How can innovative learning be continued outside of the classroom?

Innovative Learning Outside of the Classroom

Dorcas Boateng Asa-Ntow

Innovative learning is “a sort of learning with a similar meaning with creative learning, by which the learners elicit the change, renewal, reorganization, and a series of new questions” (Gu 2017). Developing students’ creative problem-solving skills is paramount to today’s teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce and the demands of education to prepare students for college and career readiness(Gu 2017). In lieu of these demands, teachers are always trying something new in class all the time. However our effort seems to end after the students leave the class because we have not been able to get students to buy-in into our innovative skills but we expect students to replicate what happens in class in their homes. But most often than not educators know that’s not all the case for most students. For the continuity of innovative learning skills at home there has to be a partnership between educators and parents. One of the primary motivations for many parents to re-engage in mathematical learning has been to enhance their ability to help their school-aged children. They believe their children want, need, and deserve their help.(Ginsberg, 2018)

Heath and Heath (2010) presented a change framework in Switch: how to change things when change is hard, which makes a clear visual to communicate the change and acknowledging the small wins to keep people motivated in the change process. This concept brings together compounded knowledge of counterintuitive research in psychology, sociology, and effective and transformative change. The three analogies: direct the rider, motivate the elephant, and shape the path. Although their research framework was for business it am

Direct the Student

There are lots of research backed interventions for creating innovative learning environments that can help teachers be confident in their practice and also direct their students on the right path. There has to be a commitment from teachers wanting the change, investigating what is working and adapting it to your classroom needs. Do not think of achieving the big picture in a day, change is more natural when you know where you’re going and why it’s worth it. Therefore think in terms of specific steps that can help point to the destination to get your student to buy-in. Inform parents always about what is happening in your classroom and how they can support their students and also direct them to achieve success.

Motivate the Student

Be happy about the change and be committed to it, let the students. Be very transparent to your students and let them know what you want the class to achieve. Make the change easy for students to connect with and involve them in the process. Break down the difference until it no longer spooks the elephant.(Heath and Heath 2010). Cultivate a sense of identity and instill a growth mindset. Self-transformation is an extreme change in objectives, capacities and self-identity. By esteeming and bracing the self-identity of an innovator, you will end up being an exceptionally compelling innovator. The more grounded your self -identity as an innovator is, the more probable you will improve as an innovator. Build habits, when the behavior is habitual, it’s shape the path to doing spontaneously. Look for ways to encourage habits.

Involve the parents

Most families do not know exactly how to support their students in finding academic success.( Nevertheless, most families have never been invited into the learning process of their children to understand how to support them in achieving academic success.Redding et. al (2004) mentions that high levels of parent-engagement strategies in schools demonstrate high levels of achievement. With intentional and consistent interactions with parents and families, student learning outcomes were greatly improved. Their study in 129 high poverty elementary schools over a 2-year period, implemented a common set of comprehensive parent-engagement strategies. For instance, parent participation in decision-making at the school and parent education focused on home reading and study habits. The study was designed to answer the following: 1. Was implementation of the program acceptably uniform across the 129 schools to make this set of schools distinct? 2. Did this set of schools demonstrate significant gains on the Illinois Standards Assessment Test between 2001 and 2003? 3.Were the gains significantly greater than (a) all elementary schools in the state and (b) 1000 statistical control groups? Research findings depicted that the implementation of the program in the 129 high poverty elementary schools moved from 51.3% to 55.8% of students meeting state expectations and enjoyed a 4.5% increase in test scores. The efforts of “frequent and constant quality interactions among teachers and parents are a greater reservoir of trust and respect, increased social capital for children and a school community more supportive of each child’s school success” (pg. 6).

The beauty of this framework is that anyone can implement change in their environment. This is because also It is not just for management and leadership; it’s for anybody at any time who finds there’s a need for change in their environment whether in business or  education can make it. A change leader thinks, “How can I set up a situation that brings out the good in these people?” A few adjustments will make a world of difference in the lives of students’ academic career.

References

Heath, C., An, C., & Heath, D. (2010). Switch: How to change things when change is hard.                

Sŏul-si: Ungjin Chisik Hausŭ.

Tekin, A. K. (2011). Parent involvement revisited: Background, theories, and models. 

           International Journal of Applied Educational Studies, 11(1), 1-13.