One innovation that I learned about was to make Keynote (Power Point)
notes short or to focus on compelling pictures exclusively. I thought I would try this, but wanted to be
sure that I had notes for those who want or need them as part of the learning
process.
For those who like to follow along, want to make notes, or remember what
was said in the webinar, please see below for the full details of this
presentation:
Side 1:
Hello and welcome to the webinar:
Ideas & Inspirations for Curriculum Innovation.
As a teacher, you know that there are many choices for not only what you
teach, and how you teach it. Most
teachers have a strong desire to innovate curriculum, but find themselves
facing many practical barriers and sometimes even institutional challenges to
becoming an super-innovator.
Our world is fast-paced and so is our profession. Innovating curriculum often feels like we are
building a bridge while we are walking on it, full of uncertainty and
risk. But, if we are going to lead
students in learning, we need to “walk the talk” and model the behaviours
associated with innovation. This means
acceptance of uncertainty and taking a risk.
The most innovative teachers often talk
about the need to give up some control.
They say it isn’t easy at first, given the reality of standardized
testing and outcome driven education.
But, when you get comfortable with taking a risk and finding your most
innovative self, you will find student learning will grow in leaps and
bounds. Innovative teachers often
reflect that innovation becomes a productive habit and becomes contagious
within an organization, making for a better work environment, a more rewarding
career, and most importantly, deep learning for students.
Slide 2:
For example, I am currently involved in a course about Innovation in
Curriculum Planning and Delivery. This
course has taught me so much about the ideas surrounding curriculum
innovation. My goal in this webinar is
to I would like to boil down all the information so that I may give you a
concise and effective summary of the ideas I found most interesting and
compelling for use in our industry. I
hope to share all my innovation hacks and tips with you, so that you can
consider how you can become an innovator and inspire others to follow your
lead.
Slide 3:
Through this webinar, we will achieve several important goals:
1.
To summarize some key
ideas about curriculum innovation.
2.
To discuss some values,
attitudes and behaviours common to innovators.
3.
To expand your knowledge
about some central ideas about innovation.
4.
To support you in
considering new and proven ways to innovate curriculum.
5.
To extend innovation
beyond the classroom and into a global community.
As we go through the webinar, I will be recommending some
resources. You may feel free to stop and
start the video to explore the supporting resources, but you don’t have to as
there will be a list of resources at the end for you.
Also, I have created a presenter’s notes page, which may be helpful if
you are looking for information or if you want to share this video with a
friend.
Let’s get started!
Slide 4:
Flipped Classroom:
As you likely know, flipped classrooms are a recent teaching
innovation.
In a flipped classroom, teachers make the lessons available ahead of
class time and students complete the lesson outside of school time, taking
advantage of the flexibility of time and space in which to complete the
lesson. In this way, the lesson becomes
the homework so that school time can be dedicated to active learning activities
that allow the student to experience the skills and knowledge being taught int
the lesson.
Technology is an important partner in the flipped classroom, allowing
the teacher to present information in new and novel ways, like embedding videos
or using internet based tools to engage student’s senses.
The benefit to the teacher is that the lesson can be planned out
thoughtfully. The benefit to the student
is that he/she can play back the lesson, start or stop it in ways that cannot
be accommodated in the traditional classroom.
Parents often like flipped classrooms so they follow their child’s
learning and easily make up for days in which the child is absent.
Some teachers consider a flipped classroom a bit of a walk on the wild
side, given that class time is typically spent in group projects. Innovators using the flipped classroom
approach often remark that it takes some adjusting to the chaotic activity and
buzz of the classroom, but once they see the evidence of active learning, the
rewards are worth the cost.
Since there is no better way to evaluate an approach than to test-drive
it, we will be doing a trial of Flipped Classroom for this lesson. Right now you are doing your homework by
taking the lesson. Once the lesson is
complete, we will meet as colleagues to engage in a learning activity based on
this webinar. This should give us new
ideas for innovation, while we experience, together, the idea of a flipped
classroom.
If you would like to learn more about
flipped classrooms, I highly recommend the Ted Talk by Sal Khan from the Khan
Academy. You can find it by searching
YouTube, but it is also available on my blog at: tammy.Jinkerson@blogspot.ca
Slide 5:
Backward planning of curriculum is considered, by many, to be an
innovative planning framework. Here, you
begin with what you want to achieve and work backwards to planning the content
and experiences that will lead to the outcomes.
