Innovative Pedagogies for Powerful Learning by Jelmer Evers

  • Date 03/05/2016

Jelmer Evers , exposes her vision about "Innovative pedagogies for powerful learning". 

Jelmer is Global Teacher Prize finalist in both 2015 and 2016, delivered an inspirational TEDx talk at the TEDxAmsterdamED event in April, titled ‘Changing education from the ground up’. Jelmer discussed some of the ideas from Flip the System, the book he co-edited with René Kneyber. Also Teacher at Unic - innovative school in Utrecht, the Netherlands. Blogger, writer and innovator

-"Per assolir un objectiu d'aprenentatge, a la nostra escola hem creat un ambient d'aprenentatge dins de l'escola, però també fora. Hi ha múltiples vies per completar un objectiu d'aprenentatge. No només utilitzem les TIC, fem servir altres eines com les discussions crítiques".

Les ciències de l’ensenyament i l’aprenentatge s'han convertit en un camp de recerca imprescindible per tal d’avançar en la comprensió internacional de com generar una transformació educativa efectiva, sostenible i escalable. 

En un moment en què la Direcció d'Educació de l'OCDE està orientant les seves recerques a la tasca docent i a l'ensenyament, aquest organisme reconeix que aquestes àrees son el nucli central, estan en el cor, de la qualitat educativa. També fan palesa la manca d’innovació en aquests temes i la necessitat d’estudis per tal d’aconseguir sistemes d'aprenentatge més efectius i de qualitat que responguin les necessitats de les societats del segle XXI.

El projecte busca influenciar els marcs de referència del pensament i la política educativa internacional, impactar en els programes de formació, en el lideratge i en la pràctica docent mitjançant la recerca i la connexió de l'evidència internacional sobre l'ensenyament, l'aprenentatge i la innovació.



"To complete a learning goal, in our school we create a learning environment inside the school but also outside. There are multiple pathways to complete a learning goal. Not only we use ICT, we use other tools like critic discussions".

Recognition of the importance of pedagogy has been growing in OECD’s educational work and recognised increasingly in the drives to reform schooling around the world. The common policy variables of structures, regulation and institutional arrangements, and resourcing are relatively far removed from pedagogy and what is often dubbed “the classroom” i.e. the places and practices on the ground that most directly influence learning. Yet, because pedagogical relations play out at the micro level through the interactions of learners and educators in innumerable settings and episodes – which are extremely hard to capture in a single system let alone across many - this has proved to be an elusive area for international exchange and analysis. There is need for manageable, more detailed understanding of the pedagogical choices and impacts while moving beyond very simple dichotomies like traditional vs non-traditional or direct instruction vs constructivist.

This project will bring together work already carried out plus new chapters to be commissioned. It will aim to scope the terrain, and to do this on the basis of research and commissioned chapters.



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