it sometimes borders on stereotype.  We would be aghast at similar comments that try to associate a single group of people with a particular preference, trait or skill (eg, “all Asian students love math”).  I believe that Indigenous ways of knowing certainly honour the principles Toulouse references - but to generalize that (eg) Indigenous students lean toward a particular learning style solely due to being Indigenous seems stereotypical, and a belief from a different era.  I would ask the author to justify her perspective in this area.

What are the implications for your own practice?

In a more recent article, Toulouse says that “what matters to Indigenous peoples in education is that children, youth, adults and Elders have the opportunity to develop their gifts in a respectful space” (Toulouse, 2018).  This means that it’s not sufficient to compartmentalize Indigenous perspectives and content into a nice, tidy unit for social studies.  Rather, the First Peoples Principles of Learning included in the BC curriculum (FNESC) need to be woven through the way we learn, from the time we enter the classroom, until the dismissal bell rings.  

References:

FNESC. (n.d.). First peoples principles of learning. First Nations Education Steering Committee FNESC. Retrieved July 16, 2022, from http://www.fnesc.ca/first-peoples-principles-of-learning/ 

Osborn, D. (2022). Indigenous Leadership Profile. PME 820 Indigenous Leadership and Ways of Knowing. Retrieved August 3, 2022, from https://sites.google.com/d/1sNRgt3pNENRhkJAMSIMJ3-pRqUx8zzRf/p/1YdcEcQkJOGRTvQO3YUNB5RQJOAMB3lkg/edit 

Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph #11).

Toulouse, P. (2018, June 20). What matters in Indigenous Education: Implementing a vision committed to holism, diversity and engagement. People for Education. Retrieved February 1, 2022, from https://peopleforeducation.ca/report/what-matters-in-indigenous-education/ 

Article 2 - Learning About Walking in Beauty

What is context/argument being explored?

Sixty-five percent of students of Indigenous heritage in Canada are educated off Reserve.  As such, infusing Indigenous perspectives into provincial and territorial curricula is a positive step in influencing Indigenous self-esteem and academic success. Using the traditional  Medicine Wheel as a basis, the Coalition for the Advancement of Aboriginal Studies (CAAS) has developed a pedagogical framework for representing Indigenous worldviews and perspectives.  Many Indigenous students have felt (and continue to feel) disconnected from their roots, and uneducated about their true history due to a lack of Indigenous content in previous curricula, due to a colonial focus.

How do the ideas/arguments relate to your understanding of innovation in teaching and learning?

If innovation means adding to or improving an existing product, process or service to add value in the form of efficiency, functionality or solutions (Osborn, personal definition) then this article encoruages teachers to do just that!  To take a curriculum that has many good features, and improve it to add solutions and value.  Correcting misunderstandings, filling out history by replacing a single perspective, adding the valuable voices of others, and replacing a history of shame with one of hope, represent an innovation in teaching and learning.

What questions do you have of the author(s) after having read the article?

My question for the authors is simple: how well do you think we have done in the past twenty years?  Do revisions to (eg) the BC curriculum give you hope that we are on our way to achieving the goals of this document.

What are the implications for your own practice?

The article mentions the need for Aboriginal-direct professional development for teachers; Aboriginal-led changed to curricula; and public policies that encourage the training of more Aboriginal educators (CAAS, 2002).  This has definitely begun happening since the article was written twenty years ago.  Many school in my district engage in Pro-D related to Indigenous issues, and the book Ensouling our Schools has been included in many school and district book clubs.  Being sure to include both the European and Indigenous perspectives on colonization, and educating all students about Canada’s past history of human rights abuses will (hopefully) ensure that no student who leaves my class will have to say “I am absolutely clueless with regard to these issues” (CAAS, 2002).

References:

Coalition for the Advancement of Aboriginal Studies. (2002). Learning about walking in beauty: Placing Aboriginal perspectives in Canadian classrooms. Retrieved from http://www.crrf-fcrr.ca/en/component/flexicontent/334-crrf-research-reports/23526-learning-about-walking-in-beauty-placing-aboriginal-perspectives-in-canadian-classrooms?view=item&Itemid=23526

Article 1 - A Critical Review of Flipped Classroom Challenges

What is the context/argument being explored?

The Flipped Classroom pedagogy involves teachers providing lessons/lectures prior to class via online videos, so that actual classtime can be used or learning activities. Although it has become a popular approach, Lo and Hew present a case that it can be less effective than purported, and seek to provide guidelines to enhance its effectiveness.  The authors note such challenges as a consideral increase in teacher workload, and student disengagement and even total lack of involvement with the online learning.

How do the ideas/arguments relate to your understanding of innovation in teaching and learning?

