The Core Business of Education: Balancing Innovation with Proven Methods

Balancing innovation with proven methods is important, but we measure success by delivering well on the core business of education!

While the education landscape constantly changes, the tension between innovation and tried-and-true methods has become a dominant conversation among educators and policymakers. On the one hand, there is a strong desire to embrace the future, seeking cutting-edge tools, new pedagogical approaches, and emerging trends to prepare students for the complexities of modern life. On the other hand, there are proven methods, grounded in solid research and practice, which have stood the test of time and continue to deliver strong results. As educational leaders with expertise in curriculum, teaching and learning, leadership, and technology, we must believe innovation is crucial. Still, it is equally important to remain focused on the core business of education: ensuring that students achieve meaningful and measurable learning outcomes using the methods that make sense and have the most significant impact.

Today’s educational climate is fraught with distractions. Schools often find themselves veering off course in pursuing the latest trends, be it digital tools, new teaching strategies, or emerging fields of study. These distractions can sometimes dilute the effectiveness of educational systems by pulling attention away from what matters most: ensuring that students develop the skills, knowledge, and understanding needed for success.

This is not to say that innovation does not have a place in education. It does. But, we must be mindful that not every new idea is good, and not every shift in direction brings real value to student outcomes. Often, these trends amount to nothing more than a repackaging of old ideas – concepts that have been understood and utilised for decades or even centuries. Yet, they are presented as revolutionary breakthroughs, enticing schools to jump on board, often at the expense of consistency and depth in learning.

The Core Business of Education

At its heart, the core business of education is to cultivate critical thinkers, capable problem solvers, and lifelong learners. This mission has remained unchanged through centuries of pedagogical evolution. From the Socratic method to modern constructivist approaches, the best education models have consistently centred on a few key elements: a strong foundation in basic skills, the ability to think critically, and a structured approach to inquiry and problem-solving.

As new fads arise, educational leaders and policymakers need to ask whether these trends align with the fundamental goals of education or if they merely distract from them. For instance, consider the wave of interest in gamification over the past decade. While incorporating game-like elements into learning can boost engagement and motivation in students, it is crucial to ask: does this approach lead to deeper understanding, or does it simply offer momentary fun with little long-term impact? Personally, I have seen gamification do incredible things for education outcomes and engagement. Still in the wrong hands, I have seen it become a very unwelcome distraction and a source of play. A smartboard in the wrong hands is just a modern-day chalkboard. A 3D printer, in some hands, is just a toy maker. A smartphone can be a valuable tool or provide access to an evil platform for bullying. A great tool in the right hands will accelerate outcomes, but innovation just for its sake is merely window dressing.

Furthermore, classroom technology has undoubtedly transformed how we teach and learn. But here, too, there is a danger of being swept up in the allure of the “next big thing.” Interactive whiteboards, tablets, and apps often promise revolutionising education, yet many schools rely on these tools without clear evidence that they lead to improved student outcomes. It is not the tool but the facilitator and guidance provided with the tools that will make a difference in the classroom. While digital literacy is essential, technology should always be seen as a means to an end, not an end in itself. The core goal remains: helping students master the skills and concepts they need for success in a complex world.

“As educational leaders, we must challenge everything, just as we ask our students to challenge everything they hear. Will this new technology, innovative strategy or new idea maximise student achievement and contribute further to improving outcomes? If not, push it to the side. We need to be discriminating. We need to be critical thinkers and critical consumers ourselves. We need to be the leaders we aspire our students to be. We need to be fierce defenders of quality education and protect our families from the fashions and trends that just fill spaces with shiny distractions. “

Greg Parry, CEO GSE

Innovation: Not Always as New as It Seems

The history of education is replete with examples of ideas that, though rebranded or updated, are essentially repackaged versions of older theories. For example, the resurgence of interest in experiential learning can be traced back to John Dewey’s work in the early 20th century. Similarly, the current emphasis on collaborative learning is a direct descendant of Vygotsky’s social constructivism. These concepts were not only introduced decades ago but have been rigorously tested and found to be effective. Yet, when they resurface under new banners or as part of newly branded initiatives, they are often seen as revolutionary.

The danger lies in adopting these ideas without recognising their roots and the context in which they were initially developed. It is not that these older theories lack value—quite the opposite. The fact that they continue to resurface speaks to their enduring relevance. However, it is essential to understand that these ideas have already been tested and should be applied to build on their proven strengths rather than being treated as new experiments.

In this light, it becomes clear that true innovation in education often comes not from inventing something entirely new but from adapting and improving on what has already been shown to work. This involves thoughtful reflection on current practices, careful examination of evidence, and a willingness to discard what is ineffective, even if it is the latest trend. Innovation, then, is not about constant reinvention but about deliberate improvement.

Focusing on Methods that Maximise Outcomes

Any educational approach is measured by whether it leads to better student outcomes. Educational leaders must resist the allure of fads and focus instead on methods that maximise and accurately assess those outcomes.

The success of traditional models like direct instruction, mastery learning, and formative assessment has been well documented. These approaches may not seem flashy compared to more trendy pedagogies, but they consistently deliver strong results. They provide structure, clear objectives, and frequent feedback—all crucial for student success.

Educational fads often fail to provide the same level of reliability. They might promise innovation, but without a solid foundation in research and practice, they frequently lead to confusion and inconsistency. As leaders, we must always be cautious of these distractions and remain focused on strategies that have been proven to work.

The pursuit of innovation in education is both necessary and valuable. Schools should remain open to new ideas and approaches, but it is equally important not to lose sight of the core business of education. Innovation should not come at the expense of time-tested methods consistently leading to meaningful learning outcomes. Instead, the key is to strike a balance that allows for the thoughtful incorporation of new ideas while staying grounded in practices that work. By doing so, we can ensure that our schools remain focused on what truly matters: helping students succeed in a rapidly changing world.

Contact GSE Today for a Meaningful Consultation

If you want to learn more about the steps required to set up a school check out some of our other articles:

– Steps to Setting Up a New School

– 10 Steps and Articles on How to Set Up a New School

– GSE International School Franchise Models

Get in Touch for More Information

GSE set up schools in all areas of the world

GSE manage and operate schools in all areas of the world

CEO and Education Expert Greg Parry

Internationally renowned for his expertise in education leadership, Greg Parry’s vast experience includes leadership of projects for education institutions throughout Australia, the Middle East, the United States, India, Indonesia, Malaysia and China. Recognised for his numerous contributions in the education arena, Greg has received the Minister’s Award for Excellence in School Leadership based on improvements in school performance and a range of successful principal training and leadership development programs, as well as the School of Excellence Award for Industry/School Partnerships and the School of Excellence Award for Technology Innovation. His company GSE (Global Services in Education) has been recognised as having the Best Global Brand in International Education in 2015 and 2016.

Considered one of the premier experts in his profession, Greg has trained teachers and principals worldwide in critical thinking, language development, and leadership. His expertise in school start-up projects, leadership, and curriculum development has made him a sought-after authority in these disciplines.

www.gsineducation.com

Global Services in Education establishes and operates schools worldwide. Guided by a philosophy of global citizenship, every member of the GSE team shares a passion for inspiring and collaborating to shape international education and student achievement.
Our goal is to meet the highest objectives of every school, teacher, student and parent, with an unwavering dedication to quality education, shared ideals and intercultural perspectives.