Submitted: November 4th 2015
How can I, as an English teacher, embolden the concept of innovation within an authentic learning environment?
- Would this better equip students for the 21st century society?
- Would students start veering away from traditional curriculum and pedagogy?
- Would this veering away emphasize a trending ‘loss of respect’ for academia and/or the value of academia?
My inquiry question has gone through an extensive reworking. I noticed that my initial question was quite broad and complex in nature. In order for my inquiry to enter the realm of practicality and leave the theoretical sphere, I needed to incorporate ‘authentic learning environment’ into my since simplified inquiry.
Initially, I was leaning more towards rethinking purpose and meaning in terms of English curricular standards. I am interested in bridging the gap between Standard English curricula and technology emphasizing the deep value of innovation.
I am very interested in sourcing ways in which I could encourage students to be more aware of their learning, their place in a rapidly advancing 21st century society. I want to know in which ways I, as an educator, could go above and beyond my own personal teaching style and pedagogy and encourage the value of having a technological and innovative outlook whilst initially entering the world outside of a Canadian student’s twelve years of academia.
In addition to the concept of authentic learning, innovation is a tag word I would love to explore in the context of secondary schooling. Promoting an awareness of innovation, the power on an innovative mind and the benefits and value of being an innovative human being (going against the 20th century ‘mechanical assembly line’ style pedagogy) and promoting a paradigm shift into an age where one is free to (effectively) break from the constructs in academia, and explore the validity of innovation as effective tool for students to come away with, from their secondary education.
Literature Review Articles
Haynes, Kelley. “Critical Reflections on Authentic Teaching: A Personal Account.” Reflective Practice 11.3 (2010): 299–306. CrossRef. Web.
An actual account/reflection written by a teacher who explored the authentic teaching model at a school she taught at, in South Africa. She explores the model’s themes (including concepts of the other vs. the self) and shares challenges she faced.
Nicholl, Bill et al. “Joining up the DOTs: Authentic Teaching and Learning in Design and Technology Education.” Cambridge Journal of Education 43.4 (2013): 435–450. www-tandfonline-com.ezproxy.library.ubc.ca (Atypon). Web.
This paper explores an innovative approach to teaching creativity in Design and Technology education using authentic learning. A team researches effectiveness of incorporating tech into curriculum and found that students responded positively.
VanDeWeghe, Rick. “Research Matters: Deep Modeling and Authentic Teaching:
Challenging ‘Students or Challenging’ Students?” The English Journal 95.4 (2006): 84–88. JSTOR. Web.
This article describes deep modeling and covers the benefits of this. This paper also explores the notion of ‘questioners’ and ‘challengers’ and raises good food for thought in terms of what makes an authentic learning environment.
My proposed approach to observation is to set myself up with thematic thought-prompts to be mindful of for the week pertaining to my IQ (inquiry question).
- I will form 5 questions and then re-visit my reflections mid-practicum and form questions for the remaining 5 weeks of practicum.
- I will keep a note pad (specifically for INQUIRY) handy, or at my desk at all times. I will jot down observations as I see them. On Fridays, I will take time to reflect on the week.
- Based on the questions, I will try certain approaches and introduces certain materials to test whether or not students are responsive (positive) At the end of 8 weeks, I would like to let students know I’ve been keeping this inquiry profile, and get feedback from them.