innovative teaching methods essay

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Innovative Teaching Methods for the Modern Classroom

In the ever-evolving landscape of education, innovative teaching methods have become a cornerstone for fostering student engagement and enhancing learning outcomes. As we navigate through the digital age, the traditional classroom setting is being transformed, incorporating a blend of technology, creativity, and student-centered learning approaches . This article delves into the cutting-edge strategies educators are adopting to cater to the modern learner, revealing the dynamic shifts in teaching methodologies.

Flipped Classroom

The flipped classroom model inverts traditional teaching methods by delivering instructional content, often online, outside of the classroom. This approach allows class time to be used for engaging, hands-on activities or discussions, facilitating a deeper understanding of the subject matter. Students are encouraged to take an active role in their learning, fostering a collaborative and interactive learning environment.

Understanding Types of Knowledge

Understanding the various types of knowledge is crucial in the application of innovative teaching methodologies. It enables educators to design courses that cater not only to the acquisition of factual knowledge but also to the development of practical skills, critical thinking, and problem-solving abilities. Engaging students in activities that stimulate different types of knowledge can result in a more enriching learning experience, preparing them to tackle the challenges of the modern world.

Blended Learning

Blended learning is a hybrid approach that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. This flexible approach allows for personalized learning experiences, accommodating individual student needs and learning styles.

Personalized Learning

At its core, personalized learning tailors instruction to meet the unique needs, skills, and interests of each student. Technology plays a pivotal role in facilitating personalized learning paths, allowing students to progress at their own pace and making learning more engaging and effective. This approach acknowledges that every student learns differently, emphasizing the importance of adapting teaching methods to accommodate these differences.

Project-Based Learning

Project-based learning emphasizes learning by doing, where students are involved in real-world projects that are both meaningful and engaging. This method encourages critical thinking, problem-solving, and collaborative skills, allowing students to apply their knowledge in practical scenarios. Through this immersive learning experience, students gain a deeper appreciation of the subject matter and its relevance to their everyday lives.

Virtual Reality and Augmented Reality

Virtual Reality (VR) and Augmented Reality (AR) are transforming the way educational content is delivered, offering immersive experiences that enhance student comprehension and engagement. Through VR, students can explore historical sites, dive deep into the human body, or travel to outer space, all from the safety of their classroom. AR, on the other hand, layers digital information into the real world, enriching students’ learning experiences and making complex concepts easier to understand. These technologies offer exciting possibilities for experiential learning, making education more interactive and enjoyable.

Game-Based Learning

Incorporating game elements into the curriculum can significantly enhance student engagement and motivation. Game-based learning utilizes the innate human desire for social interaction, competition, and achievement to promote learning. Beyond just points and rewards, well-designed educational games also foster critical thinking, creativity, and teamwork among students.

Outdoor and Experiential Learning

Moving beyond the confines of the classroom walls, outdoor and experiential learning offers hands-on experiences in a real-world context. This method can enhance physical wellness, social skills, and environmental awareness, in addition to academic learning. Whether it’s a science field trip or a historical exploration, learning outside the classroom adds a valuable dimension to education, making lessons memorable and exciting.

Critical Pedagogy

Critical pedagogy challenges students to analyze and critique societal structures and to understand their role in transforming them. This approach encourages learners to question norms, develop their voices, and become active participants in their education and society. Through critical pedagogy, students learn to think independently, fostering a sense of empowerment and social responsibility.

Technology Integration in Education

Technology integration goes beyond the mere use of devices in the classroom; it involves leveraging technology to create a more engaging, inclusive, and differentiated learning environment. Educators are utilizing a variety of digital tools and platforms to facilitate interactive lessons, provide real-time feedback, and enable students to collaborate with peers globally. This not only enhances the learning experience but also prepares students with the digital literacy skills required in today’s workforce.

Competency-Based Education

Competency-based education (CBE) is an approach that allows students to advance based on their ability to master a skill or competency at their own pace regardless of the environment. This method ensures flexibility in the learning process and focuses on the outcomes, ensuring students acquire the knowledge and skills that are essential for their future careers. By emphasizing mastery of material over time spent in class, CBE supports personalized learning paths and acknowledges the diverse capabilities of each student.

The landscape of education is continuously expanding, embracing innovative methodologies that cater to the diverse needs of the modern student . These teaching methods not only enhance learning outcomes but also prepare students to navigate an increasingly complex world. By fostering an environment that values creativity, critical thinking, and personal growth, educators are shaping the future of learning in the digital age. The journey towards innovative education is ongoing, with each new approach providing a stepping stone towards an enlightened and engaged society.

March 1, 2024

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20 Innovative Teaching Methods With Examples: How to Implement in Education Process

Picture yourself enduring a tedious class, the drone of teachers' voices echoing in your ears, struggling to keep your eyelids from drooping as you attempt to focus on the lesson. Not an ideal classroom scenario, right? Discover the 20 most effective innovative teaching methods!

Anastasiia Dyshkant

Content Marketing Manager

In essence, these are diverse teaching approaches! In the present day, numerous educators are actively steering their classes away from such scenarios, aiming to engage students more deeply in the learning process by exploring modern teaching methods.

The educational landscape is evolving rapidly, demanding that you stay abreast of and adapt to more contemporary strategies. Failing to do so might make it challenging for you to integrate seamlessly into the evolving educational landscape.

What are Innovative Teaching Methods?

Innovative teaching methods extend beyond the mere incorporation of cutting-edge teaching methods or a constant pursuit of the latest educational trends—they embody distinctive approaches to the teaching and learning process.

These modern methods of teaching prioritize students, emphasizing classroom engagement and interaction. Innovative strategies encourage proactive participation and collaboration among students and the teacher. While this demands increased effort from students, the approach is tailored to better meet their individual needs, fostering accelerated growth.

In contrast to conventional teaching practices, which primarily measures student success by the amount of knowledge transferred to students, innovative teaching methods delve into the nuanced understanding and retention of the material. It's not just about what is taught but how effectively students internalize and apply the knowledge imparted during lectures.

Why Innovative Teaching Matters

The educational landscape has undergone a transformation, transitioning from traditional classrooms to virtual and hybrid learning environments. However, the prevalence of staring at laptop screens introduces the risk of students becoming easily distracted or disengaged, perhaps even succumbing to the allure of sweet dreams in the comfort of their beds, all while feigning concentration.

It's unfair to solely attribute this challenge to students' lack of diligence; teachers share the responsibility of avoiding tedious and monotonous lessons that can lead to student disinterest.

Amid this new normal, many educational institutions, educators, and trainers are exploring innovative teaching strategies to enhance student interest and involvement. Leveraging digital programs has proven instrumental in captivating students' attention, providing them with improved access to classes and expanding the avenues through which their minds can be reached.

Key Characteristics of Innovative Teaching Strategies

Student-Centric Focus

Innovative teaching strategies prioritize the needs and engagement of students, fostering active participation in the learning process.

Active Learning

Encourages hands-on and participatory activities, moving away from passive learning to promote deeper understanding and retention.

Flexibility and Adaptability

Adapts to the diverse learning styles and needs of students, offering flexibility in content delivery and new teaching methods.

Technology Integration

Utilizes technology creatively to enhance effective learning experiences, incorporating digital tools and resources for effective and interactive instruction.

Collaborative Learning

Emphasizes group work, collaboration, and peer learning to enhance social and communication skills among students.

Problem-Solving Emphasis

Focuses on developing critical thinking skills and problem-solving skills, challenging students to apply knowledge in real-world scenarios.

Continuous Assessment

Moves beyond traditional exams and grades by implementing continuous assessment methods, providing ongoing feedback for improvement.

Creativity Encouragement

Cultivates a learning environment that stimulates creativity and innovation, allowing students to express themselves and explore new ideas.

Individualized Learning Paths

Recognizes and accommodates the diverse learning preferences and paces of individual students, promoting personalized learning experiences.

Real-World Relevance

Connects classroom concepts to real-world applications, demonstrating the practical relevance of what students are learning.

Feedback-Oriented Approach

Prioritizes constructive feedback to guide students' progress, facilitating a continuous cycle of improvement and reflection.

Cultivation of Soft Skills

Integrates the development of soft skills, such as communication, collaboration, and time management, essential for success in various contexts.

Benefits of Innovative Teaching Methods

Explore the positive benefits for teachers of these seven innovations on students and why they merit consideration.

Encourage Research:

Innovative approaches to education motivate students to delve into new things, utilizing various tools to broaden their horizons and foster a spirit of exploration.

Enhance Problem-Solving and Critical Thinking:

Creative and effective teaching methods empower students to learn at their own pace, challenging them to brainstorm novel solutions rather than relying on pre-existing answers in textbooks.

Facilitate Incremental Learning:

New teaching approaches involve breaking down information into smaller, more digestible parts, making it easier for students to grasp fundamentals while avoiding overwhelming them with a deluge of knowledge.

Cultivate Soft Skills:

Integrating complex tools into classwork enables students to acquire advanced skills. Engaging in individual or group projects teaches time management, task prioritization, effective communication, collaboration, and other vital soft skills.

Assess Understanding Beyond Grades:

Innovation method of teaching enables educators to monitor classes actively, gaining deeper insights into students' challenges and learning capacities beyond what traditional grades and exams may reveal.

Promote Self-Evaluation:

Innovation teaching methods provided by teachers empower student learning to assess their own learning. Understanding what they have mastered and identifying areas for improvement enhances their motivation to learn specific topics.

Create Vibrant Classrooms:

Innovation of teaching methods in education inject excitement into classrooms, preventing monotony. This dynamic approach encourages students to actively participate, speak up, and foster increased interaction.

20 Innovative Teaching Strategies for Better Student Engagement

1. Interactive Lessons

Interactive lessons involve innovation methods in teaching that actively engage students in the learning process. Instead of passively receiving information, students participate in activities, discussions, and exercises that require their input and involvement. This approach aims to foster a more dynamic and engaging classroom environment. Interactive lessons can take various forms, including group discussions, hands-on activities, simulations, case studies, and collaborative projects. Teachers may use technology tools, interactive whiteboards, or other resources to facilitate participation and feedback, encouraging students to take an active role in their own learning.

Example of Interactive Lesson

Imagine a biology lesson where students use a virtual dissecting table. Through a touch-sensitive screen, students can virtually dissect a frog. They can drag and drop tools, zoom in for a closer look, and receive real-time feedback on their technique. This interactive approach engages students actively in the learning process, making it more memorable and enjoyable.

2. Using Virtual Reality Technology

Virtual Reality (VR) technology creates a simulated environment that users can interact with, providing a unique and immersive learning experience. In education, VR can be used to transport students to virtual worlds that simulate historical events, scientific phenomena, or complex concepts. For example, students studying history might virtually explore ancient civilizations, while science students could conduct virtual experiments in an engaging learning environment. This technology enhances experiential learning, allowing students to visualize abstract concepts and engage with subject matter in a new way of teaching. It can be particularly beneficial in fields where hands-on experience is challenging to provide in a traditional classroom setting.

Example of Teaching with VR Technology

In a history class, students can put on VR headsets and be transported to historical events. For instance, they could experience the signing of the Declaration of Independence or walk through ancient civilizations. This immersive experience allows students to better understand historical contexts, fostering a deeper connection to the subject matter.

3. Using AI in Education

Artificial Intelligence (AI) in education involves the integration of AI technologies to enhance the learning experience for students and support educators. AI can be applied in various ways, such as:

Personalized learning

Automated assessment

Adaptive learning platforms

Virtual assistants

Data analysis

Integrating AI into education aims to make learning more efficient, personalized, and adaptive to the needs of each student, ultimately enhancing the overall educational experience.

Example of Using AI in Education

An AI-powered adaptive learning platform can be employed in mathematics. The system assesses each student's strengths and weaknesses, tailoring lessons to their individual needs. If a student struggles with a specific concept, the AI provides additional exercises and resources to reinforce understanding. Conversely, if a student excels, the AI advances them to more challenging material, ensuring personalized and efficient learning experiences.

4. Blended Learning

Blended learning is an educational approach that combines traditional face-to-face instruction with online learning components. It seeks to leverage the strengths of both in-person and digital learning to create more flexible and personalized learning strategies and  experience. An example of blended learning might involve students attending in-person classes for lectures and discussions while also completing online modules, interactive simulations, or collaborative projects outside of the classroom. This approach allows for a mix of teacher-led instruction, self-paced online learning, and interactive activities, catering to different learning styles and promoting student engagement.

Example of Blended Learning

In a blended learning scenario, a history class might have students attend traditional lectures and participate in classroom discussions. Additionally, the teacher could integrate online modules featuring interactive timelines, virtual tours of historical sites, and collaborative research projects. Students might use online discussion forums to share their insights and engage with peers beyond the physical classroom. The blend of in-person and online activities aims to enhance the overall learning experience and provide students with more flexibility in how they access and interact with course content.

