This week we are discussing the needed change in our pedagogy, with the use of technology integration, to ensure our students are actively engaged and participating in their learning. We very well know the traditional industrial teaching styles should stay in the past where they belong. Let us continue to explore and embrace new pedagogies that will prepare students for the 21st-century skills they need for a workforce that may not even exist yet.
May the three forces be with you.
New pedagogies, new change leadership, and new system economics are the three forces at work in this innovative change in education. New pedagogies are about changing the “relationships between all the key players in learning: students, teachers, technologies, school cultures, curricula, and assessments.” New change leadership is about creating an environment where the students take charge of their learning and become intrinsically motivated to lead themselves. New system economics refers to these new pedagogies being cost-effective with the potential of twice the learning for the same money (Fullan & Langworthy, 2014).
How do new pedagogies find deep learning?
Fullan and Langworthy (2014) painted an exciting picture of an innovative change in education taking place. Frustrated and bored students are pushing for changes to meet their 21st-century ways of learning and some teachers are showing students how to take charge of their own learning. Under this new way, students are defining their own goals and teachers are supporting them by teaching them how to pursue these goals and achieve them. The changes happening between teachers and students is creating new roles for both.
Fullan (2017) explained the initiative, New Pedagogies for Deep Learning includes six C’s: character education, citizenship, collaboration, communication, creativity, and critical thinking. This initiative had a strong beginning in Ontario, Canada. As a result of the initiative, teachers and students were feeling empowered and it was noticed the students came to care more about school, life, and making a difference. “Students are becoming a force for change, they are frustrated and bored with traditional school and starting to influence the pedagogy (Fullan, 2017).”
The new pedagogy defined
Fullen (2015) defined pedagogy as drawing out learning from students and explained it was rooted in Latin. The New Pedagogy is the best learning relationship between and among students and teachers. It includes partnerships between teachers and students and they are all learning more from each other (Fullen, 2015).
Three Emerging Theories of Learning
My students are collaborating with each other on their work. They are discussing their ideas and giving feedback. They ask questions and learn from each other. They share ideas and build on them taking their own direction. Students are setting their own goals and continuously work towards achieving them. They are empowered to question our lessons and encouraged to give suggestions and make choices on how to achieve the learning objectives. However, there is always room for improvement. As the students learn to take charge of their education, I learn to let go and allow them to make more decisions about their path. Through new pedagogy and new learning theories, it is possible to improve my teaching practice to become more of an innovative teacher ready for the 21st-century higher-levels thinking skills development my young students need.
Doak, S.Emerging Theories of Learning and the Role of Technology. https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emerging-theories-of-learning-and-the-role-of-technology Fullan, M. (22 January 2015). Topic Video: The New Pedagogy. Retrieved from https://michaelfullan.ca/topic-video-the-new-pedagogy/ Fullan, M. (13 March 2017). New Pedagogies for Deep Learning. Retrieved from https://youtu.be/-39PNs4sCmQ Fullan, M. & Langworthy, M. (January 2014). A Rich Seam: How New Pedagogies Find Deep Learning. Retrieved from https://michaelfullan.ca/a-rich-seam-how-new-pedagogies-find-deep-learning/