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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 power-

inequity within the classroom must be

addressed?

! When do we provide opportunities for risk-

taking 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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ENVIRONMENT  The environment in which we learn, share and work in impacts us all. Before exploring the idea of inquiry-

based 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.

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?

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 Co-

Facilitate Professional Development.

Evoking Traction and Application of Information

to Life.

Teachers only teach, students only learn.

Knowledge is defined by the amount of retained

information.

Adult-Driven Professional Development.

Dissemination of Information.

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.’

Conventional A Change To.. What does it look like?

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! 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.

! 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.

LEARNING  PROCESS  

KNOWLEDGE  DEVELOPMENT  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

pursue personal interests, which is promoted by an environment that

curates exploration and stimulates knowledge development within all.

F.A.I.L. – First Attempt In Learning

Education is a trajectory. I do not see it as ‘sections’ or ‘endpoints’, but rather as steps, in my journey.

A Journey

Knowledge Development

A Venue

Technology Integration

An Outcome

Knowledge Application

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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

explore, experience challenge and celebrate success.

TECHNOLOGY  AS  A  SUPPORT  FOR  LEARNING  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.”

! 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.

KNOWLEDGE  APPLICATION  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.

The Internet is only as creative as the humans

that input stuff onto the Internet.

Authentic Learning –Getting ‘the why’ response; We must prepare students to be thinkers, doers and

problem-solvers.

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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):

! An end product or signal for an end;

! A step in ones’ educational journey.

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?

! How do we expand collaboration to social mediums, and

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?

REFLECTION  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:

CURATING  CREATIVITY  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.

Do we focus on ‘getting answers’ which implies a stark right or

wrong answer? Do we promote responses to generate discussion,

debate & exploration?

Celebration of our Successes

Enhancements for our Future

Identification of our Challenges

In the middle of the word, Collaborate, is word is labor;

which is hard-work.

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ENGAGEMENT    One leader shared the shift in mindset by, “let’s move away from the

‘breathe of content’ and to the ‘depth of content.’” Engagement can

be labeled in many situations, but I encourage us to reflect on a deeper

meaning of engagement, especially in the realm of students in the

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.

Do we want to explore content by a, ‘mile-wide, inch-deep’ lens or a ‘mile-

deep, inch-wide’ lens?

• 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? Who  

• 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? What

• 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?

When

• 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? Where

• Why is the engagement of all stakeholders valuable for the team?

• Why is the process just as important as the goal?

• Why are students, a historically underrepresented population, vital to authentically engage? Why

• How is ownership and autonomy exercised in the engagement?

• 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? How

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COMMUNICATION  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

throughout the discussion:

! Engage students to lead Professional Development

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.

FOR  MORE  INFORMATION    Clement Coulston

Clement.Coulston@gmail.com

linkedin.com/in/clementcoulston

@clementc26

What do you want to contribute and take action to, after this

conversation?