5. 3D Printing

3D printing, also known as additive manufacturing, involves creating physical objects layer by layer based on a digital model. In education, 3D printing is utilized to bring concepts to life in a tangible and visual way. Teachers and students can design and print three-dimensional models that represent scientific structures, historical artifacts, mathematical concepts, or prototypes. This hands-on approach enhances understanding by allowing students to interact with physical representations of abstract ideas.

Example of 3D Printing

In a science class studying the solar system, students could use 3D printing to create accurate models of planets, moons, and other celestial bodies. By designing and printing these objects, students not only gain a deeper understanding of the spatial relationships within the solar system but also develop skills in design and technology. The tactile experience of holding and examining 3D-printed models can significantly enhance the learning process and make complex topics more accessible.

6. Use the Design-thinking Process

The design-thinking process is a problem-solving approach that emphasizes empathy, ideation, prototyping, and testing. It encourages a creative and collaborative mindset to address complex challenges. In education, the design-thinking process can be applied to foster critical thinking, innovation, and real-world problem-solving skills among students.

Example of Design-thinking Process

Let's consider a design-thinking project in a high school setting. Students might be tasked with addressing a local environmental issue, such as waste reduction. The process would start with empathizing, where students research and understand the perspectives of different stakeholders affected by the problem. Next, they would ideate, generating creative solutions to address the issue. In the prototyping phase, students might create physical or digital prototypes of their proposed solutions. Finally, they would test and refine their prototypes based on feedback and real-world observations. This design-thinking approach integrates various skills, including research, collaboration, critical thinking, and problem-solving, providing students with a holistic learning experience.

7. Project-based Learning (PBL)

Project-Based Learning is an instructional methodology that centers around students completing projects that require them to apply their knowledge and skills to real-world challenges. PBL emphasizes hands-on, collaborative learning, fostering critical thinking and problem-solving skills.

Example of Project-based Learning

In a biology class, students could engage in a PBL project focused on environmental conservation. The project might involve researching local ecosystems, identifying environmental issues, proposing solutions, and implementing a community awareness campaign. Throughout the project, students would not only deepen their understanding of biology but also develop research, communication, and teamwork skills as they work towards a tangible goal.

8. Inquiry-based Learning

Inquiry-Based Learning is an approach where students actively explore and investigate topics, posing questions and conducting research to construct their understanding. This method encourages curiosity, critical thinking, and a deeper engagement with the subject matter.

Example of Inquiry-based Learning

In a physics class, students could engage in an inquiry-based project to explore the principles of motion. They might formulate questions about the factors affecting the speed of an object and design experiments to test their hypotheses. Through hands-on exploration and data analysis, students would develop a conceptual understanding of physics principles while honing their research and analytical skills.

The Jigsaw technique is a cooperative learning strategy where students work collaboratively to become experts on specific topics and then share their knowledge with their peers. This promotes teamwork, communication, and a sense of shared responsibility for active learning method.

Example of Jigsaw

In a history class studying a particular time period, each student could be assigned to become an "expert" on a different aspect, such as political, economic, social, or cultural elements of that era. After researching and becoming knowledgeable in their area, students would then form new groups with members who have expertise in different aspects. In these new groups, students share their knowledge, creating a comprehensive understanding of the historical period through collaborative learning.

10. Cloud Computing Teaching

Cloud computing teaching involves leveraging cloud-based technologies to enhance the learning experience. This includes storing and accessing data, collaborating on projects, and utilizing online tools and resources for teaching and learning.

Example of Cloud Computing

In an IT class, students might use cloud computing platforms to collaborate on coding projects. They could use cloud-based development environments to write and test code, store project files on cloud storage, and collaborate in real-time using cloud-based collaboration tools. This approach allows for seamless collaboration, easy access to resources, and the flexibility to work on projects from different locations, promoting a more modern and connected learning experience.

11. Flipped Classroom

The flipped classroom model reverses the traditional teaching approach by delivering instructional content, such as lectures, through digital media outside of the classroom. Class time is then used for interactive activities, discussions, and application of knowledge.

Example of Flipped Classroom

In a math class, instead of the teacher delivering a lecture on a new concept during class time, students might watch a pre-recorded video lecture at home. Class time would then be dedicated to working on math problems, engaging in group discussions, and receiving personalized assistance from the teacher. This allows students to learn at their own pace, receive more individualized support, and actively apply what they've learned in a collaborative setting.

12. Peer Teaching

Peer teaching involves students taking on the role of the teacher to explain concepts or assist their classmates in understanding specific topics. This approach reinforces understanding through teaching and encourages collaboration.

Example of Peer Teaching

In a language class, students could pair up to practice conversational skills. Each pair is responsible for teaching and correcting each other's pronunciation, grammar, and vocabulary usage. This not only provides additional practice for the students but also promotes a supportive learning community where students take an active role in each other's learning.

13. Peer Feedback

Peer feedback involves students providing constructive feedback to their peers on their work, presentations, or projects. This encourages a culture of collaboration, communication, and continuous improvement.

Example of Peer Feedback

In a writing class, students could exchange drafts of their essays with a peer. The peers would then provide feedback on the structure, clarity, and overall effectiveness of the writing. This process not only helps students improve their writing skills but also enhances their ability to critically evaluate and provide constructive feedback.

14. Crossover Teaching

Crossover teaching involves educators from different subjects collaborating to integrate content from multiple disciplines. This interdisciplinary approach aims to show the interconnectedness of different subjects and enhance the relevance of learning.

Example of Crossover Teaching

In a high school setting, a history teacher and a literature teacher might collaborate on a unit exploring a specific historical period. Students could read literature from that era, analyze historical documents, and discuss the cultural and social context. This crossover teaching approach helps students see how knowledge from different subjects can complement and enrich their understanding of a particular topic.

15. Personalized Learning

Personalized learning tailors the educational experience to the individual needs, preferences, and pace of each student. This can involve adapting content, pacing, and innovative methods of teaching to align with the unique learning styles and strengths of each learner.

Example of Personalized Learning

In a science class, students might engage in personalized learning through adaptive online platforms. The educator support platform assesses each student's strengths and weaknesses and provides customized learning paths, offering additional resources or challenges based on individual progress. This approach allows students to move at their own pace, reinforcing concepts they find challenging and advancing more quickly through material they grasp easily.

16. Active Learning

Active learning involves strategies that engage students in the learning process through activities, discussions, and participation, rather than passive listening. It encourages students to think critically and apply their knowledge actively.

Example of Active Learning

In a biology class, instead of a traditional lecture format, students might participate in a hands-on lab where they conduct experiments to understand cellular processes. The teacher facilitates discussions, and students actively work together to analyze results and draw conclusions. This hands-on approach not only reinforces theoretical knowledge but also enhances critical thinking and problem-solving skills.

17. Gamification

Gamification integrates game elements into non-game contexts, such as education, to enhance engagement and motivation. Points, levels, challenges, and rewards are used to make learning more enjoyable.

Example of Gamification

In a language learning app, students earn points for completing lessons, quizzes, and interactive exercises. As they accumulate points, they unlock new levels and earn virtual rewards. This gamified learning approach incentivizes consistent learning, provides a sense of achievement, and makes the language learning process more enjoyable and interactive.

18. Problem-Based Learning

Problem-Based Learning (PBL) is an instructional method where students learn through solving real-world problems. It promotes critical thinking, collaboration, and the application of knowledge to practical situations.

Example of Problem-Based Learning

In a physics class, students might be presented with a real-world problem, such as designing a sustainable energy solution for a community. Working in groups, students would need to research, analyze, and propose a solution that considers the principles of physics, environmental impact, and cost-effectiveness. This approach not only deepens their understanding of physics but also develops problem-solving skills in a practical context.

19. Mistake-Led Teaching

Mistake-led teaching emphasizes the value of mistakes as opportunities for learning and growth. Instead of penalizing mistakes, this approach encourages reflection, analysis, and understanding through the process of making and correcting errors.

Example of Mistake-Led Teaching

In a mathematics class, when students make mistakes in problem-solving, the teacher could use those mistakes as teaching moments. Instead of providing the correct answer immediately, the teacher facilitates a discussion where students analyze the errors, identify misconceptions, and collectively work towards the correct solution. This fosters a positive learning environment where mistakes are viewed as a natural part of the learning process.

20. Collaborative Learning

Collaborative learning involves students working together in groups to achieve shared learning goals. It promotes communication, teamwork, and the exchange of innovative ideas in education.

Example of Collaborative Learning

In a history class, students could be assigned a research project on a specific historical event. Each group member is responsible for investigating different aspects of the event, such as political, social, and economic impacts. The group collaborates to synthesize information and create a comprehensive presentation. This collaborative approach not only deepens individual understanding but also enhances teamwork and communication skills.

Tips for Implementing Innovative Teaching Strategies

Implementing innovative teaching strategies can be a transformative experience for both educators and students. Here are some tips to help facilitate the successful integration of innovating teaching strategies in the classroom:

• Start with Clear Learning Objectives:

Clearly define the learning objectives and goals you want to achieve with the innovation teaching strategy. Ensure that the chosen strategy aligns with the curriculum and educational outcomes.

• Understand Your Students:

Consider the needs, learning styles, and interests of your students. Tailor the innovative strategy in teaching to match the characteristics of your classroom, fostering a more personalized and engaging learning experience.

• Create a Supportive Environment:

Foster a positive and supportive classroom culture that encourages experimentation, creativity, and risk-taking. Establish an atmosphere where students feel comfortable exploring new concepts and expressing their ideas.

• Provide Adequate Resources:

Ensure that teachers and students have access to the necessary resources, including technology, materials, and training materials. Adequate resources facilitate a smooth implementation of innovating teaching strategies.

• Encourage Collaboration:

Promote collaboration among educators by creating opportunities for sharing insights, experiences, and best practices. Collaborative environments foster a culture of continuous improvement and innovation.

• Seek Student Feedback:

Regularly gather feedback from students to understand their experiences with the innovative teaching strategies. This input helps educators make necessary adjustments and tailor the strategies to better suit student needs.

• Celebrate Successes:

Acknowledge and celebrate the successes achieved through the implementation of innovative teaching strategies. Recognizing achievements reinforces the value of experimentation and encourages a positive attitude towards innovation.

• Stay Informed and Updated:

Stay informed about emerging education trends, technologies, and pedagogical approaches. Continuous learning and staying updated ensure that educators remain at the forefront of innovative teaching practices.

• Flexibility and Adaptability:

Be flexible and willing to adapt. Different strategies may work for different students or in varying contexts. Flexibility allows for adjustments based on ongoing assessments and feedback.

• Encourage Continuous Professional Development:

Support ongoing professional development for teachers, including attending workshops, conferences, and participating in online communities. Continuous learning ensures that teachers stay inspired and well-equipped to implement innovative strategy in teaching effectively.

Remember that the successful implementation of innovative teaching strategies requires a combination of planning, collaboration, and a commitment to ongoing improvement. By creating a supportive and dynamic learning environment, educators can enhance student engagement and foster a love for learning.

What Teaching Strategies Should One Avoid?

Long lectures without interaction can lead to disinterest. Include discussions and activities for engagement.

Adapt teaching to diverse needs, learning styles, and backgrounds for an inclusive environment.

Balance worksheets with hands-on activities and real-world applications to avoid passive learning.

Balance standardized testing with other assessments like projects and presentations.

Thoughtfully integrate technology to prepare students for the digital age.

Clearly state learning outcomes to provide direction and purpose for lessons.

Involve students in decision-making processes and incorporate their interests.

Supplement textbooks with real-world examples, multimedia, and interactive activities. 

Incorporate SEL activities for a positive and supportive learning environment.

Collaborate with colleagues and involve students in collaborative learning experiences.

Embrace mistakes as learning opportunities and encourage a growth mindset.

Use a variety of assessments to capture a comprehensive view of student understanding.

The Future of Innovative Teaching

Over the past few years, the transition from traditional brick-and-mortar learning to digital education has accelerated a pre-existing trend. Virtual academy enrollments had been steadily increasing well before the pandemic, catering to hundreds of thousands of students annually in the US. The provision of digital programs offers students enhanced flexibility, granting them greater access to teachers and classes while empowering them to take more control over their learning experiences.

Quoting Plato's timeless wisdom, "our need will be the real creator," or in modern terms, "necessity is the mother of invention." While innovative teaching strategies were once considered a niche practice by a select few educators, they are now becoming commonplace as schools seek to address learning gaps and adapt to our evolving reality.

Anticipate witnessing a surge in blended learning, hybrid learning, and ambitious initiatives aimed at tackling the challenges confronting schools and students today. This trend extends beyond the classroom, impacting the workplace as well, as organizations grapple with how to navigate their own hybrid learning landscapes.

Crucial for fostering a dynamic and successful learning atmosphere, inventive teaching techniques play a pivotal role in empowering both educators and students. They enable teachers to cultivate imaginative approaches to instruction while fostering the development of independent learning skills among students.

Through the provision of diverse instructional strategies and materials, educators can elevate both student engagement and achievement within the classroom setting.

At PioGroup, we firmly believe in the transformative impact of innovative teaching strategies on learning outcomes. Our extensive array of resources is tailored to assist teachers in seamlessly integrating innovative techniques into their classrooms.

