Written by Leat and Whelan (2023) explore educational innovation by distinguishing between convergent and divergent pedagogies. Convergent pedagogy is characterized by predetermined outcomes where learning is “not open to negotiation.” In contrast, divergent pedagogy “positions the student as an active agent in an environment in which they will have an effect,” emphasizing open tasks and dialogue. In further critiquing current education models, the authors argue that “the most remarkable feature of the educational system is its capacity for continuity and stability in the face of efforts at change,” noting the resistance schools have shown to achieving innovative outcomes. Ultimately, the authors call for a “meta language of learning” shared by teachers and for pedagogies that are community-based, partner-driven, and co-planned.
Lo and Hew (2017) examine a more specific instructional example of innovation through the flipped classroom model. Defined as delivering lectures through pre-class videos to “free up the in-class time for active learning and problem solving,” this model draws on a cognitive theory of multimedia learning and principles such as “gamification” and explicit instruction through “group learning activities.” However, the authors acknowledge potential implementation challenges, such as long videos and inequitable access. Overall, they define innovation as careful design and explicit instruction in how students learn.
Together, these readings offer a consideration of innovation from pedagogical and implementation stances. A question that arises is how teachers can honour divergent pedagogies while being constrained by traditional curriculum policies. Additionally, how might teachers balance flipped learning models with student wellbeing, given the additional time these models require?
For my professional practice, these texts reinforce the need to balance ambition with implementation. Implementing innovation by these means requires pacing, support, and an acknowledgement of both equity and wellbeing. Given the demand on students’ time at my school, I question the degree to which flipped classroom models and an authentic, rather than performative, pedagogical partnership would translate into improved student outcomes.
References
Leat, D., & Whelan, A. (2023). Innovative pedagogies in relation to curriculum. In International Encyclopedia of Education (Fourth Edition, pp. 132–141). Elsevier Ltd.
Lo, C. C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research & Practice In Technology Enhanced Learning, 12(1), 1-22. doi:10.1186/s41039-016-0044-2