Reflections and Aspirations Julia Olsoe :: Innovative Instruction

At the start of this course, I had a very narrow view of what innovative instruction was. I was sure that this type of instruction involved technology but that was about the extent of my knowledge. After learning more about the true meaning of innovative instruction, I found that it perfectly aligned with my teaching philosophy. Innovative instruction focuses on giving each student a personalized education and making the content meaningful for every child. This type of instruction fosters critical thinking, communication, problem solving, and real world application. A key portion of my teaching philosophy is to create lifelong learners; innovative instruction is a great way to do this.

At the start of this course I had an idea of what I wanted my future classroom to look like. My aspirations were as follows: to use technology but still use checkpoints and incorporate rubrics so that students don't get overwhelmed, to use highly structured activities to get children acquainted with new platforms, use project-based assessments that foster student creativity, to speak to the interests of each child, and to allow students to have ownership over their education.

It is my goal that every child is successful in my class. I firmly believe that every child can learn. In my class I will ensure that students know and understand the daily learning objectives. These objectives will be observable, measurable, and assessable. By allowing students to be involved in these goals, they will be able to take ownership over their learning. By having strong language and learning objectives I will ensure that I can measure student progress. If I am able to understand my students' progress, they will be more likely to succeed because I can modify lessons to fit their individual needs.

In order to have an innovative classroom that allows for student growth, you need to have an environment that allows students to make mistakes, learn from failures, and take charge of their learning. This can only happen when the teacher stops being the sole instructor and instead becomes a facilitator. If we set high standards for our students and present them with projects that they are motivated to do, I think we will be surprised by how well they rise to the occasion. The teachers role is to lay out a firm foundation and then let the kids create and discover as a class. This student-centered, project-based environment will allow students to become lifelong learners and grow their essential soft skills.

By using the H.A.C.K model you are able to present students with new platforms in a way that allows for growth in student capacity and ownership. The C and K portion of the model are focused on allowing children to discover and do projects that teach the essential concepts while still allowing student interests to shine through. This model builds upon itself and before teachers can incorporate C and K lessons into their curriculum, students need to be firm in their understating of levels H and A of the model.


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