Diversity and Inclusion Part 1

 Leat and Whelan’s chapter explores how innovative teaching requires us to rethink how learning happens. They argue that education has depended on convergent learning, where teachers guide students toward predetermined answers through structures like IRF (Initiation‑Response‑Feedback). According to the authors, meaningful innovation comes from shifting toward divergent learning, where students co‑construct knowledge, ask their own questions, and explore ideas in open‑ended ways rather than simply seeking the ‘right’ answer (Leat & Whelan, 2023). Divergent learning also represents inquiry-based learning. This innovation in teaching is about creating a space for authentic learning that will create skills that extend beyond the classroom. Being curious and asking questions reflect deeper learning than having knowledge transmitted to them by the teacher.

For my own practice, this made me reflect on how often I use IRF patterns without realizing it. I can see the value in intentionally creating more opportunities for students to drive conversations and shape their own learning. This also means accepting a degree of uncertainty with regards to learning. To create an environment with a degree of uncertainty, the authors note that “another obstacle to be overcome is giving up classroom routines” (Leat & Whelan, 2023). This stuck with me. Although I recognize that divergent learning comes along with uncertain outcomes, I also recognize the emotional and cultural reality of my classroom. Many of my students come from home environments filled with unpredictability, and the stability of classroom routines often provides a sense of safety and grounding that feels essential for their well‑being. Although I deeply value inquiry‑based learning, I wonder whether giving up routine is the right move. My question for the authors are: How can teachers cultivate inquiry‑driven learning environments while still maintaining a routine that so many students seem to rely on?

References:

Leat, D., & Whelan, A. (2023). Innovative pedagogies in relation to curriculum. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds), International encyclopedia of education (Fourth edition., pp. 132–141). Elsevier. https://proxy.queensu.ca/login?url=https://www.sciencedirect.com/science/article/pii/B9780128186305030220?via%3Dihub

Comments

Post a Comment

Popular posts from this blog

Introductory Post

 Hello fellow colleagues!  Like many of you, this is my first blog and my first blog post. I am looking forward to using this platform to document my learning journey from PME 811: Innovations in teaching and learning. I'm also eager to share any innovative tools, technologies, practices and perspectives that improve my craft this year. Thank you for visiting my blog and I am excited to learn about your learning journeys throughout the course. Jesse
Read more
 Module 3 - Part 2: Historical Foundations in Teaching and Learning The third article I chose was “There Are Nowadays Professors of Philosophy, but not Philosophers” by Pierre Hadot. The article highlights Thoreau’s believe “to be a philosopher is not merely to have subtle thoughts, but so to love wisdom as to live according to its dictates, a life of simplicity, independence, magnanimity and trust. It is to solve some of the problems of life, not only theoretically, but practically” (Hadot, 2005). The article continues to argue that people today live in a distracted way and are weighed down by unnecessary luxuries and worries, instead of focusing on what is truly essential for a good life. Interesting as the article was, innovation, creativity, teaching and learning were not explicitly referenced, however I made my own interpretations. Teaching in this context, could be about teaching students how to become philosophers in their own life, questioning, pondering, and investigating ...
Read more
 Module 3 - Part 2: Historical Foundations in Teaching and Learning 2 The fourth article I read was “Foreign Influences on Curriculum and Curriculum Policy Making in Canada” by George Tomkins. Tomkins examines how Canadian curriculum has been shaped over time by ideas originating outside the country. He emphasizes that tracking educational influence is difficult, but Canadian curriculum has never been developed in isolation. Instead, it has been shaped by French, British, and American educational traditions. Historically, early Canadian schooling was conservative and heavily influenced by church authority and British academic traditions (Tomkins, 1981). During this period, teachers acted as the authoritative source of knowledge. This began to shift in the mid 1800’s as industrialization, immigration, and social change emerged. Over time, foreign ideas also helped drive innovation, leading to the introduction of “New Education” initiatives such as manual training, science education,...
Read more