ࡱ> dfc_xbjbj .~bbMKY LL  84<< xxxxxggg$!r$`ggxx xx/{x8UzX NXG 0 O,$${${g>,$ggg^ggg $gggggggggL l: Primary school Ostrog, Kaatel Lukai INNOVATIVE LEARNING IN A LIGHT OF CONTEMPORARY TEACHING STRATEGIES Nevenka Maras, teacher Stipe Bo~inovi Maor, head-master Kaatel Lukai, 20. February 2013. Summary: Contemporary society, marked by uncertainty and a number of social, economic and technological changes, requires a new system of education in which the pupil will be regarded as the subject and an active participant of the teaching process. The concepts of active learning include the use of different teaching strategies whose successful implementation will encourage the pupils to develop their own abilities and skills necessary to successfully master the challenges of life. In view of contemporary teaching strategies the role of active learning is emphasized , and therefore also of innovative learning, based on the premise of anticipation and participation. Key words: active learning, teaching strategies, innovative learning, anticipation, participation INTRODUCTION The rapid economic and technological development is a characteristic of the modern times we live in, and as such it is characterised by absolute uncertainty. The success of certain economies and societies is qualified by their ability to promptly react to the current economic and technological changes. By defining change as a process through which the future enters our lives, (Toffler, 1970: 10) Toffler emphasises the importance of analysing change not only from the historical point of view, but also from the point of view of the individuals who have had the chance to experience it on their own skin. Since, as Socrates stated long ago, experience (...) is the best school, but its tuition is very high, it is extremely important to raise awareness of new generations on changes, i.e. to prepare them for the future through the education process. In doing so, the term learning should be understood in the broader sense which transcends the conventional understood meaning of terms such as education and pedagogy. Correspondingly, Botkin and associates state that learning is an approach to both knowledge and life, which emphasises human initiative and as such embraces both acquisition and praxis of new methodologies, skills and values indispensable for a good-quality life in the world of changes. Being it often perceived as an institution that adequately prepares new generations for life, school must at all times meet the modern society demands, or at least should do it. However, educational institutions obviously have difficulties with doing so. The reason for such incapacity lies in the fact that educational institutions are still under a significant influence of traditional schooling which fails to meet the new shocks of the future (Toffler, 1970) in an adequate manner. The shortcoming of the traditional education within the context of a constant change lies in the fact that such type of education is primarily focused on the adaptation that aims at solving the society related questions. In times of lesser uncertainty in which both individuals and societies were entitled to adjustment period on change, the traditional education managed to keep pace with time. (Rodek, 2011) The Chinese philosopher and social reformist Confucius (450 BC) once declared: Tell me, and I will forget. Show me, and I might remember. Involve me, and I will understand. By emphasising that every person reacts and responds on the basis of perception and experience, Rogers (1951) is convinced that what a student does is more significant than what a teacher does. Thus, the focus is on the student. School exists primarily because of the student and as such must place the student, his potential and needs in the focus of attention. The constructivist principles of learning by which student participation and activity (i.e. active approach of the learner and his/ her involvement in what is taught) are given the priority are also based on the abovementioned premises. Todays society, marked by continuous change, requires more efficient approach towards education, in which innovative learning realised by means of anticipation and participation takes a special place. (Botkin and assoc.) The starting point of modern school are the axioms of modernity, logic, practical applicability and content attractiveness, as well as student self-concept, self-esteem, and self-determination; perceived as basic premises of an efficient cooperation. (Mijatovi, 2002: 55) With the aim of the realisation of student as active subject, teaching process must be based upon the implementation of different teaching strategies. Innovative learning in which anticipatory and participatory learning are intertwined to some extent fit in such context. MODERN TEACHING STRATEGIES Egen and Kauchak (2006) define teaching strategies as general approaches to teaching that can be applicable in different contexts, with the aim of meeting the requirements of the whole range of learning aims. Accordingly, interrogation, certain ways of