Innovating for the heart

This is a beautiful and insightful blog by Melite.
Educate the mind and the heart with COMPASSION, ACCEPTANCE and TOLERANCE.

Petroula Karagianni

A recent tweet by GOOD put a very interesting idea out there: “Why Every School Needs an ‘Innovation Day”, which I believe should go further and towards having an innovation session/slam, every week, in every school, so that the practice becomes a habit.  7 years ago with my team in The Netherlands we used to have weekly “That’s my Theory” sessions, which were of the most impact full and interesting sessions I have participated in. The issue with innovation is this: if you ask a room of people “who of you considers him/herself innovative?” then, my theory is, that only a few people will raise their arms. Whereas, if you ask “Which one of you has a theory or an idea of how things could be done differently?” then, I am sure the result will be different; many arms in the air and many nodding heads. Now, I understand…

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Educational scenario…


It’s 2063 and the population of Melbourne has risen to 10 million. Huge numbers of school-aged children live within the CBD, and have no access to rural and coastal Victoria. Owing to the proliferation of high rise apartments, the local government has started to utilise the roof top spaces of these buildings as schools. You have been given a brief to design a classroom that brings rural and coastal Victoria to the city. The school is committed to environmental awareness owing to water restrictions and a depletion of natural resources.

Teachers are people

Watching this video makes me think of the classroom as a learning space. It demonstrates the traditional style classroom where children sit in rows and the main focus is the teacher. You can see that the children are so distracted and disengaged with their learning. It also shows how passive students’ learning is in comparison to some of the other learning spaces that are provided these days. There are so many ways teachers can organise a learning space so that students are active in their learning. This video clip isn’t the best example but it does show what teachers have to deal with day-to-day and how important it is to improve our teaching methods. Especially these days, there are so many ways to alter pedagogy to positively impact a classroom. Technologically, teachers are able to facilitate a learning space that enable students to work on electronics and learn in a modern way. Or, teachers could change the layout of the classroom to promote group learning so that students collaborate with their peers. They could even go outside, or to another venue to learn in a different context that is more hands-on. Nevertheless, I think this video is a bit of fun and I love it.

(KetchupToast, 2008. Goofy – Teachers are people [Video]. Retrieved from

Personal taxonomy

Tax…a…what? Taxonomy – “what is that?” I hear you say… Let me explain:

Taxonomy is the classification of certain concepts or principles in learning. It is a list of categories that are sorted in an order based on learning objectives in education. It focuses on ways of developing higher-order thinking skills when strategies and questions are used during learning.

The order from Bloom’s Taxonomy is cognitive (knowing/head), affective (feeling/heart) and psychomotor (doing/hands). In each of these there are sub-categories that move from lowest-order thinking to higher-order thinking processes (usually represented like a pyramid). Cognitive is commonly the taxonomy implemented in education because students are encouraged to use knowledge, comprehension, application, analysis, synthesis and evaluation. It helps break down the learning objectives into parts and assists with thinking in different ways to gain perspective.

Here is a diagram of Bloom’s taxonomy:

(Successful Teaching, 2011. Blooms Taxonomy [Image]. Retrieved from

Thinking about my own taxonomy I created the flow chart below. It begins with the learning intention and follows through until I have completed my task and reflected. I developed this as a cycle because I continue to re-evaluate my learning and reflect on everything I have learnt thus far.

(Hennequin, 2013)