Innovation and Changes in Education

7/18/2019 Innovation and Changes in Education

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*INNOVATION AND

CHANGES IN EDUCATION



*INNOVATION

*A new production

*In form of concrete and abstract

*Based on the reconstruction process

*The use of existing elements

*Unique, simpler and valuable



*Current T&L styles

*Based on discovery, inquiry and resources, project and

active learning

*ocused on searching, exploring, evaluating and using the

information



*Innovation Stages

Individual Level Organisational Level

Innovation made by creativeindividuals with a way to gain!nowledge, examine theenvironment " to create new ideasand new technology or improve the

quality of an object or to solve aproblem

#rganisation should be dynamic "open

Always interact actively withprospective environment

$!ills modification

%rospective environment is loo!ing

for a new opportunity to mastercondition or maximi&e profit



*Innovative Learning Strategy

In line with '(st century s!ills) students should

have*

*+riticalthin!ing s!ills

*%roblemsolving s!ills

*+ommunication s!ills

*+ollaborating s!ills

*-ife and career s!ills

*-earning and innovation s!ills

*$!ills in using media, information and

communication technology

*.astery s!ills in core subjects





*Flied Learning

*%edagogical approach that changes the environment of group

learning to individual learning environment

*Teachers guide students to use concepts and creatively involved

in learning

*-earning and teaching using the reverse /lipped0 and this ma!es

the information more interesting1

*-earning time in the classroom or face to face meetings is usedto discuss, as! questions and carry out practical wor!1

*$haped oneway teaching changed to environmental guidance to

studentcentred inquiry



*!illar F " L " I # !

FFlexible Environment

• Classroo$ environ$ent is varied a%%ording to teneeds o' teir daily a%tivities

LLearning Culture• A shift from teacher centred to student centred

I

Intentional Content• +ontent to be delivered systematically organi&ed to

facilitate conceptual understanding

P

Professional Education• The professional acts as educator2 observe students• %rovide feedbac! to students and conduct formative

evaluation• %ractice reflection to improve teaching to improve

teaching



*Flied Learning !ro%ess

Tea%ing !ro%ess (e'ore Flied Learning A'ter Flied Learning

Before teaching

$tudents are assignedreading material

$tudents will be guided

through the learningmodules to as! questions

Teacher prepare lecture

material

Teachers provide

learning opportunities

$tart of +lasses

$tudents have limitedinformation

$tudents preparequestions that helplearning

Teachers ma!e assumptionsthat can be helped

Teachers can expect theneed for help



*Flied Learning !ro%ess

Tea%ing !ro%ess (e'ore Flied Learning A'ter Flied Learning

3uring the +lass

$tudents doing homewor!with feedbac! provided

$tudents continue to apply

s!ills after clarification andfeedbac! given

Teachers use all materialsTeachers guide students toprovide feedbac! and a

small lecture

After the +lass

$tudents doing homewor!with delayed feedbac!

$tudents apply s!ills afterclarification and feedbac!given

Teachers review theprevious wor!

Teachers send additionalinformation and materialsrequired and give the gradefor quality wor!



*Flied Classroo$



*Flied Classroo$



*Advantages & Disadvantages

Strengts )ea*nesses

Active engagement -ac! of access to computers

Immediate feedbac! 4igh anxiety 5 shame

$uit student6 learning styles /multiformat0

7equire teachers as active "effective facilitator

.aximi&e students6 learning time3istance learning not suitable fortechnical courses

Improve students s!ills " !nowledgeTeacher needs to have high s!ills "

!nowledge in technology





*(+AIN S,ETCHING



*(rain S*et%ing

*)HAT-

Technique to generate ideas through drawing 5 s!etches

*HO)-

Associated with visual materials for teaching " learning

*I.!ACTS-

4elps students stay focus on the topics taught

%rovide visual support system for active engagement

- $tudents learn new symbols for their own needs

-Teacher 8explanation s!etch6 stimulates visual senses " tactile

!inaesthetic /audio " touch0



*Laddering

+ommon

/Abstract0

$pecific

/+oncrete0



*)HAT-

The creation, review and modification of !nowledge in the

form of hierarchy

*)H/-A ladder #7 move forward " bac!ward between different floors

in the building of ideas /laddering 9 :why the method;

*E0A.!LES1

-The concept of a border

-<arious small containers

-+ontainers

-3rin!ing cup in a hand



*Te %u in $y and

(1 3efine the idea :The cup in my hand;

'1 $teps on /-adder 0 ) =hat are examples of a larger category>

?1 The -adder) former beverages, a gift from my son, object* If

you are planning to build beverage containers, on the stair1=hat is an appropriate example> $mall containers, containers

for liquid filling1

@1 $tairs ) a list of small containers*give examples

1 $tep bac! ) the bottle list with a ladder on the sample

container recycling, reduction of waste containers

1 Teachers use 8why and why>6 to $tep and 8why /so what0>6 to

step

Train students to as! questionsto gain !nowledge*

Innovation and Changes in Education

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