PME 811 - Innovation in Teaching and Learning
Introductory Module: My Life as History
Please click on the button to the right to view My Life as History document whereby I describe six pivotal situations that have contributed to my life's trajectory, guiding me to where I am today in my career and ultimately the PME program.
Module 1: Reflection as a Way of Life
I will be reflecting, through blog entries, on the following question:
What does a 21st century Science and technology classroom look like?
I anticipate that this will evolve into sub-questions that will require further inquiry. To follow my blog, click on the button to the right or, you can access it from the drop down menu at the top of this page.
Comments are very much welcomed!
Module 2: Defining Terms and Concepts
Working Definition for "Innovation":
Innovation is the process that involves successive steps in either “improving what already exists” (National Science Foundation, 2013, 1:17), or the strewing together of “notions, unexpected connections, ideas, possibilities, and imagination” (Brier, 2014, 1:18), that will “[result] in something that is of value for today’s society” (National Science Foundation, 2013, 1:10). Innovation is a product of creativity and a means of responding to change which is necessary for progress in any field (Badran, 2007; Brier, 2014; National Science Foundation, 2013). Innovation propels society into the future.
Justification:
When I think about innovation, I am not immediately drawn to the Leonardo DaVinci’s of our times but rather to an individual, group, company, etc. who is able to conceive an object, a method, a device, a practice, a theory that will benefit someone or something, somewhere. For this reason, as I researched this term, I was drawn to articles and videos that spoke about innovation in a general way. Ironically, I teach science and technology and a lot of what I teach surrounds innovation that spans from Democritus to Steve Jobs and everyone in-between. But, I believe that innovation can also happen in a classroom and on a lower scale. For example, when a teacher tries an innovative teaching technique (whether it is well known or unique to her), is she being innovative? Is she contributing value to today’s society though the effect this will have on her students which is what my definition describes? Therefore, I see innovation as a general term that can be applied to many fields since “[s]eeing possibilities, seizing opportunities, [and] creating new ventures, … or [products] are all part and parcel of innovation” and this can and does happen in any field (National Commission on Entrepreneurship (2003) as stated in Badran, 2007, p. 575).
References:
Badran, I. (2007). Enhancing creativity and innovation in engineering education. European Journal of Engineering Education, 32(5), 573–585. https://doi.org/10.1080/03043790701433061
Brier, D. (2014). What is Innovation? [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=IiyMkOfycOg
National Science Foundation. (2013). What is Innovation? - Science of Innovation [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=UR83B1UuzCY
Working Definition for "Creativity":
Creativity is an intentional process that aims to solve ill-defined problems through the production of ideas, procedures, and products that are “novel or unique and have value or significance” (Gini-Newman and Case, 2015, p. 51) to the individual or to society. Creativity promotes learning through the liberty of exploring possible solutions and involving the use of prior knowledge in the creative process. Creativity evokes innovation and innovation stems from creativity.
Justification:
The inspiration for this definition comes from watching my two boys interact with their environment. My oldest is naturally inclined to investigate and explore his setting without any inhibitions. For example, he loves building what “ships” from Jenga blocks. Every day he comes up with a new design depending on the game (AKA problem) he is imagining. This is creativity since “[t]o be considered creative, a product or idea must be original or novel to the individual creator” (Starko, 2014, p.12), and in my son’s case, it is. In my classroom, I provide my students ample opportunity to explore their creative side in science and engineering. They are encouraged to create objects that satisfy a need and are given the time to try, make mistakes, and try again. What I noticed is that many students are apprehensive at first which suggests that creativity is not always fostered in students but, once they start it is almost like they are teaching and learning from each other’s creativity. This means that learning can be taught (Badran, 2007, p.575). What resonated the most in the creation of this definition was the notion of everyone possessing a certain degree of creativity and the fact that the novelty of the final output of the creative process need not always be world renowned. When defined in this way, we will undoubtedly find creativity more often in all participants in our classrooms.
References:
Badran, I. (2007). Enhancing creativity and innovation in engineering education. European Journal of Engineering Education, 32(5), 573–585. https://doi.org/10.1080/03043790701433061
Gini-Newman, G., & Case, R. (2015). Critical, Creative and Collaborative Dimensions of Thinking In Creating thinking classrooms : leading educational change for a 21st century world (pp. 45- 60). The Critical Thinking Consortium.
