There is nothing more satisfying than making a school more innovative by introducing creative stuff. Creativity is not just associated with extracurricular activities and games. Actually, it creates newer knowledge by involving all of your senses. Schools can take initiative to make their schools more innovative, so students get a better educational experience.
Schools can take a few actions to create a trustworthy, creative, and innovative place where students can take risks and grow. An innovative classroom will not only help them to grow within the classroom but also in the world around them. Culture also invites innovation to the school and makes the classroom a safe place for students. Where they can ask questions, can create, and even fail while learning.
Along with the positive classroom culture, technology, some software, and digital devices also make schools more innovative. Schools can also see school ERP modules details and can incorporate school ERP software for better management.
Here we have a few creative things that will help you to make your school a more innovative learning space.
Change Sitting Arrangement
Teachers should know who they can use their classroom space creatively. For example, instead of traditional table-chair sitting arrangements in the classroom, furniture can be moved. Teachers can create a space that can improve students’ learning. More innovative schools provide students with personal space where they can create stuff alone. With evolved teaching, students must also have ways to interact with peers and can work with collaboration too.
Cluttered and crowded classrooms should be avoided because proper communication is not possible and students find it difficult to move with ease. Students should be provided support for one-to-one learning, independent work, collaboration, and group discussions.
Consider Student’s Personalities
Schools and especially teachers should consider students’ personalities while assigning them tasks. It is said that extroverts draw energy from their interaction and socialization. On the contrary, introverts get energy from quiet places where they can think. So, while creating a classroom environment, different personalities of different students must be considered.
During group discussions, extroverts will gain energy and will participate in discussions. They will like to get feedback from teachers and peers. But on the other side, introverts will feel drained and lack of motivation. So, where possible students should be given the option to work either alone or in the group.
Use Problem-Finding Instead of Problem-Solving
It is a very unique idea that will help you to make your school more innovative. Teachers can ask the students to look for problems instead of solutions to problems. It is like discovering problems. It can be taught to students that problem finding is part of the problem-solving process. Students will learn to use their imagination and intellectual vision to find out what is missing or what needs to be added.
It is a way to teach students to think in-depth, ask critical questions, and apply their knowledge to find creative ways to find solutions.
A Flipped Classroom Model
Flipped classroom model can be said the reverse of the traditional classroom model. In flipped classroom model, students have to view lecture material, do research on the topic, and read the text before coming to the class. So, the time spent on these tasks can be used for activities like group discussions, peer-to-peer learning, and collaborative work.
Now teachers are preferring to use this model of teaching over traditional one as they claimed improvement in the grades of their students.
Introduce Design-Thinking Process
The design-thinking process consists of some structured strategies that are used to identify challenges, collecting data, reaching potential solutions and testing solutions.
The design-thinking process usually comprised of five phases. These phases include the discovery phase, interpretation phase, ideation phase, experimentation phase, and evolution. Teachers and students have some questions for every phase. For example, at the discovery phase, they ask themselves, I got a challenge, how I can approach it?
