Teachers as designers of learning environments The importance of innovative pedagogies
This book provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensi...
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| Main Authors | , |
|---|---|
| Format | eBook Book |
| Language | English |
| Published |
Paris
OECD
2018
OECD Publishing Organization for Economic Cooperation & Development |
| Edition | 1 |
| Series | Educational research and innovation |
| Subjects | |
| Online Access | Get full text |
| ISBN | 9789264085367 9789264085374 926408536X 9264085378 |
| ISSN | 2076-9660 2076-9679 |
| DOI | 10.1787/9789264085374-en |
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| Abstract | This book provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools. It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies. (DIPF/Orig.). |
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| AbstractList | This book provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools. It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies. (DIPF/Orig.). Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the education goals set by the curriculum to experts in the art and science of teaching. Seen through this lens, innovation in teaching becomes a problem-solving process rooted in teachers’ professionalism, rather than an add-on applied by only some teachers in some schools.Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools.It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies. |
| Author | Istance, David Paniagua, Alejandro |
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| Notes | Includes bibliographical references "Centre for Educational Research and Innovation"--Cover |
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| Snippet | This book provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate... Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set... |
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| SubjectTerms | Bildungstheorie Blended Learning Computernutzung Computerspiel Education Education-Philosophy Erfahrungslernen Innovation Kunstunterricht Learning-Philosophy Lehrer Lehrerfortbildung Lernumgebung Mathematikunterricht Medieneinsatz Medienkompetenz Netzwerk OECD-Staaten Problemlösen Sportunterricht Teaching-Philosophy Unterricht Unterrichtsgespräch Unterrichtsmethode |
| Subtitle | The importance of innovative pedagogies |
| TableOfContents | Foreword
Executive Summary
The importance of innovating pedagogy: Overview and key messages
The complex interaction of teaching and learning: Understanding innovative pedagogies
Building the C's framework: Insights and reflections
Six clusters of innovative pedagogies
Blended learning
Gamification
Computational thinking
Experiential learning
Embodied learning
Multiliteracies and discussion-based teaching
The Innovative Pedagogies for Powerful Learning networks
Approaches to innovative pedagogy, teaching and learning
Professional demands and professional learning – the role of the networks Intro -- Foreword -- Acknowledgements -- Executive Summary -- The importance of innovative pedagogies -- Clusters of innovative pedagogical approaches -- Networks of innovative schools -- Key messages -- Part I. The importance of innovative pedagogies -- Part I. The importance of innovative pedagogies -- Chapter 1. The importance of innovating pedagogy: Overview and key messages -- 1.1. Why pedagogy matters -- 1.2. Pedagogy and teacher professionalism -- 1.3. Key elements of effective pedagogies: The five C's framework -- 1.3.1. Combinations (of pedagogies) -- 1.3.2. Connoisseurship (of expert teachers and learning communities) -- 1.3.3. Content (inherent in all teaching and learning) -- 1.3.4. (The reach of) context -- 1.3.5. Making change happen -- 1.4. Identifying clusters of pedagogical approaches -- 1.5. The role of networks in promoting innovative pedagogies -- 1.6. Reshaping the policy discourse: Key messages -- 1.6.1. The importance of innovative pedagogies for teacher professionalism -- 1.6.2. Mapping the content of innovation is key to advancing a new framework for teaching -- 1.6.3. Innovative pedagogies should