Backward planning and Be-Know-Do and Living with Others is often used in
integrative or multidisciplinary approaches.
These approaches tend to be initially challenging to conceive of, but
eventually become highly rewarding in terms of student learning and teacher
collaboration. In these approaches there
is often a central theme that unites subject matter and core skills, such as
literacy and numeracy are woven into the tapestry of the experience. Typically literacy and numeracy for real
world application, are emphasized. For
example, a school might have a theme of “Local Citizenship” and have English,
Math and Social Studies units emerge from this theme. Assessment can also be integrated. An integrated experience can be great for
school moral and can expose students to a team of teachers, each adding their
own innovative perspectives.
Many government reports now focus on integrative, multidisiciplinary and
community connected learning as innovations that lead to deep learning. The benefit to teachers is found in this
collaborative and often highly supportive innovative approach.
Often this approach points toward four main pillars of learning, so
teachers can align their teaching to the goals of what students should:
Know, Be and Do, and how they can Living with Others.
The KNOW pillar points toward big ideas of society and the global
community.
The BE pillar is about attitudes, behaviours and character
education.
The Do pillar is about practicing 21st century skills to better prepare
students for the challenges of the future.
The Living with Others is about extending the ideas in the first 3
pillars beyond one’s self and integrating it a social sphere.
As we go through this webinar, you may notice that these four pillars
have created the structure for the webinar as we consider Innovation in
Curriculum. In order to innovate
curriculum, you will be drawing on what you know, and come to know, who you are
and come to be, what you choose to continue do and what you choose to do
differently and how our community of teachers can support each other in our
goals.
Our uniting theme is, of course, Innovative Curriculum. The rest of the webinar will be about what
you need to know, be and do to become more innovative.
Slide 6:
Your organization has likely articulated ethics, values and behaviour
standards, but you are an individual and bring your own variations to the
teaching table. Your values and
attitudes effect your curriculum in many ways.
Being self aware is an important factor in becoming innovative in your
curriculum planning and delivery.
Let’s explore a few important aspects of your being, as a teacher. As we explore each, you might wish to jot
down each and rate yourself on each dimensions on a scale of 1-10. This will help in the personal reflection
process of determining how to best live your values in curriculum
innovation.
Curiosity
How curious are you in your everyday work?
Do you allow yourself to flirt with your curiosity, or do you ignore
it.
Do you share your curiosity with others?
How well do you model an curious mindset?
Moris R. Cohen was quoted as saying “the real driving force in pure
science is just natural wonder and curiosity.
We all have it until we are educated out of it.”
Do you think this is true?
Innovative curriculum planning is fed by the curiosity and wonder, so
engage, your curiosity in the process of innovating by asking yourself
questions and seeing where they lead.
Failure
What is your tolerance level for failure when you try something new?
Does fear of failure ever hold you back from taking risks?
What could be gained by allowing yourself to try and fail?
Educator and popular YouTube contributor, Carol Dweck, promotes an
important idea that supports innovation, called having a growth mindset. A growth mindset is important for innovation
because it considers failure a natural and productive consequence of
learning. This takes some getting used
to because our brains are hardwired to avoid failure. To overcome the brain’s chemistry and
structure and become more innovative, we need to adjust our attitudes to not
only tolerate, but to use failure to learn and grow. In fact, the study of failure is highly
innovative, like the work of Matson who promoted ideas such as Intelligent Fast
Failure. Models like these promote
“failing forward” and wreaking havoc to see what innovations can be produced
when unconstrained by the fear of failure.
Control
How do you feel if you are not in control of learning?
To what extend can you give up on a plan in favour of other learning?
Loosening of the tight control on the learning process may be a helpful
step toward innovating curriculum. The
more students are able to co-construct (also known as co-authoring or
co-creating) learning, the more the student becomes an interested partner who
shares the responsibility for learning.
Creativity
How does creativity enhance your curriculum?
What creative talents do you have that could support curriculum
innovation OR whose creativity can you borrow to achieve the same goal.
I highly recommend the edutopia.ca website.
It is a storehouse of creative ideas for curriculum innovation ideas,
from experimental to tried and true.
Don’t be afraid to borrow creative ideas from other industries. For example, the Design industry offers great
advice that can be used to enhance and harness creativity. The YouTube “What is Understanding for
Design” offers some great advice:
Creative ideas don’t have to be perfect before executing them, you
can:
Think Big! Start Small! Go for quick wins!