Feel free to reach out today to discover more about how you can unlock the advantages of incorporating innovative teaching strategies into your educational environment!

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Home > Books > New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Pedagogy of the Twenty-First Century: Innovative Teaching Methods

Submitted: 20 November 2016 Reviewed: 09 November 2017 Published: 20 December 2017

DOI: 10.5772/intechopen.72341

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New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Edited by Olga Bernad Cavero and Núria Llevot-Calvet

To purchase hard copies of this book, please contact the representative in India: CBS Publishers & Distributors Pvt. Ltd. www.cbspd.com | [email protected]

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In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.

• digital generation
• innovative teaching methods
• environmental approach to teaching

Author Information

Aigerim mynbayeva *.

• Al-Farabi Kazakh National University, Kazakhstan

Zukhra Sadvakassova

Bakhytkul akshalova.

• International Education Corporation, Kazakh leading Academy of Architecture and Civil Engineering, Kazakhstan

*Address all correspondence to: [email protected]

1. Introduction

The new century introduced significant changes in didactics and teaching methods. Pedagogy of the twentieth century differs from the pedagogy of the twenty-first century. Since the beginning of the twenty-first century, there have been many changes in the development of national and world education. The most observable phenomenon is now the Internetization of society and the penetration of digital technologies into learning. The modern generation of schoolboys is known by the name digital, socially digital [ 1 ], and generation Z [ 2 ]. Knowledge is the transition from acquiring knowledge through reading, from the teacher’s monolog to visual perception, or discussion in the classroom.

Digital technologies change our way of life, ways of communication, way of thinking, feelings, channels of influence on other people, social skills, and social behavior. As Myamesheva states, “the high-tech environment - computers, smart phones, video games, Internet search engines - reshape the human brain” [ 3 ].

The theoretical changes in didactics and pedagogy lie behind the most obvious tendency. Pedagogy in the domestic science was redefined from the “science of upbringing, teaching and learning” to the “science of upbringing and education.” The subject of the twentieth century pedagogy was “upbringing” [ 4 ] (in Kazakh—tarbie, in Russian—vospitanie, in Deutsch—Bildung). Tagunova et al. writes: “Upbringing in the broad pedagogical sense is a purposeful influence of the society to prepare the younger generation for life. Upbringing in the narrow pedagogical sense is a purposeful influence on the development of specific personal qualities…” [ 5 ]. The subject of the twenty-first century pedagogy—the category “education”—has expanded the scope of meaning and understanding. Competence and personal-oriented approaches have been introduced.

Here is how the post-Soviet tendencies of reforming education in the studies of Silova, Yakavets are generalized. There are some commonalities between countries in terms of the “post-socialist education reform package” [ 6 , 7 , 8 ], “a set of policy reforms symbolizing the adoption of Western educational values and including such ‘travelling policies’ as student-centred learning, the introduction of curriculum standards, decentralization of educational finance and governance, privatisation of higher education, standardisation of student assessment, and liberalisation of textbook publishing” [ 7 - 8 ]. This interpretation coincides with the assessment of the Russian researcher Romanenchuk “in the 2004 concept of the development of education ‘westernization’ of education (the transfer of the Western model of education to Kazakhstan soil) is embodied in full” [ 9 ]. On the one hand, one can agree with such assessments, and on the other hand, it is necessary to take into account the powerful tendency of the revival of Kazakh schools and the ethno-pedagogical foundations of education. Kazakhstani scientist Akhmetova defines the six reasons for modernizing education somewhat different: the quality of education, globalization and internationalization, politicization and the creation of a knowledge society, new teaching technologies, marketing and financing [ 10 ]. Kazakhstan is a young independent state that turned 25 years old. Therefore, the reforms of Kazakhstani education in the early twenty-first century were aimed at building a national education system as an attribute of independence. At present, Kazakhstan occupies leading positions on the dynamics of educational reforms in the post-Soviet space.

In this chapter, we consider four areas: (1) the expansion of the subject of pedagogy, (2) environmental approach to teaching, (3) the digital generation and the changes taking place, and (4) innovation in teaching. These changes lead to the renewal of teaching methods.

The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers.

2. Material and research methods

The sources of research were the works of Kazakhstani, Russian and foreign scholars on didactics, textbooks on Pedagogy of the twentieth century, UNESCO recommendations on the development of teaching strategies.

On the one hand, the section overviews, and on the other hand, the results of a practical study on the use of innovative teaching methods by teachers, and understanding of their strengths and weaknesses are presented.

the features of the expansion of the subject of pedagogy—“education” have been analyzed;

approaches in modern foreign didactics on teaching the digital generation of students have been analyzed and generalized, taking into account their specific features;

attention is focused on pedagogical innovation as a direction for the development of didactics;

a survey of teachers on the using of traditional and innovative teaching methods has been conducted.

Therefore, in the first part of the chapter, the analytical and system approaches were used, and the theoretical changes of modern pedagogy were generalized. Another question is, how much do teachers take a positive attitude to innovation, accept them, and improve their skills? To answer this question, a questionnaire was compiled, and a survey was conducted among teachers who had been trained in the Republican Institute for Advanced Training of Teachers and Educators. The selection of respondents was carried out by random sampling. The survey was conducted in May–June 2016. The survey was conducted jointly with Esenova. The following questions were asked in the questionnaire:

(R1) Do teachers use innovative teaching methods?

(R2) What, in the opinion of teachers, are the advantages of innovative teaching methods, what are their shortcomings?

(R3) Why, for what purpose do teachers use innovative teaching methods?

(R4) Did the teachers learn how to use ITM? How did they learn (options: through qualification improvement courses with state payment, independently or at their own expense)?

(R5) According to teachers what is the parity of applying traditional and innovative teaching methods? Has the teacher formed a meaningful structure for updating teaching methods-an innovative culture of the teacher?

The results of the survey help to understand: first, how dynamic is the improvement of teachers’ pedagogical skills and mastering of innovations in teaching. Second, is the upgrade process systemic? And are the conditions created for this by the state? Or do the teachers update the pedagogical skills of the ITM independently?

3. Literature review

3.1. traditional didactics.

Modern pedagogy from the “science of upbringing and training” has become a “science of upbringing and education.” The category “education” for the twentieth century has been transformed and expanded. Didactics since the days of Jan Amos Komensky has been understood as a theory of learning. In Soviet didactics, education was understood as a “learning outcome” [ 11 ], “the process and result of mastering the system of scientific knowledge and cognitive skills …” [ 4 ]. That is, obtaining an education had an expression in obtaining a certificate of education or a university diploma.

In modern textbooks on pedagogy, for example by Bordovskaya and Rean, education is understood broader [ 12 ]: (1) as a process and result of learning, (2) as a society value, because society spent more than 8 millennia to build a cumbersome educational system; (3) the value of the individual, since modern man spends more than 15 years of his life on education and profession; (4) a social institution with its own powerful infrastructure, economy, educational programs, management bodies, didactic systems, and so on.

Theories of education consider the interaction not only of the pupil and the teacher (the micro level of interaction) but also of the interaction of the state and the education system, the social groups of pupils and teachers, parents and pupils, parents and school, schools and public organizations, schools and religions, schools and economic, social development of society. This is the level of macro influence of education on society and society on education. That is why didactic theories and problems are considered not only from the point of view of the internal relations of the teacher and the student, but as a didactic and at the same time social environment, open to innovations and interference, dynamic changes. Therefore, forming subject competencies, we simultaneously design the formation of social, communicative competences, life competencies.

3.2. Environmental approach to teaching

In the 1970–1980s of the twentieth century in the USSR, the process of teaching began to be stated from the point of view of the activity approach in the domestic textbooks on pedagogy. The learning process as teaching and learning has components: purpose and objectives, content, methods, teaching tools, learning forms and results. When planning the lesson, we design these components. This theory is connected with the L. Vygotsky’s theory of educational activity, the theory of developmental learning of L. Zankov, V. Davydov, I. Lerner, M. Skatkin, Z. Kalmykova and others [ 13 , 14 ].

Since the twenty-first century, the environmental approach to learning has been actively used. According to Manuilov [ 15 ], we define the functional environment as something, among which the subject resides, whereby his way of life is formed, which mediates his development and averages the personality.

In the 1990s of the twentieth century, the Italian scientist Rizolatti discovered mirror neurons. Mirror neurons are neurons of the brain that are excited both when performing a certain action, and when observing the performance of this action by another person. Such neurons were reliably detected in primates, their presence in humans, and some birds, is confirmed. These neurons play a key role in the processes of imitation, empathy, imitation and language learning [ 16 ].

According to the Albert Bandura’s theory of social learning, human behavior is not so consistent. Prior to the theory of A. Bandura, according to the theories of J. Piaget and others, it was believed that abilities and attitudes were formed as they grew up [ 17 ]. Therefore, as we are accustomed to believe, some consistency is inherent in actions. A. Bandura believes that human behavior is not so consistent. Rather, it depends on the circumstances. Human behavior is more determined by the existing situation and its interpretation by a person than by the stage of his development, character traits or personality types. From A. Bandura’s theory of social learning, one can conclude that education is figurative, discrete, can be carried out eventually, situationally.

In the environmental approach, information and energy become important categories. During the lesson, there is a dynamic exchange of information, knowledge, and energy between the teacher and the student. In our opinion, the basis of the synergetic approach in pedagogy is manifested here. According to the theory of self-cognition, according to Mukazhanova, the value of “love” is understood as the energy exchanged between people [ 18 ], for example, mother and her child. Positive attitudes in study and occupation, the positive energy generated by the teacher, set a special positive spiritual atmosphere. It is interesting that here one can turn around to the Academy of Plato history. As you know, the word “platonic love” comes from “spiritual communication between teacher and student.” Therefore, in didactics, it is better to use more developing, positively motivating methods and technologies of education, which will create a development environment that is positive for development. The teacher becomes the facilitator of the child development. Therefore, art-pedagogical, creative methods of teaching are recommended.

Moreover, the environment must be saturated with both information and positive energy. The teacher himself plays a big role if he is a significant personality for the student.

This scientific direction in pedagogy connected with the social environment and the socialization of the individual has resulted in a new disciplinary science—social pedagogy. It deals with other mechanisms of socialization—imprinting, imitation, identification. Thanks to the development of psychology, the theory of upbringing develops coping strategies, coping behavior, and the concept of a lifestyle.

3.3. Digital generation

In the modern school, we observe serious changes related to informatics and the introduction of multimedia in the educational environment. Modern scientists—teachers, sociologists, futurists also reflecting—speak about a new generation of students, that is, schoolchildren of the twenty-first century. This generation is “Next”, generation Z (theory of generations developed by Neil Hove and William Strauss), the digital generation, the social-digital generation (developed by L. Hietajärvi, K. Lonka).

Let us consider the foreign studies of scientists who demonstrate modern changes and new approaches in the development of didactics. Scientists D. Tapscott, D. Oblinger, B. Brdička [ 19 ] note serious changes in perception and learning process ( Table 1 ).

Table 1.

Generation development [ 19 ].

Hietajärvi et al. [ 1 ] echoes it and so articulates changes in the new generation, called the “social-digital generation” ( Table 2 ).

Table 2.

Differences between the modern practice of teaching at school and the new “social-digital generation” [ 1 ].

Note the importance of all the changes. Let us dwell on the fact that “The educational space is expanding beyond the classroom” [ 20 ]. At present, having agreed in advance with the students, we can use the Internet video resources during the explanation and during the group work assignments, and we can allow students to use smart phones and phones when preparing a group solution.

Hietajärvi et al. call the modern generation as a generation with “social and digital participation” and write that “social and digital technologies are integrated systems of technology, social media and the Internet that provide a constant and intensive online interaction with information, people, and artifacts”; Social and digital participation is “a new concept of the practice of informal, socially-digital mediated participation” [ 1 ].

According to Soldatova’s and Zotova’s research, changes occur in the memory, attention and thinking of the digital generation. “The accessibility of almost any information at any time from an early age changes the structure of mnemonic processes. First of all, it is not the content of any information source in the network that is remembered, but the place where this information is located, and more precisely the ‘way’, method how to get to it. The average concentration duration of attention compared to that which was 10-15 years ago, decreased ten times. A new phenomenon is clip thinking. It is based on fragments processing of visual images, rather than “on logic and text associations” [ 20 ].

Teachers have diametrically opposed opinions on how to respond to changes: from conservative (leaving everything as it is, schoolchildren need to be taught as in the last century) until the need for a complete restructuring of the education system. Our position is based on the principle of ambivalence, the continuity of “tradition → innovation,” the need for active research of the phenomenon of electronic and visual culture, and the study of the influence of visual culture on the personality of a schoolboy. Digital technologies change our way of life, ways of communication, way of thinking, feelings, channels of influence on other people, social skills, and social behavior [ 21 ].