Starko, A. J. (2014). What is Creativity? In Creativity in the classroom : schools of curious delight (5th edition) (pp. 3–26). Routledge.
Working Definition for "Teaching":
Teaching is the process of delivering an intentional [or unintentional] act (Hirst, 1975, 2006) of identifying a person’s “needs, experiences, and feelings” (Smith, 2018), and intervening in such a way as to facilitate the acquisition of knowledge, behaviors, and skills that will lead to an appreciation of the lessons afforded by all “educational agents” (Martin, 1996) within the local, national, and global community.
Justification:
In the article There’s Too Much to Teach: Cultural Wealth in an Age of Scarcity by Jane R. Martin (1996), the message she presents is penetrating; education (teaching and learning) should be a shared community responsibility, as it once was, and that the educational institution is but one of the many collaborators striving to convey knowledge and lessons to the learner. As such, it is suggested that the lessons taught may or may not be formal in that they are acquired through every day interactions (Martin, 1996). However, this is then slightly contradicted by Paul Hirsh’s article entitled What is Teaching? because he defines teaching as intentional which suggests that all lessons are carefully thought out, presented, and assessed for learning (1975, 2006). I needed to find a middle ground since I agree with both positions. Mark Smith’s article, What is teaching? A definition and discussion (2018), became the mediator in that he defined teaching as a process that can be both intentional and unintentional which satisfies both Hirsh’s and Martin’s positions. With a heavier emphasis on Smith’s article (2018), I formed my working definition of teaching. I took the liberty of expanding what is meant by “educational agents” to extend into the global community since technology has become a facilitator in affording teaching opportunities of this nature.
Note: It would be interesting to define teaching in different genres and see whether this alters the definition.
References:
Hirst, P. (1975, 2006). What is Teaching? Journal of Curriculum Studies, 3(1), 5–18. https://doi.org/10.1080/0022027710030102
Martin, J. (1996). There’s Too Much to Teach: Cultural Wealth in an Age of Scarcity. Educational Researcher, 25(2), 4–16. https://doi.org/10.3102/0013189X025002004
Smith, M.K. (2018). 'What is teaching?' in The encyclopedia of pedagogy and informal education. https://infed.org/mobi/what-is-teaching/. Retreived: October 9, 2020.
Working Definition for "Learning":
Learning is the result of direct or indirect experiences, observations, interactions, and cognitive practices with and within one’s environment. It involves the making of connections to prior knowledge and experiences that results in long-term cognitive and behavioral change. Learning is a personal, active process that is unpredictable, but that equips the individual with skills to analyze and make informed decisions that lead to further learning (Smith, 2020).
Justification:
I took a moment to compile a list of moments, events, people, and experiences that led to something that I learned. This activity made me realize that much of my learning came from casual interactions with my environment (people, animate and inanimate objects, circumstances and situations, etc.). Therefore, before I even began to research this term, I was convinced that learning cannot exclusively be the result of a formal situation (this realization also influenced my working definition for teaching since both terms are intricately linked). Furthermore, the message from Jane Martin’s article There’s Too Much to Teach: Cultural Wealth in an Age of Scarcity (1996), continues to resonate in that the act of teaching and, consequentially learning, must be a shared responsibility among not only educators in the formal sense, but the community and its individual collaborators. This afforded my belief that much of what individuals would call learning happens in a more haphazard way but, causes long-term change in behavior, cognition, skills, etc. My research was quite extensive for this term because there were so many perspectives from which one could define learning. (I included the most interesting research results in the reference list below) However, the article by Mark Smith entitled What is Learning? A Definition and Discussion (1999-2020) was, by far, the most captivating and convincing (I highly recommend you read it). As such, the definition that I present above, is a paraphrased definition of a fraction of what Smith discusses in his article as well as my own interpretation of the term learning.
