On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics of inquiry-based learning and collaborative leadership. The discussions enthused at the Think Tank, were further developed online, through its live-stream, twitter participation with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.

1. INNOVATION IN TEACHING AND LEARNING
THINK TANK WITH OKLAHOMA UNIVERSITY
#DOMOREEDU
On
December
3rd
2013,
students,
educators, administrators, parents, and
individuals
from
throughout
the
community gathered at the University
of Oklahoma’s K20 Center, to partake in
a Dell hosted Innovation in Teaching
and Learning Think Tank. The Think
Tank explored two overarching topics of
inquiry-based learning and collaborative
leadership. The discussions enthused at
the Think Tank, were further developed
online, through its live-stream, twitter
participation
with
the
#DoMoreEdu
hashtag and graphic recording. This document encompasses highlights from the discussions and questions
for one to consider.
INQUIRY-BASED LEARNING
Questions for one to consider:
! What constitutes the action(s) of learning?
! How do we co-promote an environment that
engenders curiosity and exploration?
! Why does the paradigm shift in powerinequity
within
the
classroom
must
be
addressed?
! When do we provide opportunities for risktaking
and
encourage
participation
in
challenging initiatives?
! Where does learning take place, beyond the
walls of our schools?
Environment and the Learning Process were two main themes discussed for Inquiry-Based Learning.
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2. E NVIRONMENT
The environment in which we learn, share and work in impacts us all. Before exploring the idea of inquirybased learning, the participants discussed the school climate necessary to promote this way of learning.
Paradigm Shift – a shift in ones’ mindset, which includes, but is not limited to, beliefs, attitudes, actions
and perspectives. Many discussed the need for a paradigm shift in thinking, from conventional ways to
innovative practices.
Conventional
Teachers only teach,
students only learn.
Knowledge is defined by
the amount of retained
information.
Adult-Driven Professional
Development.
A Change To..
Teachers and students
share the roles of learners
and sharers.
Knowledge is defined by
the ability to search,
analyze and synthesize
information.
Shared Leadership where
Adult Allies & Students CoFacilitate Professional
Development.
Dissemination of
Information.
Evoking Traction and
Application of Information
to Life.
What does it look like?
Students are contributors and not perceived
as sponges that can only absorb information.
Imperative we co-promote an environment
where we can co-construct ideas & engage in
collaborative teams.
With the Internet, anything can be searched.
Students need the skills of being able to
discover information and apply it their lives.
Students desire to be engaged in meaningful
leadership positions. Many articulated how
students are more adept in technology, so
students can co-lead Professional
Development opportunities.
Inquiry requires participation. The mindset of
‘throwing out the net and see who catches it’ is
ineffective. Inquiry is a ‘student-driven process
for exploration and development.’
Fun – learning can and should be fun! However, students expressed that as they progressed through the
educational system, the joy of learning decreased.
Risk – the idea of an inexperienced situation that poses some unknown factor(s) or feeling(s).
! Do we co-create environments where it is encouraged to explore new ideas, with the possibly of
making a mistake or experiencing an unexpected challenge?
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3. ! It was questioned if students are less likely to enroll in challenging courses, because of the grading
system.
! Do we value the phrase, “I do not know, but want to find out” or do we constantly push for answers?
Do we focus on getting one answer, or explore the reasoning behind responses from one another?
Failure – the notion of a misdoing or development, resulting in an
unsuccessful outcome. Some consider failure inevitable, while others
consider it a matter of choice.
F.A.I.L. – First Attempt In
Learning
! Some perceive failure as a Judgment of ones’ value and character. Furthermore, some consider
grades as a determinant of being a ‘good student.’
! I see failure as an outcome in which one does not recognize how to make enhancements for the
future. If there is just one idea learned or considered, that is a learning moment and not a failure!
Failure can imply an ‘all-or-nothing’ idea.
L EARNING
P ROCESS
A Journey
A Venue
An
Outcome
Knowledge
Development
Technology
Integration
Knowledge
Application
K N O W L E D G E
D E V E L O P M E N T
The acquisition and development of knowledge is not a ‘one and done’
type of idea. Rather, It is a journey of aggregating information, contriving
insightful developments and deepening the scope of personal perspective.
It is imperative that all members of the school community are able to
Education is a trajectory. I
do not see it as ‘sections’
or ‘endpoints’, but rather
as steps, in my journey.
pursue personal interests, which is promoted by an environment that
curates exploration and stimulates knowledge development within all.
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4. One
of
the
panelists
shared
his
perspective on the word, expert. The
leader saw the word as a description for
one believing that he or she can only
teach others, and not learn from anyone
else.
The last quandary was the idea of driving
forces. This common concept in the
classroom
relates
to
students
swiftly
moving from one topic to another. However, one can question what instigates action to produce an
outcome:
! Is the driving force ignited by the desire for an “A?”
! Is the students’ family propelling him or her to complete
assigned schoolwork?
One leader shared that authentic learning happens when the student is
internally driven to learn about any selected topic, without motivation of
grades or people pleasing. The energy is ignited within oneself to
Authentic Learning –
Getting ‘the why’ response;
We must prepare students
to be thinkers, doers and
problem-solvers.
explore, experience challenge and celebrate success.
