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Design thinking is a teaching strategy that encourages students to move through a serious of steps to solve a problem. The steps include: empathize, define, ideate, prototype, and test (Yu Saing, 2009).

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What is Design Thinking? Design thinking is a non-linear, iterative process that teams use to understand users, challenge assumptions, redefine problems and create innovative solutions...

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A jigsaw allows students to become experts in a particular aspect of an overarching topic (Thompson, 2021). Typically students are broken up into groups, research their unique topic, and then come together with the large group to share what they have learned.

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The Jigsaw Method Teaching Strategy - TeachHUB

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Knowing how to successfully complete part of a whole task is a crucial life skill all students should have. Learn about the jigsaw method teaching strategy.

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Project Based Learning, or PBL, is a teaching method that allows students to hone their problem-solving skills by analyzing a problem and determining a solution (Thompson, 2021). Examples include sewing projects, creating a presentation based on research findings, or designing a t-shirt for a school store.

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The flipped classroom model is exactly that, a flipped classroom. Students watch lecture videos or read classroom readings at home and then work on activities and assignments during class time with the help of the teacher.

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Flipped Classroom Model: Why, How, and Overview

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Inquiry-based learning is a method in which educators begin class with a question or problem and allow students to work individually or together work out a possible answer (Thompson, 2021).

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What the Heck Is Inquiry-Based Learning?

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Teachers use inquiry-based learning to combat the “dunno” -- a chronic problem in student engagement. Check out these four steps for creating inquiry-based curriculum.

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Disruptive education is an education model that encompasses many learning models including: customized learning, committing to early learning, integrating artificial intelligence, reinforcing digital skills, and encouraging critical thought (Iberdrola, 2023).

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A disruption is a sudden break or interruption. Disruptive education is, therefore, that which intends to break with the established model to improve the existing one. And many experts think the change is both necessary and urgent because the current system is anachronistic, in other words it is still anchored in the last century and is failing to address the needs of the digital age.

This is what, Ken Robinson, among others, believes. This Briton, one of the best known figures in the world of education, has repeatedly pointed out that while economic, cultural and personal areas have undergone an enormous transformation over the last 50 years, our education systems have not modified their syllabuses and their objectives a jot.

Curtis Johnson, co-author of the bestseller Disruptive Class: How Disruptive Innovation Will Change the Way the World Learns, explains that the current form of teaching "is unable to provide today's pupils with the skills they need to master in order to interact with and within the digital society". He then goes on to highlight the need for a disruptive education that approaches learning in another way.

THE CHALLENGES FACING EDUCATION IN THE 21st CENTURY

No universal agreement exists regarding the challenges facing education in the 21st century, but they are being partially addressed by reports such as 2018 Higher Education Edition compiled by the US Group NMC Horizon. This document describes a number of global objectives such as, for example: customising education to adapt it to the needs and strengths of each pupil, training professionals who are, at the same time, members of the public and, of course, equip the students with the social and technical skills and tools demanded by the job market.

How can this be achieved? The answer lies in innovation. Innovative approaches, innovative methods and innovative formats. What we are talking about here, for example, is Artificial Intelligence (IA), gamification - which is being so well received in the classroom as an effective way of getting pupils to study using game - design elements in non-game contexts -, teachertubers, MOOCs - massive open online courses -, lifelong learning, business e-learning and all the other possibilities that technology offers.

Key factors for a disruptive education model.
SEE INFOGRAPHIC: Key factors for a disruptive education model [PDF]
THE UNIVERSITY'S ROLE IN DISRUPTIVE EDUCATION

The world is currently moving at lightning speed that requires curious, flexible and proactive people. This, in the case of education, cannot only apply to teachers and pupils, but also to institutions such as the university. Historically, universities have moved slowly and had problems adapting themselves to changes, but they are currently going through a disruptive period marked by the following milestones:

Practice over theory
Universities are increasingly concentrating their efforts on the acquisition of skills and abilities adapted to the new reality rather than to concepts.

