The introduction of a single element that causes changes at different levels and brings about unexpected advantages and the modification of roles.
Match the stages of innovation with their definitions: Change Improvement Innovation.
Match the different types of change with the dimensions they are lacking: Confusion Anxiety Resistance Frustration Diffusion.
Match the factors that block innovation with their definitions: Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Factors that create the favorable atmosphere for constant innovation (Carbonell): Stable and receptive teamwork Exchange networks for cooperation Innovative regions Improving personal communication Correct institutionalization Constant movement ahead Reflection and evaluation.
Different types of models in didactics: Standardization Personalized education.
Individual solution to a particular and immediate context.
It commonly comes in an individual or restricted context. The scope of change is not very broad in this first stage. It can be just experimental. 1. Change 2. Improvement 3. Innovation.
Better answer to problems.
Once some changes have been implemented and it has been proved that they worked in different environments and contexts, they can be used as a response to different demands. 1. Change 2. Improvement 3. Innovation.
Stability. Institutionalized change.
Some scholars think that once the improvements prove to be effective, they can be institutionalized and it is then when they become actually innovative. Innovation is a consequence of the institutionalization of previous improvements. 1. Change 2. Improvement 3. Innovation.
Which factor that block innovation states that:
As they are stuck to their routines. Change can affect to their feeling of security and risk their zone of comfort. What is worst, they usually receive the support of unions, associations and teams, making any hope of change impossible. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Which factor that block innovation states that:
Individual teachers don't want anyone else but them to rule in their classrooms. Corporatism is when groups within the institution fight for their own interests and comfort. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Which factor that block innovation states that:
The discourse of defeatism. The idea that teachers are all burnt out, that their conditions are poor, that they do not have adequate means, that they are not valued, etc. Teachers that have never tried to innovate, and who do not devote an extra minute to their job and their careers are quite prompt to protest about the bad conditions in which they have to work. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Which factor that block innovation states that:
In Spain, there is a long tradition of an excessive intervention in education, and teachers are very much obliged to follow every kind of norm and they cannot do anything that had not been previously regulated. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Which factor that block innovation states that:
The standardized evaluation at some levels (imposed by the Administration) causes that some teachers follow their own innovative criteria and procedures, but momentarily suspend them to train the students for the evaluations. In English teaching this is what happens with the external examinations or certifications.
There are only two choices: a) to place themselves out of the boundaries of the regulations or b) to follow the regulations including innovative practices, but introducing them in their classes quite reluctantly, giving them scarce time and planning. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Which factor that block innovation states that:
Much criticism has arisen about the need to go "back to basics", as a reaction to the variety of subjects that comprehensive curricula have. The ideology of effort is characterized by the insistence on knowing concepts, doing constant objective testing and selecting "the fitted" for higher studies.
"There is a place for competition in education, as there is in the rest of life. But a system that sets people against each other fundamentally misunderstands they dynamics that drive achievement." (Ken Robinson)
Innovation can hardly survive in this kind of environments and it is quite unlikely to even flourish. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
Which factor that block innovation states that:
Universities should be the centers in which every kind of reflection about education should be possible, the place in which all the information about schools should be, and the place where teachers might have their own space for reflection too. Reluctance of teachers Individualism and corporatism Pessimism and professional discomfort The effects of reforms The paradox of the "double curriculum" The ideology of effort Lack of collaboration between universities and schools.
The defence of the interests of a group by the members of that group over the interests of other.
The consequence of introducing an innovative and altering element in a process, and achieving much more than predicted in return.
Is the duality of objectives and procedures that a teacher has to teach and follow as a result of introducing exams, tests or external evaluations in the ordinary course of the academic year.
The school project that describes all the actions and strategies to be taken to teach languages in every cycle.
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