introducing and concluding a lesson, and providing feedback to students are teaching strategies which may be applied in all teaching contexts. The aforementioned strategies are general and, as such, applicable in all classroom environments, regardless the grade, lesson type, topics etc. The purpose of effective teaching strategies is the enhancement of the learning process. Thus, pupils are motivated and engaged in interaction accordingly. Simply put, different teaching strategies are different ways by means of which students are helped to acquire knowledge (Cindri and assoc., 2010) Knowledge is built on existing knowledge, hence, it is not placed in pupils` brains; and the teaching process must focus not on the plain memorisation of facts, but on the understanding of these. If we aim at helping our students to become independent and active, teaching strategies must include interesting and motivating methods and tasks that will at the same time prepare the students for both individual and group work. The fact that teaching strategies are subject to change is unquestionable. Modern society requires students to develop their abilities and skills, as well as a certain amount of knowledge from individual subjects. It is specifically by means of modern teaching strategies that we endeavour to help individuals to become capable of leading a high quality life. Numerous pedagogues explore teaching strategies, their definitions and classifications. In view of that, Reece and Walker (as reported in Cindri and assoc., 2010) classify teaching strategies in three categories: strategies appropriate for working in big groups, strategies appropriate for working in small groups, 3. strategies suitable for individual study Cindri et al. (2010) distinguish between six basic teaching strategies: 1. discovery learning and problem-solving 2. interactive lerning and project teaching 3. integrative learning 4. cooperative lerning 5. mentorship teaching 6. team work Having examined various research findings, Marzano et al. (2005) identified nine teaching strategies that have positive effect on student achievement: 1. identifying similarities and differences 2. summarizing and note taking 3. reinforcing effort and providing recognition 4. homework and practice 5. nonlinguistic representations 6. cooperative lerning 7. setting objectives and providing feedback 8. generating and testing hypotheses 9. cues, questions, and advanced organizers Since their classification is based on scientific research, a brief summary of each of the nine strategies is given. 1. Identifying similarities and differences This strategy is focused on mental processes that enable students both to reconstruct and understand information. Comparing, classifying, creating metaphors and the use of analogies are different forms of the process of identifying similarities and differences that enhances students understanding of content. 2. Summarizing and note taking Summarizing refers to restating the essence of the text or experience in brief, and one of the ways in which this can be achieved is note taking. Students are expected to put information into a synthesized form by using their own words, i.e. they need to analyse and organize the information so that the main idea is identified. According to Cindri et al. (2010, p.172) the ability to summarize and take notes is the most powerful skill students can develop. 3. Reinforcing effort and providing recognition These strategies address students attitudes and beliefs as most of them are unaware of the fact that success is determined by the effort they put into a task. Providing recognition for attainment of specific goals enhances student achievement. 4. Homework and practice Both giving homework assignments and practising enable students to achieve a level of competence needed for particular skill or concept. In this way students are provided with opportunities to deepen their understanding and skills relative to content that has been initially presented to them. 5. Nonlinguistic representations Many psychologists adhere to what has been called the "dual-coding" theory of information storage. This theory postulates that knowledge is stored in two forms a linguistic form and an imagery form. The linguistic mode is semantic in its nature. The imagery form, in contrast, is expressed as mental pictures or even physical sensations, such as smell, taste, sound etc. The fact that the studies have consistently shown that the primary way in which students are presented with new knowledge is linguistic, means that students are commonly left to their own devices to generate nonlingistic representations. Therefore, it is only by the help of teachers that success is guaranteed in this kind of work. Nonlinguistic representations include activities such as creating graphic representations, generating mental pictures, making physical models and drawing pictures. Engaging in kinaesthetic activity is yet another way in which nonlinguistic representation is accomplished as, by definition, physical movement associated with specific knowledge generates a mental image of the knowledge in the minds of students. 