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On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics of inquiry-based learning and collaborative leadership. The discussions enthused at the Think Tank, were further developed online, through its live-stream, twitter participation with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
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INNOVATION IN TEACHING AND LEARNING
THINK TANK WITH OKLAHOMA UNIVERSITY
#DOMOREEDU On December 3rd 2013, students,
educators, administrators, parents, and
individuals from throughout the
community gathered at the University
of Oklahoma’s K20 Center, to partake in
a Dell hosted Innovation in Teaching
and Learning Think Tank. The Think
Tank explored two overarching topics of
inquiry-based learning and collaborative
leadership. The discussions enthused at
the Think Tank, were further developed
online, through its live-stream, twitter
participation with the #DoMoreEdu
hashtag and graphic recording. This document encompasses highlights from the discussions and questions
for one to consider.
INQUIRY-BASED LEARNING Questions for one to consider:
! What constitutes the action(s) of learning?
! How do we co-promote an environment that
engenders curiosity and exploration?
! Why does the paradigm shift in power-
inequity within the classroom must be
addressed?
! When do we provide opportunities for risk-
taking and encourage participation in
challenging initiatives?
! Where does learning take place, beyond the
walls of our schools?
Environment and the Learning Process were two main themes discussed for Inquiry-Based Learning.
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ENVIRONMENT The environment in which we learn, share and work in impacts us all. Before exploring the idea of inquiry-
based learning, the participants discussed the school climate necessary to promote this way of learning.
Paradigm Shift – a shift in ones’ mindset, which includes, but is not limited to, beliefs, attitudes, actions
and perspectives. Many discussed the need for a paradigm shift in thinking, from conventional ways to
innovative practices.
Fun – learning can and should be fun! However, students expressed that as they progressed through the
educational system, the joy of learning decreased.
Risk – the idea of an inexperienced situation that poses some unknown factor(s) or feeling(s).
! Do we co-create environments where it is encouraged to explore new ideas, with the possibly of
making a mistake or experiencing an unexpected challenge?
Teachers and students share the roles of learners
and sharers.
Knowledge is defined by the ability to search,
analyze and synthesize information.
Shared Leadership where Adult Allies & Students Co-
Facilitate Professional Development.
Evoking Traction and Application of Information
to Life.
Teachers only teach, students only learn.
Knowledge is defined by the amount of retained
information.
Adult-Driven Professional Development.
Dissemination of Information.
Students are contributors and not perceived as sponges that can only absorb information. Imperative we co-promote an environment
where we can co-construct ideas & engage in collaborative teams.
With the Internet, anything can be searched. Students need the skills of being able to
discover information and apply it their lives.
Students desire to be engaged in meaningful leadership positions. Many articulated how students are more adept in technology, so
students can co-lead Professional Development opportunities.
Inquiry requires participation. The mindset of ‘throwing out the net and see who catches it’ is ineffective. Inquiry is a ‘student-driven process
for exploration and development.’
Conventional A Change To.. What does it look like?
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! It was questioned if students are less likely to enroll in challenging courses, because of the grading
system.
! Do we value the phrase, “I do not know, but want to find out” or do we constantly push for answers?
Do we focus on getting one answer, or explore the reasoning behind responses from one another?
Failure – the notion of a misdoing or development, resulting in an
unsuccessful outcome. Some consider failure inevitable, while others
consider it a matter of choice.
! Some perceive failure as a Judgment of ones’ value and character. Furthermore, some consider
grades as a determinant of being a ‘good student.’
! I see failure as an outcome in which one does not recognize how to make enhancements for the
future. If there is just one idea learned or considered, that is a learning moment and not a failure!
Failure can imply an ‘all-or-nothing’ idea.
LEARNING PROCESS
KNOWLEDGE DEVELOPMENT The acquisition and development of knowledge is not a ‘one and done’
type of idea. Rather, It is a journey of aggregating information, contriving
insightful developments and deepening the scope of personal perspective.
It is imperative that all members of the school community are able to
pursue personal interests, which is promoted by an environment that
curates exploration and stimulates knowledge development within all.
F.A.I.L. – First Attempt In Learning
Education is a trajectory. I do not see it as ‘sections’ or ‘endpoints’, but rather as steps, in my journey.
A Journey
Knowledge Development
A Venue
Technology Integration
An Outcome
Knowledge Application
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One of the panelists shared his
perspective on the word, expert. The
leader saw the word as a description for
one believing that he or she can only
teach others, and not learn from anyone
else.
The last quandary was the idea of driving forces. This common concept in the
classroom relates to students swiftly
moving from one topic to another. However, one can question what instigates action to produce an
outcome:
! Is the driving force ignited by the desire for an “A?”
! Is the students’ family propelling him or her to complete
assigned schoolwork?
One leader shared that authentic learning happens when the student is
internally driven to learn about any selected topic, without motivation of
grades or people pleasing. The energy is ignited within oneself to
explore, experience challenge and celebrate success.
TECHNOLOGY AS A SUPPORT FOR LEARNING Many of the panelists praised the use of technology in enhancing the
educational experience for students. However, it is important to
recognize that “technology is the means to the end...technology is not
the end.”
