Wonder if you’re an innovative educator? Consider this question: "Do you inspire your students to implement and share their ideas and/or work in the real world or communicate their ideas to someone outside the classroom who can help those ideas or work come to life?"
If you can answer yes to that question, then you’re on the right track. Teachers must provide environments where students can engage in innovative, real-world experiences they find meaningful. When you do that you move toward becoming an innovative educator.
Hanan al-Hroub, who works with children who have grown up exposed to violence, was given the second annual Global Teacher prize. In her acceptance speech she said: “I am proud to be a Palestinian female teacher standing on this stage. I accept this as a win for all teachers in general and Palestinian teachers in particular.
Right now, only 25 percent of high school students are graduating with the skills needed to succeed in college. Almost anyone interested in solving this problem has heard about “personalized learning,” along with other promising education buzzwords: “blended,” “competency-based,” etc. But these words are not interchangeable, and they are often confused.
Personalized learning is more than just an idea. It’s time to create a new paradigm that personalizes learning for each child, instead of forcing them en masse into an antiquated, one-size-fits-all education system.
To date, however, most of the learning strategies commonly used to develop social and emotional skills do not use technology or use it in only a limited way mostly because parents and educators have a narrow understanding of SEL.
Colleges nationwide are grappling with the problem of how to educate students who come to campus significantly underprepared for college-level work. Most colleges still use separate, 'remedial classes', but a recent research indicates that integrating remedial learning with regular college courses brings better results.
Regardless, a key factor that is usually overlooked is the teaching itself. In most cases, instructors hired to teach pre-college-level classes have little experience and no training in how to teach. Moreover, very few full university professors have any training in teaching, either. Ph.D.s are research degrees — no teaching ability or experience required.
As educators, are we really focused on student learning or are we focused on teaching the students? Educators must focus on how the students can best learn, what they want to learn, and how to best facilitate that learning instead of trying to impress with the latest technological innovation, unless it will help them learn.
At her SXSWedu's keynote, Dr. Temple Grandin argued that every learner’s brain is wired differently, and educators should focus on students’ strengths, rather than labeling their deficiencies. She lamented how educators sometimes simply label students as “autistic” or “ADHD” when, in reality, the student’s strengths don’t match the types of learning offered in the classroom. Dr. Grandin shared her own experience to explain how focusing on a student’s strengths can lead them to success.
The book Discussion as a Way of Teaching, is a wonderful resource, rich with theory and practice for teaching with discussion as a way to promote democracy in the classroom and society, leading students to participate in their own and each others’ learning. Here is an example of the structure that helps students talk and talk to each other.
In the book Originals, Adam Grant writes about the importance of getting kids to take risks, to embrace their own curiosity and to be confident in where their minds wander. So how can adults create spaces and cultures of originality to breed these new ideas? In this interview the author shares his ideas and suggestions.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2016.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
Tecnológico de Monterrey | Av Eugenio Garza Sada 2501, Monterrey, NL, México