Multidisciplinary learning
The frontiers between disciplines no longer exist. Therefore, training must be adapted and content-rich so as to create professionals with a far reaching vision.

Digital innovation
Around 800 universities now have their own virtual areas for training, partnership and shared knowledge purposes.

Closer links with the job market
The trend is for universities to become platforms for connecting companies and students and promoting the entrepreneurial spirit.

Making competitiveness a priority
Universities must be ever more competitive in order to transform themselves into research leaders and new knowledge areas.

DISRUPTIVE INNOVATIONS IN EDUCATION

Although little mention is made of Artificial Intelligence in the world of education, the truth is that projects in this area have been implemented over the last few years. One example of this is Capaball, a start-up company that has developed the first ever Artificial Intelligence system that creates training programs tailor made to match the student's profile. The idea came about as a result of the acknowledgement of two realities: that current education is not meeting the challenge laid down by the digital revolution and that the majority of graduates enter the job market unprepared.

But this is not only being done by companies. From the purely educational side, universities such as Denmark's Kaospilot, the USA's Minerva or Sweden's Hyper Island have been putting disruptive educational approaches into practice for years. For example: daily content renewal, real projects with companies, no more predefined syllabuses, trial and error learning instead of exams and master classes, learning based on pupil and teacher experience, methodologies designed to make the most of leadership and entrepreneurship, etc.

Another disruptive concept is the hyper-classroom, a type of learning area that could replace the traditional model. This is an innovative space characterised by three ideas unified by the prefix 'hyper': hyperspace, generously sized, open and flexible spaces that can be rearranged to cater for team or individual work; hypermedia, classrooms in which technology constitutes an environment in its own right and does not merely play a supporting role; and, finally, hyperreality, the use of augmented, virtual, 3D or immersive reality with high teaching potential.

Online or face-to-face training, which to choose? Nanodegrees, online courses that will change your life Women and STEM disciplines: a question of gender

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Disruptive education for meeting the challenges of the future

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Innovation is one of the watchwords of the 21st century and training must form part of this (r)evolution in order to bring it into line with the demands of an increasingly hyperactive and hyperconnected world. In order to meet these challenges, technology is an essential ally when promoting a disruptive form of education that puts learning in a new light.

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Interactive technology keeps students engaged and allows teachers to ask questions and check for understanding in real time (Merrill, 2019).

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A Twitter thread on how to elicit real learning from movies draws over 150 teachers-and produces some fantastic ideas.

Beppe Giacobbe / theiSpot

When I was a young high school English teacher, I always completed our reading of Romeo and Juliet with a viewing of Franco Zeffirelli's charming version of the play.

I would stop every 15 or 20 minutes to ask questions about the director's choices. "Why might a scene or a few lines of text have been redacted? Did this or that character look or sound like you imagined?" That stop-and-start approach is a widely used strategy, according to a recent Twitter thread among teachers on best practices for integrating movies into the classroom.

But like many of the 150-plus teachers who participated in the discussion, I came to feel that the constant disruptions were robbing my students of a good viewing experience, and the pauses didn't seem to drive a lot of productive dialogue. No it wasn't until, in a misguided effort to speed through a brief bit of nudity in Zeffirelli's film, I fumbled and hit the pause button-and then couldn't get the film started again-that I finally landed upon the right strategy to drive real engagement.

Unfortunately, that's not a very replicable piece of advice. And it's very, very difficult to get the class to settle down again.

Many experienced teachers in the thread did feel that students should be able to just watch the film: "Do they have to 'do something'?" asked Maire from New Jersey. "Sometimes we think we have to fill everything with work, but watching the movie and enjoying it is OK too." Let them eat popcorn and enjoy themselves, a few others chimed in.

While periodic interruptions to invite discussion might well meet your objectives-one technique even allows for continuous dialogue in real time-teachers suggested a much broader range of powerful before- and after-viewing strategies for learning from classroom movies. We've selected a few of the best.

