A challenge on disruptive teaching and learning
How to handle all those students that may be disrupting an already established order? Or maybe those who do not necessarily fit in the stereotypes that we can have in a classroom?
We talk about those students who are eager for technology or science, those who have an apparent answer for everything, those who freely question the authority of the teacher. Students who are constantly shaking the confidence and patience of the expert in any given topic.These inquiries may not only make educators question themselves on the profile of the students in their class, but also, on the different ways there are of interacting and encouraging this eagerness to learn and to be curious, to want to understand the fundamentals of a topic, or the relationship between concepts that aren’t frequently the most traditional ones. We could say that these are students who are displeased with daily mechanical or sequential tasks, or who are often more artistic or interested in humanities. People who have the ability to make the world look different. This disruption gives teachers the challenge of trying to balance in their students the scientific freewill proper of a researcher, and to aim it to be applied with enhanced methodologies and technologies in order to go further on the analysis and problem resolution process.
It is obvious that, currently, professors are called to look deeper into the depths of the new trends so that they can develop management skills within the classrooms. This, with the purpose of finding experiences, stories, references, and methods to apply and evaluate results on a daily basis. However, what role does communication play in a STEM+A classroom? Communication with students is fundamental to successfully manage a school environment and avoid falling into an unnecessary power game. There are methodologies such as Design Thinking, where collaborative learning and the application of new thinking routines, manage to achieve a disruptive approach that can reach a purpose leaned towards innovation, communication, and developing creative activities that involve project development.
Nowadays, it is clearer that students want to go the extra mile, they do not take everything for granted and they are not satisfied with basic and immediate answers. On the contrary, in the primary ages, and as the child is growing up, these skills improve, become more evident, and evolve into that eagerness to investigate and make things in a different way. At this point, the teacher or counselor should not coerce or cut this potential talent. On one hand, it can become a desertion factor caused by demotivation or frustration, and, on the other hand, it can be a disadvantage to face innovation processes where rapacity is key.
Now, the STEM+A articulation in hybrid classrooms is a chance to go in depth on disruptive methodologies and grow side-by-side with soft skills. That is why, to boost this disruption, you must take into account the following aspects:
Assertive communication when addressing the analysis from multiple perspectives.
Argumentation based on respect for other people’s opinions.
Ethic practices while managing answers and evaluations. That means, not copying or altering someone else’s work.
Investigation based on technology usage in order to promote the discovery of new, primary, and secondary resources of information.
Use of creative tools to brainstorm ideas and connect concepts by taking advantage of mental maps and sketch design tools.
Applying, in laboratories, new and innovative theories, hypothesis, or alternative solutions to common problems. These are some paths that motivate and encourage the students’ initiative.
This is why a STEM+A master is able to work under a philosophy based teaching, where respect for rules and institutional policies must be reassured, but also, where open spaces can be created to activate this disruption in transmedia, creative, artistic and innovation processes. All this, so that they can make an impact on investigation processes and motivate different visions and perspectives on diverse topics. Learning from mistakes and understanding the process in depth, no matter what the outcome may be most of the times. Subsequently, this will carry on with the research of more and more proposals of different resolutions for real life situations, that can be available for any of the students.
Before we wrap up, whenever we talk about the learning philosophy of a teacher or professor who is going to face the challenges of the STEM+A approach, it is important to highlight that confidence needs to be gained by giving educators the chance to speak from a personal approach about those fundamental pillars that support their teaching and learning methods. This makes it possible to look for answers, articulated not only on theories or documents where pedagogical models rely, but also based on the reality of their teaching practice.
Finally, we must consider that the new role of the STEM + A master does not invite the teacher to be a solution giver and a know-it-all. On the contrary, it aims to invite the educator to be a counselor or guiding light, the one who encourages learning experiences that promote understanding and boosts collaboration between different disciplines, so that they can be able to walk towards a commitment that, little by little, may be viable and promising for the 21st century students. Pupils who, at the same time, will be increasingly committed to the research of new growth and sustainable opportunities for both the planet and society.
written by: Maria Beatriz Castilla G.
Diseñadora Instruccional – Consultora en Aprendizaje TI y Estrategias para la Gestión de Conocimiento
