Elevating Learning with Collaborative Invitational Education

Abstract

Invitational Education and literature circles elevated learning in this longitudinal qualitative study as undergraduate teacher candidates collaborated on digital projects. Multimodal instruction promoted innovative collaboration to lift learning and success to new levels in a university methods course. Through an intentionally inviting environment, teacher candidates collaborated in literature circles, prepared multimodal digital projects, and conducted personalized learning experiences with students from third to fifth grade in a field experience. A variety of evidence-based literacy strategies and activities, including the LIFT strategy, extended their opportunities to prepare multimodal digital projects, conduct peer mentoring, and metacognitively reflect upon their learning. Results confirmed the study’s efficacy and alignment with the overarching goals, elements, and domains of Invitational Education theory and practice