1. Prep Work and Predictions

If you're thinking of letting students watch a movie without a lot of interruptions, some prep work makes sense. Ask students what they're eager to see in the movie version, suggested Laura Bradley, garnering 30 likes from other teachers, or have them offer "predictions about how certain characters or scenes might be portrayed-that way they'll be anticipating and watching for them."

Asking students to predict how the movie version of a book will handle critical scenes or characters gets them to think about the mechanics of compelling plots-the gears that make stories fascinating.

Be sure to cross-examine their reasons, says Kirsten Dirks, because "having students explain how/why they think the way they do stretches their thinking" and pushes them to consider alternatives.

2. Better Ways to Compare and Contrast

For students who read the book and subsequently watch the movie version, dozens of teachers suggested compare and contrast activities-asking students to confront challenging questions of format (visual versus written), narrative arc (how changes in plot affect the other elements of the story), and duration (what scenes can be sacrificed to satisfy time constraints).

A winning tactic for compare and contrast exercises: Dozens of teachers use Venn diagrams, often paired with Post-its: "For The Lion, the Witch, and the Wardrobe," said Cynthia Blanco, "I put up a giant Venn diagram on the wall and gave kids sticky notes to write their similarities and differences. They enjoyed this. Plus, it got them moving."

Follow-on activities like group discussions about why the director made the adjustments-and how they changed the story-were popular. Several teachers said that the "which is better, the book or the movie?" prompt provided good, enriching fodder for debates and group or pair discussions.

3. Make Connections to Life

Inevitably kids, like adults, project themselves into the movies they watch. Teachers can drive deeper engagement, reflection, and comprehension by tapping into this natural tendency: "I love using connection prompts (text, self, world) with movies," said Aaron Tarbell, drawing strong agreement from other teachers. Doing so "always starts good discussions that are led by what the students pick up on, not what I tell them is important." Discussions can come at intervals during the movie, or in after-viewing activities like Socratic circles or fishbowls.

Dozens of educators also suggested sketchnotes as a way for students to create fun, multimedia reflections that capture scenes, quotes, or characters that inspired them. A few others offered one-pagers -a multimedia format that's similar to sketchnotes and allows students to express their insights in a creative, free-flowing medium.

4. Use Interactive Tech

If you're teaching in a 1:1 school or your students are allowed to bring in devices, tools like Google Classroom, Padlet, and Edpuzzle can enable interactive, whole-class discussions in real time, or allow teachers to pose questions and probe for comprehension in the classroom as the story unfolds.

"Edpuzzle now has a 'Live' feature where you watch video as a class and questions can be placed in the video and students answer on their own device," wrote Sarah Simon, and a quick cross-check on Edpuzzle's website confirms that.

5. Assign Characters

Delving into complex questions of a character's motivations, needs, and traits is a critical dimension of literacy-and movies are a great way to explore how characters are developed in fiction. Teachers in the Twitter thread suggested assigning students to watch one character closely while "noting aspects of [their] development," as Mrs. Love put it, or trying to untangle the thinking behind a cascade of difficult decisions.

After tracing the arc of the assigned character, Teach2Think suggested, students can attempt to "express the character's personality in sketches," which can be short paragraphs or artworks annotated to explain the students' artistic decisions. High school teacher Pete Senger added an unexpected twist to character analysis, suggesting that students might "write an obituary about the main character summarizing their life."

6. Have Students Construct an 'Anatomy of a Scene'

Using the New York Times format as a model, said Susan Barber, have students create their own "anatomy of a scene"-and 18 other teachers quickly approved of the idea. Looking closely at the elements of a single scene, from voice-over to lighting, camera angles, and character development, pushes students to examine the finer points of visual storytelling.

You can have students mimic The New York Times faithfully using video-making tools popular among teachers, like Screencastify, Adobe Spark, or Screencast-O-Matic, or ask students to create paper-and-pencil storyboards of a movie sequence, annotating their thinking as they go. If you're looking for a tech tool to create storyboards, we've heard good things about Storyboard That.

