What is Learning and Innovation?

Innovative learning includes critical thinking and problem solving, communications and collaboration, and creativity and innovation.

Innovative classrooms create, collaborate, encourage curiosity, extend knowledge, delve into deeper understanding and really take learning anywhere around the world!

The following you will see in this video are my goals for my future students.

“Critical thinking and problem solving, communication and collaborations, and creativity and innovation are three top-drawer skill sets in our toolbox for learning, work, and life in the 21^st century” (Trilling & Fadel, p. 60).

I recently viewed a video by Sir Ken Robinson titled Bring on the Learning Revolution. During this video, he discusses that we are currently in the "fast food model of education." Just as that food depletes our bodies, so does our current education. We need to move from the industrial model of education to the agricultural model, where our children can flourish. Robinson compares teachers to that of a farmer; we need to create the condition in which they (students) can flourish. One point he made that I thought was very powerful is that "people develop their own solution with external support based on a personized curriculum." Technologies combined with extraordinary talents of teachers can provide opportunity to revolutionize education. This is vital to our future children. If you would like to view this video for further details, check out this link: http://sirkenrobinson.com/skr/

I found a neat website, titled Mind the Gap.

As you move your mouse over various aspects, there are definitions. Some valid points made are "playing with ideas means putting logic aside for awhile. Asking the 'silly' question, doing the 'illogical' thing. Unfortunately we have mainly lost this ability as we moved out of childhood" and " without the ability to change, your company will not survive the next decade."

http://www.m1creativity.co.uk/tube/tube.htm

I wanted to get the general public's opinion about this topic, so I posed the question on the social network, Facebook. Someone said the following when asked "What is learning and innovation?" Lee says, "when achieving any task, you are learning new ways and techniques to help you do that task more efficiently, however you always run into obstacles, innovation then comes into play because the answers are not always known how to solve problems and its up to you to "think outside the box" to invent a solution and continue with your task."

“Creativity and innovation can be nurtured by learning environments that foster questioning, patience, openness to fresh ideas, high levels of trust, and learning from mistakes and failures” (Trilling & Fadel, p. 58). Daily instruction can include the use of the SmartBoards, webcams, Skype etc… We can learn with students half way across the world, we can have virtual pen-pals, we can blog our ideas on blogger. 21^st century learners learn by discussions, so having so many resources of social networking, not just in the classroom, can provide an opportunity of radiant education. They can search for information not only in books, magazines, and articles, but at Google and YouTube. They can talk with others on social networks, such as Facebook, MySpace, Twitter, and Skype.The range is infinite.

To help those at home, parents and children can explore their creativity at this website.

http://www.pbs.org/parents/creativity/

“What is possible when we change the design and delivery of traditional education for the children that teachers find hard to teach?” -Marie M. Clay Everything is possible.

I watched a short clip of Comedian Wanda Sykes. She refers to student’s brains as an etch-a-sketch. As students, we remember what we need to pass a test. Once the test is completed, what we memorized is erased. Watch this video, starting at 2:10-2:50. It sadly represents the type of learning we have created for our students.

http://www.youtube.com/watch?v=2xRPnmvF2b8

Students are told what to know and remember. We, as human beings, are more likely to remember when it has meaning. We can generate meaning by doing things, making mistakes, trial and error, observations and by doing. However, remember while it is important that students use all of these resources of technology, they should also interact with teachers and peers.

"Knowledge is power"

Why are 21^st century skills important? Check out this video and see what you think?

“The illiterate of the 21^st Century are not those that cannot read or write, but those that cannot learn, unlearn, and relearn” (Alvin Toffler).

How Can We Create Schools That Provide for Powerful Learning

As the years go by, expectations for both teachers and students rise. The state standards for subjects are increased. In addition, time must be set aside to prepare for standardized testing and other assessments that take a high priority. Another item added to the agenda is No Child Left Behind, “to ensure-for all students in all communities-a genuine right to learn” (Darling-Hammond, 1997, p. 5). How can we influence the young minds and guide them in meeting these high prospects when the teachers themselves have a full plate?

Much of the work can be done by the teachers, as long as they are supported by their administration. They must “teach for understanding-that is, to teach with the goal of helping students develop the ability to use their knowledge in novel ways” (Perkins, 1998). We should engage students in doing work, learning hands on. For example, for writing class, they should act as writers. One important task for the teacher is getting to know their students and their learning habits. This makes it easier in scaffolding and supporting their learning with powerful strategies. In addition, the teacher should create the classroom so that it is organized for students’ participation in a “learning community.” Students are rarely given the opportunity to test and apply their ideas, look at concepts from many points of view, and develop proficient performances of their own.

I found two letters, one written by an American and the other European student to be quite interesting. In short, American students are bombarded with facts and figures and are required to memorize. They are not explained why certain things work or even how to have an adequate discussion. On the other hand, European students are taught skills in critical thinking, analysis of subjects, and research techniques, which aides in understanding material. What is understood lasts longer than what is memorized. Another piece I found significant to facilitate in powerful learning is that of the quantity American students learn. We as Americans learn a little about a lot. Unfortunately, educators must move on to the next piece, even if students do not grasp the concept, so that we do not get behind on the timeline of curriculum in which we need to be. Whereas other countries teach material until it is completely understood. For me, it’s not the quantity of material that I teach, but the quality.

