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"We believe that educators—like children—have a vast capacity for deep dives of mind, heart, and spirit. Their thoughts are “ample and greedy;” they seek substantive questions and complexity" (Pelo & Carter, 2018, p. 21). This resource that my peer Marjorie (Melissa) shared with the class was wholesome and impactful.  Students want to engage in rich material that awakens their learning and as educators it is our role to ignite that learning.

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This is a great resource that was shared by a fellow classmate, Dzmitry, to understand the ideology behind having a flipped classroom.  What I really liked about this resource was that it discussed that there is no one method to having a flipped classroom. It is more of an ideology in the sense that the flipped classroom is set out to be flexible and adaptable to the unique needs of the students.

https://docs.google.com/document/d/1IOI5-tXZvOEVCFhoN5hlsccnRa-8_77nx3GDdB6C-tE/edit?overridemobile=true

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This video by Rita Pierson demonstrates a beautiful way that we can reframe how we define failure.  As an educator, Rita asked herself, "how do I raise the self-esteem of a child and his academic achievement at the same time?" (Pierson, 2013, 03:15)  Pierson recalled when a child received a score of 2/20 on a test and instead of writing "-18," she wrote "+2" with a smiley face.  The student questioned why she put a smiley face and Pierson stated, "because you're on a roll. You got two right; you didn't miss them all." (Pierson, 2013, 04:45).  This is important to remember as an educator because if we include positive ways to fail and not have negative grades suck the life out of you, students will be more willing to try again.  We have to include these opportunities to do better within our curriculum.

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Does this classroom look like your classroom?  You don't have to answer that.  But if you are looking for new ways to engage your student's, take a look at some curriculum approaches below. 

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Does this classroom look like your classroom?  You don't have to answer that.  But if you are looking for new ways to engage your student's, take a look at some curriculum approaches below. 

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Failing is something that a lot of us fear.  I would be lying if I said I wasn't afraid of failing.  As an educator, I don't want to fail my students.  I want my practice to be grounded in research that embraces failure.  It doesn't mean that it is any less scary. Perhaps as an educator, you have this fear too. You wouldn't be alone.  I have had several conversations with colleagues that have expressed the fear of failure, because a lot of times, students hold us in high regard.  I think it is important to demonstrate that we are human. We also make mistakes, and we also survive them. Although it is uncomfortable, we learn and grow through discomfort.  "When treated as a necessary step toward innovation, failure can help students to promote and establish a growth mindset, build resiliency and a life-long learning mentality, and prepare for the real world" (Miller, 2016, p. 1).  Let's fail forward together!

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Below are a few ways to engage your students and add a new approach to your curriculum.  What works for you and your classroom will be dependent on the needs and interests of the students.  Find out how they learn, what approaches they respond to best, and also adapt and revise the curriculum as needed.  Curriculum approaches need to be fluid and never fixed. It doesn't have to be a big change that happens fast. The change can be gradual and slowly implemented.

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Out with the old and in with the new?  Not necessarily!

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Out with the old and in with the new?  Not necessarily!

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"We cannot abandon older ways of knowing, but we have to push ourselves and our students to build on these to develop new abilities and skills (Wintrol & Jerinic, p. 49)  When we create a curriculum, we don't take an all-or-nothing approach. We don't have to choose between the old and the new. As educators, we must consider the frameworks and methodologies we use to ensure that they continue to suit the needs of students and the workforce. We wish to help students prepare for the future. You will model the value of attempting new ideas for your students by venturing outside of your normal routine and introducing them to new and unique approaches.  It may seem risky and make you want to avoid trying a new approach, especially if it didn't work the first time, but perseverance through the trial and error stage not only signals to your students that it is alright to fail and try again, but it also conveys that you can overcome obstacles.

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As educators, we need to create a curriculum that is flexible and responsive to allow our students to cultivate innovation.  If we aren't allowing students to learn through trial and error, we are doing an injustice.   Building risk-taking into the curriculum will allow students to practice taking risks with their learning so they get comfortable with them, which will become good practice for the real world.   "Because I was unprepared for the format of the exam, I got a mediocre score, and I wasn’t given an opportunity to retake the test. My failure, in this case, was treated as exclusively negative and final. But when treated as a necessary step toward innovation, failure can help students to:

• Promote and establish a growth mindset

• Build resiliency and a life-long learning mentality, and

• Prepare for the real world"

Miller, 2015, p.1

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This video really resonates with me.  When I ask, why take the risk of innovation in your classroom, it is because if we don't, we are not preparing students for the future.  Robinson (2006) discussed how we don't know what will happen in 5 years' time, yet we are educating students for it.  If we don't take risks in our classrooms with our students and we don't challenge the status quo of our curriculum approaches, we won't be progressing at a rate that at least attempts to prepare students for the future.

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Do schools kill creativity? | Sir Ken Robinson

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Inquiry based learning is something that we, as educators, discuss with our students to engage in for curriculum considerations for when they will be working in the field supporting children.  We discuss with our students the importance of having children at the heart of the curriculum.  Can we say the same for our own students?  "Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas, and observations at the center of the learning experience" (Ontario Ministry of Education, 2013, p. 2).  If you are wondering how to try this approach, below are some considerations.
- Invite students to take part in their learning by asking them questions that prompt further reflection and exploration.  For example, staying away from closed-ended questions will open up conversations.
- Welcoming authentic conversations will often lead to more engagement.  You are not waiting for the perfect question to emerge; rather, you are creating a safe space for organic conversations to occur, and then inquiry will occur naturally.

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Add your questions or comments below regarding what most resonates with you or what you need more information on regarding this padlet. I will start!

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Add your questions or comments below regarding what most resonates with you or what you need more information on regarding this padlet. I will start!

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Take a chance on me and believe that these approaches you are about to discover can have a profound impact on your student's learning experiences.

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Give this approach a try in your classroom: The Flipped Classroom

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Give this approach a try in your classroom: The Flipped Classroom

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Our world moves at such a fast pace, but the learning doesn't have to unless students want to. By incorporating the flipped classroom approach to learning into your classrooms, you are allowing students to go at a pace that works for them.  They are able to stop, rewind, and move forward at whatever pace they are most comfortable.  You can assign the lecture for homework and then what students were doing for homework, you can do it in the classroom (Khan, 2011).  We move away from the one size fits all experience and open up innovation by creating rich discussions and reflections based on the lectures.

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Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do “homework” in the classroom with the teacher available to help.