Slide 7:
What we already know, and become knowledgable about highly influences
our curriculum innovations. It is
important to not get bogged down in fine details, but rather becoming focused
on Big Ideas. These are the ideas that
are worth knowing and exploring, for and with our students. I have chosen to explore 3 of education’s Big
Ideas:
Brain Based Learning
According to Glenda Lee Hoffman, most education for teachers, themselves
focuses on the content, rather than the context learning. The context is the human brain and more and
more teaching experts are connecting with brain experts to crack the learning
code that can lead to innovation.
Hoffman advises several principles frame human learning that can point
the way to future innovations:
6. Active participation is
important. To get active participation
we need to get beyond the idea of the “sage on stage”
7. Neurons that fire together, wire together. Teachers need to draw on what students
already to know to create a bridge to what they do not know.
8. Vision trumps all other senses.
Creating memorable visual stimulators aids in the learning process.
9. We are wired for connection.
Social learning opportunities engage emotions and deepen learning.
10. No pain, no gain. Be prepared to
vary the “just right” zone, as it is different for every student.
11. Practise makes permanent. Notice
that it is not “perfect”. Actively
practising a skill will make it stick.
12.
Future Focused Learning
Richter (2009) stated, “Just as the driver of any vehicle needs to be
able to see down the road well enough to turn in time to miss obstacles and
arrive at the destination safely, so do we all need to open our eyes to the
challenges coming at us and adjust our course accordingly”. This summarizes future-focused education on
the Big Ideas and wicked problems that confront students who are part of the
global community. Innovations most
appreciated by this framework will be those ideas that offer students connections
to experts and their peers in the global community.
Social media (including Facebook, Twitter, Snapchat and others) offers
one vehicle to the global network and more and more new and innovative
technologies are being produced all the time.
One of my classmates experimented with a technology called Google
Hangout, which is relatively new.
Through this technology her students were able to search for other
communities that were searching for a similar experience and, together, they
were able to explore each other’s cultures, lifestyles and concerns for the
future.
Bolstad suggest that innovative curriculum will need to change in order
to have a future focus. This means not
only providing real world problems and interactions for students, but also
being prepared to significantly change teacher roles to become less of a
director of education and more of a guide aand mentor in the exploration of the
real world.
Critical Thinking
Working in a counselling field, questions have become second nature to
many of us. Ask a shallow question and
you’re likely to get a shallow answer.
Ask a more critical thinking question and you will challenge your
students to think more deeply about a subject.
I highly recommend the YouTube video from Roland Case about Critical
thinking. In his video, he talks about
the typical questions and answers asked by teachers in a “Where’s Waldo”
style. Here, the students hunt for the
right answer, as if finding Waldo but soon forget both the question asked and
their retrieved answer. Critical
thinking is about phrasing questions in a manner in which students have to
stand back, assess and consider multiple factors. He provides the idea of a shallow
question: “Should ice cream be part of
your daily diet?” versus the deeper
question of: “What factors should be
considered in choosing a daily diet”.
Curriculum that engages critical thinking
is innovative and prepares students for the future. Anyone remember the 1980’s House-Hippo
commercial from Concerned Children’s Advertisers? This was an early attempt at challenging
critical thought in youth. In the
digital age, with fake news and an abundance of information, how much more
important is it for students to apply critical thought? What are the consequences if we fail to
prepare students now?
Slide 8:
Becoming a curriculum innovator is all one big experiment! Innovative teachers not only know when they
are and are aware of big ideas, they also are prepared to pull the trigger and
try out new ideas in favour of student learning. Here are some of the tools that innovators
use to make the process of teaching more innovative and interesting.
Technology
Technology use is an overarching theme for innovators. They selectively embrace technology in order
to power their content and processes. I
say “selectively” because some technologies are novel and fun, but offer little
to the learning outcomes. Again, by
using a backward design for curriculum, teachers can find technologies that
serves the purpose of what students need to BE, NOW, DO and LIVE WITH OTHERS.
While it is impossible to name all technologies that support innovation,
I will highlight the ones that have most supported my learning in my Queen’s
Program. Youtube offers a welcome break
from text based resources. lynda.com offer amazing learning modules.
Blogging offers a wonder venue for reflection. Presentation software like Piktochart, Go
Animate and Powtoon allows for engaging visual lessons. I have also explore the idea of Gamification,
where technology can allow learning to be presented in game formation for a
more fun experience.
New apps and technologies are being born every day and so it is
impossible to keep up with all the hype.
