Week 32. Reflective Practice - Key Change In Prof Practice.

This week I am going to reflect on a change in my practice using Rolfe’s (2001) model of reflection and the Cycle of Experiential Learning, recommended by Osterman and Kottkamp (2015, p.70) 

STEP 1 (WHAT): ONE KEY CHANGE IN MY PROFESSIONAL PRACTICE

In a New Zealand education context the Ministry of Education (nd.) has a set criteria for Standards for the Teaching Profession. Of the 6 standards, Te Tiriti o Waitangi partnership, Professional Learning,  Professional Relationships, Learning-focused Culture, Design for Learning and Teaching. I feel I have had the most growth relating to the standard of  

     

Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

Specifically my key change relates to the depth and quality of my reflective practise. 

STEP 2 (NOW WHAT): EVALUATE THE IDENTIFIED CHANGE

STAGE 1: PROBLEM IDENTIFICATION

Osterman and Kottkamp (1993) contrast the traditional approach of professional development by outside experts delivering workshops for schools with a reflective practice model. They suggest the traditional approach results in knowledge acquisition whereas reflective practice can lead to change in behaviours via self-awareness.  

I feel I have always been a reflective practitioner but while completing this course came to the realisation that outwardly, in a digital sense I merely 'list' what has happened rather than critique, question and analyse.

Scales (2013) states

"The most inadequate reflections are those which merely describe what happened in a teaching and learning session. On its own, this is of no value. But it is a start.”

STAGE 2: OBSERVATION AND ANALYSIS

During the Mindlab course, I gathered data through critical reflections on this blog and through discussions with colleagues as well as engaging in the Google+ forum and through social networking platforms (Facebook groups).   While gathering this data I began to realise that some of my previous reflections were not backed up with any research or depth, they were in fact very superficial.

STAGE 3: ABSTRACT RE CONCEPTUALIZATION

While researching and reading about reflective practices I came across the work of Donald SchoÈn (1983) cited in Scales (2013), who developed the notions of reflection in action and reflection on action. I particularly like this way of thinking about reflection as it's about 'thinking on your feet' and adapting a lesson to best suit the situation, yet it still considers the reflective process after the fact when you actually have time to 'mull it over'. 

See Figure 1.2 below.

STAGE 4: ACTIVE EXPERIMENTATION

I have began to incorporate the above reflective model into both the planning of my Makerspace lessons and into the reflection time afterwards. This has had an effect, adding depth to the quality of my lessons and in the future I hope to build teacher capacity (which is my goal).

STEP 3 (WHAT NEXT) SHARE YOUR NEXT PLAN(S) REGARDING YOUR FUTURE PROFESSIONAL DEVELOPMENT OR YOUR FUTURE PRACTICE.

In the future I would like to continue to explore the Maker Movement in more depth as this course has afforded me the opportunity to now have the research and understanding to back up the implementation of this movement across our school. With the new understanding of what is quality reflective practise I will be able to make a greater impact on both our learners and the staff at our school.

After being prompted by the Week 31: Indigenous Knowledge and Cultural Responsiveness task I am also keen to begin a Te Reo course to enhance my knowledge of Te Reo and tikanga Maori. 

As I constantly strive to grow my professional practise I am left reflecting on the statement by Scales (2013)

"Finally, and most importantly, reflective practice is the key to improvement. If we don't think about, analyse and evaluate our professional practice we cannot improve.”

REFERENCES:

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.  California.  Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Ministry of Education (nd). Our code, our standards. Retrieved from 

https://educationcouncil.org.nz/content/our-code-our-standards

Scales, P. (2013). Teaching in the lifelong learning sector. Maidenhead: McGraw-Hill/Open University Press.

Week 31: Indigenous Knowledge And Cultural Responsivenes In My Practice.

This week I will consider and reflect on indigenous knowledge and cultural responsiveness in my practice. 

