Work on innovative pedagogy needs to be grounded in concrete examples of what this covers. The first part of this chapter describes the criteria and process followed to identify, select and build six discrete clusters of innovative pedagogies. A key criteria is the particular operationalisation of pedagogy as a dynamic interaction between different educational theories and the discrete implementations of teaching practices in the classroom. Then it is briefly explained the way in which the different dimensions of the C’s framework are used to describe and analyse the clusters of innovations. It argues that these clusters are not necessarily stand-alone approaches, and proposes ways in which these clusters of innovative pedagogies can be combined to further reinforce each other. The chapter ends with an overview of the six following chapters in this part of the publication, each of which covers a specific cluster of innovative pedagogies in more detail.

Blended learning seeks to use the potential of new technology to offer more individualised teaching and direct instruction. It is one the main global trends shaping education environments and it has become increasingly important in higher education. This chapter describes the various forms of blended learning, all of which aim to optimise face-to-face interactions and class time. Examples include flipped classrooms and specific forms of e-Learning. The chapter then explores key elements required to effectively implement this approach, including the identification of particular challenges that need to be addressed. This is followed by a reflection on the ways blended learning can be implemented beyond higher education, as well as the suitability of this approach for different content areas. The chapter ends by outlining key conditions for introducing blended learning in schools, such as the need for teachers to enhance their technological pedagogical and content knowledge.

The use of videogames in innovation and teaching is a major new trend. Part of this importance lies in the attractiveness of making learning as fun and engaging as videogames. The challenge of using gamification as pedagogy comes from the generalised idea that it is rather a pure ‘motivational’ resource to make lessons more appealing, but not a new way of thinking about teaching and learning. This chapter covers the concept of gamification as an approach seeking to transfer the pedagogical mechanisms of games into formal teaching. The discussion then looks at key elements for the effective implementation of gamification, including the identification of particular challenges that need to be addressed, like using gamification as ‘chocolate-covered broccoli’ to reinforce traditional teaching. A key idea outlined in this chapter is the need to connect gamification with formal pedagogies in a way in which guides students to perform these tasks they cannot yet perform independently.

Computational thinking intersects mathematics, ICTs and digital literacy. It aims at addressing maths as a language to coding, and looks at ICTs as a platform for developing a problem-solving reasoning in students. Computational thinking as pedagogy goes beyond simply adding computing science in the curriculum to better understand how scientists use computers to frame and solve real problems. This chapter opens with the pedagogical value of problem-solving skills and computer-based techniques as a necessary form of general pedagogical knowledge. Then the discussion focuses on key areas for the effective implementation of this approach, including the identification of particular challenges that need to be addressed. The value of creativity when integrating computational thinking is also discussed. Special attention is directed to coding as a new competence that is increasingly included in the curriculum. The chapter ends by highlighting the importance of mathematics as cross-cutting competences and the need for professional development for teachers focusing on computational thinking skills.

This cluster includes some approaches that best represent what innovation looks like in schools, for some the approaches included have been around for a significant period of time. In particular, this chapter revolves around three main forms of experiential learning: project-based learning, service-based learning and the teaching of uncertainty competences, as key skills to prepare students to address real, complex challenges. The chapter focuses not only on the importance of the process of discovery and the value of the personal making of meaning, but more widely on the importance of understanding and delivering learning environments as holistic experiences that request the active experimentation of learners with their peers. Then the discussion focuses on key areas to secure the implementation of this approach, including the identification of particular challenges that need to be addressed. In particular it is emphasised how experience does not necessarily take place within the school or a single subject – and therefore the importance of outdoor learning and interdisciplinary planning.

Embodied learning refers to pedagogical approaches that focus on the non-mental factors involved in learning, and that signal the importance of the body and feelings. The chapter includes a wide conceptualisation of embodied learning, including arts and design-based learning, new approaches to physical education and the maker culture movement. Then the discussion focuses on key elements in the effective implementation of embodied learning pedagogies, including the identification of particular challenges that need to be addressed. One area of special interest is the need to re-think the way physical education and arts are taught in schools, and to use these domains as platforms for introducing new pedagogies and fostering non-cognitive skills in the whole curriculum. The chapter ends with two dimensions that are key for planning and integrating embodied learning in the school: the scale of the implementation, and the level of expertise required.

This chapter describes a pedagogical cluster that combines two inter-related main approaches: multiliteracies and discussion-based teaching. While multiliteracies focuses on the multiplicity and diversity of platforms and languages that learners require to become literate, discussion-based teaching revolves on the critical and cultural variables through which learners actively construct the meaning of texts. The chapter opens with the importance of an active, reflective and cultural understanding of literacy and the need to foster critical thinking skills. Then the discussion focuses on key elements for the effective implementation of these pedagogies, including the identification of particular challenges that need to be addressed. The chapter then explores the suitability of this approach for young learners and its potential impact on those students most at risk. It is highlighted how this approach can prepare learners to negotiate and interchange interpretations and ideas, as well as the need for teachers to adopt a less authoritative role and improve their awareness of students’ lives and experiences.