Lessons can be made more inclusive by noticing student behaviour and by using familiar forms of technology within students’ reach.
Journeys in Educational Innovation and Summative Peer Review, Iteration 2: Getting Back on the Podium
Earlier in the year, I shared my bruising experiences of introducing ‘flipped assessment’ into my 2nd year Economics class. The experience caused a lot of soul searching and reflection on the unique nature of educational innovation.
The Highs and Lows of the Educational Innovator: of cobbles, haircuts, and flipped assessment (Pt. Three)
Here, I provide some reflections on what an innovative context needs. These thoughts are not exhaustive, but are given as a starting point for discussion.
The Highs and Lows of the Educational Innovator: of cobbles, haircuts, and flipped assessment (Pt. Two)
Despite the hard work in setting the system up, about a third of the students objected to the system, ultimately flicking mud at the unit altogether. The crown had slipped.
The Highs and Lows of the Educational Innovator: of cobbles, haircuts, and flipped assessment (Part One)
I teach a 100+ student second and masters year Economics unit at Monash University that I built from the ground up. Let me share a tale of blood and toil on the frontline of educational innovation.
As teachers, we all kind of hope that what – and how – we teach matters. We hope that students will journey with us through our classes and by the end of the journey, perhaps think a little differently about the world.