Wednesday, 18 June 2014

Taking Risks in Learning and Innovation

Risk taking is an orientation that we want our students to learn, in being creative, innovative and trying new things to expand themselves. This is one of the many things which I know as true for my learners and find that as their teacher, need to take my own advice and model such behaviour. 

In my teaching practice and in my role as an ongoing learner in post graduate education I need to develop the confidence to take risks. I could play it safe, follow the rest of the pack, and in some circumstances that is the best thing to do, it's safe. However, I don't want to be an ordinary teacher. I want to be an amazing teacher. I want to accelerate my students and I want to further myself in my own education. 

In our 740 Accelerated Learning lecture today we talked about innovation vs efficiency and being a routine expert or an adaptive expert.  An adaptive expert needs to takes risks and and tolerate ambiguity, not knowing whether something will be a success or failure. If we know that something will be successful then it's been tried and tested and not going to lead to innovation. To innovate we need to be resilient in the face of failure, learn through struggles, adapt, eventually, hopefully realising success through innovation. 

This is the own learning I need to take into consideration at the moment. Undertaking a research proposal in attempt to accelerate my learners, I am wading through a wealth of ambiguity. I have no idea if my tentative question will in fact accelerate their learning or if I can even successfully implement it in my class at this stage. How can instructional rubrics be co-created in writing to develop self-regulated learning? I am experimenting with this, with my learners at the moment and working through some of the logistics, some interactions being more successful than others. 

I wonder, how can I more explicitly model my own personal risk taking and innovation attempts that I am taking in my learning and teaching, so that my learners can themselves develop the courage and aspiration to become innovative risk takers in their learning? 

This reflection and ongoing research relates to NZ Teacher's Council Registered Teacher Criteria
12. use critical inquiry and problem-solving effectively in their professional practice. 
        i. systematically and critically engage with evidence and professional literature to reflect on and refine practice

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