6. Cooperative learning When students are given a chance to interact with one another in different ways, this results in more efficient learning process. However, a variety of criteria for grouping students should be kept in mind, ranging from students abilities to group size. Moreover, it is essential for the elements which determine cooperative lerning to be adopted (Johnson and Johnson, 1999, according to Marzano et al., 2006, pp. 92-93): positive interdependence, i.e. the impression that we are together at all costs direct stimulative interaction (mutual helping in the process of learning) individual and group responsability (everyone should contribute in gaining the aims of the group) abilities and capacities in the human relationships and within the smaller groups (communication, trust, leadership...) group interpretation ( thoughts about the grop work and its fosterning) 7. Determing the goals and giving feedback Both activities are based on the metacognitive system of thinking. Defining the goals determines the direction of learning therefore it is important that the goals are adequately general in a way the students might have flexibility. Giving feedback to the students about their success is one of the most general strategies. While doing so it is important to be correct ( the best feedback includes the explanation of what is correct, and what is incorrect in the students' answers and insists on it so far until the success is achieved), in time, appropriate to a certain criterion and in a shape of a self evaluation (students can successfully give their own feedback). 8. Defining and checking on the hypothesis The process of defining and checking on the hypothesis includes the application of knowledge and can be applicable inductively or deductively. For all that it is important that the students clearly explain their hypothesis and conclusions because the process of explaining of their own thoughts itself helps in understanding the principles they make use of. 9. Application of questions, cues and advanced organizers in the process of learning Providing students with the material they will be learning or experiencing, enables the activation of their foreknowledge, and the pedagogues themselves emphasize that the very activation of the foreknowledge is the key issue for all kinds of learning. The application of cues gives students the chance to connect the things they have already known with the things the are just going to know, while by questioning it is tried to emphasize the most essential issues. Cues and questions are connected to advanced organizers of knowledge which help students in application of their foreknowledge during the acquision of new information. The strategies Marzano andassociates (2006) mention are not new, but when the teachers efficaciously use them with their students, the outcome is a measurable difference in achievements of the students. The authors also highlight that the each of the mentioned strategies can be used by any teacher in any time, with traditional teaching tools or with the usage of technologies. In this matter it should be erroneous to say that one teaching strategy is better than another one what matters is to acquire different strategies and to know which situation the certain strategy should be applied to. Emphasizing the active part of the students in the teaching process we can draw a conclusion that the innovative learning integrates into the concept of the modern teaching strategy . It provides with possible solutions in preparing individuals and societies, by anticipation and participation, in creating their own,better future. Innovative vs. raditional way of teaching Today's world is characterized by a fast old-fashionedness of knowledge and technologies, likewise their ceaseless renewing. The fact is that the traditional way of teaching finds it hard to fit into the needs of modern times submerged with uncertainty and shocks. Botkin and associates (1979) point out that the societes and individuals have adopted the model of teaching, so called sustained maintaining, which models and rules are based on the existing or repeating situations. Consequently, our ability to solve the existing problem is growing bigger. This type of teaching has been designed in order to maintain the existing system, an established way of life. However, the new age implies new approaches, also in the field of education. Traditional culture of teaching gradually transforms into a 'new culture of teaching', which is more synchronized with the needs of a modern society (Rodek, 2011). In the context of a new culture of teaching emerges the innovative teaching, the type of learning which brings a change, renewal, restructuring and redefining of problems, and is achieved by anticipation and participation. Botkin and associates point out that innovative learning by itself is not going to solve some of the burning issues, but this type of teaching is a necessary tool in preparing individuals and