The aim of the summit was to engage with ‘sticky,’ complex issues of learning and sustainability through development of innovative pedagogic practices applicable in schools and communities. In addition the participating Maverick Teachers found space for self-exploration, and authentic learning.
This summit attracted passionate, creative, deeply committed school educators. These ‘mavericks’ collaborated over 6 days to create various ‘actionable’ educational pedagogy models by leveraging on participants experiences in the school classroom, their aspirations and vision for the future. The content (science, arts, humanities, digital) and context (country, region, specific challenges) varied according to the participants’ expertise and background. Discussions engaged and challenged participants to frame their thoughts and actions in a wider global context involving intersections across disciplines as well as the challenges of achieving sustainability as outlined by the United Nations Sustainability Goals (UNSDG 2015).
47 educators from around the world came together, formed 7 groups of 5 each, worked together for 6 days to proto-type and present various actionable hands-on pedagogy models around the above Knowledge Clusters. These clusters were based on UN Sustainability Development Goals announced in September 2015 (see end of the document for further details). The process included:
- Spaces to present individual insights/ ideas and encounter unique ‘hand-picked’ educators and thought leaders in education.
- Opportunities for personal growth while totally immersing in the ‘Aha’ moments (Aha boards) and building collective insights on innovative pedagogy.
- Developing long lasting friendships focused on a common cause.
- An exclusively assigned FACILITATOR moderating group wise knowledge outcome.
- A PRACTITIONER assigned for each knowledge cluster guiding and validating the development of contextually relevant pedagogic models.
- Using global expertise that collectively researches, ideates, prototypes and presents ‘actionable’ hands-on pedagogy models.
- Developing pedagogies which are sensitive to environmental, social, sustainable and behavioral needs of the communities.
- Flexible spaces for deliberation and contemplation on hands-on ‘makerspaces,’ challenge based learning approaches and their potential for development and impact not only on learning but on the school, its community, society and the environment.
- Discussions and demonstration of approaches to spark intellectual curiosity, nurture creativity, and instill confidence and self-belief in learners.
- 'Actionable pedagogical tools’ for schools and communities which can be applicable in wide variety of contexts.
- Feedback, reflections, presentations that lead to the creation of post summit policy briefs for relevant bodies.
- Changes experienced by participants such as; exploration of various alternate ideas, ‘collaborative mavericking,’ and validation of personal insights – creativity.
- Unique networking potential leading to lifelong partnerships.
- Presentation of a list of the most valuable skills needed for both teachers and students in the coming decade.
- Global dissemination of Summit’s findings and discussions.
- Presentation by the participants to senior policy makers.
Participants also enjoyed the unique and unforgettable experience of a tour of Agastya’s 172 acre campus creativity lab and surrounding villages to observe learning in a challenging environment, night community (Operation Vasantha) mobile lab visit and a village science fair.