What I have learned about technology is that sharing the best
applications means that you are not constantly testing new things. It helps to become involved in learning and
teaching communities, like Edutopia, so that you can share the load of trial
and error and share your results. Technology
is here to stay and being innovative depends on your command of the
tech-world.
Experiential Learning
Experience is the best teacher and yet so many schools are teaching
content in an abstract and hypothetical manner.
They key to a truly innovative change is including experiential learning
component to your content. Experiential
learning means that student are involved in a project or experience that makes
connections beyond the closed reality of classrooms. Innovative ideas that I have studied involved
working with for not-for-profit businesses (and selected for profit business)
to teach 21st century skills. In this
way, there is less control over learning, but more to gain. Sternberg (n.d.) emphasized that, in addition
to literacy based learning, the new millennium calls for 3 other R’s, including
Reasoning, Resilience and Responsibility (Excellence, 8-19). Because experiential learning takes place in
the real world, the opportunity for learning the 3 R’s and way the world works
beyond theory, students become active in their learning. These experiences seldom fade into the
background because students have to confront problems, make decisions and be
accountable for results. Exchanges and community projects offer opportunities
for experiential learning. If you want
to innovate curriculum, find a way to take it to the streets, whether in a more
controlled project or directly in the real world.
Learning Reflection
Reflecting on Learning is a way to promote a growth mindset and show
learning progression to inspire students to do their best. Reflection is an important part of
metacognition, that completes the cycle of learning because it helps the learn
to think about what he has learned and make it more personal. This can help with the processing of ideas,
connections and extension for students.
Learning portfolios of any kind can be innovative in that they aid the
process of student reflection, but one method of reflection, for me, stood out
from all the rest.
Seesaw is a app that is said to be similar to Google Classroom, but with
a few important distinctions. Seesaw
allows students to capture a picture of their work, make comments on it and
invite others to comment on it as well, making it an innovative interactive
technology that supports deeper learning.
It offers the important advantage of allowing parents to see what is
happening at school and to provide comments and encouragers to help students to
become, and stay motivated in the learning process. I think Seesaw is truly
innovative and can serve as a learning journal for those who are making use of
our programs and services. Teachers say
that Seesaw cuts down significantly on their admin and reporting time, and
keeps parents involved and informed. Now
that’s a cross-curriculum innovation!
Assessment
If the purpose of assessment is to improve learning, then how do we
become innovative in the process of assessment to improve curriculum
outcomes? It helps to follow the lead of
the document “Natural Curiosity” featured in the reference section of this
presentation. It highlights the
difference between qualitative and quantitative assessments, which is the
difference between more subjectively assessed learning and test scores. It helps to know the context of assessment,
which can fall into three categories:
1. Assessment OF Learning- which
is the evidence that a student has met or not met the standards.
2. Assessment FOR Learning-which
is when teachers analyze evidence that point to next steps for the individual
student
3. Assessment AS Learning - which
is used for meta-cognition to allow the student to better manage their own
learning.
Using Assessment FOR and AS learning involve opening up your mind to new
ideas on how to engage in the evaluation process. Self and peer evaluations are innovations
that engage the learner in the process.
I also studied “i-clickers” as a technology tool that can innovate the
formative evaluation process and allow teachers to see where students are on or
off track in their learning to be able to provide early intervention and
support.
Self Regulated Learning
When I began this course, I knew about
self-regulation about being able to focus and retain attention and avoid
distraction. I came to learn the
distinction of self-regulated learning as the student employing tools and
strategies to support his or her own learning.
This was an ah-ha moment for me in the course! What I came to understand is that learning
and study strategies are seldom taught in school, so they become a hit or miss kind of concept. There has never been a time in history when
technology offered so many good and powerful options for success. I really enjoyed the YouTube video “What if
Schools Taught us to Learn?” by John Levi.
In this short video, Levi shares some innovative ideas and apps that
help make learning more fun and lasting.
One example, called “Tiny Cards” was particularly useful in that it was
a flash card technology that sorts what you know well and need less repetition
with, and those concepts in which you need more review. How innovative is that?
Sustainability
Enterprise
Globalization
Citizenship
Sustainability
Projects for student learning that are based in sustainability are
really hot right now. Drawing back to
design thinking, remember that to be innovative, you don’t necessarily have to
have an outstanding idea- you just need the seed of the idea and to go for
small wins and learn from the experience.
Enterprise
Enterprise is the most innovative interpretation, because in traditional
education we are teaching “entrepreneurship”.