The authors note that the flipped classroom approach “is considered as an innovation in K-12 education since 2012” (Lo & Hew, 2017, p4).  It endeavours to improve the student experience, and has introduced an innovative approach to doing so.  But in order for something to be truly innovative, it needs to add value, and whether the flipped classroom model is effective in doing this is questionable.  In fact, the authors reference multiple examples of students finding the ‘flipped’ part of the process (watching the videos ahead of time) as boring, disengaging, and time consuming.  In fact, “ Student satisfaction in their flipped classroom was thus significantly lower than that in its traditional counterpart” (Lo & Hew, 2017, p. 12).  Certainly, without following guidelines such as those proposed by the authors, the flipped classroom could be considered gimmicky, or a ‘bandwagon’ fad that “will die in the wind or become obsolete quickly”(Smith, 2011).  

What questions do you have about the author(s) after reading the article?

If the benefits of the approach are potentially insignificant (the authors note that the flipped classroom will, at worst, do no harm) what is the incentive to implement the program, beyond feeling like “look, I’m doing something ‘innovative’” and different?  Also, I wonder if the authors had any recommendations for providing teachers with more time to prepare for the outside-of-school activities?  The extra time required seems daunting to me… did they study whether schools supported teachers with release time?

What are the implications for your own practice?

To be honest, I cannot envision myself using the flipped classroom approach.  The considerable workload increase is the first turn-off, as I’m not expendable as a teacher, and obligations outside of the classroom (ie, regular life, family, etc.) need to take precedence over coming up with video lessons and other activities necessitated by the flipped model.  Secondly, my students would not engage in the pre-class instruction - and I wouldn’t want them to.  I want them to go outside and play :)  As a teacher, we need to weigh different approaches to teaching according to a myriad of factors - including effectiveness, sustainably, and fit.  I think that it’s okay, and actually important to be able to recognize the benefits of a given teaching approach, and be able to say ‘that’s not for me’.

References:

Lo, C. C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research & Practice In Technology Enhanced Learning, 12(1), 1-22. doi:10.1186/s41039-016-0044-2

Smith, K. (2011). Cultivating innovative learning and teaching cultures: A question of garden design. Teaching in Higher Education, 16(4), 427—438.

Article 2 - Analysis of Teachers’ Tablet Teaching Adoption Process

What is the context/argument being explored?

ChanLin explores the implementation of tablet-use in classrooms, including both practical/logistical matters, and concerns related to teacher self-efficacy.  ChanLin notes that familiarity with technology is a crucial skills for today’s students to attain, and that including tablet-use in the classroom can not only create opportunities for children to experience “the richness of contemporary learning in the digital era and prepare children for future learning”(ChanLin, 2017, p.1937), but reluctant teachers will also grow in confidence and hange beliefs and attitudes with greater practice and familiarity.  Teachers can progress through the five stages of the adoption process: awareness, interest, evaluation, trial and adoption (ChanLin, 2017).  

How do the ideas/arguments relate to your understanding of innovation in teaching and learning?

ChanLin notes that the tablets enhanced project-based learning, scenario-based learning (harnessing YouTube), and game-based learning.  This certainly suggests the tablet learning was effective in allowing innovative approaches to be implemented.  ChanLin also notes that teachers worked collaboratively to refine teaching practices, and teachers who shared their experiences with others “gained new insight from others” (ChanLin, 2017, p.1944).  Sharing of personal experience and knowledge, as well as working collaboratively to solve problems is an important way to learn.  

What questions do you have about the author(s) after reading the article?

How do schools and teachers deal with the question of apps and subscriptions?  In our school we do have an iPad cart with 15 or so tablets, and they’re great for using (eg) iMovie in groups for certain projects.  But we’re not allowed to download apps without IT approval (often a months-long hassle), and there’s always the question of $$$ when it comes to paying for useful or interesting new software.  

What are the implications for your own practice?

I’m not entirely sure what the difference is between tablet use and other computer use.  We use Chromebooks in our 4/5 classrooms pretty much daily, and I couldn’t live without them now that I’ve adapted my programming to the digital realm.  That said, our Chromebook use is always purposeful, and I wouldn’t want screens sitting on desks all the time, due to the distraction element.  I also believe that if this form of learning was required of teachers, some release and support time should be provided in order to train teachers.  Lastly, I concur with the teachers’ comments in the article about problems with no WIFI.  At the end of the day, books don’t need a modem…

References:

ChanLin, L-J. (2017). Analysis of Teachers' Tablet Teaching Adoption Process. Educational Sciences: Theory & Practice, 17(6), 1935-1958. doi:10.12738/estp.2017.6.0436