Innovative Pedagogy: The change of what is learnt, how is learnt, where is learnt and when is learnt
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To succeed in today’s society, rich on information and knowledge, students and teachers must use the modern technology effectively. The education should help students to develop the competencies, necessary for the successful life and work in the 21st century. Key competencies of the future are: critical thinking, creativity, problem solving, communication and collaboration. To become an innovative school means to start changing the pedagogic paradigm on all the levels of management as well as with the entire teaching staff with the goal that its agents become more innovative. In the article, the project “Innovative Pedagogy in the Light of the 21st Century Competencies” issued by the Ministry of Education is presented. Its dominant goal is to systematically develop the 1:1 pedagogy implementation (http://www.education.qld.gov.au/smartclassrooms) and all the accompanying e-services, as for instance the e-portfolio, distance learning “Innovative Pedagogy Node”, the development of the implementing curricula with the integration of ICT, didactic trainings for different agents, and the development of the good practice criteria.
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Innovative Pedagogy: The change of what is learnt, how is learnt, where is learnt and when is learnt
- 1. Innovative Pedagogy 1:1 at 2014 OCW Consortium Global Conference
- 4. Why?
- 5. Why? Why?
- 6. Critical thinking - PISA
- 7. Why?
- 8. Health Behaviour In School-Aged Children, 2012 Why? Do our students like school?
- 9. What?
- 10. Learning through experience constructivism Student centered teaching Building clear criteria Solving problems Creativity Cooperation Critical thinking
- 11. Applicant and Consortium Partners Zavod Antona Martina Slomška (ZAMS) Zavod RS za šolstvo (ZRSŠ) Pedagoški inštitut (PI) Center za poklicno izobražev anje (CPI) Fakulteta za naravo- slovje; pedagoški center (FNM) Gimnazija Jožeta Plečnika
- 12. Applicant and Consortium Partners OŠ Bistrica ob Sotli OŠ Hruše- vec Šentjur OŠ Belokra- njskega odreda Semič OŠ Črna na Koroškem OŠ Preži- hovega Voranca Bistrica OŠ Brežice Biote- hniška šola Maribor
- 13. Added value e-šolstvo Pedagogika 1:1 e-učbeniki e-šolska torba e-šolstvo e-šolstvo e-šolstvo e-šolstvo e-šolska torba e-šolska torba Pedagogika 1:1 Pedagogika 1:1 Pedagogika 1:1 Pedagogika 1:1 CCL CCL EUFOLIO
- 15. 10 scopes of the project:
- 17. How does it really look like? • https://www.youtube.com/watch?v=M41DIra NbFY
- 18. After 1st year of a project: Student oriented pedagogy means hard work with teachers Constant questioning: • What is innovation? • How to measure impact? • (How) To compare achievements? Culture of sharing is growing The importance of development
- 19. What have we find out half way through our project?
Editor's Notes
- Hello, my name is MVK and I would like to thank you all for giving me the opportunity to present you our work on the project Innovative pedagogy 1:1 in the aspect of 21. century. I am here instead of our project leader, who is physicist, and was testing some Newton theories, he just replaced himself with an apple. Didn't turn out well for his leg
- Today I would like to you talk about four topics: Why are we doing it Who are we doing it with How are we doing it (10 stebrov) and What have we already find out after first year of our project, on the half way through it. Ok, what are we doing is missing
- We are talking a lot about changes in society, which are more or less a result of changes in how we produce and communicate. We are all aware of changes in our way of moving from one point to the other, washing clothes and dishes, talking to our friends… But, are we aware of changes in the way we learn? To think even further – do we recognize the need to change the way we teach? Our school sistem was designed at the end of the 18th century, when the sistem of private (1:1) teachers was abandoned and replaced for compulsory schooling. Did policy makers of that time considered changes in society? Of course they did, they invented school sistem for industrial society, which needed approximately 20% of expert, 30% of merchants and clerks and over 50% of physical workers, mostly behind machines. Times has changed, school didn’t. At list most of schools and teachers in Slovenia didn’t. How do we know? How can we tell? Just step into any classroom. Any differences? (slikica) Read the PISA report - graf Because our students don like school Connect the dots: studies are showing, that students from rural, underprivileged geographical areas are showing lower academic achievements. This are also areas with the highest unemployment.
- That is why we started our project Innovative pedagogy 1:1 in the aspect of 21. century competences. Our goal is to empower students to be more competent and competitive in searching for jobs, most of which still does not exist jet. What is innovative pedagogy 1:1? When we are showing this definition to teachers, they often freak out. What do you think is the problem in this definition? Yes, 24/7. Teachers first understanding is that they should be available to students all the time. The second consideration is device. Some adult people are still having trouble with devices. Why? Because we don’t understand that it is device that is offering 24 / 7 access to information and the teachers are still very much needed. It is just their role, that is different, because we must produce a different kind of knowledge. That why we, the teachers must embrace new pedagogy paradigms. And when we ask teachers what is the best in this definition? They are vey enthusiastic about the role of the parents. This is really the time, when old Slovenian saying is coming to life: Chick knows more than a hen.
- Our main aspects are:
- Since we have thoroughly considered why and what, we have also carefully selected our partners. WHO? So now I would like to answer the question WHO. AMS Institute The national education institute Educational research institute Institute RS for vocational education Faculty of natural science and mathematics Our partners are very important for theoretical basis, evaluation and practical support and guidelines for teachers and also for their training. GJP, which is the only school that is not form underprivileged region of Slovenija
- So 6 primary schools, 2 high schools and 1 vocational secondary school. There is one class at every school, that is equipped with tablets and innovative pedagogy 1:1 is introduced there. In primary school are we dealing with 7th and 8th graders (12-14 years old students), and in the secondary schools that are students in their 1st (ŠGAMS, BTŠ) or 2nd year (GJP).
- WHY did we choose students from the end of primary and at beginning of secondary school? This question bring us to the added value of our project, which are we very proud of I am talking about cooperation with other projects in Slovenija, that are dealing with the same topic and similar goals: to try out new pedagogical approaches and implement modern way of teaching and learning . I- textbooks from projects E-textbooks and e-schoolbag are for the last triad of the primary school and the 1st two years of secondary school.
- There are 3 pillars of our project, that are very intertwined
- After 1st year of a project: Student oriented pedagogy means hard work with teachers: a lot of training, persuasions, team work and support. That is why we are organizing trainings for all involved teachers together and regularly meetings in school. In one year we were able to shift (most of) the teachers from tool problems to methods and approaches, organization of lessons. Students are more motivated, especially boys. As digital skills are improving, students are better prepared for individual learning. Prompt feedback from teachers to students is influencing student motivation and excellency of their work. Constant questioning: what is innovation? Is an ongoing thinking for everyone in the project. How to measure impact? On lessons, students, teachers, achievements. We have noticed, that students are more motivated, not by using tablets, but by being creative. (How) To compare achievements? Can this kind of pedagogy be integrated in our assessment tradition? Developing competences doesn’t fit in into testing and final exams. Culture of sharing is growing – which is great, since ti is not quite typical for Slovenians. Development part of the project (methodology, criteria…) is very important because it helps implementation whit all this questions, producing criteria, constant evaluation…
- Changes are hard. If it is important to you, you will find the way. If not, you will find an excuse. Will those excuses work for our students? Will they work for us?