Innovation and Creativity in Teaching and Learning - Evolving Definitions and Reflections

 The following is a paper for the Queen's University PME (Professional Master of Education) for the course PME 811: Innovation in Teaching and Learning. 

At the start of the course we were asked to read some articles and define the terms: Innovation, Creativity, Teaching and Learning. At the end of the course we revisited the terms. These were my thoughts at the end of the course. 

The word art illustrates some of the key concepts that are touched upon in this paper.

Final Glossary and Reflection

By: Michelle Hobbs

 

Innovation in Education – Definition

 

Innovation in education is all about introducing new ideas and methods to improve how we learn. It’s about rethinking roles in schools and encouraging collaboration between teachers, students, and the community. This approach helps create engaging environments that reflect our diverse cultures and meet the needs of every learner.

 

Innovation in Education – Reflection

 

My initial thinking about innovation in education primarily focused on introducing new methods and reimagining approaches. Martin’s article “There's too much to teach: Cultural wealth in an age of scarcity” really impacted me as it helped me understand more deeply my own beliefs about innovation in education, which include reimagining roles, fostering collaboration and getting the community involved and engaged as experts to enhance the learning experience / reduce teacher overwhelm. 

            Based on my own professional experience and context, having a meeting about the schedules for next year right in the middle of this course, led me to thinking about the systemic structural side of innovation in education. In other words, examining the “what ifs” of institutions, such as “what if we gave children more recess,” “what if every class had scheduled community circles” and “what if we did away with grades all together and instead just gave students feedback.” The last of these “what if” considerations was first introduced to me in depth, in Alfie Kohn’s book, “Punished by Rewards.”

 

 

Reflection - A Critical Perspective of Poor Application of Innovation

 

            On the critical side, Frank’s talk “TED Talks Are Lying to You” really digs into the idea that not all innovations are beneficial. Some might even be short-lived and lack solid research behind them. Throughout this class, I’ve thought a lot about schools that have multiple initiatives happening at once, often without much planning or reflection on how they’re rolled out. This made me realize that even if some innovations do have research to support them, they can still fall flat if they’re not implemented well. If the context isn’t considered, or if there’s no strategic plan for introducing and supporting these initiatives with all the necessary stakeholders, they might not succeed or meet their intended goals.

 

Creativity in Education - Definition

 

Creativity in education means using imagination and original thinking to solve problems and express ideas. It thrives in spaces where different perspectives are welcomed, fostering collaboration among students and teachers. This perspective recognizes that creativity comes from many voices, including those that are often overlooked.

 

Creativity in Education - Reflection

Creativity involves shifting the focus from individual talent to seeing it as a collective effort shaped by diverse perspectives. Even among artists, authors, and inventors, everyone is influenced by what has come before them. Whether with students or with educators, creativity can emerge through collaboration and the blending of ideas. It’s also influenced by considering perspectives that extend beyond our own. This isn’t to say that there isn’t value in sitting with your own ideas and expressing them; it’s just important to recognize that creativity often thrives in a more collaborative learning environment and through a constructivist approach.

In Frank’s article, “TED Talks Are Lying to You,” I really appreciated how the author highlights representation as a crucial aspect of teaching creativity. Too often, throughout history, the creatives who get celebrated have been the privileged members of society at the top of the hierarchy. This makes me wonder, “How many creative ideas from women, people of color, the LGBTQ+ community, and those from lower economic classes have been lost to history?” Different representations of creativity can enhance students' global mindedness, perspective-taking, and open-mindedness, helping them see a wider range of creative possibilities in the world.

Lastly, I found a valuable perspective in Falkenberg’s article, “Teaching as Contemplative Professional Practice.” The author talks about how teaching is a deeply moralistic job that requires us to take time to understand ourselves both as professionals and as individuals. This got me thinking about my own creativity as a teacher and how essential it is to have time to process my thoughts. It’s important for nurturing my creativity in teaching. It also led me to reflect on how mindfulness can benefit my students on their own paths to becoming creative.

 

Teaching - Definition

 

Teaching is the process of sharing knowledge and skills with others. It can happen in formal settings or through everyday interactions. Effective teaching isn’t just about delivering facts; it’s about creating meaningful learning experiences that connect with students and adapt to their unique needs.