build on the natural learning inclinations of students -- 1.6.4. Achieving student-centred focus requires deliberate planning -- 1.6.5. School networks are a vital source of teacher support -- 1.6.6. Innovative pedagogies must align with teacher experience and skills -- 1.6.7. Domains must be further connected to allow for teaching innovation -- 1.6.8. New assessment frameworks are necessary to understand and spread innovative pedagogies -- 1.7. A final note -- References -- Chapter 2. The complex interaction of teaching and learning: Understanding innovative pedagogies -- 2.1. Background and wider literature -- 2.2. The concept of pedagogy -- 2.2.1. Pedagogy in the interactions of teaching and learning in classroom practice Pedagogies sensitive to motivations and emotions -- Pedagogies to recognise individual differences -- Pedagogies to challenge students -- Pedagogies for formative assessment and feedback -- Pedagogies for horizontal connectedness -- 3.5. Attuning pedagogies to the context of 'new learners' and technology (Marc Lafuente, Educational consultant) -- 3.5.1. Technology use -- 3.5.2. Multimedia -- 3.5.3. Multi-tasking -- 3.5.4. Active learning and gaming environments -- 3.5.5. Collaboration and social activities -- 3.6. Change and technology-enhanced innovative pedagogies (Nancy Law, University of Hong Kong) -- 3.6.1. Scaling technology-enhanced innovative pedagogy: the challenge -- 3.6.2. Mechanisms of change at multiple levels for scalability -- Design-based research: teachers as co-designers in TEPIs -- Building multi-level learning architectures to support pedagogical innovation -- 3.6.3. A multi-level multi-scale (MLMS) model of learning for scalable TEPIs -- References -- Part II. A compilation of innovative pedagogical approaches -- Part II. A compilation of innovative pedagogical approaches -- Chapter 4. Six clusters of innovative pedagogies -- 4.1. Identifying and selecting innovative pedagogies -- 4.2. The clusters of innovative pedagogies -- 4.3. Understanding the clusters of innovative pedagogies through the C's framework -- 4.3.1. Combinations -- 4.3.2. Connoisseurship -- 4.3.3. Context -- 4.3.4. Content -- 4.3.5. Change -- 4.4. Insights for combining the clusters of innovative pedagogies -- 4.4.1. Combination 1: Embodied learning and multiliteracies and discussion-based teaching -- 4.4.2. Combination 2: Gamification, embodied learning and computational thinking -- 4.4.3. Combination 3: Robotics -- 4.5. Overview of the six clusters -- References -- Chapter 5. Blended learning -- 5.1. Definition -- 5.2. Combinations -- 5.3. Connoisseurship 2.3. Framing the study - the "Cs" -- 2.3.1. The Cs elaborated -- Combinations -- Connoisseurship -- Context -- Content -- Change -- 2.4. The methodology behind the volume -- 2.4.1. The compilation of clusters of innovative pedagogies -- 2.4.2. Approaching the networks -- References -- Annex 2.A. Questionnaire to networks -- Chapter 3. Building the C's framework: Insights and reflections -- 3.1. The purpose of pedagogy (Amelia Peterson, Harvard University) -- 3.1.1. Pedagogies aim at multiple purposes -- 3.1.2. -- 3.1.3. Pedagogies organise people and time -- 3.1.4. Pedagogies bundle practices -- 3.2. Adaptive teaching: Students' differences and productive learning (Hanna Dumont, German Institute for International Educational Research, Berlin) -- 3.2.1. Adaptive teaching as a general pedagogical approach -- 3.2.2. Empirical evidence on the effectiveness of adaptive teaching -- 3.2.3. Adaptive teaching and equality of opportunity -- 3.3. Combinations of pedagogies, innovative and established (Amelia Peterson, Harvard University) -- 3.3.1. The evidence base -- 3.3.2. The context of combinations - expanded goals for education -- 3.3.3. The importance of pedagogical combinations -- Achieving balance -- Trade-offs in combining pedagogies: variety vs. familiarity -- Combining pedagogies into a school design -- 3.3.4. Creating strong combinations -- 3.3.5. Outstanding questions for research and practice -- 3.4. Pedagogies and content: Mathematics, non-native languages, and socio-emotional learning (Marc Lafuente, Educational