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Innovation and Inquiry
 

Innovation and Inquiry

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Innovation and Inquiry Innovation and Inquiry Presentation Transcript

  • Innovation and inquiry Coordinators of Inquiry - Oct 29, 2013
  • why innovation?
  • Cocktail Party 1. Meet someone 2. Describe what innovation means to you 3. Share an example of innovative teaching or learning you’ve heard of. 4. Summarize the quote you’ve been given. 5. Repeat
  • s that ution r s ol ette isting o r ex n of b eds, icatio appl ate ne is the rticul ation s, ina Innov ment eds. uire r eq et ne mark et new me Innovati on diffe r s f r om refers t improve o the n ment in otion o that inn rather t f doing ovation han doi someth ng the s ing diffe ame thi rent ng bett e r.
  • “Curious individuals are unafraid to dream new dreams. Curious leaders believe that there is always more to learn by inquiring into what makes the most difference for their learners. “
  • “Inquiry demands that educators actively scan their environments, generate questions, try new approaches, observe and collect evidence, synthesize information from a variety of sources, draw conclusions and generate new questions. “
  • “We believe that the issues of quality and equity that confront us as BC educators demand our attention and require action. Simply maintaining the status quo is not acceptable; nor is uninformed innovation appropriate. We need to build on the strengths of the past and use the knowledge of the present as we design for the future.”
  • why innovate? Dylan Williams Video
  • changes in delivery • anytime, anywhere access to information • online learning, blended learning, hybrid learning • MOOC (massive open online courses)
  • big data and analytics
  • 15,000 unfilled jobs in Data Analytics
  • diy - maker movement
  • design, model, rapid prototype, improve
  • outside the classroom
  • “We believe that the issues of quality and equity that confront us as BC educators demand our attention and require action. Simply maintaining the status quo is not acceptable; nor is uninformed innovation appropriate. We need to build on the strengths of the past and use the knowledge of the present as we design for the future.”
  • spirals of inquiry - 3 ways wise ways strong ways new ways
  • innovation and inquiry new solutions emerging technologies creative play possibilities changing structures new images of teaching and learning what’s going on for our learners? critical thinking what’s working? how do we know? what’s our evidence?
  • Let go of ineffective structures and practices Enduring Practices Emerging Practices
  • Principles for the learning environment 1. The learning environment recognizes learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners. 2. The learning environment is founded on the social nature of learning and actively encourages well-organized co-operative learning. 3. The learning professionals within the learning environment are highly attuned to the learners’ motivations and the key role of emotions in achievement. 4. The learning environment is acutely sensitive to the individual differences among the learners within it, including their prior knowledge. 5. The learning environment devises programs that demand hard work and challenge from all without excessive overload. 6. The learning environment operates with clear expectations, uses assessment strategies consistent with these expectations and strongly emphasizes formative feedback to support learning. 7. The learning environment strongly promotes “horizontal connectedness” across areas of knowledge and subjects as well as to the community and the wider world.
  • • coordinators of inquiry • innovation grants