Brandi Schamber-PME 811: Innovation in Teaching and Learning

  Article #1: What should we do with a feminist educational theory when we have one? A response to Audrey Thompson (Martin, 2003) Jane Roland Martin’s article discusses the culture wealth approach to education which “asks which portions of stock are being preserved and transmitted to the next generation” (Martin, 2003, p. 67). In her response to Audrey Thompson, she suggests that when we pass on knowledge, in the form of research there is risk that the findings are misinterpreted or pieces are left out based on the political, academic and social agenda of the researchers. She also discusses the need for other institutions besides schools to disseminate knowledge and Cultural wealth.  In regards to connecting to my definitions this article touches on the idea that knowledge is often passed on (teaching/learning) based on what value it has to the stakeholders. As Martin states, “we who treasure it had better make sure that it is being well preserved and that it is being passed d...

Article #1: Pedagogical pathways for Indigenous education with/in teacher education (Madden, 2015) Madden explores different pedological pathways that would engage teachers in indigenous education. These include “Learning from Indigenous traditional models of teaching, Pedagogy for decolonizing, Indigenous and anti-racist Education, and Indigenous and place-based education” (Madden, 2015, p.2). These pathways should be weaved into all levels of education, including post-secondary, so future educators also have the knowledge and skills to implement Indigenous ways of learning into their future classrooms.  In the Article Madden speaks of the 4 R’s from Kirkness and Barnhardt (1991), one of which being “ reciprocal teaching and learning relationships that disrupt a teacher/student hierarchy” (Madden, 2015, p.1). In my definition of teaching and learning there is not only a transfer of knowledge, but a system in place that occurs during learning. It needs to be intentional, individu...

  Article #1: The history of education: State and the art at the turn of the century in Europe and North America (Herbst, 1999) Innovation: My definition of innovation supports the idea that innovation breeds from the need or desire for change. Herbst's article focuses on the fact that the 1960’s was a time of great significance for educational historians and “those leading the charge into new interpretations, subject matters, and methodologies proudly called themselves revisionists” (Herbst, 1999, p. 738). It seems that the 60’s and 70’s were a time in history when the field of education was in a surge of innovation and change and by the time this article was written that had subsided greatly.  Historians were left feeling like they were stuck in a cycle of nothing new or “little genuine fresh input” (1999, p.739). Creativity: At the time of this article (25 years ago) Herbst explains that true creativity and innovation had waned greatly (1999, p. 739). He also states that a...

  Article # 1: Teaching as contemplative professional practice (Falkenberg, 2012) Innovation: The description of teaching as a contemplative practice can be seen as a need for innovation and continuous growth. Innovation builds on something that already exists and creates something new in the process. Falkenberg states that in order to be contemplative teachers “will have to engage in ongoing work on the functioning of [their] inner life and professional practice” (2012, p. 30).  Creativity: The article talks about the noticing component of teaching and that we be aware of the need for change and find alternative ways to practice teaching. Defining the noticing component, Falkenberg explains that, “the second step is to develop alternative, more desired ways of experiencing and responding” (2012, p. 31). Connecting to my definition of creativity it is important that one consults and draws upon literature and experts in order to create new practices of teaching.  Teaching...