T E C H N O L O G Y
A S
A
S U P P O R T
F O R
L E A R N IN G
Many of the panelists praised the use of technology in enhancing the
educational experience for students. However, it is important to
recognize that “technology is the means to the end...technology is not
the end.”
The Internet is only as
creative as the humans
that input stuff onto the
Internet.
! Humans are the driving force, which use technology in many
ways to support their needs.
! Technology can spur conversations between one another – it can be the spark to partake in a
conversation and co-construct ideas.
K N O W L E D G E
A P P L IC A T IO N
A distinction in how one obtains information was made, as
technology enables anyone to access information that is
needed. However, before the advent of technology, much
of this acquisition was through memorization of several
facts and shifting through many books to obtain even the
smallest of details. With technology, the ease of access to
information has been enhanced, but one must have skill in
obtaining that information.
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5. The ability to use knowledge in ones’ life is the key for authentic learning. There was discussion about the
term, outcome, as it relates to education.
There were two divergent perspectives on outcome(s):
Do we focus on ‘getting answers’
which implies a stark right or
! An end product or signal for an end;
wrong answer? Do we promote
! A step in ones’ educational journey.
responses to generate discussion,
debate & exploration?
A question to consider is, what is the correlation between
outcome(s) and ones’ life?
COLLABORATIVE LEADERSHIP
Questions for one to consider:
! What is the level of engagement for students with
leadership and advocacy in the school community?
In the middle of the word,
Collaborate, is word is labor;
! How do we expand collaboration to social mediums, and
which is hard-work.
curate deeper partnerships without physical boundary constraints?
! How is power sharing seen and valued in the community?
! Who is the ‘we,’ in collaborative leadership?
! Do we punish or reprimand, the empowered?
R EFLECTION
Reflection is a vital practice as one enhances his or her
leadership. Reflection is not an ad hoc event, but rather is
a
lifelong
process
of
continuous
improvement.
Specifically, reflection can be characterized as:
Celebration of
our Successes
Enhancements
for our Future
Identification of
our Challenges
C URATING
C REATIVITY
One panelist shared how creativity has been a unique facet of the United States educational system, but
recent reforms have limited both teacher and student creativity. In delving more into this idea, we must
ensure that the students are the drivers of their education, utilizing their creativity as a means to capture
their interest and strengthen the school-to-life connection that can often be lacking. This creativity can be
further explored through using Social Media outlets to foster dialogue and collaboration.
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6. E NGAGEMENT
One leader shared the shift in mindset by, “let’s move away from the
Do we want to explore
‘breathe of content’ and to the ‘depth of content.’” Engagement can
content by a, ‘mile-wide,
be labeled in many situations, but I encourage us to reflect on a deeper
inch-deep’ lens or a ‘mile-
meaning of engagement, especially in the realm of students in the
deep, inch-wide’ lens?
development process and the decision-making process. Often, students
are habitually considered only in the decision-making process, in which are options given to students,
rather then co-constructed with students. Often, students are not engaged in the development process.
Who
What
When
Where
• Who are the stakeholders that are engaged in the development process and decision-making process?
• Who may be not represented or underrepresented?
• Who possess' the power? Is it shared equally or do certain members possess more rights?
• What projects, initiatives, policies, procedures and practices are undertaken?
• What is the process to ensure equity in opportunity to share?
• What social norms are co-identified to promote a collaborative culture?
• When does the group meet? Does the time work for students, educators, and parents? Do the times vary
to accommodate various schedules?
• When is communication exercised? How frequent?
• When does the group engage in individual and collective reflection?
• Where is the meeting place(s)?
• Is the meeting place accessible for all stakeholders?
• Is the place where creativity, risk-taking and a supportive culture is co-promoted?
Why
• Why is the engagement of all stakeholders valuable for the team?
How
• How is ownership and autonomy exercised in the engagement?
• Why is the process just as important as the goal?
• Why are students, a historically underrepresented population, vital to authentically engage?
• How is accountability exercised when expectations are co-created, than then 'pushed on' by the few?
• How are the individual and collective achievements celebrated and appreciated?
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7. C O M M U N IC A T IO N
The
last
part
of
the
discussion
was
focused
on
communication between students, teachers, and families.
! Parents expressed a desire for more communication
between the school and the family;
! Educators and Administers expressed the need for
more communication, between the student, school
and family.
! Students voiced how the current-day system of
communication is often negative and punitive.
At the discussion, the adult allies expressed an appetite for
more communication, but the students shared otherwise. However, if we alter the current communication
culture to one that consists of regular connection, of both positive and challenging information, that would
be favored by many.
CONCLUSION – THEMES
Isa Adney, the moderator of the Think Tank, concluded the
conversation by sharing the following themes that emerged
What do you want to contribute
and take action to, after this
throughout the discussion:
! Engage students to lead Professional Development
conversation?
Sessions on Technology;
! Ensure all stakeholders are involved in the development process and decision-making process. This
can be challenging, but its impact is powerful!
! Students need to own their learning journey – students have to feel engaged and that their talents
are being maximized.
! We must re-orient our communication to ensure is it both positive and constructive.
! Technology is the tool to spark more participation; however, it is not the end.
F OR
M ORE
I NFORMATION
Clement Coulston
Clement.Coulston@gmail.com
linkedin.com/in/clementcoulston
@clementc26
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