Schoolchildren and students have more short-term memory; therefore, new methods of fixing knowledge in long-term memory and development of competencies are needed. Educators are aware of the problem of forming school children’s cogency of thinking. It is interesting to understand the “superficial” and “deep”/“deep” approach in obtaining knowledge. “Learning the text by heart, ignoring the meaning, understanding - is known as a superficial approach, and an integral and critical assessment, the study of the material is known as a deep approach.” “Superficial learning is a superficial approach; it is the reproduction of knowledge, the teacher-regulated training, passive epistemology, dual vision, and the consumption of knowledge. Deep approach, knowledge transformation, self-regulatory learning, active epistemology, relativistic views, and knowledge building approach can lead to deeper levels of learning” [ 1 ].

These issues put forward new requirements for the teacher and his professional activities. Teachers need to learn new information and digital technologies more actively. In addition, new research is needed in the field of the psychology of perception and thinking with the active use of e-learning. Practical training of teachers for the use of ICT and digital resources, the formation of digital literacy, the inclusion of such courses in educational programs for teachers is necessary nowadays.

When formulating courses, it is possible to demonstrate the continuity of the development of didactics on the concepts “behaviorism → cognitivism → constructivism → connectivism.” Brdička systematized the development of didactic bases of the twentieth century in 2011 ( Table 3 ) [ 19 ].

Table 3.

Connectivism as a new didactic basis in the foreign theory of education [ 19 , 22 ].

As is known, the theory of behaviorism as a behavioral approach appeared in the 1920s. It has been used in education for a long time. Schools of the eighteenth and nineteenth centuries relied on the foundations of a behavioral approach (although the theory of behaviorism has not existed yet). In the 30s of the twentieth century, the formation of the cognitivism process began in Soviet education. The Soviet didactic system was mainly built on the use of both theories. Further in the second half of the twentieth century, the theory of constructivism (social constructionism) was formulated. Social reality has a dual nature. On the one hand, it has objective meanings, while on the other hand, it has subjective meanings. Each person builds a social reality around himself. An important tool of social reality is language. Through language and communication, a person builds for himself a field of knowledge and understanding. The processes of socio-psychological construction of the society through personal activity and activity are considered.

In education, the course of social constructivism is associated with the socialization of the individual in society, the formation of socialization skills in each person, and the learning of self-structuring of knowledge by students. The approach is connected both with the construction of the learning environment, including communicative and construction of knowledge through it. Currently, the theory is actualized by the use of active and innovative teaching methods in education (brainstorming, case study, group teaching methods, etc.). We emphasize that the sequence of the appearance of theories, in principle, does not disprove the previous one, but complements, as it were, built on the previous ones, then penetrates into the previous ones and partially changes their use. This understanding is illustrated by the modern methodological principle of the science—the principle of addition and complementation. As in school, at the university, we use these trends when building the learning process. Note that the course of social constructivism echoes the environmental approach in pedagogy.

A new direction for the emerging theory was put forward by Siemens and Downes in connection with the development of communication network and new opportunities for their use in teaching [ 22 ]. Knowledge is obtained through interaction with the network community. Of course, such a process of obtaining knowledge, on the one hand, can be characteristic of an already prepared or adult person who is able to critically evaluate, analyze, choose, and construct knowledge [ 21 ]. That is, it has some foundation of knowledge. At the same time, the students of secondary schools themselves demonstrate active assimilation of knowledge and skills in this way—through networks. Therefore, in our opinion, we predict that there will be a penetration of this theory gradually into lower-level classes (even initial ones). For junior high school students and teenagers, networks have become commonplace, so their networking skills are much better developed than those of educators.

In Kazakhstan, which has Soviet traditions in didactics, the content of education was built on the basis of theories of encyclopedism, formalism, copyism (in Russian—ekzemplyarizm), and others. They are described in the textbook of didactics [ 23 ]. In the Western science of education, the transition from behaviorism to cognitivism and constructivism is considered. The transition to the dominance of theories of constructivism requires the active use of innovative teaching methods. It is clear that changes in reality dictate the need to move away from encyclopedism and cognitivism in learning.

In education, the understanding of learning outcomes has shifted from knowledge, or knowledge and skills, to the formation of competencies. If knowledge is formed consistently, then competencies develop in a complex manner. Competencies are difficult to form in one lesson, so we can talk about “learning strategies” implemented for a certain length of time. The learning strategy integrates both approaches and principles, the direction of development, and the methods and types of instruction. Training strategies are aimed at competence—the expected results of education. Strategies for active, innovative teaching, project-oriented, and playful learning can realize the concepts of constructivism and connectivism.

3.4. Innovation in training

According to Volov, “In the Middle Ages in educational institutions the ratio of the number of pupils to the holders of knowledge was about ten (I ≈ 10); With the introduction of the pedagogical system Ya.A. Comensky, the ratio of the number of pupils to the teacher reaches hundreds (I ≈ 100); modern innovative technologies increase the factor of educational technologies in tens of thousand times (I ≈100,000)” [ 24 ]. The development of innovations in education is served by the scientific discipline “Pedagogical innovation.” It helps in the development, implementation and dissemination of innovations in teaching practice. We give several of its provisions.

Innovation is a phenomenon that carries in itself the essence, methods, techniques, technologies, and content of the new. Innovations (from Latin in - in, nove - new) - the introduction of a new, the introduction of novelty. According to Taubaeva and Laktionova: “The innovative process is a complex activity in the formation and development of the content of education and the organization of a new” [ 25 ].

Innovative methods of teaching are methods of teaching that involve new ways of interaction between “teacher-student”, “teacher-student”, a certain innovation in practical activity in the process of mastering educational material.

an absolute innovation (absolutely new technology);

a modernized innovation (significantly improved technology);

a modified innovation (slightly improved technology);

an innovation, technology introduced to a new territory (e.g., trainings for the RK, credit technology of training for Kazakhstan);

an innovative technology of a new field of application [ 26 ].

Features of innovative training: (1) work on anticipation, anticipation of development; (2) openness to the future; (3) constant inconsistency, in other words, the non-equilibrium of the system, in particular the person himself; (4) focus on the personality, his development; (5) the obligatory presence of creativity elements; and (6) partnership type of relations: cooperation, co-creation, mutual assistance, and so on.

the belief that the human potential is unlimited;

the pedagogical approach is aimed at mastering reality in the system;

stimulation of nonlinear thinking;

they are based on the hedonistic principle that is, based on the enjoyment of learning, the joy of achievement, the pedagogy of success.

the mobile role-playing field of the teacher—the teacher simultaneously teaches and learns from the student [ 27 ].

Firstly, the very methodology of innovative learning is built on a personal-oriented approach. In the Western literature, it is called student-centered learning. Secondly, it synthesizes synergistic, systemic, competence, dialogical and activity-oriented, culturological, information and technological, environmental, and other approaches. Third, it is possible to determine the laws and principles of the innovation process in education and the basis of the innovative culture of the teacher. The methodology of innovative teaching is reflected in the training manual.

According to Podlasy “The teaching methods set the pace of development of the didactic system - the training progresses as quickly as the methods used allow it to move forward” [ 11 ]. In practice, there is a transition from reproductive methods of teaching to innovative ones.

We have collected more than 300 innovative teaching methods and technologies for more than 20 years of experience [ 26 , 28 ]. Traditionally, ITM (according to M. Novak) is divided into nonimitative (brainstorming, pedagogical exercises, and discussions) and imitative (nongame, e.g., case study, training, etc., and gaming—business role-playing, blitz games). The collection includes a didactic description of the algorithms for applying the methods and the most interesting examples of student fulfillment [ 29 ]. They include: brainstorming, training, role-playing and business games, blitz games, various methods such as “Puzzles”, then “Domino”, “Historical picture”, “Fish bone”, “Spider online”, “Car”,” Basalt Columns “, “University - 2050″, “School-2030 “,” School - 2050 “, lessons “Сreativity hour”,” Talk show “,” TV digest “, in the” Walt Disney Circle “, “Walt Disney’s Three Stools”; On “soap bubbles,” “Conceptual fan,” “Collective record”, “Palm,” “Train,” “My Constellation,” “I - it me,” critical thinking techniques, “Six pairs of action shoes” and “Six hats of thinking” by Edward de Bono, an educational project, a fairy tale creation, etc.

For example, the method “Historical picture” was born after a trip to Dresden and acquaintance with the famous wall tile panel “Procession of the Princes”, created in 1904–1907. It depicts 35 Margraves and Kings of Saxony, who lived from the twelfth century to the beginning of the twentieth century and in the procession they are presented consistently. Students are invited to study the historical information about this panel and to come up with their own version of the historical picture of the collection of the procession, for example, the scientific school of the theory of behaviorism with brief “reference signals” about the positions of scientists. The student does not need to possess special artistic skills; he is allowed to use any improvised material such as copies of biographical references with photos, glue, paper, markers, etc. The work can be performed in groups, as an independent work, or at a seminar (with a given homework to study the theory of behaviorism). In conclusion, presentations are made. Students not only learn the sources as much as possible but also learn to generalize, logically and artistically, visually, creatively represent solutions, present their decisions, work in a team.

In 2010, UNESCO recommended the following teaching strategies for the twenty-first century: experiential learning, storytelling, values education, enquiry learning, appropriate assessment, future problem solving, outside classroom learning, and community problem solving [ 30 ].

The active use of innovative teaching methods by teachers is a necessity nowadays. The greater the strategies and methods of teaching the teacher has, the more interesting, diverse it conducts classes, better motivates the student’s cognitive activity, shapes the experience of solving nonstandard problems, promotes in-depth training and the steady assimilation of technology of practical activity.

A good teacher constantly improves his didactic skills, selects, and develops new methods and technologies of teaching.

A change in the teaching of pedagogy can be observed in the gradual addition of subsections of textbooks on the pedagogy topics on innovative methods of teaching (comparative Table 4 ).

Table 4.

Comparative table of the section “didactics” of textbooks on “pedagogy” for pedagogical universities.

These textbooks were used in universities to train teachers on the territory of the USSR and post-Soviet countries, recommended by the Ministry of that time. The analysis of the content was carried out on the basis of comparing the names of topics in the section “Didactics” of textbooks on pedagogy of the twentieth and twenty-first centuries (textbooks representing the decade). It shows the relative stability of the subjects of the section “Didactics” by keywords: “the process of learning,” “the content of education,” “methods and means of teaching,” and “forms of education.” Textbooks include the topic “Innovative Learning Technologies” in the 21st century. Thus, modern students are studying innovative methods and technologies of teaching.

For teachers of the older generation who have graduated earlier from universities, advanced training is carried out (according to the Law of the Republic of Kazakhstan “About Education” at least once in 5 years) [ 33 ].

Currently, most schools in Kazakhstan are actively pursuing reforms, including the active use of innovative teaching methods by teachers. Next, we turn to the consideration of the results of the questionnaire of teachers on the use of innovative teaching methods.

4. Results and discussion

4.1. survey of teachers on the use of innovative teaching methods.

Many scientists study the active implementation of innovations in training. According to Isayev, only 14% of teachers have an actively positive attitude to innovation, they initiate the introduction of new technologies in the educational process and promote them. Twenty-three percent are positively attuned and 9% have an emotionally positive attitude to pedagogical innovations [ 34 ]. While 18% of teachers have frustration-negative, 26%—passive-negative, and 10% actively negative attitude toward innovation. T.I. Shamova divides teachers in terms of the degree of motivation for innovation in the school into leaders from 1 to 3%, positivists from 50 to 60%, neutrals—30%, and negativists from 10 to 20% [ 35 ]. The introduction of innovative teaching methods is actively conducted in Kazakhstan. Let us conduct a survey among teachers—whether they use innovative teaching methods, which see the strengths and weaknesses of ITM application.

In the joint questionnaire held by K. Esenova, 66 teachers participated in the qualification improvement institute, and up to three priority answers were allowed.

(R1) Do teachers apply ITM? 92.42% of the teachers admit that they use innovative teaching methods. In our opinion, this is a high figure. At the same time, it can be assumed that since teachers came to improve their qualifications from different regions of Kazakhstan, they were a priori motivated to update the teaching methods, to apply ITM, and have some experience in applying them. In addition, the promotion of the ITM application is widely conducted in the Kazakhstani education system. Therefore, we can assume that this result is in part similar to Shamova’s data on the existence of teachers due to various reasons that are negatively related to innovations in training.

(R2) Advantages and disadvantages of ITM . Teachers recognize the strengths of teachers recognize the strengths of the application of innovative teaching methods (ITM): the activity of students in cognition and activity (51.52%), students’ interest and practical orientation (39.93%), meaningfulness and strength of the acquired knowledge and competences (36.36%), the feasibility of fulfilling the tasks of the students (33.33%), development of creativity (30.30%), support of interest and direction in depth for strong students (15.15%).

The risk zones indicated by teachers: a reduction in the amount of knowledge for a limited time of the lesson (54.55%), training and material support/equipment, markers, stickers …/(48, 48), class noise, reduced discipline (42.42%), and labor time of training (36.36%). Note that in urban schools, the usual class consists of 25–33 schoolchildren, and the teacher does not have an assistant.

These indicators are a good illustration of the teachers’ understanding of the sampling of existing difficulties in the application of ITM.