References:
ETLVirtualUniversity. (2010, May 14). What is Learning.mov - YouTube. www.youtube.com. https://www.youtube.com/watch?v=rkg1I_0Mj0o
Martin, J. (1996). There's Too Much to Teach: Cultural Wealth in An Age of Scarcity. Educational Researcher, 25(2), 4-16. https://doi.org/10.3102/0013189X025002004
Smith, M. K. (1999-2020). 'Learning theory', The encyclopedia of pedagogy and informal education. https://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved: October 10, 2020
What is Learning? | Center for Teaching & Learning. (2020). Berkeley.Edu. https://teaching.berkeley.edu/resources/learn/what-learning
My REVISED Definitions and a Reflection on the Assignment
My thoughts on this assignment:
I found this assignment to be rather challenging because I was looking for that perfect, one-size-fits-all definition, which I now realize does not exist. I read, watched, and listened to many articles, videos, and blogs, and felt overwhelmed when trying to merge them together into a workable definition that I felt was suitable. However, in reading all of my peers’ definitions, I realized that the ample amount of resources that exist for these terms reflects the fact that we all define these words based on our own personal experiences with them. This explains why I was drawn to resources that supported what I thought the term meant. At the same time, these terms may apply differently to diverse scenarios and circumstances. Finally, it is important to acknowledge that we all had similar underlying explanations, the small differences lie in our own ingrained beliefs.
Terminology in my educational context:
The discipline that I teach, science and technology, lends itself well to supporting creativity and innovation. For example, project-based learning, a framework that I lean on regularly, utilizes the skills, and stimulates the thought processes that are conducive to creativity and innovation. Students engage in hands-on manipulation of materials while searching, researching, and experimenting ways to solve a problem. The outcome is often one of sheer creativity that boarders on innovation for the student. Innovative pedagogy is, in my opinion, a key factor in my classroom. My students are aware that I am pursuing a masters degree, and are willing to experience my innovative teaching techniques that I am beginning to apply as a result of this degree. I believe that if and when a teacher’s choice of pedagogy leads to the betterment of tomorrow’s citizens (our students), then they are ultimately innovating in their classrooms. Teaching and learning, for me, is an ongoing yin and yang relationship. Yes, I may teach my students and yes, they may learn, but very often, this relationship is reciprocal. I learn from my students. I learn how to teach them. I learn what they need. I learn how to speak to them. I learn about myself. Finally from a teacher-parent’s perspective, I learn from my children which then allows me to customize the way in which I instruct and guide them; my children and my students.
Revised Definitions:
INNOVATION
Innovation is the process that involves successive steps in either “improving what already exists” (National Science Foundation, 2013, 1:17), or the strewing together of “notions, unexpected connections, ideas, possibilities, and imagination” (Brier, 2014, 1:18), that will “[result] in something that is of value for today’s society” (National Science Foundation, 2013, 1:10). Innovation is a product of creativity and a means of responding to change which is necessary for progress in any field (Badran, 2007; Brier, 2014; National Science Foundation, 2013). The adoption of innovation by society, propels it into the future, and results in a re-evaluation of one’s or society’s convictions and/or ideologies.
CREATIVITY
Creativity is an intentional process that aims to solve ill-defined problems through the production of ideas, procedures, and products that are “novel or unique and have value or significance” (Gini-Newman and Case, 2015, p. 51) to the individual or to society. Creativity promotes learning through the facilitation of exploring possible solutions and involving the use of prior knowledge in this action-oriented process. Creativity evokes innovation and innovation stems from creativity. In many ways, creativity is a skill that either exists within or that can be taught and learned. Accepting creativity as a mindset encourages one to approach different situations from a creative standpoint.
TEACHING
Teaching is the process of delivering an intentional [or unintentional] act (Hirst, 1975, 2006) of identifying a person’s “needs, experiences, and feelings” (Smith, 2018), and intervening in such a way as to facilitate the acquisition of new knowledge, behaviors, and skills that will lead to an appreciation of the lessons afforded by all “educational agents” (Martin, 1996) within the local, national, and global community. Depending on the situation, the teaching process needs to be customized as to maximize learning.
LEARNING
Learning is the result of direct or indirect experiences, observations, interactions, and cognitive practices with and within one’s environment. It involves the making of connections to prior knowledge and experiences that results in long-term cognitive and behavioral change. Learning is a personal, active process that is unpredictable, but that equips the individual with skills to analyze and make informed decisions that lead to further learning (Smith, 2020).
Note: I elected not to alter my definition for learning since, after reading everyone’s definition, I feel it aligns itself well with the commonalities that my peers identified for this term. References are status quo as listed above.