Some think they are the same thing, but, through this innovative
interpretation, enterprise is more about being self directed and making things
happen for yourself, rather than tackling the world of business.
Globalization
The ability to connect with learning about people and places has had a
number of wonderful innovative advances.
To be able to use Google Earth and all of it’s features is an innovative
way to bring the far more near and personal to students.
Citizenship
I feel that citizenship ties back to our
earlier discussion in Experiential Learning and that innovation can happen in
creating projects and venues for active participation in citizenship
itself. Helping students to express
themselves in their citizenship and to engage with multiple points of view will
be worth teaching. Providing these
opportunities will allow for an emotional and connected experience, and
reflection on these experiences (like in learning journals) will help students
to sort out the complexities and lead to learning innovations.
Slide 10:
FLIPPED CLASSROOM
This is just the beginning of our discussion about innovative curriculum
planning.
Part 2: Take a Risk and Dive
Right Into Curriculum Innovation
Next steps will be to dive right in!
We will meet as a team to briefly discuss your reaction, thoughts and
questions about this webinar before moving on to a collaborative planning
session. For this part of the workshop,
I invite you to take a risk and bring in a lesson plan that failed to deliver
the learning you intended for your students.
We will then work in small groups “innovation incubators” to help you
with ideas to add innovation to your curriculum plan.
I look forward to your ideas and comments and thank you for being an
important partner in curriculum innovation!
References:
Chiarotto, L. (2011).
Natural curiosity, a resource for teachers : building children's
understanding of the world through environmental inquiry. The Laboratory
School at the Dr. Eric Jackman Institution.
Toronto, ON.
Balstad, R. (2011). Taking a “future focus” in education. What does it mean? Future Focused Issues in Education.
Dweck, C. (2014). Developing a growth mindset. [Video].
Retrieved from: https://www.youtube.com/watch?v=hiiEeMN7vbQ
Hoffman, G. (2009). Brain based
learning. [Video]. TedX Chico. Retrieved from: https://www.youtube.com/watch?v=3Xgzhlm4i3g
Levi, J. (2015). What if schools taught us to learn? [Video].
TedX White City. Retrieved from:
Hoffman, G. (2009). Brain based learning. [Video].
TedX Chico. Retrieved from: https://www.youtube.com/watch?v=3Xgzhlm4i3g
McTigh, J. (2013) Understanding for design. [Video].
Hawker Brownlow Education. Retrieved from: https://www.youtube.com/watch?v=d8F1SnWaIfE
Richler, J. (2009). Future focused learning strategies in rapidly
evolving global ecosystems. On the
Horizon. Emerald publishing.
Sternberg, R. J. (2008).
Excellence for all. Educational
Leadership, 66(2), 14-19.
Tahirsylaj, A. (2012). Stimulating creativity and innovation through
intelligent fast failure. Thinking
Skills and Creativity. University Park,
PA.
Leadership in Profession Development
Innovative Curriculum Design
Culminating Task
By Tammy
Jinkerson
An
assignment submitted to the Faculty of Education
In
conformity with the requirements for
PME
831
Queen’s
University Kingston, Ontario, Canada
March
11, 2018
I created my
presentation for my colleagues in the College Sector Employment Services
Association, which is a cross-province community of counsellors and
facilitators linked by their Employment Ontario program delivery. Recently, this community began sharing resources
and shared expertise on the website (www.cses.com)
so that agencies, large and small, could have access to professional
development tools, templates and workshops.
The process of sharing simply involved submitting a webinar to the
association. My 49 minute webinar was built
with the guidelines of the association in mind, which is to provide in-depth
information on big ideas within the industry.
I
typically try to pilot new software when I am doing culminating tasks, however;
I found that the apps that I wanted to try all came with subscription costs and
so I had to reconsider my desire for novelty on content instead of format. The “surprise” factor that I was looking for
came in the form of the use of the flipped classroom approach. This has never been done before with
workshops available on CSES, so I am hoping it will be well received. My
remaining questions are whether my students will remain motivated and interested
after the webinar to follow through to the hands-on portion of the flipped
classroom experience. Here, I propose a collaborative
innovation planning session to take place at our Annual General Meeting in
April. In this way, I achieved my goal
of aligning to our co-created criteria for a connected experience for my
learners.