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6 Ways to Make the Most of Classroom Movies

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A Twitter thread on how to elicit real learning from movies draws over 150 teachers-and produces some fantastic ideas. Beppe Giacobbe / theiSpot When I was a young high school English teacher, I always completed our reading of Romeo and Juliet with a viewing of Franco Zeffirelli's charming version of the play.

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Riesselman Assignment 4: Innovation, Change, and Creativity

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There are tons of ways educators can use technology to enhance student achievement. The two main ways that I think are most important are student engagement and interactive technologies.
With student engagement, students are immersed in their learning, whether it be technologically advanced or not. Students need to be pushed to find new ways of thinking and  solving problems.
Interactive technology is a must for education these days. Gone are the days of taking notes from a textbook chapter. Students need to be immersed in the technologies they are using on a regular basis. For example, as opposed to only handing out a review worksheet, it is commonplace for teachers to create an interactive game like Kahoot! or Quizizz for their students to participate in to be ready for an upcoming assessment.
Overall, technology is an asset in education as long as educators are creative in their use of it and do not allow technology to become a monotous and mundane tool that simply replaces paper worksheets.

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When teachers get continuous training they better understand their tech and are able to utilize it more effectively in the classroom.

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Technology Solutions That Drive Education

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Technology is developing at a faster clip than its adoption, and while some K-12 classrooms are innovating - by using drones in curriculum or digital tools to personalize learning - they remain isolated examples dotting an unequal landscape where, often, digitization is seen as an end in itself rather than a means to improve learning.

A recent report from the Consortium for School Networking (CoSN) identified five key roadblocks for K-12 schools' digital transformation in 2020. Two of the top hurdles are the gap between technology and learning techniques, and a lack of foresight in considering how technologies on the horizon will impact teaching, learning and the world that awaits students after graduation. Three other barriers - scaling and sustaining innovation; instituting ongoing professional technology training; and digital equity - are related to these top hurdles.
MORE FROM EDTECH: Schools Use Immersive Technology for Assistive Learning
Tech for Tech's Sake Doesn't Work

The gap between technology and pedagogy begins before technology gets to the classroom, according to CoSN's report. There's a lack of collaboration between school educators, administrators, IT staff and students, and this affects decisions about purchasing and implementation. A cohesive strategy and innovative implementation of technology can provide a solution.

"The pursuit of the 'next new thing' in technology can take precedence over teaching and learning. That's backwards," notes the CoSN report. "Defining the knowledge and skills students need to succeed in a digital world, establishing a shared vision of curricular and pedagogical approaches, and developing a strategic plan should precede and then inform technology decisions that prioritize educational value."

For example, the report notes an interesting project in Albemarle County Public Schools in Virginia. The county opened an "unschool" for high school students in the 2018-19 school year but purchased no equipment until students arrived. Students decided what they needed for their projects, and only then were buying decisions made.

Similarly, Farmington Area Public Schools in Minnesota developed a community-driven technology implementation plan, made every student the agent of his or her own learning and let students set their own pace. This resulted in more hands-on, project-based learning. The district also empowered each school and its teachers to create a science lab or a media center and equip that space with the technology they wanted to use, rather than taking a top-down approach.
MORE FROM EDTECH: How Educational AI is Making the Grade
Teachers, School Leaders Should be Continuously Trained

Continuous professional development is key to supporting this approach and should include training for teachers, district leaders, principals, coaches and other staff.

"Continuing advances in technology create disconnects between the needs of students and the skill sets of teachers. Technology can accelerate teaching practices - good or bad - and necessitate instructional shifts to effectively support improved student learning," the CoSN report states.

This continuous updating of skills will also address another key hurdle: how to align what students learn with new technologies that will shape the future of the workplace. In fact, one educator quoted in CoSN's report said this barrier "sits above almost all of our other hurdles" because statistics show that up to 50 percent of jobs will be transformed by the time today's K-12 students graduate from high school.

" Artificial intelligence, 'deep learning' and robotics are among the game-changing technologies that are beginning to alter the nature of work and workforce demands. While schools clearly face many hurdles in preparing students with skills they need to succeed today, emerging technologies could bring even steeper challenges for educators," notes CoSN.