Module 3: Historical and Philosophical Foundations of Teaching and Learning
History and Philosophy of Teaching and Learning
Response 1:
George Tomkins, in his article entitled Foreign Influences on Curriculum and Curriculum Policy Making in Canada: Some Impressions in Historical and Contemporary Perspective (1981), narrates critical moments in our history whereby the social, political and religious changes and consequential influences from America, Britain and France made their way into Canada’s mainstream and settled in the educational system. The 20th century saw the debating between traditional and more practical education/curriculum as well as the introduction of “[m]anual training, domestic science, temperance education (and health education generally), agriculture, kindergartens, and other innovations” in response to societal pressures, increased industrialization and the need for learned skills as well as, and arguably always at the heart of such discussions, the heavy influence of political issues in education (p.160). At the time the article was written, American influence in Canada ranked high due to political and economic partnerships, simply the countries’ geographic proximity, and lack of Canadian interest in policy making of its educational system which dismissed important factors such as “the upsurge of francophone nationalism, the demands of the native peoples, and those of the ‘third force’ mosaic groups”(p.164) that could have otherwise set Canada on its own course for educational policy.
Tomkins recognizes the foreign influences on the Canadian educational system as innovative in the sense that their aim is to improve something that already exists for the betterment of society and as a means to respond to external changes. This reflects what I identified as the main component in my definition for innovation. Innovative educational policy should work to satisfy contemporary issues, demands, and changing culture. When innovating, one needs to use ideas from past experiences/history or theories and merge this with creative ideals and procedures so as to produce something that will provoke such improvements. This is where creativity comes to play, and this resembles my definition of this term. What I did not consider in my definition were the other players that influence this (innovative) process namely politics, culture, etc. Finally, what I find unfortunate in this historical account was Canada’s latent behavior in learning from foreign innovative educational influences. As such, learning is lacking in this historical account rendering some of the innovative approaches inefficient.
As a resident of the province of Quebec, I have lived through changes made to the educational system which included secularization, English and French language issues and nationalism, and most recently the dissolving of school boards and curriculum changes such as a heavier emphasis on Quebec's history. My question to the author is whether he thinks, based on his extensive knowledge of the history of education in Canada, educational policy and control should be federally mandated as opposed to provincially mandated and why? My second question would be more of a request to continue his articulation of foreign influences in Canada to include any changes made in response to the influx of immigrants who have added so much to our country by ways of multiculturalism, inclusion, and diversity.
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.
Response 2:
Heinz-Elmar Tenorth proclaims, as cited in Jurgen Herbst’s article entitled The History of Education: State of the Art at the Turn of the Century in Europe and North America (1999), that “[P]edagogical practice … is the central subject of educational history, and its absence has led to the dissolution of ‘the unity of reflection and practice, of research and action, of historical and contemporary awareness of the pedagogical task’ … What is needed now, Tenorth concludes, is an educational history that studies and reflects about pedagogical classroom practice in the past and today” (p.741-742). This passage was the most poignant in the article in my opinion, because the identification of the severe lack of “[t]ruly creative and innovative scholarship” post 1970 (p.739) has been acknowledged and since the writing of this article, has begun to inspire today’s contemporary academic dialogue. The very nature of pedagogical reflection, discourse, and research is at the heart of such theories as philosophical mindedness (Christou & Bullock, 2012) whereby the rigorous reflection and critique of one’s pedagogy is in line with the need for creativity and innovation in education. This supports my definitions for innovation and creativity in that it is in response to needs or ill-defined problems and often looks to events, theories, and issues of the past to help reform, restructure and create a product or, in this case, pedagogical reformation, that should satisfy the needs of today’s learners through looking back at the history of teaching. Thus, the events and experiences of our educational history should play a critical role in the shaping of our educational future since we should learn from the lessons it has afforded us.
Herbst offers his take on what he says are calls to action in order to “regain the momentum for scholarly work in the history of education” (p.747). These include the assertion of historians’ presence in programs of professional education” and the need for them to focus on both the “teaching and learning in school” as well as to the history of both public and private sectors in education (p.747). This calls upon my definition of teaching to involve the influence of all players in the global community and this therefore, includes the knowledge and stories that the past can offer. In regards to learning, I stress again the notion of making connections through reflection. Therefore, in the examining of education’s historical past and the lessons it offers the present, scholars need to dive back into rigorous creative processes to propose and test innovative pedagogical approaches for the educational system of the future.