societies for a common performance in new situations, especially those created by them, and those the humanity is still to create. As an important characteristic of innovative teaching stands the anticipation, that Botkin and collaborators explain paralelly with adaptation, the characteristic of the traditional learning. While anticipation means a reactive adaptation on a certain external stimulus, anticipation includes the orientation which prepares us for the future events while containing the alternativs for the future. Anticipating teaching predicts, plans and evaluates the future cosequences and possible negative consequences of the drawn decisions and becomes familiar with the global implications of the local, national and regional actions. With this approach it is being tried to save the society from different 'shocks of the future'. Another important characteristic of the innovative learning is participation which emphasizes the collaboration, dialogue and empathy. It does not include only the open communication but the constant testing of the own decisions and values, by keeping the relevant ones and refusing those which are old-fashioned. Botkin and associates imply the mutual permeation LR  V X Z \ ~  ) 5 6 7 8 K ﹯دԛthYtQh\HmH sH h\rrhbuCJaJmH sH hCJaJmH sH h\rrh&CJaJmH sH hO CJaJmH sH hxCJaJmH sH h{CJaJmH sH h^h{6h^h{56h^h{5hx h^hO h^hO 5h{ h^h{hO h^h{5CJ aJ h^hxhx5CJ aJ LNPR  V X Z \ ^ ` b d f h $da$gd{$a$gd{ $da$gdO $a$gdx $da$gd{ | } ~  6 7 8 ((gd:Pgd{ $da$gd{K ] GHJW_z$.DeoEFJPXZzϼϼDZړǓǓhbxmH sH hY-imH sH h\rrhmH sH h&mH sH h\rrh&mH sH h\rrhejmH sH h\rrh5}mH sH hbumH sH h\rrhbmH sH h\rrmH sH hmH sH h\rrh&mH sH h\rrh\rrmH sH 3,-.<?LmnH^l2DEy$]_i%15?@O (ʺʺʢ嚒zhPMmH sH h?tmH sH hJ;mH sH h mH sH h^imH sH h&mH sH hw6nmH sH h27TmH sH hDmH sH h&mH sH h\HmH sH hY-imH sH h\rrhejmH sH h7mH sH hbxmH sH h\rrhmH sH /8 n()*+FGw %&(B))****R+++$dh((1$a$gd:P$ & Fdh((a$gd:P((gd:P$dh((a$gd:P(*EF*6z{v w "$$$$$%%s%}%%%%&&&(())+,44<<==">->W>X>@@@AŽյŵ~h}ouhjth:P hx[\jhx[0JUhx[hx[mH sH hbumH sH h.0mH sH hmH sH h ,mH sH h}mH sH hjmH sH h7mH sH hfmH sH h mH sH hPMmH sH hPMhPMmH sH 1++,,,,,-1-S-k----b.c..//f33446;68:$dh((1$a$gd$dh((1$a$gd:P::Z<<<^==">#>X>B?@@/ABBBrEGIICI$dh((a$gdY9W $dha$gd$dh((a$gd $((a$gd$dh((1$a$gdA.A/ABBBBBBBC DDDDDEEFFIICIDIZJdJJJJJMMMMQRS"S:Slemfmpmqmooopppp{ssstuuFvlvwwwwwxļjhx[0JUh}hjmH sH h.0mH sH hjtmH sH hh)@U hKhjt hjt6 h}ou5 hjt5h)Kh:PhT6h}ouhjt@CIDIKMNPQSemfmqm6opwwwwxxxxxxxxxgdx[gdx[  ((gd:P$dh((a$gdY9Wof anticipation and participation because only that way innovative teaching can gather its importance. In this matter it is important to point out that this type of teaching will ensure the efficacious instrumental contribution in solving global problems only in correlation with other activities, like the political power, technology, economy and similar. Conclusion Our society yearns for young people who are going to be creative and productive, who are going to solve problems, make decisions, have critical thoughts, either independently or in team. All this is necessary for a success in a complex modern world which is constantly changing. In order to gain all mentioned qualities, it is exceptionally important that the educational system provides the chance for realization of all potentials of its attendants. On the other hand, we are aware of a growing gap between the knowledge needed for a success in a society and the knowledge which we are given an insight into by the educational institution. In doing so we should keep in mind about the student who is the most important factor of the educational process and being such, he is no more tabula rasa, as the tradititonal teaching often considers him such. Unlike the traditional teaching, the innovative learning considers the student as an equal partner of the teacher in their common challenges in the proces of learning, because, in the end, the student is the reason of the existence of the entire educational system. If we start with the statement that the educational institutions prepare new generations for a life of quality and self-realization in this world of constant changing, it is indispensable to close the gap between the whole educational system and the real life and society. Modern school assumes the axiom of modernity, meaningfulness, practical application and attractiveness of the contents as far as the student's self-estetem, self-confidence and self-determination, as the basic premises of an efficacious interrelation (Mijatovi, 2002, p.55). Such school includes the student not as a passive observer, whose role is just a mere acquisition of knowledge, but in the first place he is the subject of teaching and education. Innovative teaching as a modern educational strategy has just insisted on the student as an active participant of the teaching process which will adequately prepare him for the confrontation with the new role , the life role.  For more on teaching strategies listed above, see Cindri et al., (2010), pp. 174-204     xxxxxxxxxxxxh}hjmH sH jh`Uh`hx[ xxxx  ((gd:P,1h. 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