Some schools recognize this and are using drones as an educational toolfor problem solving and to bring STEM curricula to life. For example, Jersey City (N.J.) Public Schools Division B uses drones to teach a class of elementary students with autism, and another district near Pittsburgh employs drones to hone programing skills - all with encouraging results.

"We're missing a great opportunity if we don't make the connection between the evolving role of robotics and AI as a factor on the opportunities for future learners. We need to make a real-world connection for learners," said Norton Gusky, co-chair of CoSN's emerging technologies committee.

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K-12 Education's Top Tech Hurdles to Innovation

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Technology is developing at a faster clip than its adoption, and while some K-12 classrooms are innovating - by using drones in curriculum or digital tools to personalize learning - they remain isolated examples dotting an unequal landscape where, often, digitization is seen as an end in itself rather than a means to improve learning.

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Integrate Tools That Invoke Curiosity and Imagination

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Integrate Tools That Invoke Curiosity and Imagination

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A great way to spark students' creativity and imagination is to have items around the room that can allow students' minds to wander. An example could be a seashell on a teacher's desk that allows students to wonder where the seashell is from or even how seashells are created (Alvarado, 2022).

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Document Examples of Creative Content

Documenting innovative ideas and resources is a great way to initiate the creative process. Some Twitter accounts that I enjoy following to spark my curiosity are Vala Afshar, who shares content related to innovation and global trends, and lizandmollie, who create awareness about processing emotions in a simple and fun way. A single post from these accounts can potentially help develop an idea for a whole project for the class.

You can find inspiration in social media channels, newsletters, and even general information sites that can lead you to think deeper and question concepts or ideas. I recommend developing your own reservoir of creative content that inspires you. Create a folder on your phone or other device to store these materials. A Pinterest board or screenshots of creative content you come across on social media or elsewhere online can be very useful.

When planning new lessons or projects, revisit these materials to find ideas, concepts, and information you can repurpose for your students. I always refer back to this repertoire of resources before diving into a new project or idea.

For example, in 2018, I documented images related to sailing and exploration as part of my Pinterest inspiration board. Later that year, the images I had collected inspired me to design The Me Project Expo for Hispanic students to explore STEM careers. I created an expo instead of a conference or workshop, where attendees usually remain stationary, so that teens would have a variety of hands-on activities to explore. This is an example of how tracking creative work can spark creativity for your next class project or event.

You can also access the open-source platform Pactful, an award-winning app, curriculum, and series of events that build an innovator's mindset by supporting teen and teacher access to social innovation. Pactful was created by the Jacobs Institute for Innovation in Education in the School of Leadership and Education Sciences at the University of San Diego, where I currently serve as the Education Program specialist and help manage this open-source platform as well as the implementation of the annual Jacobs Teen Innovation Challenge.

Integrate Tools That Invoke Curiosity and Imagination

Have physical items-seashells, creative cards, rocks, fidgets, or liquid motion bubblers-on your desk or elsewhere in the classroom to spark creativity and let students connect with their five senses, which can invoke ideas and thoughts, and allow their minds to wander to a creative space.

Let students hold these items before asking them to begin a creative piece or project. The goal is to allow students to feel they can let their minds wander freely when they come in contact with these objects.

A resource you can create as a class is a "creative deck of cards" with open-ended questions that invite students to think creatively. The questions must not have a yes or no answer but should invite students to mentally wander. The following are some ideas for questions to include:

What makes people happy?

What are the most valuable items in this world?

Do rabbits love eating grass?

Students can also design and color the creative card deck digitally, using Canva, or they can create physical cards by printing the ones they designed digitally. Using these creative card decks before brainstorming project ideas can benefit students who need help getting the creative process going. The goal of the card decks is not to provide a solution to any challenges that the students are facing in the classroom, such as struggling to find a topic for their project or creating an outline for their essay, but to allow their minds to meander. Often, the most interesting and creative ideas come to us when we aren't concentrating or overthinking.