Step one (what)

Culturally responsive pedagogy is a student-centered approach to teaching in which the students’ unique cultural beliefs and strengths are identified and nurtured to promote a sense of self worth. While ensuring the learner identifies with their cultural 'place' in the world, this has a two fold effect by not only raising the child's 'mana' but also raising student achievement. I resonate with the research by  Gay (2001, p.106) who states that culturally responsive pedagogy is defined by  “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”.  When an educator is able to harness what the student relates to through their own cultural identity and connect it to what is being taught the learner feels valued and the learning is more meaningful to them. 

I believe quality teaching and learning for ALL hinges on relationships. Bishop (2009) discusses the importance of whakawhanaungatanga and whanaungatanga; that is, the process of establishing relationships and the quality of the relationships that are established. Hattie (2003) also concluded that it is not socio-economic differences that have the greatest impact on Maori students achievement. He suggests that "the evidence is pointing more to the relationships between teachers and Maori students as the major issue" (p.7) 

I will consider how my schools practice has been informed by indigenous knowledge and culturally responsive pedagogy in two areas: Vision, mission and core values and School-wide Activities.

Step 2: (now what)

Our school's vision encapsulates a 'Know me before you teach me' philosophy and our core values reflect the commitment to ensure Maori students reach their full potential.  I fully believe that "the culture of the child can not enter the classroom until it enters the consciousness of the teacher".  Every learner regardless of ethnicity is taught to speak Te Reo from the day they start school.

Using Milne’s presentation (CORE Education, 2017) and action continuum as a reflective tool I would place our school between the purple and green stages by which “indigenous and culturally centred structures and practises are embedded but still colonial” and “where some language and cultural content and might consult with community groups, very few critical aspects” and where Maori achieving as Maori is becoming normalised. I believe our leadership, policy and pedagogy sits strongly embedded in the green stage but in reality several teachers are held back by their fluency of Te Reo and their understandings of Tikanga, where it is often easier to slip back into the “Pakeha comfort zone”.

Step 3 (What next)

We currently have a couple of people on staff who are committed to completing further study in Te Reo so this is a beginning to helping our staff to ensure Te Reo is normalised across the school. I would like to see more staff undertake further study in this area.

I do feel though that while focussing on our Maori students we may be doing other ethnicities a disservice, we still need to challenge our "white definitions and structures" in terms of how we teach and acknowledge other ethnicities   In past years we have had a 'cultural week' where we acknowledge Pacifica or our Chinese community but I feel this is tokenism, we need to ensure we cater for these students to the same level as our Pakeha and Maori students.  

References

Bishop, R., et al., Te Kotahitanga: Addressing educational disparities facing Maori students in New Zealand, Teaching and Teacher Education (2009), doi:10.1016/j.tate.2009.01.009 

Hattie, J. (2003). New Zealand education snapshot. Paper presented at the Knowledge Wave 2003: The leadership forum, Auckland.

CORE Education.(2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.[video file]. Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4&feature=em-subs_digest

Week 30. The broader professional context - contemporary trend in New Zealand or internationally.

This week I am going to reflect on a contemporary trend in both New Zealand and Internationally and use Rolfe’s (2001) model of reflection as a scaffold. 

Since 2010 I have followed CORE Education's research and innovation 'Ten Trends' 

"Each year, CORE Education’s experienced staff of researchers, educators, and digital technology experts pool their expertise and combine their understanding and evidence of the ways that digital technologies are influencing all aspects of education. The result is CORE’s list of the ten trends that are expected to make a growing impact upon education in New Zealand in the coming year."

I will use the 2018 Ten Trends model to direct and support my reflection.

