Portfolio Assignment Unit 7

Innovation in Education

Dr Mimi Tekle

University of the People

5810-01 Living and Learning Globally

Date: 23rd May, 2023

Innovation, by its very definition, means a new idea, method or a device. In the simplest

sense, it is the introduction of something new. (ISO, 2020)

In my personal experience, I reflect on what it means to teach a globally oriented curriculum,

and in doing so, how does one align a teaching style towards the same. A global curriculum

encourages learners to understand themselves and the world around them. This education

pertains to different opinions and perspectives, cultures, linguistically diverse and in the

process accomplishes meaningful work with a high positive impact characteristic. The skills

imparted in the classroom will likely produce the leaders of tomorrow. I have taught the

IBDP CS course for both SL/HL levels and the IGCSE course for High School. In my

experience teaching these, I feel that innovation can be introduced by the teacher in every

single aspect of the lesson ranging from formative assessments ( where there is substantial

flexibility ) to curriculum lesson planning ( in terms of learning objectives ) and finally in

terms of classroom innovation for delivering lectures. Although my interaction has been

mainly virtual post the pandemic, for the sake of this assignment, I am going to envision

teaching the same subjects that I did which is mathematics and computer science in a

physical classroom. This would give me a realistic perspective and thus I would be able to set

up the contrasts in mind in these two different environments.

This is a technique called as priming wherein I introduce historical figures across the globe

who have contributed to the development of the subjects. In Computer science, the figures are

more recent in comparison to mathematics (Shasha,,Dennis; 1995). I include anecdotes,

strange life incidents, Eureka moments (Bell, E.T; 1937) to keep the students engaged from

the first day of class. It’s also a way of ensuring that diversity is respected in the classroom

and gets the young learners to open up quickly for discussions, group problem solving etc.

Innovation and flexibility in conducting assessments:

The meaning of innovation in the formative assessments is in the way it is conducted

irrespective of subject irrespective of board. I can have the flexibility in conducting a

multiple choice based test or short answer type questions. I can even ask students to write a

short reflective piece on their experience of learning a particular topic by what is now called a

reflective journal. I can have a small group presentation linking different topics and have a

mutual question and answer session in the class. I might introduce a concept and ask learners

to explain it in their own words or pose a problem based on its application. That way I am on

track if the students are able to increase their cognitive level from where they started. There

is, thus, substantial flexibility in the way these formative assessments are conducted.

However, in the summative assessments, there is less flexibility as learners can typically

expect structured questions and answers. In addition, there are additional projects to be
undertaken in terms of CAS projects, Internal Assessments and the like all of which test the

learners ability to come up with creative approaches to good problems. Any curriculum that

seeks to be globally minded, in my opinion, should include an internship so that learners get

an idea of how research or creativity flourishes beyond the confines of the classroom. This

makes for a truly enriching experience. ( Barrance,Rhian; 2019 )

Modulating a style to incorporate changes

I draw upon some of personal experiences in a digital classroom as far as modulating my

teaching style is concerned. One could encounter different kinds of thinkers and learners in a

diverse classroom with different grasps. This means one has to modulate one’s pace and style

accordingly. For learners who have not understood a concept, I introduce differentiated

instruction, one-on-one sessions with the learner with a slowing down of the pace. I reinforce

the concept with numerous examples so that the student gets the core concept and the

application. The choice of style and assessment also gets modulated based on the topic being

discussed. If it’s more application oriented, I might create some teaching videos to show the

basic concept with a lot of examples with learners trying their hands at different kinds of

problems in the classroom or on the board. If, after, the formative assessments, I feel that that

the class, in general, has a good grasp on the topic, then I would increase the pace of the

lessons. Both the IB and the IGCSE do give that flexibility. However, if I find that some

learners are lagging behind in concept mastery, I generally hold extra sessions, provide visual

handouts, take them through a problem solving session till I feel that they have got it. Then I
provide worksheets that emphasize the importance of practice. Thus the whole aspect of

problem solving takes a whole new meaning. If this is made into a regular practice, then this

has the potential for high achievement in the classroom and beyond the confines of the

classroom.

The thrust of risk and asking questions

I believe that a culture of questioning is important to enhance understanding in the classroom

( Patzer, Rico 2023) When learners ask questions, they automatically start exploring as to

why something’s are the way they are, is there an alternate possibility especially relevant to

the subject that I teach which is mathematics. Risk taking is borne in the classroom and the

attitude then percolates on as trait as learners develop global competence in the real world.

The CAS projects of the IBDP provide an excellent opportunity for learners to do field work

and hence undertake risks. They formulate their own questions and collect data to answer the

question. As they consult with their mentors and work on their projects many of which do

make a solid community impact when implemented, their spirit of questioning and enterprise

is developed in the process, thus making them globally mature from a practical standpoint.

Cumulative Reflections

My cumulative reflections tell me that flexibility coupled with enthusiasm can be a major

ingredient in producing globally competent leaders. Mistake making is part of learning and

must be rectified in the early stages of development, especially from a conceptual standpoint.
The globally competent teacher is one who embraces inclusion and diversity, truly lives and

imbibes these terms, and has a lesson plan in place in a structured way. Allowance for

individual creativity is also an essential characteristic in addition to soft skills like ability to

comprehend sensitive situations and act accordingly. Altering of pace, capacity for

differentiated instruction, fluency in different languages (Computer as well as human ) would

really serve the futuristic teacher well. ( Tichnor-Wagner, Ariel; 2019 )

Barrance, Rhian (2019 - The fairness of internal assessment in the GCSE: the value of

students’ accounts, Assessment in Education: Principles, Policy & Practice, 26:5, 563-

583, DOI: 10.1080/0969594X.2019.1619514

Bell, E.T – Men of Mathematics, The Lives and Achievements of the Great Mathematicians

From Zeno to Poincare – Simon and Schuster

ISO 56000:2020 (en) Innovation management – Fundamentals and vocabulary. ISO.2020

Patzer Rico – May, 2023 – Questioning in the classroom: How to improve your skills

[Link]

Shasha, Dennis E; January 1995 – Out of their minds: The Lives and Discoveries of 15 Great

Computer Scientists – Copernicus

Tichnor-Wagner, Ariel; 2019 – Becoming a Globally Competent Teacher