Don't forget that although there are many resources available, in the classroom space, creativity begins with you, the instructor-you are the source of inspiration and creativity. You are the creator who invites students to imagine ideas that may seem impossible, and you can empower them to believe that there can be a better way to create good things in this world. You can help them become aware that regardless of their background or a lack of resources, they can achieve whatever they can imagine.

Finally, as an individual, you must also put time and dedication into replenishing your creative juices. You can achieve this by doing activities that inspire you, such as biking, artistic endeavors, music, or whatever puts your mind in a creative space.

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Documenting innovative ideas and resources is a great way to initiate the creative process. Some Twitter accounts that I enjoy following to spark my curiosity are Vala Afshar, who shares content related to innovation and global trends, and lizandmollie, who create awareness about processing emotions in a simple and fun way.

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Crossover learning encourages learners and educators to make connections between everyday life and the classroom. For example, making the connection between coding in robotics club and a web-page design course (TeachThought Staff, 2021).

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by TeachThought Staff

This is an excerpt from a report, produced by The Open University in collaboration with SRI International, that proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can read the full report, with in-depth explanations and examples of each learning strategy in action, here.
10 Innovative Learning Strategies For Modern Pedagogy 1. Crossover Learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives. These connections work in both directions. Learning in schools and colleges can be enriched by experiences from everyday life; informal learning can be deepened by adding questions and knowledge from the classroom. These connected experiences spark further interest and motivation to learn.

An effective method is for a teacher to propose and discuss a question in the classroom, then for learners to explore that question on a museum visit or field trip, collecting photos or notes as evidence, then share their findings back in the class to produce individual or group answers.

These crossover learning experiences exploit the strengths of both environments and provide learners with authentic and engaging opportunities for learning. Since learning occurs over a lifetime, drawing on experiences across multiple settings, the wider opportunity is to support learners in recording, linking, recalling and sharing their diverse learning events.
2. Learning Through Argumentation
Students can advance their understanding of science and mathematics by arguing in ways similar to professional scientists and mathematicians. Argumentation helps students attend to contrasting ideas, which can deepen their learning. It makes technical reasoning public, for all to learn. It also allows students to refine ideas with others, so they learn how scientists think and work together to establish or refute claims.

Teachers can spark meaningful discussion in classrooms by encouraging students to ask open-ended questions, re-state remarks in more scientific language, and develop and use models to construct explanations. When students argue in scientific ways, they learn how to take turns, listen actively, and respond constructively to others. Professional development can help teachers to learn these strategies and overcome challenges, such as how to share their intellectual expertise with students appropriately.
3. Incidental Learning
Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. Early research on this topic dealt with how people learn in their daily routines at their workplaces.

For many people, mobile devices have been integrated into their daily lives, providing many opportunities for technology-supported incidental learning. Unlike formal education, incidental learning is not led by a teacher, nor does it follow a structured curriculum, or result in formal certification.

However, it may trigger self-reflection, and this could be used to encourage learners to reconceive what could otherwise be isolated learning fragments as part of more coherent and longer-term learning journeys.
4. Context-Based Learning
Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning. In a classroom or lecture theater, the context is typically confined to a fixed space and limited time. Beyond the classroom, learning can come from an enriched context such as visiting a heritage site or museum, or being immersed in a good book.

We have opportunities to create context, by interacting with our surroundings, holding conversations, making notes, and modifying nearby objects. We can also come to understand context by exploring the world around us, supported by guides and measuring instruments. It follows that to design effective sites for learning, at schools, museums and websites, requires a deep understanding of how context shapes and is shaped by the process of learning.
5. Computational Thinking
Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).

Such computational thinking skills can be valuable in many aspects of life, ranging from writing a recipe to share a favorite dish with friends, through planning a holiday or expedition, to deploying a scientific team to tackle a difficult challenge like an outbreak of disease.

