INNOVATION RESIDENCE PROGRAMS |Â NOVEMBER 2017
"TAKE CHANCES, MAKE MISTAKES & GET MESSY"
Innovative Approaches to Residence Programming
PME 831 M.Raffan
CO-CREATED CRITERIA
INNOVATIVE CURRICULUM DESIGN is a purposeful, positive & creative response , designed to improve learning experiences takes action in response to needs of learners strengthens connections between students , others & the world, between classroom & community meaningfully extends current planning practices, making previously unseen/underutilized connections between curriculum, or develops something original to context results in significant positive change
INNOVATION MAKE
TAKE
TIME
RISKS
MAKE IT MEANINGFUL
IN RESIDENCE LIFE
TIME. Between the meetings, team development and student support, there is never enough of it. We can wish for more but no matter how you crunch the math, there are only 24 hours in a day. When something has to give in a day, it's often program design time that takes the hit. In order to be innovative in designing programs that address the needs of our students, we have to make time.
make time. take chances. As residence life professionals, we have one academic year to provide opportunities to our students that stand to result in them making significant, positive change. The most impactful way to do that is by making time in our schedules to design programs for the students in our residence halls and buildings that demonstrates action in response to the needs of learners.
RISK. Residence life professionals often
Taking transparent risks with students can be the best professional development strategy of all.
find themselves in the role of educator, particularly when it comes to designing and facilitating programming. In order to be innovative in designing purposeful, creative programs the are designed to - Andrew Miller improve the learning experiences of students, you have to take risks. Taking risks means different things for different people but by demonstrating the risk we as educators take when designing and teaching content, the more likely our students will feel encouraged to step outside of their comfort zone and take risks themselves.
take risks. make mistakes. Making time to take risks that extend learning experiences beyond the typical practice and that makes previously unseen or underutilized connections, is where innovation truly comes to life. Taking risks when being innovative with curriculum design by considering how offer meaningful experiences where students are encouraged to reflect on, engage in and take responsibility for their own learning is vital in contributing positively to students’ learning journeys.
R I S K
RESLIFE RISK CHALLENGE #1 Not sure what the students in your residence halls need? Ask them! Scrap the survey and meet them face to face. Learn about them, share a little bit about you! Involve them in the planning and execution on the program.
RESLIFE RISK CHALLENGE #2 Pop the campus bubble and invite community members to collaborate with you on a program. Students typically move off campus and into the community after they finish their first year - help them pop the bubble and build a bridge!
RESLIFE RISK CHALLENGE #3
Reach out to faculty members on your campus and invite them to residence. Have a purpose, involve them in the design process, use their area of expertise to enrich the student experience. Provide the space for informal connections to happen outside of the classroom.
make Making time to be innovative and enriching the student experience by taking risks provides a positive environment for students to ask questions, take risks and take responsibility for their own learning. When put together, these elements of innovative curriculum design strengthen connections between students, others and the world. It also allows for them to make connections between their classroom and their community, which is at the very heart of our work in residence life.
. l u f g n i it mean
EXPERIENTIAL LEARNING
EXPERIENTIAL LEARNING CYCLE
http://www.simplypsychology.org/learning-kolb.html
FOUR BASIC LEARNING STYLES
1
DIVERGING
Information gatherer
3
2
ASSIMILATING
Ideas and abstract concepts
4
CONVERGING
ACCOMMODATING
Problem solver
"Hands-on" experience
Experiential learning is the process whereby knowledge is created through the transformation of experience. -Kolb, 1984
. y s s e m get SELF INQUIRY-BASED LEARNING
TIPS FOR AN INQUIRY-BASED APPROACH
REGULATED LEARNING
PRACTICES THAT SUPPORT SRL
1. There's no such thing as the "perfect question" 2. In order to transform questions into learning, build questions around an idea 3. Bring learners together to discuss big ideas that relate to the nature of the questions 4. Continue to guide learners through the inquiry process 5. Honour the learner's line of questioning -Building Capacity Series, 2013
4 ATTRIBUTES OF SELF-REGULATED LEARNERS: have mastered a repertoire of learning strategies are able to judge which ones are most appropriate for specific tasks are able to modify use of strategies to suit individual contexts are motivated to persist to complete tasks even when they don't want to -Creative Thinking Classrooms, 2015
Inquiry-based learning places students questions, ideas and observations at the centre of the learning experience. -Building Capacity Series, 2013
Self-regulated learning is the ability to carry out assigned tasks in personallyresponsible, self-reflective ways... -Creative Thinking Classrooms, 2015
RESOURCES Gini-Newman, G., Case, R., Stipp, S., & Woytuck, W. (2015) Creating thinking classrooms: leading educational change for a 21st century world. Retrieved from https://ereserves.library.queensu.ca/ares/ares.dll?Action=10&Type=10&Value=64431 Miller, A. K. (2015). Freedom to fail: How do I foster risk-taking and innovation in my classroom? Alexandria, VA: ASCD. Retrieved from http://web.b.ebscohost.com.proxy.queensu.ca/ehost/ebookviewer/ebook/bmxlYmtf XzEwMzAxMDRfX0FO0?sid=370aa262-3f86-4616-8b17-c47811634151@pdc-vsessmgr01&vid=0&format=EB&rid=1 Ontario Government. (2013). Capacity building series. Ontario, Canada. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBas ed.pdf Smith, K. (2011). Cultivating innovative learning and teaching cultures: a question of garden design. Teaching in Higher Education, 16-4, p. 427-438. Retrieved from https://journals-scholarsportalinfo.proxy.queensu.ca/pdf/13562517/v16i0004/427_cilatcaqogd.xml Sternberg, R.J, & Zhang, L (Eds.). (2011). Perspectives on Thinking, Learning & Cognitive Styles. New York: Routledge. Retrieved from https://books.google.ca/books? hl=en&lr=&id=rBuQAgAAQBAJ&oi=fnd&pg=PA227&dq=kolb+experiential+learning&ots=R xTJIaxgyo&sig=X-eECiMLvEMyzowXOjRG8qW6Vw#v=onepage&q=kolb%20experiential%20learning&f=false Wintrol, K. & Jerinic, M. (2013). Rebels in the classroom: Creativity and risk-taking in honors pedagogy. Honors in Practice, 9, 47—67. Retrieved from http://go.galegroup.com.proxy.queensu.ca/ps/i.do? id=GALE%7CA327357481&sid=summon&v=2.1&u=queensulaw&it=r&p=AONE&sw=w&asi d=ad08becca64e1f542745dfbbd4f5edae