( R3) The purpose of ITM application. The main goal of the ITM application, according to the teachers’ evaluation, is to increase the interest of students—92.42%, active involvement of students in educational work—69.7%, development of the creativity of the student 60.61% ( Figure 1 ). As a result of ITM application, the students develop personality qualities—activity, communicativeness, competence, oratorical ability, democracy. The constant use of innovative teaching methods develop in pupils, according to teachers’ assessments, activity (78.79%), communicative (69.7%), competence (66.67%), oratory (30.3%), and democracy (15.15%).

Figure 1.

Why, for what purpose do teachers use innovative teaching methods?.

(R4) Training of IMT teachers . Most teachers were trained in innovative teaching methods (81.82%). Methodical updating took place through qualification improvement courses (78.79%) and special courses at universities (54.55%). Besides, teachers attend training at their own expense (45.4%) and are engaged in self-education (30.3%). Indirectly, these results show the systematic nature of the state’s work on updating the methods of teaching. At the same time, 30–45% of the selected teachers independently update innovative methodological competence, which also shows the active position of teachers in improving the skills in this sample. The results are in accordance with the data on the studies of Isaev and Shamova (46% positively related and 50–60% positivists enter the data area).

( R5) The parity of applying traditional and innovative teaching methods . On the question of determining the parity of accepting traditional (reproductive) and innovative methods of teaching, teachers responded as follows ( Figure 2 ).

Figure 2.

Determining the parity of applying traditional and innovative teaching methods.

It is gratifying to note that there has been a turn to the need for more innovative methods of teaching to be used by 90.91% of teachers. This is the result of reforming the system of Kazakhstani education as well as the work of courses for improving the qualifications of teachers.

To the last question: “Did you have a meaningful structure for updating the methods of teaching-an innovative teacher culture?” 45.5% of teachers answered “Yes”, 39.4% in part, and 15.1% answered “No” ( Figure 3 ). This system includes both participation in advanced training courses, participation in ITM training, self-education—reading books, attending classes of innovative teachers.

Figure 3.

Teachers answer.

In our opinion, it is the innovative culture with the motive and the ability to update the pedagogical tools, competences, knowledge, and values that should become the component of the skill of the modern teacher. Such a system can be multicomponent, as teachers themselves point out, associated with the reflexive methodological competence of teachers.

5. Conclusion

Changes in didactics and pedagogy of Kazakhstan and post-Soviet countries have two major directions. The first is associated with a change in ideology and the acquisition of independence by countries. The second is connected with the world trends in the development of education: the introduction of a competence approach, informatization, internetization, globalization, and diversification of education.

Teacher, on the one hand, subjectively decides on the design of the content, methods, strategies, and technologies of education, but the implementation of educational reforms depends on him. On the other hand, the state and society broadcast the pedagogical culture, the value aspects of teachers’ thoughts through professional, vocational training, and the system of raising teachers’ qualifications.

The subjectivity of consciousness and professional activity is one of the principles of modern pedagogical science. That is, the application or nonuse of innovative methods depends on the personality of the teacher, his methodological competence, pedagogical skills. The task of the teacher training system is to actualize such a need, to form methodological competence. The task of the school and universities is to encourage and stimulate the development of teachers’ and students’ creativity. An important task of the teacher is to constantly reflect and develop his pedagogical potential; then the student influenced by the example of the teacher will be an active and competent person.

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Innovation in teaching can capture students' attention and foster a genuine love for learning. By incorporating interactive elements such as technology, multimedia resources, and real-world examples, teachers can create a dynamic and engaging classroom environment. Some of the teaching methods that have been proven effective include:

Collaborative Learning

Collaborative learning emphasizes teamwork and cooperation among students. This approach encourages active participation, social interaction, and peer-to-peer learning. Through group projects, team-based learning discussions, and problem-solving activities, students develop vital skills such as communication, collaboration, and negotiation, while also building a supportive community with their classmates to inspire each other.

Project-Based Learning

Project-based learning is an effective teaching method that encourages students to actively engage in real-world problem-solving. Through hands-on projects, students can apply their knowledge, collaborate with peers, and develop essential skills like teamwork, communication, and critical thinking. This approach not only enhances student motivation but also promotes a deeper understanding of the subject matter as students connect theoretical concepts with practical applications.

Technology Integration

In today's digital age, technology is an indispensable tool in education. Integrating technology into teaching methods can enhance student engagement, facilitate personalized learning, and provide access to a wealth of educational resources. From interactive whiteboards and educational apps to online platforms and virtual reality, technology offers countless opportunities for innovative teaching. Teachers can leverage multimedia resources, simulations, and interactive exercises to create immersive learning experiences that cater to different learning styles and interests.

RELATED: Why Even the Best Teachers Need Coaches

Coach Teachers to Effectively Utilize Innovative Teaching Methods

Public school districts often partner with a talent development or education strategic planning vendor like engage2learn (e2L) to provide their teachers and school leaders – such as principals and assistant principals – with relevant professional development and personalized coaching that increases their effectiveness without adding more to their plate. This is done through:

01: Fostering a culture of innovation within the public school system. 

Begin with cultivating a growth mindset among teachers. Encourage educators to question conventional teaching practices and seek new approaches. Provide opportunities for collaborative learning, where teachers can share their experiences, ideas, and innovative strategies.

02: Employing professional development programs.

Equip teachers with the knowledge and skills required to embrace innovative teaching methods. These programs should focus on such topics as design thinking, project-based learning, technology integration, and small group instruction. Encourage educators to utilize a job-embedded platform such as GroweLab for professional development for teachers to stay up to date with instructional best practices and pedagogical trends.

03: Promoting collaboration and networking among teachers.

Encourage them to form professional learning communities where they can exchange ideas, share resources, and engage in collaborative lesson planning, both within and across educational institutions. Online platforms and social media can serve as powerful tools for fostering connections and accessing a global community of educators.

04: Encouraging innovation.

Innovation often involves stepping out of one's comfort zone. Teachers should be encouraged to innovate with new teaching methods, which could involve gamified learning, flipped classrooms, or incorporating digital tools and resources. Create a supportive environment that values experimentation, embraces failures as opportunities for growth, and celebrates successes with badges and microcredentials.

05: Providing teachers with easy access to innovative teaching resources.

Get to Know GroweLab, the All-In-One Talent Development and Instructional Coaching Platform

Intended specifically for instructional coaches, teachers, and district and school leaders, GroweLab helps users maximize their time, work autonomously and collaboratively, increase capacity, and provide individualized, differentiated support relative to each coachee’s needs. Paired with e2L’s evidence-based, research-backed coaching methodology that aligns to the science of coaching , GroweLab is designed to:

• Enable instructional coaches to manage, document, and monitor all coaching activity with ease, no matter how large their roster.
• Connect educator growth and student achievement data to show the ROI and impact of coaching through an advanced, user-friendly education analytics dashboard.
• Incentivize educator and staff growth through a microcredentialing and recognition system.
• Grow school and district staff in differentiated, research-based, role-specific professional learning competencies.
• Support 100% of instructional and non-instructional staff at a fraction of the cost.
• Provide 24/7 access to asynchronous learning on competencies, a robust library of resources and courses, and real-time coaching interactions and feedback.

Instructional Coaching in GroweLab

Coaching is the most effective tool for improving the daily practice of teachers. With GroweLab, leaders can streamline and scale their instructional coaching efforts by providing targeted support to more teachers and staff, while ensuring the visibility and effectiveness of their coaching program. By leveraging GroweLab , leaders are able to extend more coaching support to more educators, track progress, and make data-informed decisions to drive continuous improvement – ultimately enhancing the overall effectiveness of instructional coaching, increasing teacher retention, and improving student outcomes. Integrating a collaborative tool that allows coaches to easily communicate with, monitor, analyze, and celebrate the progress of every educator on their roster enables them to keep things organized, focused on relevant topics, and efficient – especially one that’s designed with the needs of educators in mind. As instructional coaches observe and monitor the progress of educators, they need a single, user-friendly tool for ongoing documentation and real-time coaching – one that allows for open communication between coach and coachee, maximizes everyone’s time, and provides educators with clear, actionable next steps.

RELATED: Instructional Coaches Need These 4 Things

Having a tool that transforms all evidence of educator growth from instructional coaching into data is important for quantifying the efficacy of coaching, identifying areas that require more attention and improvement, and connecting educator growth to improved student achievement.  GroweLab is built on a model of support that is proven to provide teachers and any coachee with relevant professional development and individualized instructional coaching focused on high-impact competencies proven to:

• Accelerate student learning and achievement
• Improve job satisfaction
• Reduce teacher burnout
• Decrease attrition

By leveraging personalized learning strategies, adaptive technology, and differentiated instruction, teachers develop the skills and acquire the necessary tools to provide targeted support that ensures every student gets what they need. Empowering teachers to think innovatively and leverage cutting-edge teaching methods is pivotal for improving student success. With GroweLab, your teachers will have the resources, training, and support they need to grow in their skills, effectively support their students, and make a lasting impact. When you're ready to grow your talent, we're ready to support you! Learn more about GroweLab and get a demo here .

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5 Strategies & Tools to Support Your Teachers This Year

Approaches to pedagogical innovation and why they matter

Subscribe to the center for universal education bulletin, david istance david istance former nonresident senior fellow, center for universal education.

January 23, 2019

Across the world there is the outstanding challenge of innovating schools that too often are rigid and old-fashioned. The world is changing rapidly. Far too many students are disengaged and achieve well below their potential. At the same time, global expectations for education systems are growing ever more ambitious. For all these reasons, schools and systems must be ready to move beyond the comfort zone of the traditional and familiar. Innovation is essential.

Major shifts in curriculum policy in turn argue for pedagogical innovation. Curriculum policy strategies in many countries promote the development of competences, as well as knowledge, including those often called “21st century skills.” Competences such as collaboration, persistence, creativity, and innovation are not so much taught as intrinsic to different forms of teaching and learning through pedagogy. If the 21st century competences are to be systematically developed, rather than left to emerge by accident, then pedagogies must deliberately foster them.

Innovation is fundamental, therefore, and it must reach right into the pedagogies practiced in schools and classrooms around the world. Pedagogical expertise is at the core of teacher professionalism, and so promotion of such expertise is fundamental. Patterns of pedagogical practice are extremely hard to grasp at a system level (never mind internationally), however, given the lack of agreed definitions and the sheer number and dynamism of the relationships involved. Yet, it is so important that it cannot be left as a “black box” hidden behind classroom doors.

My former Organisation for Economic Co-operation and Development (OECD) colleague Alejandro Paniagua and I recently addressed these complex issues in a report from the OECD’s Centre for Educational Research and Innovation (CERI): “ Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies .”

A key aim of this work has been to identify concrete clusters or families of innovative pedagogical approaches, while not getting lost in the myriad of diverse teaching methods. The report outlines six approaches, which lie in the middle of the theoretical spectrum between broad principles, such as inclusiveness or cultural relevance, on the one hand, and specific teaching methods, on the other. This permits a more concrete and practice-oriented focus than considering all approaches together as if they were the same; it also focuses squarely on the pedagogies themselves rather than getting snagged on questions of whether they are necessarily innovative (which will vary widely depending on context).

The six clusters of pedagogical approaches

Blended learning rethinks established routines and sequencing of student work and teaching to enhance understanding and relies heavily on digital resources. This approach aims to be engaging and coherent for learners, as well as to optimize access to teacher expertise by reducing routine tasks. The report discusses three main forms of blending: the inverted flipped classroom, lab-based models, and “in-class” blending.

Gamification exploits how games can capture student interest while having serious purpose, such as fostering self-regulation and the abilities to handle complexity and the unfamiliar. These pedagogies explicitly build on features of games such as rapid feedback, badges and goals, participation, and progressive challenge, as well as on the human elements of narratives and identities, collaboration, and competition. The OECD report elaborates on an example of using the “Game of Thrones” series for teaching history.

Computational thinking develops problem-solving by looking at challenges as computers would and then uses technology to resolve them. Its basic elements include logical reasoning, decomposition, algorithms, abstraction, and pattern identification—using techniques such as approximate solutions, parallel processing, model checking, debugging, and search strategies. Computational thinking envisions programming and coding as new forms of literacy.

Experiential learning occurs through active experience, inquiry, and reflection. Its four main components are concrete experience that potentially extends existing understanding, reflective observation, conceptualization, and active experimentation. Guidance and scaffolding play pivotal roles. Pedagogies in this cluster include inquiry-based learning, education for sustainable development, outdoor learning, and service learning.

Embodied learning looks beyond the purely cognitive and content acquisition to connect to the physical, artistic, emotional, and social . Embodied pedagogies promote knowledge acquisition through the natural tendencies of the young toward creativity and expression,  and encourage the development of curiosity, sensitivity, risk-taking, and thinking in metaphors and multiple perspectives. The report identified three main forms: school-based physical culture, arts-integrated learning, and the construction of tools and artefacts. The OECD report illustrates this approach through an example of teaching geometry through dance.

