Innovation In Education: An Articulate of My Philosophy Behind Curricular Decisions

 

Innovation In Education: An Articulate of My Philosophy Behind Curricular Decisions

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

From Dewey's progressivism philosophy to Freire's critical pedagogy, the education system has seen several benefits in the area of educational reform. I agree with the statement, "Innovation in education can refer to fresh, original concepts and methods that challenge students' preconceptions and push the boundaries of their theoretical and practical understanding." The innovative curriculum must be used by all teachers if they want to help students learn in the twenty-first century in a meaningful way (Button, n.d.). Because it results in distinctive learning patterns that are included in teacher learning settings, curriculum innovation—in which teachers experiment with the curriculum and instruction to construct learning experiences for students—is seen as a key process. I'll discuss the principles that inform my decision to select innovative, globally-focused curricula for my teaching classroom in this essay.

My Philosophy Behind Curricular Decisions

My philosophy is in line with that of Jacobs (2010), who expresses his concerns about our current educational system and describes how our schools should change so that the educational processes meet the demands of the learners in the present-day 21st century. He remarked, "We need new forms, not reform, to transform our school structures into more open, flexible, and equally imaginative forms," and he is right because the world is changing quickly, and critical education is necessary at this point. Because the way of life is drastically changing, and if we simply adhere to the same old model of curriculum template that was created a long time ago, we won't be able to prepare our students to be globally competent, I typically use the curriculum as an example and design the curriculum for my students based on their tastes, interests, and abilities, right from the selection of text to the instructional strategies. In my classroom, I also place a high value on project-based learning, research learning, inquiry learning, risk-taking, creative demonstration while learning, social engagement, problem-solving, and self-directed learning. This way, I keep my students completely interested throughout their entire learning process. Giving students the chance to play the part of the instructor in the classroom, in my opinion, prepares them to be autonomous learners. Because we employ collaborative ways to address issues and reach choices, my students behave more like instructors than learners in my classroom. Because my students spend the majority of their time asking and responding to questions to solve problems, a visitor to my class may occasionally find it to be excessively noisy.

On the other hand, according to my philosophy, a teacher's job in the classroom should not only be to impart knowledge and encourage students to do well on exams; rather, it should be revisited and revised regularly to help students learn how to adapt to various social changes and meet the needs of their students in light of their current circumstances and way of life. Many times, social changes are unavoidable because they result from a variety of factors, including cultural diffusion brought on by frequent social contact, technological advancements and the emergence of new social groups, political and economic circumstances, diverse ideologies, population growth, etc. (Sarbah, 2019). If I go into detail about our curriculum, I'll say that the majority of it is subject- and content-focused, emphasizing student mastery. If I enter the classroom only with the content, I am not satisfied. Therefore, I made modifications to the current curriculum that we have combined with social realization and worldwide study. I am aware that the students in my class come from a variety of cultural backgrounds, and it is essential to recognize their learning requirements and advocate for inclusive classrooms to provide them with specialized assistance. I typically adapt or change the curriculum based on the requirements of the learners to promote an inclusive classroom (IPL, 2021). Although social control is not a topic included in our curriculum, I attempt to include it so that kids can participate in activities that teach them how to interact with others and behave in ways that are acceptable in society. It helps me to gradually reduce social gaps and communicate pupils' social values to one another informally in the classroom. I can influence kids to appreciate and value other people's cultures while still being at ease juggling various cultural complications.

The unemployment rate in my country is rising daily, thus I should be teaching my pupils not only how to find employment but also how to get ready for their careers, so they do not fall behind later if they do not. So, in essence, I provide them with the abilities, information, and attitudes that are most appropriate for the complicated and unpredictable world so that they are ready to face any problems in life and solve them without difficulty.

Some of the Effective Ways That I Inculcate in My Classroom

I believe that to adequately educate our pupils for life, we must develop their capacities, self-leadership, and independence in action. If we teach our pupils how to communicate well and acquire lifetime communication skills, they can succeed. To prepare my students to be globally oriented, I engage them in my classroom through group projects, portfolio-based assignments, research and inquiry learning, peer evaluation and feedback systems, and self-reflection to decode the hidden meaning of the topic. I break the class up into groups and ask them to focus on a specific topic. After students finish their final project, their work will be evaluated by peers, who will also provide any necessary criticism. They must also keep an eye on their fellow pupils and complete the provided checklist depending on each student's contributions to the process. Each student will then be required to write their reflection as a final step.

Reflection on My Practice

I discovered that students develop flexibility, openness, and receptivity to suggestions and criticism during the learning process when they work together and converse in groups. Along with recognizing problems and finding solutions, they also learn to take risks and accept the risks. Additionally, they strengthen their analytical and critical thinking, which enables them to learn new things, contribute to existing knowledge, and come up with original ideas and creative solutions. They become aware of their inadequacies and more receptive to new ideas through self-reflection. Sharing thoughts, contrasting and evaluating each other's work, and reaching an overall conclusion all make providing feedback simpler and more successful. On the other side, I've come to understand the value of one-on-one peer assessment and self-assessment, which other teachers in my school do not practice. I found that it helps kids learn how to make their meta-cognitive assessments as they study, which encourages them to take responsibility for their learning.

 

 

Overall, I've grown to understand the value of innovative teaching practices in the educational process and the part I should play in assisting students in developing a global perspective for improved learning outcomes. I have decided to embrace educational innovation as a key instrument for bolstering my instructional strategies for efficient teaching and learning. This course has given me a lot of insight into how to be a successful teacher moving forward.

References

Button, L. J. (n.d.). Curriculum Essentials: A Journey. https://oer.pressbooks.pub/curriculumessentials/chapter/chapter-curriculum-innovations/

IPL. (2021). The Importance of Curriculum Adaptation in Education. https://www.ipl.org/essay/The-Importance-Of-Curriculum-Adaptation-In-Education-FK535QH4SCFR

Jacobs, H.H. (2010). New school versions: reinventing and reuniting school program structures. In Curriculum 21: essential education for a changing world. ASCD. Download PDF version.