consultant) -- 3.4.1. Pedagogies - domain-neutral? -- Implications for pedagogy -- 3.4.2. Pedagogical challenges in mathematics, non-native language and socio-emotional education -- 3.4.3. Pedagogies, domains and the OECD Learning Principles -- Pedagogies for learner engagement -- Pedagogies for social learning 11.2.3. Art of Learning (Scotland) -- 11.2.4. Better Movers and Thinkers - BMT (Scotland) -- 11.2.5. Escuela Nueva (Colombia/International) -- 11.2.6. Innova Schools (Peru) -- 11.2.7. KIP - Komplex Instrukciós Program (Hungary) -- 11.2.8. Lumiar Institute (International) -- 11.2.9. Networks of Inquiry and Innovation (British Columbia, Canada) -- 11.2.10. New Pedagogies for Deep Learning (International) -- 11.2.11. Senza Zaino (Italy) -- 11.2.12. Studio Schools (England) -- 11.3. The "Innovation Promotion Networks" -- 11.3.1. AND (A New Direction) (England) -- 11.3.2. Creative Partnerships (England/international) -- 11.3.3. ECOLOG (Austria) -- 11.3.4. ESCXEL Project - School Network for excellence (Portugal) -- 11.3.5. Innovative Schools Network (Japan) -- 11.3.6. International Step by Step Association (ISSA) (International) -- 11.3.7. The Lighthouse (Finland) -- 11.3.8. OPEDUCA Project (Netherlands/International) -- 11.3.9. Red Escuelas Líderes (Chile) -- 11.3.10. Second Chance Schools (E2C/E2O) (France/Spain) -- 11.3.11. Whole Education (United Kingdom) -- 11.4. The "Professional Learning Networks" -- 11.4.1. Computing at Schools (CAS) (United Kingdom) -- 11.4.2. E-Norssi (Finland) -- 11.4.3. Galileo Educational Network (Alberta, Canada) -- 11.4.4. Network of Innovation Schools (Estonia) -- 11.5. Diverse experiences of growth -- 11.5.1. Factors seen to facilitate or hinder network growth -- Facilitating factors -- Hindering factors -- 11.6. In summary -- Chapter 12. Approaches to innovative pedagogy, teaching and learning -- 12.1. Introduction -- 12.2. The key elements of the Pedagogical Approach Networks -- 12.2.1. Amara Berri -- 12.2.2. Amico Robot -- 12.2.3. Art of Learning -- 12.2.4. Better Movers and Thinkers -- 12.2.5. Escuela Nueva -- 12.2.6. Innova Schools, Peru -- 12.2.7. KIP -- 12.2.8. Lumiar Institute -- 12.2.9. NOII 12.2.10. New Pedagogies for Deep Learning (NPDL) 5.3.1. Example of practice: flipping the unit on 'The Great Gatsby' in a High School -- 5.4. Context -- 5.5. Content -- 5.6. Change -- 5.7. In summary -- References -- Chapter 6. Gamification -- 6.1. Definition -- 6.2. Combinations -- 6.3. Connoisseurship -- 6.3.1. Example of practice: using Game of Thrones to gamify the teaching of history in a high school -- 6.4. Context -- 6.5. Content -- 6.6. Change -- 6.7. In summary -- References -- Chapter 7. Computational thinking -- 7.1. Definition -- 7.2. Combinations -- 7.3. Connoisseurship -- 7.3.1. Example of practice: food chain in K-12 education -- 7.4. Context -- 7.5. Content -- 7.6. Change -- 7.7. In summary -- References -- Chapter 8. Experiential learning -- 8.1. Definition -- 8.2. Combinations -- 8.3. Connoisseurship -- 8.3.1. Example of practice: Let's make a Garden, a service-based learning program to develop the public space. -- 8.4. Context -- 8.5. Content -- 8.6. Change -- 8.7. In summary -- References -- Chapter 9. Embodied learning -- 9.1. Definition -- 9.2. Combinations -- 9.3. Connoisseurship -- 9.3.1. Example of practice: Dance to deepen the understanding of Geometry -- 9.4. Content -- 9.5. Context -- 9.6. Change -- 9.7. In summary -- References -- Chapter 10. Multiliteracies and discussion-based teaching -- 10.1. Definition -- 10.2. Combinations -- 10.3. Connoisseurship -- 10.3.1. Example of practice: transliteration and bilingual children -- Example 1. -- Example 2. -- 10.4. Content -- 10.5. Context -- 10.5. Change -- 10.6. In summary -- References -- Part III. The networks of innovative schools -- Part III. The networks of innovative schools -- Chapter 11. The Innovative Pedagogies for Powerful Learning networks -- 11.1. Introduction -- 11.2. The "Pedagogical Approach Networks" -- 11.2.1. Amara Berri (Spain) -- 11.2.2. Amico Robot (Italy) |
| Title | Teachers as designers of learning environments |
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