“Teachers learn just as students do: by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see” (p.205). When common goals and commitments motivate school life, learning becomes more powerful because it is cumulative rather than disjointed.

Reading for Understanding Summary

Reading for Understanding

Reading instruction is too often thought of as a development of simple to more complex tasks. While I agree with this to a certain extent, there is much more to reading than just that. First, the reader needs to play the proper role when reading. Next, there must be a purpose set to read. Finally, two key ingredients to successful reading and comprehension include using prior knowledge and cooperative talk about the text among peers. There are various ways to achieve these significant pieces. I will later inform you of these helpful activities. Lastly, I will tell you how important the teacher’s role is in all of this.

There is more to reading instruction than just developing phonemic awareness and concepts about print, phonics and decoding skills, comprehension, and being critical of text. One important factor to reading instruction is the four key roles of classroom literacy programs. First, there is the code breaker, which is when the reader recognizes letters and has decoding skills. Next is the meaning maker. This is when readers participate in understanding and composing meaningful texts. Third is simply put, text user. The text user uses the text. Finally, the text critic critically analyzes and transforms texts. While it is important to be knowledgeable and use each of these roles, the competent reader is one who recognizes that according to the occasion certain resources will be the key role and the others will play supporting roles.

It is also important for the reader to have a purpose for reading. For example, some purposes are set for academics, student interest, and motivation. Providing the reader a purpose sets them up for mindful engagement. Mindful engagement is reading for understanding. It includes both motivational and cognitive aspects of teaching and learning, and the individual and social faces of reading.

Scaffolding is the first step in learning well. First, prior knowledge should be incorporated in building new knowledge. Next, this knowledge should be organized. Finally, learners should monitor and reflect on their learning. All these steps aid in reading comprehension.

Vygotsky’s work incorporates that talking about ideas helps people organize and clarify their thinking and develop conceptual frameworks that make further learning possible. This is an essential role in reading for understanding. There are many activities that assist readers in the important social scene. One of my favorites is called Book Club. Book Club is defined as highly engaged talk about literary texts. It provides the opportunity for differentiation. It includes teacher instruction, reading, writing, literature discussion, and group reflection and sharing. A major component involves students working on their own. Rather than the teacher being the leader, book club is a student led group during which students discuss ideas that arose during their reading of text and writing in their reading journal, ask questions of each other to clarify points of confusion, themes in text, make connections between text and lives. Vygotsky suggests that talking things through, internally or aloud, actually helps people learn by helping them organize and manage their thought process. A positive outcome from Book Club is confidence. Another activity is called Shared Inquiry. Shared inquiry is when students read a shared text, record reactions, questions and points of confusion as they read. Then, the teacher or students pose questions, students discuss text, using evidence from text, and finally they respond to the text in writing. Shared inquiry emphasizes inferential reasoning, questioning, and student to student talk. Inclusion of writing helps to organize and push thinking about text. Shared inquiry increases student ability to read for meaning. Another activity built upon talking is Instructional Conversations (IC). The objective of conversations is to use the class discussion as a forum to bring ideas to light and to refine them through collaborative consideration. Conversations are about relevant ideas/concepts, focused, responsive to students’ input, and encourage a high level of participation. IC’s encourage students to construct knowledge collaboratively, beginning with what is known. Higher order talk increased engagement, which can lead to better comprehension. Lastly, an activity that my district highly participates in is Integrated Instruction. It can create an engaging and authentic context for literacy learning and can invite meaningful involvement in reading and writing.

Lastly, the teacher plays an important role in reading for understanding. It is important that the instructor resist traditional roles and assume supportive roles, such as a model, coach, and facilitator. For example, in IC, rather than the teacher posing questions to find out how much they learned from text, guide them toward considering many aspects of important concepts and ideas reflectively. This promotes greater attention to reading for meaning and shifts classroom focus to coconstruction of ideas among readers. One activity a teacher can do is Guided Inquiry Supporting Multiple Literacies (GIsML). During this, teachers establish the classroom as a community of inquiry and engage students in cycles of investigation guided by specific questions. Another role thing the teacher can do is In-Depth Expanded Applications of Science (IDEAS). It typically engages students in reading activities after hands on activities, to ensure “that students had the learning experiences needed to make critical reading more purposeful” (Romance & Vitale, 1992, p. 547). IDEAS students consistently display significantly more positive attitudes and self confidence toward both science and reading. I really like the design of IDEAS. It allows the students to have a hands-on opportunity, allowing them to discover, then ask questions, giving them a purpose to read.

In conclusion, reading instruction has changed throughout the years, and will continue to do so as long as we can continue to research in order to improve ourselves as the educator and student. As in the past, the teacher’s role was to share all their knowledge and give the answers that were to be memorized. Now, we model the language of academic discussion for students by clarifying, mediating turn taking, and probing students to think even more deeply. We give the students the opportunity to share their thoughts, questions, etc… When students are able to discuss their thoughts and questions in a meaningful and purposeful way, it is all around beneficial. It enables them to organize their thoughts, scaffold, make sense of their learning and reading, and connect their learning to themselves and the world around them. Reading should not be an isolated, disconnected activity. It should be a tool in which learners are able to actively find out about. “For stimulating tasks to have lasting effects on motivation and comprehension they must be connected conceptually to further knowledge” (Guthrie et al., 2006, p. 234).