Most
of my colleagues aren’t faculty, which means that they might not be as aware as
teachers would of the pedagogical resources and communities available to
them. My goal, then, was to punctuate
the idea that pedagogy matters and, in the technological age, there are many
sources that facilitators can use to enable them to learn the very best of what
teachers know about teaching. The fact
that my presentation is future-focused addresses the needs of both the
individual students, the colleges for whom they work and our society in general.
I
intentionally designed my presentation with the Be-Know-Do and Living with
Others backward planning design because I wanted to address the co-authored
curriculum priority of addressing the needs of the whole student. This is important for my professional context
because modern social services have the potential to be social change agents
when they are empowered with values and attitudes, as well as knowledge and
community-focused action plans for social good.
My goal was to engage the students by making it a personalized
experience, and so I regularly posed questions to the class and provided
optional self-assessment opportunities throughout the presentation.
The
Flipped Classroom and Be-Know-Do and Living with others created the structure
of my presentation. My objective was to
be novel in this approach by not only telling my students about these teaching
frameworks, but also demonstrating how they work in real time delivery. I also think it was out of the ordinary to
layer these concepts and so I took up the challenge to do so in my curriculum
planning.
Because
I couldn’t add all of the learning from the PME831 course, I had to be
selective about content and chose my favourite resources, speakers and authors. I added a resource page in the notes of the
presentation for further exploration.
The ideas about self that I felt most resonated with the needs of this
group were attitudes towards: failure,
control, creativity and curiosity. I
think it was effective to bring this content forward at the beginning so I
could confront a few affective barriers that often hold back curriculum
innovation.
When
it came time to discuss what innovative curriculum planners “Know” I wanted to
highlight Brain Based Learning, alongside of Critical Thinking concepts. This connects back to my ideas that most of
my colleagues would not have the pedagogical training prerequisite knowledge to
understand the value of these frameworks.
I intentionally connected Critical Thinking to the techniques used in
counselling in order to create a bridge for learning from what they do know to
what they are learning. One of the most
important frameworks for my students is the Future Focused approach and so I
wanted to put emphasis on this as a teaching perspective. A Future Focus ensures that curriculum is
never isolated in content but woven into the context of the learners who are
often in transition from school environments to the world of work.
The
“Doing” part of curriculum innovation was most focused on Experiential Learning
as a core skillset, given that almost all my students would have a role in
learning in the “real world” in community and job placements. I have also learned how important learning
reflection and assessment are to curriculum innovation and so I connected,
also, to these key concepts. Technology
is a broad topic and so it became the overarching theme about how innovation
happens in our professional context. I
provided a few topical apps and resources as suggestions for students to
explore.
I also connected
with ideas about “Living with Others” and shared Bolstad’s work in which she
pointed out the importance of themes of sustainability, enterprise, globalization
and citizenship in Future Focused Education.
This culminating task challenged me
to not only think about form and structure of innovative online learning, but
also the big ideas of education and the content that was worth knowing for my
colleagues. It also helped me to trial
new and innovative forms of teaching and to share what I have learned in PME831
with my colleagues in the hope that they would be inspired innovate in their
own professional contexts.
Resources: As referenced in
Webinar Project (also listed in the presentation notes)
Chiarotto, L. (2011).
Natural curiosity, a resource for teachers : building children's
understanding of the world through environmental inquiry. The Laboratory
School at the Dr. Eric Jackman Institution.
Toronto, ON.
Balstad, R. (2011). Taking a “future focus” in education. What does it mean? Future Focused Issues in Education.
Dweck, C. (2014). Developing a growth mindset. [Video].
Retrieved from: https://www.youtube.com/watch?v=hiiEeMN7vbQ
Hoffman, G. (2009). Brain based
learning. [Video]. TedX Chico. Retrieved from: https://www.youtube.com/watch?v=3Xgzhlm4i3g
Levi, J. (2015). What if schools taught us to learn? [Video].
TedX White City. Retrieved from:
Hoffman, G. (2009). Brain based
learning. [Video]. TedX Chico.
Retrieved from: https://www.youtube.com/watch?v=3Xgzhlm4i3g
McTigh, J. (2013) Understanding for design. [Video].
Hawker Brownlow Education. Retrieved from: https://www.youtube.com/watch?v=d8F1SnWaIfE
Richler, J. (2009). Future focused learning strategies in rapidly
evolving global ecosystems. On the
Horizon. Emerald publishing.
Tahirsylaj, A. (2012). Stimulating creativity and innovation through
intelligent fast failure. Thinking
Skills and Creativity. University Park,
PA.
**********************************************************************
Check out my YOUTUBE training video, which is the basis of the above.
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