Step 1 (What): Currently the trend 'STEM'  captivates my attention. There is currently rapid growing interest in programmes targeting Science, Technology, Engineering, and Maths (STEM), which focus on educators and others looking at preparing students for jobs in the future. I facilitate a dedicated Makerspace where STEM/STEAM - Science, Technology, Engineering, Art and Mathematics is at the core of student learning. The science purists tend to frown on the arts being embedded but I believe all of these disciplines draw on design as well as creative concepts and the arts should sit seamlessly with them. I also run our Makerspace differently as the challenges and passion projects are ignited by the use of a picture book, my initial research into the maker movement found significant negative critique relating to the growth of making and demise of reading and literacy skills so I found a way of fostering and nurturing both. 

Step 2 (So What): As stated within the Ten Trends resource "The critical thing about STEM education is that it is intended to be an interdisciplinary curriculum. Rather than teach these four disciplines as separate and discrete subjects, STEM integrates into “interdependent” learning units based on real-world applications". In a Makerspace the lines often blur within a challenge station, for example I run 4 or 5 challenge stations in every session, where the students choose their station but rather than these just being standalone Science, Technology, Engineering, Art or Maths, they may in fact be a Science station with an Art infusion or an Engineering station where building and mathematics play an integral role.

This integration into 'interdependent' learning units changes the way that teachers have previously looked at the curriculum which was subjects in isolation, this will pose a challenge to many teachers. Those that grasped the previous trend of curriculum integration, as discussed by Fraser and Deane (2010), will be better equipped for this change.

Step 3 (Now What): Although the Maker movement and STEM and STEAM appear to be just taking hold in Aotearoa, when reviewing Dale Dougherty’s (widely considered the father of the maker movement) timeline it has clearly been established and embraced across the United States of America much earlier (see diagram below).

Roffey, Sverko and Therien (2016) on both their website and the accompanying guide go into depth with practical support and strategies for educators embarking on the journey of developing and implementing a Makerspace and the concepts of STEM and STEAM.

The newly introduced Digital Technologies Curriculum (2017) will go someway to addressing the infusion of technology into the classroom but I believe this still needs to be adapted to address this trend. It is important that educators in New Zealand working with and in environments fostering STEM and STEAM share their knowledge, experiences and resources to better equip our own teachers and as a result better prepare our students for their futures.

REFERENCES

Core Education. Ten Trends 2018. Retrieved 11 March, 2018. http://core-ed.org/research-and-innovation/ten-trends/2017/

Fraser, D., & Deane, P. (2010). Making a difference: Agents of change through curriculum integration. set: Research Information for Teachers, 3, 10–14.

Jamieson, P. (2017).  Whare Waihanga - Makerspace. Website http://www.takpmakerspace.co.nz/blog

Minstry of Education. (2017).  Digital Technologies. Retrieved 11 March, 2018. https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf

Roffey, Sverko and Therien (2016).  The Making of a Makerspace: Pedagogical and Physical Transformations of teaching and Learning. Retrieved, 4 February, 2018. http://www.makerspaceforeducation.com/uploads/4/1/6/4/41640463/makerspace_for_education_curriculum_guide.pdf

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Week 29: Professional Online Networks

For the purpose of this reflection I will be using Gibbs' Reflective Model, as cited in Dye (2011, p. 230). This model has some similarities with the Teaching-as-Inquiry model from the Ministry of Education (2009).

DESCRIPTION

I have used social media tools extensively in my teaching practise and as a professional development tool, this includes a range of blogging platforms (Class Blogmeister, Blogger, Weebly, Seesaw and Wordpress) as well as Facebook and Twitter. Facebook has become my social media tool of choice for professional development.

FEELINGS

Over the years I have built up a meaningful collaborative network with ground breaking and innovative educators and I find that the power of hashtags throughout global conferences and events that many of these educators keynote at, enables me to 'attend' virtually and to have an insight into the content shared and this provides new learning opportunities for me. I feel connected and can comment and contribute even though I am remotely situated. This feature could benefit teaching and learning across Aotearoa as our geographical position is no longer a barrier to accessing high quality professional learning and rigorous critique and conversation. Twitter and Facebook also provides me with an insight into global trends and technological advances.