 

Teaching – Reflection

 

As a teacher, “life-long learning” has always been central to my practice. Being an Ontario-qualified educator means that “ongoing professional learning” is a key part of the Standards and Practices. However, it’s crucial to recognize that teachers are not the only knowledge holders in the classroom. Each student brings their own unique knowledge and life experiences. When I teach about a growth mindset, I often remind my students, “We can all improve at anything, but remember that every person in this room knows something that you do not know, and that I do not know. This is how we learn from one another.”

In this context, teachers should act as facilitators, co-learners, and guides. Our role is to drive the learning forward while providing the right scaffolding, questions, and challenges. It’s also essential to involve the community and its members in the co-construction of knowledge. Teaching should also be culturally responsive and consider the needs of the community being served.

Flexible teaching approaches are vital to meet the diverse needs of all students. Thoughtful planning and consideration are necessary to ensure that our teaching leads to the best possible outcomes. A holistic education that addresses students' emotions, needs, and well-being is crucial because students must feel safe and valued as individuals. It’s our responsibility as teachers to cultivate this supportive environment to the best of our ability. As Alfie Kohn says, "If children feel safe, they can take risks, ask questions, make mistakes, learn to trust, share their feelings, and grow."

When we genuinely consider student agency and foster a sense of democracy in decision-making as a class community, students can develop a greater sense of ownership over their learning. This, in turn, leads to increased engagement and investment in their educational journey.

 

Learning - Definition

Learning is how we acquire and apply new knowledge and skills. It goes beyond just remembering facts; it involves understanding and making connections. The best learning happens in environments that encourage creativity and critical thinking, helping students engage deeply and develop a sense of responsibility in the world.

 

Learning - Reflection

This definition of learning brings together many ideas about innovation, creativity, and teaching. Learning becomes easier when we take note of best practices and the individual needs of the learner. Holistic learning, where we integrate knowledge, critical thinking, and creativity while valuing the learner as a person, often leads to better outcomes.

With regards to the "environment," we’re considering the school culture, classroom dynamics, and the physical setup of the space. The design and feel of a classroom can have a big impact on student motivation and engagement. In Kath Murdoch’s book, “The Power of Inquiry”, she discusses the significant role the environment plays. The Reggio Emilia approach to early childhood education also highlights the idea of the "environment as the third teacher."

It’s essential to respect cultural context and include diverse perspectives and community knowledge in learning. Students want their cultures and viewpoints acknowledged. At the same time, to nurture global-minded individuals who recognize the vast possibilities in their learning journeys, we need to present and embrace a variety of perspectives.

As learners evolve, and as society changes, schools and educators must be innovative to meet the needs of their students. This adaptability is crucial for responding to the shifting educational landscape. By fostering a sense of responsibility and community in learners and involving them in real-life problem-solving, we help them solidify their understanding. This approach allows them to connect their learning to real-life situations, so that they can enrich their learning, and integrate it into their schema more seamlessly.

Sources

Ball, J. (2004). As if Indigenous knowledge and communities mattered: transformative education in First Nations communities in Canada. The American Indian Quarterly, 28(3-4), 454+. https://link-gale-com.proxy.queensu.ca/apps/doc/A132163754/AONE?u=queensulaw&sid=bookmark-AONE&xid=eafe24bf

Chanicka, J., Mahari de Silva, R., & Merkley, K. (2018). An inclusive design vision for Canada - schooling as a process for participatory democracy and responsible citizenship. Intercultural Education (London, England), 29(5–6), 632–646. https://doi.org/10.1080/14675986.2018.1508620

Early Childhood Australia. (2023). A guide to the environment as the third teacher. The Spoke. https://thespoke.earlychildhoodaustralia.org.au/a-guide-to-the-environment-as-the-third-teacher/

Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25-35.

Frank, T. (2013, October 13). TED talks are lying to you. Salon. https://www.salon.com/2013/10/13/ted_talks_are_lying_to_you/

Kohn, Alfie. (1993). Choices for children: Why and how to let students decide. Phi Delta Kappan. Retrieved from https://www.alfiekohn.org/article/choices-children/?print=print

Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, MA: Houghton Mifflin.

Martin, J. R. (1996). There's too much to teach: Cultural wealth in an age of scarcity. Educational Researcher, 25(2), 4-10. https://doi.org/10.2307/1176334

Murdoch, K. (2015). The power of inquiry. Seastar Education.