Multiliteracies and discussion-based teaching aims to develop cultural distance and critical capacities. Critical literacies situate knowledge in its different political, cultural, and authorial contexts and deconstruct narratives. Class discussion, always valuable, becomes central in questioning ideas and dominant language. This pedagogical approach uses students’ life experiences to create meaningful classroom activities, constructive critique to create distance from received knowledge, and encouragement of students to extend their horizons. This approach also depends on active teacher scaffolding.

These clusters are not stand-alone approaches, and they can be combined in different ways. Indeed, in our OECD report we discuss the importance of combining pedagogies that work well together as well as of understanding what teachers should do to practice powerful, effective versions of the pedagogy.

In sum, innovation in teaching and learning is increasingly essential for education in the 21st century, and this needs to reach right into the pedagogies practiced in schools and classrooms. Understanding pedagogical innovation presents formidable challenges but represents a black box that must be prised open for advances to happen.

K-12 Education

Global Economy and Development

Center for Universal Education

Sopiko Beriashvili, Michael Trucano

April 26, 2024

Richard V. Reeves, Ember Smith

Michael Trucano, Sopiko Beriashvili

April 25, 2024

10 Innovative Teaching Methods Revolutionizing Classrooms Today

Revolutionizing education is indeed necessary in the contemporary world, characterized by rapid technological advancements, globalization, and evolving societal needs. Traditional education systems often fail to keep pace with these changes, leading to a growing demand for innovative approaches to teaching and learning. In this essay, we will explore ten strategies and innovative teaching methods that can revolutionize education.

1.Personalized Learning:

One of the most significant shifts in education is toward personalized learning. This approach tailors education to individual students' needs, interests, and learning styles. Adaptive learning technologies, data analytics, and artificial intelligence can help educators deliver personalized content, assessments, and feedback to students, enhancing their learning outcomes.

2.Project-Based Learning (PBL):

  PBL engages students in real-world, interdisciplinary projects that require critical thinking, problem-solving, and collaboration skills. Instead of rote memorization, students work on meaningful projects, such as building prototypes, conducting scientific experiments, or solving community problems, fostering deeper understanding and motivation.

3. Flipped Classroom:

In a flipped classroom model, students engage with instructional content, such as lectures or videos, independently outside of class, while class time is reserved for active learning activities, discussions, and problem-solving. This approach allows for more personalized support and interaction between teachers and students during face-to-face sessions.

4.Blended Learning:

Integrating Conventional Classroom Teaching with Online Educational Components. By integrating digital resources, multimedia, and interactive platforms, educators can create a flexible and dynamic learning environment that accommodates diverse learning preferences and schedules.

5.Gamification:

  Gamification involves applying game-design principles and mechanics to non-game contexts, such as education. By incorporating elements like points, badges, levels, and leaderboards into educational activities, educators can increase student engagement, motivation, and retention of content.

6.Experiential Learning:

Experiential learning emphasizes hands-on, immersive experiences that allow students to directly engage with concepts and skills in real-world contexts. Internships, simulations, field trips, and service-learning projects provide opportunities for students to apply theoretical knowledge to practical situations, enhancing their understanding and skill development.

7. Collaborative Learning:

Collaboration fosters active engagement, communication, and teamwork among students. Collaborative learning activities, such as group projects, peer teaching, and cooperative problem-solving tasks, promote social interaction, critical thinking, and empathy, preparing students for success in a collaborative work environment.

8. Multimedia and Interactive Content:

Leveraging multimedia resources, such as videos, animations, simulations, and interactive tutorials, can enhance teaching effectiveness and student comprehension. Visual and interactive content appeals to different learning styles and helps clarify complex concepts through dynamic representations and demonstrations.

9.Global Education and Cultural Competence:

In an increasingly interconnected world, global education and cultural competence are essential. Integrating diverse perspectives, multicultural literature, global issues, and cross-cultural exchanges into the curriculum fosters empathy, respect for diversity, and a deeper understanding of global challenges and opportunities.

10.Critical Digital Literacy:

With the proliferation of information and digital technologies, critical digital literacy skills are vital for navigating and evaluating online content critically. Educators must teach students how to assess the credibility, bias, and reliability of information sources, as well as how to responsibly create, share, and communicate using digital tools and platforms.

These strategies and innovative teaching methods represent just a glimpse of the possibilities for revolutionizing education. By embracing technology, individualization, active learning, and global perspectives, educators can create inclusive, engaging, and effective learning experiences that prepare students for success in the 21st century. However, it's crucial to recognize that implementing these changes requires ongoing professional development, institutional support, and a commitment to continuous improvement. Revolutionizing education is not a one-time event but a continuous journey towards excellence and equity in learning.

Benefits of Revolutionising Education:

Revolutionizing education brings about a multitude of benefits that positively impact students, educators, societies, and the economy. Here's how:

1.Enhanced Engagement:

Innovative teaching methods like project-based learning, gamification, and experiential learning make education interactive and relevant, boosting student engagement.

2.Improved Learning Outcomes:

Personalized learning ensures each student receives tailored support, leading to better academic achievements and mastery of skills.

3. Critical Thinking Skills:

Students develop critical thinking and problem-solving abilities through real-world problem analysis and collaboration with peers.

4.Preparation for the Future Workforce:

Beyond academics, students learn essential skills like communication, collaboration, adaptability, and digital literacy, crucial for success in the modern job market.

5.Lifelong Learning Habits:

Revolutionized education fosters a culture of curiosity and self-directed learning, encouraging students to continuously seek knowledge and growth.

6.Promotion of Creativity and Innovation:

Innovative teaching methods encourage experimentation and risk-taking, nurturing students' ability to generate new ideas and solutions.

7. Global Awareness and Cultural Competence:

Global education initiatives and cross-cultural exchanges develop cultural awareness, empathy, and global citizenship among students.

8.Reduction of Achievement Gaps:

By addressing diverse learning needs and employing culturally responsive teaching practices, revolutionizing education promotes inclusivity and equity.

9.Social and Emotional Development:

Social-emotional learning programs and character education help students develop essential life skills such as empathy, resilience, and self-awareness.

10.Empowerment:

A supportive and inclusive learning environment empowers students to take ownership of their education and become active participants in their learning journey.

In summary, revolutionizing education brings about transformative changes that empower students, educators, and societies to thrive in the 21st century. By embracing innovation, equity, and lifelong learning, education becomes a powerful force for personal fulfillment, social progress, and economic prosperity.

Experience Innovative Teaching Methods at Epistemo:

Are you ready to embark on a journey of educational excellence and innovation? Join us at Epistemo, where we are revolutionizing education through innovative teaching methods and personalized learning experiences. Visit our website https://epistemo.in/   today to discover how Epistemo can transform your child's educational journey.

At Epistemo, we believe in nurturing the holistic development of every child. Through a blend of project-based learning, experiential education, and technology integration, we empower students to become critical thinkers, problem solvers, and lifelong learners. Our dedicated team of educators fosters a supportive and inclusive learning environment where students are encouraged to explore their interests, collaborate with their peers, and pursue their passions.

Epistemo's commitment to excellence extends beyond academics. We prioritize the social, emotional, and character development of our students, equipping them with the skills, values, and resilience needed to navigate an ever-changing world. With a focus on global citizenship, cultural awareness, and ethical leadership, we prepare our students to become compassionate, responsible, and ethical members of society.

Join the Epistemo community today and experience the transformative power of innovative education. Together, we can inspire curiosity, ignite creativity, and unlock the full potential of every child.

"Epistemo: Pioneering Education with Innovation"

Innovative Teaching Methods and Learning Programs Research Paper

Introduction, definition of the research problem, literature review, purpose of the research, ethical issues, significance of the research, reference list.

This paper will discuss the goals and benefits of innovative teaching methods in primary schools. This topic is an essential one in modern society because children have to develop along with the world’s newest technologies. Also, learning programs and psychological approaches must be considered in this discussion, as the use of multimedia without a proper understanding of it is pointless for young people who cannot appropriately analyze what they see. Moreover, this paper will analyze innovative schools as potential business projects, as this type of education still must be popularized in various countries. The final results of the research that will be presented in this proposal will show whether the model of Finnish education is beneficial only for local children or it can be successfully adopted by teachers from other parts of the world. Since the ideology of primary schools in Finland is different from that of many other countries, some strategies implemented in the Scandinavian country might be inefficient for representatives of other nations.

As in every other sphere, education is developing rapidly and opening new opportunities for schoolchildren. Nowadays, many European educational institutions (to be specific, the school of Lauttasaari in Helsinki, Finland will be discussed in the given proposal as its workers implement all of the innovations described below) are using unique methods and learning programs in their daily activities. With the help of various multimedia resources, there are more possibilities to make students interested in a certain subject or demonstrate aspects of it to them in more detail. Innovative teaching methods do not only refer to the technological part used in class. A psychological approach and an analysis of children’s behavior and perception of the information they receive are also important for discussing this work. It appears that some educational methodologies have a tremendous impact on the development of students. The following text is intended to present a research proposal with information about new methods, and learning programs that teachers use in Lauttasaari to understand whether the considered system can be implemented in schools all over the world or it is centered specifically on children in Finland.

In this paper, innovative teaching methods imply both digital devices used in Finnish schools to help children grasp all the information presented during their lessons better and various pedagogical or even psychological techniques that local educators use to make children interested in the process of studying. This paper will combine a discussion of these innovations to provide a better understanding of the environment that is necessary for the model of ideal education that is now practiced in Finland. The primary problem of this research project is the fact that teachers from the Lauttasaari School use innovative methods in their work with children, while other institutions all over the world cannot adopt the same educational models due to teachers’ unawareness of their efficiency in their regions. Indeed, there are many advantages to the new techniques and models (using interactive blackboards, setting computers for every learner, and creating digital presentations for every lesson) of work with children in the class. However, the drawbacks of these methodologies need to be identified and addressed in the future as well.

The use of multimedia remains one of the most popular innovative teaching methods and tools used in the Lauttasaari primary school at the moment. When children interact with computers, electronic gadgets, and other technologies, they can gain a better experience with subjects that are described in books (Aris, Putri, and Susanti, 2016). Such materials as video, audio, and text files become available for teachers who use them throughout the learning course, as well as for children who have a better perception of the provided information through all the visual aids mentioned above (Aris, Putri, and Susanti, 2016). Moreover, it is necessary to develop learning courses with the integration of such pedagogical approaches as phenomenon-based learning, co-teaching, portfolio creation, mind maps, Z-A approach, and others.

Unfortunately, there is a tremendous number of schools around the world that still use outdated educational techniques to teach their students. However, older methods (acquiring necessary information from books, using physical objects to create pieces of art, and listening to opinions of only one teacher) are known to be inefficient for young people in the twenty-first century. Therefore it is essential to understand what knowledge is given to children at the moment and what the industry needs (Clark and Mayer, 2016, p. 35). To analyze whether interactive work is more effective than regular communication between teachers and their students, it is necessary to list some advantages of the first method and compare it with older learning techniques.

The first advantage of using multimedia resources is their value for teaching children to think analytically and solve problems effectively. In comparison, older methods that were used in school programs could not develop these abilities in learners who only listened to their teachers’ ideas (Tay, 2017). Educators in the Lauttasaari School want children to assess various situations on their own. It not only makes them intellectually dexterous, but it also prepares them for their future lives where they will have to make wise decisions regularly (Tay, 2017).

Another important advantage of using computers and computer programs in schools is letting children gain experience working with a wide range of graphic and text editing software (Meeusen et al. 2018, p. 48). Not only do they train and improve their skills in activities that are common and necessary in the modern world, but they also work in pairs, which makes their collaboration even more interesting and productive (Niemi, Toom, and Kallioniemi, 2016, p. 93). Unfortunately, many teachers in some Asian countries and the United States of America do not let their students create material for upcoming classes. However, when learners work with information that they will study later, they also obtain the necessary background that prepares them for their classes.

It would be appropriate to mention that educators make children work in groups in the Lauttasaari school. (O’Hanlon, 2017, p. 136). When students collaborate on a project together, everyone has a chance to contribute to its planning and implementation. Young boys and girls communicate with one another and develop a mutual understanding of each team member’s opinion concerning the task. Credible research shows that projects are accomplished better and more professional when they are created by several people (Saloviita and Schaffus, 2016).

The main factor that differentiates, for example, a Finnish primary school Lauttasaari situated in Helsinki from other educational institutions in the rest of the world is the method of communication with teachers (Domingo and Garganté, 2016). Traditionally, teachers deliver certain pieces of important information to students. Children then have to write everything down to remember all the data that was presented during their lessons. In comparison, when people work with multimedia, the relationships between students, teachers, and additional materials are more equal (Saloviita and Schaffus, 2016). This model makes it possible for every person in the class to grasp and share information with others.

It should be stated that the multimedia methodology described in previous paragraphs is not popular all over the world. Moreover, people do not even know about all the advantages of learning by using digital materials in classes. Therefore this is a promising idea for a business project. The market is not crowded in the majority of developing countries and other nations that do not invest significantly in education (Aris, Putri, and Susanti, 2016). According to an initial analysis of the market, it is clear that parents are ready to pay additional money to allow their children to develop using the latest methods, which appear to be more efficient than the methodologies used in public schools (Aris, Putri, and Susanti, 2016). However, the establishment of an educational institution requires much more investment than other similar businesses because all the necessary electronic equipment is currently quite expensive.