EVALUATION

In  the “Using Social Media in the Classroom” (2013) video, Kathy Cassidy shared how she uses social media in a classroom. I particularly related to her comments about Twitter and how this platform enabled her learners to consider what was the same and what was different about classrooms around the globe. I wonder how many teachers have considered using Social media as a way to teach empathy?  

ANALYSIS

I have used blogging platforms for sharing students work and progress and as a platform to share my professional practice but have only used Twitter and Facebook as a professional sharing and development tool, never with students. I hold my global relationships formed through Twitter and Facebook in such high regard and see them as essential for me to keep at the forefront of education and when considering this and the impact this tool has had on students in classes such as Kathy's I would like to introduce this to our staff as a way to broaden our students perspectives, to build relationships and to encourage global connections. 

CONCLUSION

When embedding new tools and moving through an ever evolving digital landscape I realise that I have become proficient at using the tools myself and in many cases take them for granted but as my role in our  school has changed and I have moved into a management role I have missed the step of sharing and transferring these powerful tools onto our tamariki. I now have the ability to build teacher capacity and to empower our teachers to take on this challenge. 

ACTION PLAN

I am aware very few of our staff use Twitter and Facebook for their own professional practice. Also knowing our staff I would introduce a video such as Kathy's as this shows how social media can have a direct impact on student outcomes and with our every increasing workloads and demands on our time I can see many of our teachers using Twitter in class to improve student outcomes rather than in their own time to improve their own, which is somewhat of a contradiction.

REFERENCES

Dye, V. (2011) ‘Reflection, Reflection, Reflection. I’m thinking all the time, why do I need a theory or model of reflection?’, in McGregor, D. and Cartwright, L. (ed.) Developing Reflective Practice: A guide for beginning teachers. Maidenhead: McGraw-Hill Education (pp. 217-234). 

Ministry of Education.(2009). Teaching as Inquiry. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry

Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file]. Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

Week 28 - Influence Of Law And Order In Practice.

Week 28.

Critique and address issues of ethics, law, regulations and policy in practice using a reflective model. (activity 4)

This week I am going to analyse an ethical dilemma in my practice using Rolfe’s (2001) model of reflection and Erlich et al. (2011) ethical decision making model.

Step 1: (What) - I have two social media persona’s - both professional and personal. Many of my friends are in education and there are blurred lines between the two. I have noticed that parents of our children are trying to connect with my personal Facebook page and some of the parents wanting to connect are parents of my own children’s friends at school but I have wonderings around how this sits ethically.

Ehrich et al. (2011) presents an ethical decision-making model (Figure 1) that helps to explain decision-making processes when teaching professionals encounter ethical dilemmas. 

Figure 1. A model of ethical decision-making

Step 2: (So What): When critically evaluating this dilemma using Ehrich’s (2011) model, I was able to analyse this incident through more than one lens. I needed to consider Professional Ethics - Education Council (2017). What does the teacher’s code of practice state? I also looked at it through the lens of Public Interest. What would the other parents and whanau think? I needed to consider the Institutional Context eg. what would others do so after having conversations with colleagues I was directed to the Education Council’s (2018) guide for Teachers and Social media. I then questioned whether having a professional ‘friendship’ on Social Media was an acceptable platform.

Step 3: (Now What): To support the Education Council’s (2018) guide for Teachers and Social Media there is also a website available at: https://teachersandsocailmedia.co.nz/ which has a series of thought provoking videos with scenarios and question prompts, these would be very useful in our staff meetings especially with growing numbers of millennial who see social media as an integral part of their being. I particularly related to this quote which I felt would make online interactions more transparent. “Engaging in ongoing discussions with colleagues can help when you are unsure whether you should share, reuse or respond to content. Talking to colleagues about your activity on social media platforms means you aren’t acting in isolation and exposing yourself to a potential ethical dilemma.”