The aim is to teach children to structure problems so they can be solved. Computational thinking can be taught as part of mathematics, science and art or in other settings. The aim is not just to encourage children to be computer coders, but also to master an art of thinking that will enable them to tackle complex challenges in all aspects of their lives.

6. Learning By Doing Science (with remote labs)

Engaging with authentic scientific tools and practices such as controlling remote laboratory experiments or telescopes can build science inquiry skills, improve conceptual understanding, and increase motivation. Remote access to specialized equipment, first developed for scientists and university students, is now expanding to trainee teachers and school students. A remote lab typically consists of apparatus or equipment, robotic arms to operate it, and cameras that provide views of the experiments as they unfold.

Remote lab systems can reduce barriers to participation by providing user-friendly Web interfaces, curriculum materials, and professional development for teachers.

With appropriate support, access to remote labs can deepen understanding for teachers and students by offering hands-on investigations and opportunities for direct-observation that complement textbook learning. Access to remote labs can also bring such experiences into the school classroom. For example, students can use a high-quality, distant telescope to make observations of the night sky during daytime school science classes.
7. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process. When learning a new sport, physical movement is an obvious part of the learning process. In embodied learning, the aim is that mind and body work together so that physical feedback and actions reinforce the learning process.

Technology to aid this includes wearable sensors that gather personal physical and biological data, visual systems that track movement, and mobile devices that respond to actions such as tilting and motion. This approach can be applied to the exploration of aspects of physical sciences such as friction, acceleration, and force, or to investigate simulated situations such as the structure of molecules.

For more general learning, the process of physical action provides a way to engage learners in feeling as they learn. Being more aware of how one's body interacts with the world can also support the development of a mindful approach to learning and well-being.
8. Adaptive Teaching
All learners are different. However, most educational presentations and materials are the same for all. This creates a learning problem, by putting a burden on the teacher and learner to figure out how to engage with the content. It means that some learners will be bored, others will be lost, and very few are likely to discover paths through the content that result in optimal learning while overworking teachers. Adaptive teaching offers a solution to this problem if the teacher is supported. It uses data about a learner's previous and current learning to create a personalized path through educational content.

Adaptive teaching systems recommend the best places to start new content and when to review old content. They also provide various tools for monitoring one's progress. They build on longstanding learning practices, such as textbook reading, and add a layer of computer-guided support.

Data such as time spent reading and self-assessment scores can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study.
9. Analytics Of Emotions
Automated methods of eye tracking and facial recognition can analyze how students learn, then respond differently to their emotional and cognitive states. Typical cognitive aspects of learning include whether students have answered a question and how they explain their knowledge. Non-cognitive aspects include whether a student is frustrated, confused, or distracted.

More generally, students have mindsets (such as seeing their brain as fixed or malleable), strategies (such as reflecting on learning, seeking help and planning how to learn), and qualities of engagement (such as tenacity) which deeply affect how they learn.

For classroom teaching, a promising approach is to combine computer-based systems for cognitive tutoring with the expertise of human teachers in responding to students' emotions and dispositions, so that teaching can become more responsive to the whole child and learner.
10. Stealth Assessment
The automatic data collection that goes on in the background when students work with rich digital environments can be applied to unobtrusive, 'stealth', assessment of their learning processes.

Stealth assessment borrows techniques from online role-playing games such as World of Warcraft, in which the system continually collects data about players' actions, making inferences about their goals and strategies in order to present appropriate new challenges. This idea of embedding assessment into a simulated learning environment is now being extended to schools, in topics such as science and history, as well as to adult education.

The claim is that stealth assessment can test hard-to-measure aspects of learning such as perseverance, creativity, and strategic thinking. It can also collect information about students' learning states and processes without asking them to stop and take an examination. In principle, stealth assessment techniques could provide teachers with continual data on how each learner is progressing.

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10 Innovative Learning Strategies For Modern Pedagogy

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by TeachThought Staff This is an excerpt from a report, produced by The Open University in collaboration with SRI International, that proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can read the full report, with in-depth explanations and examples of each learning strategy in action, here.