The following section is intended to provide an overview of other innovative learning methods used in the Lauttasaari School that have had good results in engaging children and making them more interested in what they learn. To obtain a better understanding of the entire leaning process in the Finnish school, it would be proper to overview some learning tools that assist children during their lessons and world with digital devices. The first tool is called a mind map (Tay, 2017). The first iteration of this approach was developed by Tony Buzan in the previous century. According to it, students were required to take notes using only keywords from their lectures to recall the material they studied without having to extensively reread or analyze it again (Domingo and Garganté, 2016). Nowadays, this strategy has been changed, and teachers in Lauttasaari are required to build these mind maps for children who attend their classes. However, children are allowed to contribute to the creation of different mind maps that they will be using during their lessons (Tay, 2017). For instance, a teacher might ask them to prepare little pieces of material that will be integrated into the presentation later, which makes the learners develop a sense of responsibility and their labor’s importance for their classmates (Tay, 2017). This method seems to take less time than its previous form, while students can understand what knowledge is central, and what information is presented as background context.

Mind maps are effective because they are made in the form of pictures (or sometimes audio or video files) (Aris, Putri, and Susanti, 2016). However, each of the approaches mentioned above effectively influences a person’s brain so that information is retained almost permanently. The text is always the same and it does not differ in various sources. In contrast, multimedia materials are more colorful and unique, which makes students remember the particular presentation of the information that was taught (Stokhof et al. 2018). According to several research projects conducted to test the theory described in this paragraph, approximately ninety percent of all information acquired through reading was hard to recall for the sampled participants (Niemi, Toom, and Kallioniemi, 2016, p. 79). In comparison, they could remember seventy percent of the same material presented in the form of video.

As to the concept of video lessons, teachers who work for the Lauttasaari School collaborate with YouTube bloggers to conduct research and make popular presentations about literature, history, and other educational topics (O’Hanlon, 2017, p. 158). Therefore children are sometimes assigned to review these bloggers’ channels or other videos as homework. It appears that when children see a young person talking about a certain subject, they become more interested in it, as it gives them an ability to discuss the knowledge they have gained with their peers (Lahtero and Risku, 2014). From a business perspective, this model of education is difficult to implement, but it provides many more benefits than regular educational approaches. Moreover, if children do not have a device to explore the Internet, they are allowed to use school computers, which makes teachers more responsible for what their students learn online.

Another innovative technique that is implemented in the Lauttasaari educational institution is the requirement to teach people using humorous elements. Several surveys show that students are more attracted to the lectures of teachers who have both charisma and a sense of humor (Clark and Mayer, 2016, p. 89). It is a challenge for learners to spend hours studying the theoretical aspects of their subjects. Children have a lot of energy that they strive to expand during the day. Therefore it is more efficient to present lectures with jokes and entertaining stories, which students are more likely to recall in the future. The process of learning can be a tremendous challenge, and people sometimes want to relax.

It should be mentioned that this method of teaching was adopted by teachers from the school in Helsinki mentioned above from their colleagues in the United States of America (Lahtero and Risku, 2014). People in Western European countries are known to have some challenges with feeling free in front of an audience. In comparison, the American mentality was not as limited in the previous century. Humorous and friendly forms of communication between teachers and students make their collaboration less tense and much more productive. When each participant in a lesson feels free to ask questions, make remarks, and express their opinion, the process of education becomes reasonable for everyone in the school (Lahtero and Risku, 2014). In Finland, teachers do not hesitate to admit that they do not know everything about their professional subjects, which makes schools beneficial for their development as well (O’Hanlon, 2017, p. 158). The concept of educational institutions in Germany, France, and England is aimed at mutual development and the discussion of various topics between classmates and teachers. This model gives everyone a chance to be involved in interesting conversations and gain useful knowledge by grasping other people’s arguments.

The next learning method to be reviewed in this paper is called the Z to A approach. This model refers to the explanation of general concepts concerning any topic or professional sphere. When students are unfamiliar with terms or phenomena mentioned during the lecture, they ask their teachers to explain what one phrase or another means and how it is related to what they are studying (Clark and Mayer, 2016, p. 90). This approach helps students develop an interest in the material they learn, and children must be the initiators of descriptive explanations given by their educators. Hence the students always know details of their subjects that are somehow connected to the primary material planned for the lecture (Clark and Mayer, 2016, p. 89). Nevertheless, there are several drawbacks to this system. Once the audience is interested in something, it may take hours for a teacher to explain some topics tangentially related to it. Moreover, the main concept of the lecture might be lost if a professor begins to explain every minor point to his or her students.

The practice described above is common in the Lauttasaari School because politicians think that children have a right to understand everything that is being said during lectures (Tay, 2017). Moreover, local ethical norms and moral considerations do not allow other participants of the learning process to blame or laugh at their classmates for not knowing some general information. The main purpose of the Z-A approach is to make children interested in something by showing them the results of particular calculations or actions (Domingo and Garganté, 2016). When they understand that a method demonstrated by their teacher is efficient in particular instances, they strive to understand how they can repeat the same actions. Hence a teacher is obliged to explain to them what it takes to reach a certain point.

Another concept that is widely practiced in Lauttasaari School is the explanation of various concepts through the use of mnemonics and different words instead of descriptive sentences (Tay, 2017). Once students reach the point where they understand the topic presented during the lesson, their educator begins to conclude by summarizing everything that has been said in detail. However, the children are given a chance to develop a general understanding of the studied subject before the teacher’s explanation becomes too obvious.

The last learning method that is widely used in the Lauttasaari School in Helsinki, Finland is role-playing. Children are encouraged to analyze the scenarios they are given to work with ahead of time (Tay, 2017). When students are obliged to make wise choices based on their theoretical knowledge, they are more likely to understand what their future work may be like. Moreover, this approach is beneficial for learners who have problems understanding the materials presented during lectures. Unfortunately, some people cannot grasp information without having a chance to practice it under realistic conditions. As the system of Finnish education remains one of the most highly developed in the world, teachers pay attention to the abilities of every class member (Hyry-Beihammer and Hascher, 2015). Hence children are not limited in their ideas or desires to try something in real life. This methodology was intended to address the problem that people tend to give up doing something because of a lack of appropriate support and involvement.

It should be stated that the Lauttasaari School has the goal to help children identify what they like and what they want to do in life (Tay, 2017). All this psychological work is done beginning in childhood. It has been estimated that adults have more passion for activities that they were interested in as children (Clark and Mayer, 2016, p. 178). Therefore local educational institutions provide learners with a wide range of hobbies and give them opportunities to develop in something besides school. For instance, Finnish primary school students do not have any homework, as all the material is learned in class until the afternoon (Tay, 2017). With this system, children have enough time to relax and be engaged in their hobbies. Unfortunately, not all countries take into account their citizens’ preferences regarding their favorite activities that could help them earn a living and become much happier.

The Finnish education system has been claimed to be the best in the world for the last fifteen years. Although Finnish children are not obliged to read classic literature or write poems, they do these activities of their own will (Hyry-Beihammer and Hascher, 2015). Teachers do not tell their students that some author was great. Instead, they tell them facts about an admirable person so that they arrive at the appropriate conclusion about the individual at the end of their courses. The most significant difference between this methodology and other models used in other parts of the world is that knowledge is not imposed. However, if children are paying particular attention to a different topic, teachers are glad to help them to learn more about their interests at any moment. Such a free system makes children want to know more, while in other countries students want to be done with their homework as soon as possible.

The example of Finnish schools can serve as a business project in other developed countries as well. While many parents might consider such a system inappropriate for a child’s development, other citizens will be glad to know that their children are taught to do what they want, as this is the main component of their happiness in the future. Unfortunately, similar educational services might not be available for people of low social statuses. Nevertheless, the promotion of free education might be supported by the government, as politicians want younger generations to be educated in innovative sciences and other spheres because this would be beneficial for their countries’ statuses in the future.

The main element of the Lauttasaari School that makes the process of education more pleasant is its innovative equipment and approach towards children (Tay, 2017). Students have access to the newest technical inventions and computers so that they can accomplish any of their tasks with the help of these machines (Hyry-Beihammer and Hascher, 2015). Also, classrooms are equipped with elements that are necessary to educate children at a high level. For instance, rooms organized for chemistry classes have the materials that are encountered in books for demonstrating reactions and making observations (Hujala et al. 2016). In turn, classes for learning music have a wide range of modern and classical instruments for students to choose from.

In conclusion, it can be stated that another element that differentiates Lauttasaari from other educational institutions around the world is that teachers treat their students as if they were adults (Tay, 2017). They can discuss any topic with them and share their thoughts concerning various observations made during the learning process. Unfortunately, this behavior could be considered unacceptable among some societies or nations.

Gaps in the Existing Literature

Fortunately, there were not many gaps in the literature reviewed in the previous section. Nevertheless, several issues were noted during the review process. To begin with, it should be stated that many authors do not explain how such teaching methods as mind maps or the Z-A approach are used in real conditions. Some teachers from other regions do not have enough experience to identify which strategies must be used in different cases. Therefore, it would be beneficial for them to have a rating or a list of the best pedagogical models for working with children. (Hyry-Beihammer and Hascher, 2015). It is advantageous to make a specifically structured outline of a lesson that provides the use of engaging information and theoretical data in percentages. Everything depends on the time given to teachers to explain a particular topic.

Justification of the Research Interest

It is important to carry out this research project because understanding the best educational systems in the world and how they compare might have a positive impact on the development of national primary school systems and their employees’ approaches to their work. Borrowing the ideas of the Lauttasaari School might make students happier and let them have more passion for learning different disciplines. Modern children are not interested in completing school programs (Niemi, Toom, and Kallioniemi, 2016, p. 128). Instead, they strive to become the best in their outside hobbies. The integration of these activities into the process of education will show children that their interests are important to society. Hence they will be encouraged to study and pay more attention to what can give them more opportunities to advance professionally in various industries in the future.

This proposal contributes to this topic by considering certain business ideas that can help children from all over the world to gain more experience and knowledge that is interesting to them. By creating more liberal and free educational institutions, it is possible to promote equality among children from different states in their professional activities as they grow up (Saloviita and Schaffus, 2016). Moreover, the author is responsible for the appropriate evaluation of the theories and statements presented in the proposal. In turn, the empirical knowledge developed in this paper is the result of the author’s research and conclusions made after the evaluation of multiple research and materials in the discussed topic. Therefore, the information presented in this work can be considered reliable and evidence-based.

Operationalization of Variables

To identify and operationalize variables properly, it must be stated that the primary purpose of the research discussed in this proposal is to understand whether the model of education practiced by teachers in the Lauttasaari School is effective for students in other countries or not. The observation will be conducted with the help of teachers who are ready to make the students from their classes prove or refute the main question of the research.

As it is mentioned previously, all the variables will be measured with the help of interviews and observations. Every participant of the experiment will be asked to answer several questions as to their experience with innovative teaching methods borrowed from the Lauttasaari School and local teachers. Also, variables will be measured with the help of the children’s reactions analysis. It is necessary to understand whether all the changes in their educations programs will have a positive impact on their moods or not. In the end, every student’s impressions will be considered after the experiment. If they are not satisfied with various innovative learning methodologies used by educators from the Lauttasaari School in Helsinki, their courses are unlikely to change in the future. It is essential to remember that students must be interested and enjoy the process of learning (Niemi, Toom, and Kallioniemi, 2016, p. 129). Therefore, the adoption of the lesson structures practices in Lauttasaari might adversely impact children’s desire to study as they are not used. To acquire accurate results of the observation, it would be proper to implement the innovative teaching methodologies in classes with the first year inexperienced students. Perhaps, this observation will give results in the measurement of variables.

The variables measurement methods described above suggest that the test can be regarded as fair and that there is little chance for mistakes in the study’s final results. The most essential element of any research project is for all participants of its sampling to be subject to similar conditions. Otherwise, some methodologies discussed in the literature review section might not give the expected results.

As was mentioned above, the main purpose of the research is to identify whether or not the methodologies that are used by school teachers in the Finnish school called Lauttasaari can be effective for other educational institutions in separate parts of the world. Unfortunately, various models of primary education might have different impacts on learners from different societies. Although Finnish schools are often considered the best on the planet because they focus on students’ desires to advance professionally in particular spheres, this method might not work as well among children raised in other communities. There is always a chance that some things concerning education are effective only for a certain group of children. Therefore not every country in the world uses the same system of education that is common in the Lauttasaari primary school.