I plan to use my own ethical dilemma as an ignitor for conversation around this topic and to bring the resources discussed to our teachers attention. I could also host a parent/whanau hui to set clear guidelines for our community as to how we intend to use social media.

References:

Education Council. (2017). Our Code Our Standards. Retrieved 10 March, 2018 from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Education Council (2017) Retrieved 11 March, 2018. https://teachersandsocialmedia.co.nz/guidelines/commitment-profession 

Education Council (2018). Guide to Teachers and Social media. Retrieved 11 March, 2018 from: https://www.educationcouncil.org.nz/content/teachers-and-social-media 

Ehrich, L.C., Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DO1: 10.1080/13540602.2011.539794 

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf 

Week 19 - Contribution of Teacher Inquiry Topics To My Communities Of Practice

For the purpose of this exercise, I will again use Jay and Johnson’s Reflective Model, as this covers all the aspects simply and effectively:

Community of practice is sometimes defined by three distinct elements: joint enterprise, mutual engagement and shared repertoire (wenger, 2000). 

• joint enterprise: is a shared domain which is the “collectively developed understanding of what the community is about”. 

• mutual engagement: the members engage through interactions within the community, building mutual trust in the relationships. 

• shared repertoire: is “the communal resources” that the community of practice produce (wenger, 2000, p.229) 

Descriptive

Potential Inquiry Topics:

I have chosen a topic from both the Leadership and Digital courses studied over the last 16 weeks, that I felt were inspiring:

- Leadership Theories, Styles and Attributes

- Implementing Technology Innovation in the Classroom

What is a community of practice?

According to the Introduction to Communities of Practice (Wenger-Trayner & Wenger-Trayner, 2015) a community of practice can be defined as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly". These communities have three characteristics, domain, community, and practice.

The domain of my potential community of practice is teachers, as we have a shared expertise. The community is based around the relationships and interactions we already have, sharing our knowledge and learning from each other. These interactions could be online or in person. Our shared practice connects us through experience, and the way we deal with problems. Both of my potential topics relate to the structure of my CoP as they both align with the current drive from the Ministry of Education to implement the new digital curriculum.

As seventeen teachers at our school we could have student collaboration in their Teacher Inquiry goal, including me, this would fit all three elements (shared expertise, relationships, and shared practice). Leadership style is something we all use, but could tap into in a more constructive way for our Teacher Inquiries. This would also fit with the three elements.

Comparative:

The staff involved in the potential community of practice already work together in a community of practice for integrating digital technology at our school. There is also another smaller CoP group that have formed to be in charge of the digital curiculum. Some of us have more knowledge, particularly around leadership, but all are keen to learn. All the teachers regularly interact online and in person, so would continue to do so. The positives highlighted are the shared goals and solid relationships, and one of the negatives is time.

According to research, a significant issue for communities of practice is conflict. "Teachers can feel vulnerable for any number of reasons. They might struggle with conflicting views of effective teaching practice, ... or with the uncertainty associated with their own professional knowledge base" (Kelchtermans, 1996, cited in Dooner, Mandzuk & Clifton, 2008). I can understand this, as for me, it is difficult to confront/question the practice of colleagues with years of knowledge. I have also seen firsthand, that "teachers often deal with professional conflict by “avoiding interactions” and engaging in “superficial politeness” (Hargreaves, 2001, cited in Dooner, Mandzuk & Clifton, 2008).  It's interesting that as professionals, we regularly deal with conflict effectively in our classrooms, yet research suggests many of us don't deal with conflict well on a personal level. According to the Dooner et al research (2008), this conflict can lead to the demise or fragmentation of the community of practice.

Critical Reflection:

Considering the negatives aspects as highlighted by the potential members of the community of practice and available research, I believe that seventeen teachers could be too many. The research above, suggests that large communities of practice fragment into smaller communities during conflict, so perhaps the answer is to start small and build the community from a solid grounding. This would be easier to manage, and could reduce some of the time management issues. The focus on a shared goal is definitely a good basis for a community of practice, but in our school, the communities could be broken down into teams such as the junior school, year 3 and 4, year 5 and 6 and year 7 and 8 team or a core group of people who are identified as early adopters. Another factor to consider in the CoP is time, deadlines and colleague availability. To build the bigger community, we could use a shared online space to interact as required.