This is not an easy task. Therefore, my first question for the author is what evidence will historians be looking for that would help judge the pedagogy in the classrooms of the past as successful or not? Is the criteria the same in 1970 as it was in 1870? What does he hope this historical research will yield in regards to pedagogy?
References:
Christou, T.M., &Bullock, S.M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14-23.
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.
Historical and Philosophical Thinking
Response 1:
Cristou and Bullock, in their article entitled The Case for Philosophical Mindedness, make a compelling plea for educational stakeholders to practice philosophical mindedness. “Philosophical mindedness is operatively defined as an ethic, or habit of mind, imbuing educational action and reflection with an awareness of the philosophical implications and concerns of teaching and learning” (2012, p.14). Therefore, educationalists need to, on an ongoing basis, question, ponder, critically reflect, and engage in dialogue about issues particularly involving the act of teaching and learning. A major part of this processes is the willingness to accept other perspectives and afford these with the accredited opportunity to evaluate their validity in hopes of further contemplation and application. This is in direct conflict with one’s natural tendency to dismiss or ignore the opportunity of contemplating a new idea, for example. The authors stress that in order to participate in philosophical mindedness, educationalists need to become comfortable in this state of “cognitive dissonance” (p.18); being comfortable debating, evaluating, and grappling with new ideas. Prior to reading this article, I discussed the issue of teachers resisting change within their educational context in my fourth blog post which can be found here: https://estanischewski.wixsite.com/pmejourney/post/entry-3-resistance-and-opposition-to-change-the-elephant-in-the-21st-century-classroom Finally, the authors advocate for the adoption of philosophical mindedness as more of an ethic which defines and guides an individual, and is part of their core existence.
Teaching and learning are the focus of this ethic. Through the ongoing inner or outer dialogue with oneself and/or with other educationalists, teaching and learning are thus meant to be reflective and consequentially constantly evolving. My definition for learning supports this ethic in that learning occurs on a personal level and it is through the connections to prior knowledge that equips the learner to go on and develop more understandings of their world around them. It is through this state of reflective connectedness that we learn. What I failed to include in my definition for teaching was the inherent learning the teacher undergoes as they teach which is a result of philosophical mindedness as stated by the authors. I do however, address the detail-oriented process of ensuring the teaching is strengthening the learning.
What I would like to add is that through the process of critically reflecting on the act of teaching and the effects this has on learning, I believe leaves room for creative thoughts that are added to the contemplative process that will result in innovative ideas that will then get further debated. Therefore, although this article deals primarily with teaching and learning, it is through the very act of philosophical mindedness that creativity and innovation, in the context of education, is born.
Philosophical mindedness’ focus is to never necessarily discover the absolute truth in ideas or presumptions so as to continue the dialogue and reflective practice thus ensuring the opportunity for ongoing improvement. My question therefore is, how could we convince educationalists who are involved in disciplines that focus on absolute truths such as science and math, who are trained to search until a concrete answer is obtained, to adopt such an ethic? Surely even Democritus eventually supported one of his theories as truth after he questioned, critically reflected, and debated the theory of the atom. Or does philosophical mindedness only apply to processes? If so, should it be that restrictive?
Resources:
Christou, T.M., & Bullock, S.M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14-23.
Response 2:
Falkenberg, in his article entitled Teaching as Contemplative Professional Practice (2012), strongly subscribes to the obligation that educators have to be acutely aware of their inner and outer thoughts, beliefs, and behaviors so as to be conscious of their moral and ethical role as reflective practitioners who have their students’ best interests at heart. If educators practice mindfulness, then the teaching that they put forward (the way they speak, move, interact with their students, etc.) will be highly controlled in a manner that is moral and ethical. Furthermore, he states that “[t]hrough [teachers’] awareness and then understanding of [their] inner life as it is linked to [their] idiosyncratic professional practice will [teachers] want to change aspects of how [they] conceptualize situations, how [they] act in particular moments, and so on”(p.33). This is of value to today’s teacher who is charged with a heavy load of professional responsibilities and at the same time, carries with them the weight of their personal lives and experiences, whether good or bad, which can affect all aspects of their role as a teacher in some way, shape, or form. Therefore, the notion of becoming acutely aware of one’s actions and feelings when engaging with the students in our care can prove beneficial for both the teacher and the students.