! Humans are the driving force, which use technology in many
ways to support their needs.
! Technology can spur conversations between one another – it can be the spark to partake in a
conversation and co-construct ideas.
KNOWLEDGE APPLICATION A distinction in how one obtains information was made, as
technology enables anyone to access information that is
needed. However, before the advent of technology, much
of this acquisition was through memorization of several
facts and shifting through many books to obtain even the
smallest of details. With technology, the ease of access to
information has been enhanced, but one must have skill in
obtaining that information.
The Internet is only as creative as the humans
that input stuff onto the Internet.
Authentic Learning –Getting ‘the why’ response; We must prepare students to be thinkers, doers and
problem-solvers.
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The ability to use knowledge in ones’ life is the key for authentic learning. There was discussion about the
term, outcome, as it relates to education.
There were two divergent perspectives on outcome(s):
! An end product or signal for an end;
! A step in ones’ educational journey.
A question to consider is, what is the correlation between
outcome(s) and ones’ life?
COLLABORATIVE LEADERSHIP Questions for one to consider:
! What is the level of engagement for students with
leadership and advocacy in the school community?
! How do we expand collaboration to social mediums, and
curate deeper partnerships without physical boundary constraints?
! How is power sharing seen and valued in the community?
! Who is the ‘we,’ in collaborative leadership?
! Do we punish or reprimand, the empowered?
REFLECTION Reflection is a vital practice as one enhances his or her
leadership. Reflection is not an ad hoc event, but rather is
a lifelong process of continuous improvement.
Specifically, reflection can be characterized as:
CURATING CREATIVITY One panelist shared how creativity has been a unique facet of the United States educational system, but
recent reforms have limited both teacher and student creativity. In delving more into this idea, we must
ensure that the students are the drivers of their education, utilizing their creativity as a means to capture
their interest and strengthen the school-to-life connection that can often be lacking. This creativity can be
further explored through using Social Media outlets to foster dialogue and collaboration.
Do we focus on ‘getting answers’ which implies a stark right or
wrong answer? Do we promote responses to generate discussion,
debate & exploration?
Celebration of our Successes
Enhancements for our Future
Identification of our Challenges
In the middle of the word, Collaborate, is word is labor;
which is hard-work.
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ENGAGEMENT One leader shared the shift in mindset by, “let’s move away from the
‘breathe of content’ and to the ‘depth of content.’” Engagement can
be labeled in many situations, but I encourage us to reflect on a deeper
meaning of engagement, especially in the realm of students in the
development process and the decision-making process. Often, students
are habitually considered only in the decision-making process, in which are options given to students,
rather then co-constructed with students. Often, students are not engaged in the development process.
Do we want to explore content by a, ‘mile-wide, inch-deep’ lens or a ‘mile-
deep, inch-wide’ lens?
• Who are the stakeholders that are engaged in the development process and decision-making process?
• Who may be not represented or underrepresented?
• Who possess' the power? Is it shared equally or do certain members possess more rights? Who
• What projects, initiatives, policies, procedures and practices are undertaken?
• What is the process to ensure equity in opportunity to share?
• What social norms are co-identified to promote a collaborative culture? What
• When does the group meet? Does the time work for students, educators, and parents? Do the times vary to accommodate various schedules?
• When is communication exercised? How frequent?
• When does the group engage in individual and collective reflection?
When
• Where is the meeting place(s)?
• Is the meeting place accessible for all stakeholders?
• Is the place where creativity, risk-taking and a supportive culture is co-promoted? Where
• Why is the engagement of all stakeholders valuable for the team?
• Why is the process just as important as the goal?
• Why are students, a historically underrepresented population, vital to authentically engage? Why
• How is ownership and autonomy exercised in the engagement?
• How is accountability exercised when expectations are co-created, than then 'pushed on' by the few?
• How are the individual and collective achievements celebrated and appreciated? How
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COMMUNICATION The last part of the discussion was focused on
communication between students, teachers, and families.
! Parents expressed a desire for more communication
between the school and the family;
! Educators and Administers expressed the need for
more communication, between the student, school
and family.
! Students voiced how the current-day system of
communication is often negative and punitive.
At the discussion, the adult allies expressed an appetite for
more communication, but the students shared otherwise. However, if we alter the current communication
culture to one that consists of regular connection, of both positive and challenging information, that would
be favored by many.
CONCLUSION – THEMES Isa Adney, the moderator of the Think Tank, concluded the
conversation by sharing the following themes that emerged
throughout the discussion:
! Engage students to lead Professional Development
Sessions on Technology;
! Ensure all stakeholders are involved in the development process and decision-making process. This
can be challenging, but its impact is powerful!
! Students need to own their learning journey – students have to feel engaged and that their talents
are being maximized.
! We must re-orient our communication to ensure is it both positive and constructive.
! Technology is the tool to spark more participation; however, it is not the end.
FOR MORE INFORMATION Clement Coulston
linkedin.com/in/clementcoulston
@clementc26
What do you want to contribute and take action to, after this
conversation?