References

Dooner, A.-M., Mandzuk, D., & Clifton, R. A. (2008). Stages of collaboration and the realities of professional learning communities. Teaching and Teacher Education, 24(3), 564–574. https://doi.org/10.1016/J.TATE.2007.09.009

Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85. 

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/

Week 18 - Change In Practice During My Mind Lab Journey

Week 18: 

Gibbs Model for Reflection

Description: 

I have begun to implement a Makerspace within our school context since starting my Mindab journey. Classes are timetabled to go through the Makerspace when I am releasing teachers to have their scheduled CRT twice a term. Students are given the choice of stations that they have an interest or passion in.

Feelings: 

Before this initiative was implemented I felt excited how being able to try something new and offer our students lots of various 21st century skills. The overwhelming feeling of making this venture necessary as a next step for our school as we embrace the new digital curriculum. I wanted to place the student at the centre of the learning, increase the use of digital tools and to develop student’s self-management, collaborative and perperserverance skills. I feel that the classes that have been through the Makerspace have reached some of these aims and I look forward to next Term as I really hit the ground running .

Evaluation: What was good and bad about the experience?

Of the classes that have been through the Makerspace the majority of the students have reacted positively towards this new initiative as was indicated by the engagement throughout the sessions and perseverance on a task. On reflection I know that I had thought that this Term I would be fully into this space been operational and used fully but with quite a few new staff on board this year I have had to spent a considerable amount of time with new staff as they learn new systems and expectations in a new work place. I had to put the space on hold until really starting properly in Term 2. This has allowed me to do more research into what would be most effective in the Makerspace and I believe will allow me to have more success at a rapid rate. 

Analysis: What sense can you make of the situation?

The Makerspace approach is starting to change the learners’ and teachers’ roles across the school.“Changing the Script” theme in Bolstad, R., et al 2012 report. A knowledge-building learning environment is developing where roles and relationships are structured in a way that draws on the strengths and knowledge of both students and teacher in order to best support learning (Bolstad, R., et al, 2012). I now see myself as a facilitator for student knowledge building. The shift in practice is also developing student’s self-management skills in a supported environment.

The changes to my teaching practice were triggered and supported by the exposure to numerous theories and literature during my Mind Lab journey. I was influenced by Roach’s (2014) idea that benefits of this type of learning allow for “more one on one time with students, more opportunities for active and collaborative learning and self-paced learning” (Roach, 2014, P 75).

Conclusion: What else could you have done?

Although positives have been experienced with the implementation of the Makerspace it has been hindered with time constraints. On reflection, I think it was ambitious to have started this at the beginning of the year with so many new staff. Other issues are the lack of funding and having to think strategically about what we purchase and use in this space to get value for money. The time constraints to a degree have been a positive in regards to resourcing because it has allowed me the time to research what would be best to purchase as well as undertake some fundraising for this space. 

Action Plan: If it arose again what would you do?

By implementing this change initiative I learnt that it is worth taking a risk to change my teaching practice towards future-orientated learning. I will continue to work on my leadership of other teachers as early adopters. Continuing to highlight the qualities of relative advantage, compatibility with existing values and practices, and the simplicity of the initiative (Robinson, 2009) will hopefully help spread the change in practice. Ideally I would like everyone to spend some of their release time in the Makerspace with me so that each teacher values what is been done as well as upscaling themselves so that in the future this can be replicated in the classroom. I don’t wish to be seen as the font of all knowledge in regards to the Makerspace. I want our staff to be able to have this knowledge themselves so that if I left the school tomorrow this initiative would continue and thrive. 

References

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.

Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion…