How do you go about creating innovative practices in your schools?
How do you know if they are making a difference?
How are they revisited to ensure that they have the same impact that they once had before?
I was very fortunate to have the opportunity to be part of a team to establish a faculty all shiny and new. Not only was this a fresh beginning as a new faculty but I was also new to the school, thus not entirely compromised or pressured by previous practices, history or approaches.
I was adamant that we would not create a carbon copy, but base all our decisions on what is best for our kids and their learning. That might mean that some of our choices reflect that of other schools, but would not be because of other schools. I had only been working in the area of disability for a year prior so had again, not been influenced by traditional practices, approaches or expectations for how this new environment should run.
No limitations, no deficit model in sight!
Working with students with disabilities comes with many assumptions. Misconceptions about students “abilities” to be problem solvers or to manage technology. Attitudes towards “wasting” time, effort and money on students with little to contribute to the community and ignorance to the expertise and skills required to support these young people to access opportunities despite their personal challenges and the limitations from these external forces.
If you enter our learning spaces you will quickly see that our students are negotiating their learning, problem solving and manipulating a wide range of technology to enhance their development. Our space is innovative, not because we have 1:1 iPads, interactive whiteboards and laptops, but because we approach learning as a constantly evolving practice, always trying to find ways to improve both the teaching and the learning.
I develop innovative practices, by constant reflection and asking these questions:
- Is it authentic?
- Is it student driven?
- Is it improving student understanding and skills?
- How can we do it better or replace it with something better?
I think these questions are valid for all learning practices and environments, do you?
What other questions would support the development of innovative teaching and learning?