This article seems to focus primarily on the teacher and their ability to conceptualize their teaching. However, it has a clear underlying message that the teacher needs to be consciously aware of what and how they are presenting themselves to their students which, in turn, will affect the students’ reactions and learning. In my definition for teaching, I stressed the importance for a teacher to pay particular attention to the needs and feelings of their students and to respond to them in order to facilitate their learning. I believe that when educators are mindful and inwardly contemplative about their practice, the attention they afford their students will shine through. What I did not include in my definition was the importance for teachers to pay attention to their own needs and feelings. I now know this is vital to the person they are embodying every day when they are in the presence of their students. Learning is also inherently discussed here for it is through a deep contemplative process that one may learn about oneself, the triggers that cause tangible reactions, and perhaps even the root to one’s happiness or discontent. When I consider my definition, I believe it embodies what Falkenberg is presenting entirely. Learning is personal, reflective, involves making connections, and ultimately results in changes that will better their situation or in this case, their teaching practice. Falkenberg is communicating the message that not only are conceptualizing teaching and focusing on mindfulness practices improving one as an educator, he also makes the point that in order to learn, one must absorb and process all the cues received and adjust accordingly.
My question is whether this approach of contemplative practice could be modified to benefit the students in that they are being taught how to conceptualize their surroundings so as to help them as learners? I realize that he prefers the article stress the position of the teacher, however I believe that if both stakeholders are trained to be mindful of each other, then perhaps the interaction and the outcome of the teacher-learner relationship will be maximized just as Christou and Bullock discuss in their article about all educationalists being philosophically minded (2012). Given the previous question, does the age of a student limit or amplify their abilities to be self-reflective to this extent? Another question that springs forward is since teaching subscribes to a high level of moral obligation towards students, to what extent is one’s inner feelings and beliefs forcibly censored given the nature and duty of our chosen profession?
Resources:
Christou, T.M., & Bullock, S.M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14-23.
Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25-35.
Module 4: Philosophical Foundations of Teaching and Learning
Indigenous Perspectives
Response 1:
What is the context/argument being explored?
Dr. Pamela Rose Toulouse argues, in her Monologue entitled Integrating Aboriginal Teaching and Values into the Classroom, that in order to boost Aboriginal students’ self-esteem, a key factor in their academic success, their educational environment needs to “[honour] the culture, language and world view of the Aboriginal student … [and] meaningfully represent and include Aboriginal people’s contributions, innovations and inventions” to create a space that fosters “the positive interconnection between the physical, emotional-mental, intellectual and spiritual realms” which are all part of the Aboriginal’s model of self-esteem (2008, p.1). In essence, the portrayal and integration of positive examples, teachings, culture, and way of life of Aboriginal people’s in their own educational context, as well as implementing teaching methods that are attentive to Aboriginal student learning styles (holistic, visual and hands-on, reflective, collaborative) (p.3), are vital components necessary for fostering a positive relationship between themselves and their academic success in that they see themselves represented in their surroundings through methods that they are familiar with. Finally, Aboriginal learning is said to abide by “Seven Living Principles” being: Respect, Love, Bravery, Wisdom, Humility, Honesty, and Truth.
How do the ideas/arguments relate to your understanding of innovation in teaching and learning?
Of the seven living principles, I believe innovation lies heavily in Humility. The acknowledgement that all educational stakeholders need to learn more about Aboriginal peoples (including Aboriginals themselves) is really at the starting point of innovation. It is unfortunate that we still find ourselves at this beginning given the complex and difficult history Aboriginals have and continue to experience. At the onset of innovation is the identification of a need and it requires the use of known and creative strategies to materialize into a product/method that will benefit society. Therefore, the incorporation of all items mentioned above through the teaching methodologies listed, need to be explored and paired up with known and/or creative ways that will ultimately satisfy Aboriginal needs as well as educate and enlighten society to ultimately enhance the learning of all.
What question(s) do you have for the author(s) after having read the article?
After reading Toulouse’s monologue, I immediately began to draw links with current innovative pedagogies especially when considering the learning styles of the Aboriginal student. The following questions came to mind:
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Of the current innovative pedagogies (place-based learning, experiential learning, situated learning, forest schools, project-based learning, etc.), which one(s) do you feel embody the Aboriginal’s learning styles the best and why? The answer to this question may guide educators in the creation of learning environments that encourage Aboriginal academic success.
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How can educators create a learning environment that shares the successes and stories of numerous minority groups in a way that does not overshadow each other, rather supports the collaboration necessary for innovation?