If the goal is reached and the study’s aim is accomplished, the model of the Lauttasaari Primary School might be considered a profitable business project for people who do not know much about all the benefits of this education system or do not have access to other institutions that already use these methods regularly to help their children become both wise and happy at the same time (Saloviita and Schaffus, 2016). Also, it is necessary to observe students’ reactions to the improved program, as they might not be used to such a learning methodology. This is also an essential factor in designing an educational process because the children must be interested in it. Otherwise learning might become a daily routine for them, which hurts a person’s motivation to reach new heights and be active in various activities related to school. The aim of this study is intended to define whether children of various national and cultural backgrounds can learn according to the educational model of the Lauttasaari School or not. Can the model development and used by educators in the Finnish school be effective for students in other parts of the world, or it is dependent on the cultural factor of the northern country’s population?

The development of this research is important for business-like purposes because the investments required to establish a professional educational institution that meets all the standards of the Finnish school mentioned above are tremendous. Therefore, it is necessary to assess children’s abilities in different countries to choose the most beneficial location to start the business project realization. If the factor of students’ abilities to learn according to the Finnish educational model with the use of various digital devices and pedagogical tools, the new school might not bring any profit. Moreover, parents have to be persuaded that the methodologies described above are efficient. Evidence-based research is one of the most credible sources that can be trusted in this instance.

Research Design

The type of research described in this proposal is qualitative as it implies both the assessment and comparison of the educational system in the school of Lauttasaari in Helsinki, Finland, and other institutions all over the world. Also, the behavior of students and their attitudes towards the improved system will be recorded and compared to that of their peers in Lauttasaari. In general, the research is qualitative because the majority of information used in it helps understand the major differences between educational institutions in the Lauttasaari School and some educational institutions in other parts of the world. It is necessary to state that the main problem of the given research is the tremendous gap between the studying processes common in different nations and the world’s most developed Finnish model of education.

Unit of Analysis

As was mentioned in the previous sections of the proposal, the objects of this research are children of different ethnic backgrounds who have to demonstrate their attitudes and readiness to follow a Lauttasaari educational program. Students are unlikely to give false information about their attitudes toward things relevant to this research. Therefore, the acquired data will likely be accurate. The age of participants will vary from nine to ten years old. However, every participant in the experiment also has to be a fourth-year student in a primary school. There are no considerations as to the gender of sampling, as both males and females have the same cognitive abilities. As the research question requires the initiators of this study to evaluate how students from different societies will react to the new rules in their educational institutions, it would be appropriate to have several experiments in various states (excluding Finland).

Sampling Method

The model of stratified sampling was chosen for this research. This strategy is beneficial for the types of studies mentioned above because scholars need to work with a certain group of people that have particular characteristics. In this case, the experiment is focused on children aged from nine to eight. Therefore, it is necessary to visit schools and have their principals’ permissions to work with the students. One group of sampling will consist of approximately twenty to thirty children (depending on the number of students in the class). In turn, there will be at least ten groups that will undergo the test in various regions of the world.

The participant of the research will be chosen with the help of the World Wide Web. It is necessary to collaborate with ten schools in different countries that would represent various cultures (China, Germany, the United States of America, the United Arab Emirates, the Republic of South Africa, Russia, Brazil, India, Israel, and Italy). The groups of children from the countries mentioned above will be found with the help of their teachers. The contacts of these educators will be found on the websites of schools situated in capitals of every listed region. I would choose participants from these states because their inhabitants will make a general impression of how the educational model would be perceived in many other countries with similar cultures and mentalities. The schools must be private as governmental institutions might not want to participate in the research due to their set schedules. To contact teachers who work in the most suitable schools for the study in the countries listed above, it is necessary to organize Skype conferences with interpreters and discuss all the aspects of the observation. If the representatives of the desired schools will not agree to contribute to this research, they will be asked to recommend schools that would gladly do this.

It would be enough to organize only one lesson with the use of innovative learning methodologies in each school that will participate in the study. The observation of the students’ reactions and attitudes towards the model of education developed by workers of the Lauttasaari School will be going on for only one academic hour. The interviews will be completed on the next day after the experimental lesson (it will take approximately twenty days to complete all the work with the children).

Data Collection Methods

There are only two data collection methods that will be used during this study – interview and observation. With the help of multiple interviews with each member of the research sampling, students’ expectations and attitudes towards the changes in their educational systems will be acquired. In turn, observations made by researchers during the learning process will show how young people react to the changed structure of their lessons. All the observations and interviews that will be made during the study will be helpful to answer the proposal’s main research question by providing the results of educational experiments with children from different countries. All the acquired information will show whether the discussed model of education is efficient in other countries (outside of Finland).

As was stated above, each student will be asked to answer several questions after the conclusion of the work with the study’s sampling. All the results of this data collection method will be relevant because each answer will be supported by the controllers who will record their observations during the lessons involving innovative techniques. Conclusions based on observation can also be considered relevant sources of information, as professional psychologists and teachers will be asked to evaluate the situation in classrooms full of children.

Data Analysis Techniques

As in other qualitative studies, the process of data analysis will be based on the evaluation of categorical variables (Stokhof et al. 2018). Also, data acquired from observations conducted in various parts of the world will be compared to understand how cultures and social environments influence students’ reactions to the learning methods described in the literature review. Moreover, the data gathered with the help of interviews will be important for determining children’s attitudes towards an improved system of primary education in their schools.

All participants in the study must remain anonymous. In professional practice, people who read or provide references to the academic writings they review also have a right to keep their data confidential. All children and their parents will be informed that the research results will be published without mentioning their names or other information they have a right to keep private. Moreover, the final report is recommended to be made available with limited online access. Therefore every individual who might want to make use of its results must either pay for the material or contact the authors of the project. It should be mentioned that there will be no conflicts of personal interests, as all the participants and observers will be independent of other people and their prejudices as to the main questions of the study.

Education is the most significant aspect of people’s lives because it gives individuals the knowledge that will help them become properly socialized and make wise decisions throughout their lives. It is necessary to make children think critically and objectively beginning in childhood, as it becomes more difficult to grasp some theoretical knowledge in adolescence and maturity (O’Hanlon, 2017, p. 164). Considering different models and innovative methods in primary education is crucial in today’s world. Technology is developing rapidly. Therefore modern children need to understand much more than people did in earlier times. To conclude, it is important to state that this project may provide the key to spreading high-quality methods of learning around the globe. People need to know about various techniques that have a positive impact on the progress of their children in different spheres of their interests and activities.

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Innovative Approaches to Teaching Sustainable Development

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• Alastair M. Smith 2  

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The formal teaching of sustainable development is arguably innovative within itself. However, innovation in the teaching of sustainable development can be interpreted to imply nonmainstream, though not necessarily new, teaching practices, embedded in pedagogies identified as promoting more effective learning experiences.

Introduction

Education for sustainable development (ESD) is a fundamentally innovative educational field. As in many other areas, it naturally draws on long-standing progressive educational traditions and mirrors innovative education elsewhere. However, it now displays widely agreed characteristics that go beyond subject content to incorporate new agglomerations of education philosophy and praxis; ESD therefore exemplifies many individual pedagogical practices that while not strictly “new,” justify classification as innovative in that they remain marginal in formal university education.

Identifying innovations in the field of ESD can be challenging, as...

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

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(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Traditional Vs. Innovative Teaching Methods

Constant changes in the educational system and other areas related to education always cause discussions around this topic. It is obvious, that changes turn positive only if they lead to development and improvement in the educational environment while other changes don’t bring any benefit. That’s why, when speaking about teaching methods , we can hear a lot of critical comments about variations in types of teaching. Nevertheless, we may also hear some supporting arguments. So, what arguments seem to be stronger – about traditional or innovative methods of teaching?

Traditional and Innovative Teaching – What’s the Difference?

What is the difference between the traditional lecture and the innovative one? New approaches to teaching are supposed to change the specifics of students’ involvement in the learning process from passive to active type. Surprisingly, this difference is not the only one. For example, before, lectures were formalized – professors used to deliver a lecture and students used to write down the most important things from what they’ve heart. Recently some innovations came through, lectures became more interactive, so that students and professors organized their work via cooperation in the learning process.

Game-based learning – fact or fiction?

One of the most famous for using up-to-date approaches to arranging educational process is Q2L (Quest to learn) school in NY. Its curriculum is based on game-based learning – it’s very outstanding and productive way of organizing studying process. That’s why students in this school show significant results in their learning activities. Children always study better if they have an interest in the subject.

New vision of lectures and professors’ creativity

Today we live in the media age and this markedly affects us and our lifestyle. It also makes a great impact on teaching process as well. Students take a new look at lectures as the optional way to expand informational basis and gain some new knowledge, but not as the general one. However, students need professors to teach them how to interpret what they have already learned and explain how to gain new knowledge. In traditional teaching professors usually were spending most of their time and efforts for delivering information to students instead of using their creativity, which is more efficient way of cooperation.

Top-3 Innovations in Teaching Process

Of course, professors do their work and share information with students, but professors’ guidance is not the only way to find the most relevant information and get knowledge nowadays, as there are some innovations in the teaching process:

• Educational Video Influences Better Memorizing. Educational video stimulates students to pay more attention during classes and enhance their learning abilities. Besides that, some lectures in Universities and Colleges contain learning games (not only computer games) which are much more interesting than listening to the professor. This style of learning successfully enhances students’ motivation due to the strong connection between visual contact and better memorizing. Furthermore, watching videos helps students to create associations that help them remember learning material.
• Social Media Simplify Cooperation with Educators. With appearance of the Internet and media age, most schools, colleges, and universities started to renew teaching methods. Social media allow students, parents, and teachers keep in touch and inform each other about assignments or events. Using such technologies, students can do more exercises for self-learning and save their time;
• Computer-Assisted Instruction Makes Individual Study Possible. This technology allows teachers to help individual students who have some difficulties during their study. This can be a great extension for the traditional schoolhouse. Using computer-assisted instruction helps improve students’ skills and solve study-related problems in a group. This is a convenient tool for individual study. Besides that, computer-assisted instruction includes some programs for writing and studying certain subjects.

Innovative Vs. Traditional Teaching: who wins?

Some would say that any innovations in traditional teaching system are unnecessary as they may distract students from what they really should do during their studies. Surely, this thesis can be considered as a truth. But still, we live in a world of rapidly growing technologies and constant changes, so why the educational process should remain unchangeable, with no opportunity of self-education, game-based learning and all of those new arrangements? The answer is obvious. The modern educational system needs renewing in methods, usage and understanding the concept of up-to-date education, that should always correspond to the needs of our generation.

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• Symposium Showcases Innovative Teaching Methods Developed by STEM Ambassadors
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Mercy University Center for STEM Education team: Daniela Martinez, Dr. Amanda Gunning, Christopher DeMattia (STEM Ambassador Program Director), Dr. Meghan Marrero and Mary Ushay.

Since 2019, the Mercy University Center for STEM Education has provided professional development to K-8 educators to guide them in incorporating STEM education in their classrooms. Known as the Westchester STEM Ambassadors (WSA) program, the latest cohort of 32 teachers and educational specialists from seven area public school districts presented their final projects at a symposium held March 20 at Mercy’s Westchester Campus.

Thanks to a Smart Start grant from the New York State Department of Education, Mercy has trained several hundred teachers from Westchester and Rockland counties. With a long-term goal of broadening access to STEM learning in public schools, Mercy has equipped Ambassadors with strategies and tools, as well as encouraging the exchange of knowledge and methods with other educators.

According to Mary Ushay, Assistant Director of the Center for STEM Education at Mercy University, the annual symposium gives participants an opportunity to share innovative ideas for engaging more students in science, technology, engineering and math experiences.

Participants presented topics ranging from cooperative learning and inclusive teaching to digital storytelling and “brain breaks,” a necessary reprieve from high intensity learning. At each grade level, presenters offered ways to apply tools and methods to all grade levels—a key benefit of vertical learning communities.

Pictured above,  New Rochelle STEM Ambassador Hilaire Escaladas presenting STEMming from Nature   

Each Ambassador is awarded a small stipend for purchasing STEM education materials for their classrooms. “One of the presenters demonstrated the Merge Cube, a new educational tool that allows students to study digital 3D objects from all sides,” said Ushay. “The presentation gave some great ideas for how to use this amazing learning tool in the classroom.”

This year, the Peekskill school district joined the consortium of schools in Ossining, White Plains, New Rochelle, Tarrytown, and Port Chester for the rigorous training, which lasts from September to March. “Ambassadors attend sessions after a full day of teaching, so it’s a big commitment, as well as a testament to the importance and effectiveness of the program,” said Ushay.

Feedback has been uniformly positive. Chris DeMattia, WSA director, acknowledged Mercy’s contributions to the program’s success and growth over the years. “Last week’s symposium showcased the amazing talents, dedication, and learning of this year’s Westchester STEM Ambassadors,” he said. “The enhanced integration of computer science, engineering, and instructional technology in our K-8 classrooms will impact an untold number of students as we prepare them for the future.”

Registration is now open for the next STEM Ambassadors training starting in the fall. Interested applicants can apply through May 13.

Peekskill STEM Ambassadors (left to right): Dr. Eudes Budhai (District Liaison), Jamie Rossi, Susan Barnett, Brian Donahue, Delilah Kearney, Gabrielle Curry, Alyssa Bleakley, Teresa Ferreira, Melanie Wetmore and Jessica Newby