Queen's University PME 811 - Innovation in Teaching and Learning

  Part 1: Initial Reflections             Firstly, I think it is important to acknowledge the colleagues that work with us in our respective schools, as they bring their own wealth of knowledge and expertise, and can also point us in the direction of various resources online. Coming into this assignment, I was already connected to several groups on Facebook and LinkedIn, however it had been years since I used Twitter so I asked a colleague for advice about finding interesting people on that platform. It was through my colleague that I also found out about a new platform that is similar to Twitter, that many educators are now joining, called BlueSky. I searched for some new people to add to my Twitter and Bluesky networks, by using hashtags. When I spoke of my interest in teacher well-being, earlier in the year, another colleague pointed me towards a professional on LinkedIn, who specialized in this area. The video What is a P...

From the early days of being a teacher, many Canadians were taught that to be a lifelong learner is a necessary attribute in the field of education. Truly, it is, and the fact that this blog (connected to a Masters course I am taking) exists at all, is a testament to the idea that I believe that.  However, I think that some schools need to start asking themselves the question: How much is too much?  While lifelong learning is essential for educators, schools must balance the introduction of new initiatives with an opportunity for reflection and mastery.  I think sometimes schools (administration and school boards) also need to slam on the breaks when it comes to how many new things teachers are expected to see, experience, process, use, and reflect on at one given time. If we want quality outcomes, we need quality time and sufficient energy to reflect upon what we already do, and to build a foundation brick by brick, so that teachers can truly excel in certain areas, rath...

  What is the context/argument being explored?  “Assessing Creativity in Formal Education” explores the complexities of evaluating creativity in formal education settings. It argues against the idea that creativity is an innate talent, instead suggesting that it can be nurtured through structured learning. The author’s emphasize that creativity must be assessed through specific aspects such as: knowledge of context, skill sets, understanding of the process, outcomes and originality. They highlight the pitfalls of traditional assessment methods which often focus solely on the final product, neglecting the learning journey involved. How do the ideas/arguments relate to your understanding of innovation in teaching and learning? This exploration of creativity relates directly to ideas about innovation in education. Creativity requires critical thinking, adaptability and with regards to teaching, a focus on teaching in a holistic manner. Modern teaching philosophies also emphasize ...

  First of all to set the context of my responses to these articles, while I am Ontario trained and did my practicums and internship in Ontario, the entirety of my teaching career has been overseas, and to the best of my knowledge I have never taught a Canadian First Nations student, to date. That being said I am currently at an Alberta Tier 4 school, which requires that we teach to all of the province of Alberta standards. These articles have, however, still given me some insight on my evolving definitions of teaching and learning. —----------- What is the context/argument being explored?  The article “Integrating Aboriginal Teaching and Values into the Classroom” from the Literacy and Numeracy Secretariat opens with stating that Aboriginal students’ self-esteem is a key factor in being successful at school, and goes on to state that self-esteem at school is often rooted in respect of culture. The article then explores the “ seven living principles” of the Ojibwe people, and ...

  The History of Education: State and the Art at the Turn of the Century in Europe and North America: Innovation The article discusses historical shifts in the educational field. It also critiques the current state of the field, as there has been a lack of genuine innovation and fresh new takes in recent academia, which suggests that we have shifted away from transformative ideas and into instead filling in gaps with existing knowledge. Creativity Creativity is explored through changes in education throughout history and its reforms. The article highlights the importance of diverse educational approaches. The article suggests that we should engage more with the history of education, to have a deeper understanding of how it influences our practices today. Teaching Teaching is an evolving practice which has been influenced by historical developments in education. The article states that historians of education should reflect on historical practices in the classroom, however the artic...

  Teaching as Contemplative Professional Practice:  Teaching: Falkenberg focuses his article on the contemplative and reflective nature of what it means to be a teacher. They examine how what we focus on influences our actions and moral choices. It is through mindfulness that teachers can become more aligned with their inner lives, and by extension, their morals. The article emphasizes the importance of awareness of thoughts, feelings and motivations, as it directly impacts how teachers interact with students. Innovation:  While this article does not mention the word “innovation” explicitly, perhaps the innovation in this article comes through in terms of a teacher’s mindfulness, and how that equates to being able to have more innovative approaches. Creativity:  This article also does not mention the word “creativity” explicitly, but there are many other articles in existence that cite the potential link between mindfulness and creativity. (eg. Henrikson) Furthermore...