What are the implications for your own practice?
I was drawn to the Aboriginal learning styles because it lines up very well with my research topic being what a 21st century science and technology classroom look like. For example, collaboration, critical thinking and creativity, all 21st century skills, pair up very well with Aboriginal learning styles; collaboration speaks for itself, critical thinking happens through rigorous reflection, and creativity occurs through hands-on learning. Therefore, a classroom environment that fosters academic achievement in Aboriginal students is essentially one that nourishes 21st century students in general. The practicality of this can be immediate in my classroom. Also, the incorporation of examples of Aboriginal success stories, like Aboriginal scientists, is actually a personal goal that I discussed in my 6th Blog post found here. Science and Technology has seen decades of systemic discrimination and it is imperative that we highlight the innovative achievements of all minority groups in order to educate, inspire, and help eradicate discrimination. This article confirms this need.
References:
Toulouse, P.R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph 11).
Response 2:
What is the context/argument being explored?
What is Radical Imagination? Indigenous Struggles in Canada written by Taiaiake Alfred is a raw and real account of the consequences of colonialism in North America and its ongoing negative effect on Indigenous peoples. His explanation clearly depicts the sheer greed that the Euroamericans brought with them in their quest for land, capitalism, and religious conquest. I appreciate the utterly direct way in which Alfred wrote this piece, and he is clearly adamant when he says, “[c]olonialism is a living process because land is still being lost, our authorities, laws and governments are still not respected, and Euroamericans are still consuming to excess everything in their path” (2010, p. 7). He proclaims that in order for radical imagination to occur, Euroamericans have to intentionally “leave the old visions of conquest and privileges of empire behind and [focus] on their responsibilities as human beings today” through purposely learning about the “history of this land” and the stories of it’s peoples so as to undo colonization (p.8).
How do the ideas/arguments relate to your understanding of innovation in teaching and learning?
This article speaks very strongly of the need to educate Canadians. We have received an Euroamerican education since colonization (or occupation perhaps is a better word), and this has continually perpetuated the notion of white supremist beliefs. We would need an Indigenous education, and apply an honest dedication to collaboratively innovate a means in which the Indigenous community and Euroamerican peoples can revamp the current economic, political, and geographic conflicts. Once accomplished, we can potentially learn from centuries of mistakes; notwithstanding the amount of time and challenges this endeavor would invite.
What question(s) do you have for the author(s) after having read the article?
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If you could provide a list of 10 actions that need to happen right now by the current government to begin the process of "amends", what would they be? Once this list is compiled, reimagine the list to include a possible solution that merges both Indigenous and Euroamerican needs.
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Do you believe “amends” could ever be made?
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What ideas/lessons/stories/beliefs etc. from Indigenous traditions, beliefs, culture, etc., would you deem as essential knowledge for elementary school children from all types of backgrounds, in order to build their appreciation for the land on which they live and the people that it provided/provides for?
What are the implications for your own practice?
I teach science and technology, a topic that is at the core of colonialism and therefore in contention with the lessons this article is imparting. In order for me to incorporate completely Indigenous traditions, histories, beliefs and pedagogies, I would have to completely revamp the curriculum that has been assigned by the government. However, this being said, I can start slowly through the incorporation of researched parallels in the curriculum. Since I acknowledge the importance of eradicating systemic discrimination, it is vital that I present my students with examples of Indigenous peoples’ contributions to the advancement of science and technology. In regards to learning and appreciating the importance of and establishing a relationship with the land itself, this aligns very well with my teaching domain especially with the ever-present issue of global warming. In many ways, the lessons and practices of the Indigenous peoples can provide fruitful information for the re-establishment of a healthier relationship with our environment.
References:
Taiaiake, A. (2010). What is Radical Imagination? Indigenous Struggles in Canada. Affinities: A Journal of Radical Theory, Culture, and Action. 4(2), p. 5-8.
Diversity and Inclusion in Innovation, Teaching and Learning
What is the context/argument being explored?
Jane Roland Martin writes passionately and defensively about her position as a researcher and a feminist scholar. She stresses the importance of “[preserving] as living legacy the wealth that feminist scholars have produced in the last three decades and to pass it along to our daughters and sons” (2003, p.69). She maintains her theory that this information is part of what she coins as “culture’s stock” and that all “educational agents” are responsible for its preservation and transmission (Martin, 2003; Martin, 1996). However, this article is in response to Audrey Thompson’s critique of her work. She addresses every “misunderstanding” and thus reclaims her position clearly. The lesson in this article does not lie in the details of these said “misunderstandings” in my opinion, but rather in stressing the importance of investigation, research, and to encourage open dialogue between scholars in a manner that furthers the ultimate cause rather than silencing each other as if establishing only one absolute truth in a theory. By doing this, the preservation of what feminist scholars have produced can be preserved, transmitted, and ultimately healthily debated so as to provide a collaborative examination of feminist history. Martin indicates, that like William Gass, she “[wants her] work to be passed down to future generations as living legacy” but, more specifically she says, “This is what I want not only for my own work … but for feminist educational theory and research of all verities” (2003, p.75). This essentially means that her peers should concentrate on the collaborative benefit of collective innovative theory which she eloquently explains in the following excerpt:
"I like to think of feminist scholars of education as engaged in a collective enterprise, one that has a welcoming spirit. My vision is of people who hold up high standards for themselves and each other but to not demand perfection. It is of scholars from different backgrounds and with quite different kinds of training who are expert enough to see the mistaken assumptions and the gaps in other women’s research, generous enough to give constructive criticism and to recognize the positive contributions contained in the work of others, and wise enough to know that their way of doing research is not the only right way. And it is of women and men who are willing to stand up to the patriarchy and say, “Hallelujah! We now have a body of theory about the education of girls as well as boys, women as well as men. However much we think it needs improving, let’s make sure to preserve and transmit it as living legacy" (p.76).
How do the ideas/arguments relate to your understanding of innovation in teaching and learning?
I believe that Martin has embraced the very essence of innovation in that it is necessary to incorporate the understandings of all angles when creatively consolidating ideas in the effort to produce innovative products (and this includes the views of all minorities and those who worked their way into discussions). Furthermore, collaboration is part of the innovative process that often goes unmentioned. The collaboration does not have to always happen in real-time; it can span over several decades and still constitute collaborative innovation. Albert Einstein’s theory of relativity is a perfect example. Einstein collaboratively came to his innovative equation by consolidating the research of scientists of the past including Antoine Lavoisier and Lise Meinter for example, who both lived during different eras. Therefore, innovation can be, and should be according to Martin, a product of collaborative efforts.
What question(s) do you have for the author(s) after having read the article?
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You have demonstrated that there is a need for feminist scholars to be supportive of each other’s work, what approach would you take when a male scholar critiques a feminist scholar’s work? Is the approach the same for both genders? Why or why not?
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What implications do you feel feminist scholars are portraying when they work against each other? How does this affect the topic of feminism itself?
What are the implications for your own practice?
I can apply the message of this article in my practice in two ways. Firstly, women in education have had a long struggle, particularly women in science. In this regard, I can incorporate the successes and failures of prominent women scientists, scholars, and researchers so as to preserve and transmit cultural stock, as Martin theorizes. Secondly, the lesson in regards to collaborative innovation, and the ongoing pursuit of the answer is something that fits very well within the scientific method and embodies 21st century skills (communication, collaboration, critical thinking, and creativity). The only issue that still lies in contrast with my teachable subject is that in my discipline, we are often searching for an absolute truth which is what Martin is discouraging. This being said, I would concentrate more on the process of this pursuit as opposed to what we conclude, because this process can translate well into many other life scenarios.
References:
Martin, J.R. (2003). What should we do with a feminist educational theory when we have one? A response to Audrey Thompson. Curriculum Inquiry, 33(1), 67-77. https://doi:10.1111/1467-873X.00250
Martin, J. (1996). There’s Too Much to Teach: Cultural Wealth in an Age of Scarcity. Educational Researcher, 25(2), 4–16. https://doi.org/10.3102/0013189X025002004
My Educational Philosophy
For this exercise, we were encouraged to compose our educational philosophy that demonstrates the evolution of our current belief systems as merged with the lessons learned from this course.
Final Paper
For our culminating activity, we were required to choose three articles that discuss examples of innovation in teaching and learning. Given the challenges we are facing during this moment in history (COVID-19), teaching has rapidly moved to the use of technology and the very essence of innovation in teaching and learning. As such, I chose to examine hybrid learning and blogging as both effective examples when used separately, but even greater when combined together.