Week 25-How am I addressing the context of different audiences (local, national and/or international) and their perspectives for my inquiry

Most research around the pedagogy of ‘Flipped Learning’ relates to the Secondary Education and Higher Education

sectors. As a year 4 teacher in a Primary School, whilst I can see huge potential for Flipped learning in my

classroom there is little research in this area.   I am an early adopter of digital technologies and trialing this pedagogy,

which promotes personalised learning, learner agency and strengthens home school partnerships seems a natural fit

for my classroom. I believe that it could be an incredibly effective pedagogy in raising engagement and achievement.

Since March, when I embarked upon this AMAZING learning journey with the Mindlab, my class of 44 year 4 learners

have been interested in, and inspired by the many innovations, shared firstly from Mindlab to me, and then from me

to my learners.  Each Friday morning, (the morning after the Mindlab session), the children have arrived at school

with a ‘What next?” curiosity. This inquiry is no different. The groups I teach are invested in the outcomes, knowing

that they play a critical role in my learning.  It has never been my philosophy to be the fountain of all knowledge,

more a facilitator and someone who inspires my class to learn.

Parents too, have shown a huge interest in how digital technologies can be used to enhance understanding and

engagement for both the ākonga and their whānau. We have used Class Dojo throughout the course of the year to

share information and fun learning pics but ultimately involving whānau in their child's classroom learning, takes the

home-school partnership to a new level How empowering for the parents to be able to see and practice the maths

strategy that their tamariki are learning at school?

On a wider scale, Toutouwai, my classroom has become a hub of inspiration for others at the school. Many

colleagues are curious about the pedagogies I have learned throughout Mindlab and how these new innovations

are working. In due course I hope to be able to share my experiences of the Flipped Classroom- the highs and lows,

what works and what doesn't.

On a National Level we know that there is much interest in and around 21st century pedagogies. When Flipped learning is
executed well within a classroom we are meeting the challenges of a 21st century pedagogy that is culturally responsive,
child centred and promotes agency within the children. As an active user of teacher pages on Facebook and MeWe,
I have, and will continue to take part in robust dialogue around this pedagogy. Learning from others and sharing my
thinking too.

Our School Vision: Empowering Today, Nurturing the Future.

How exciting to know that through this Inquiry into Flipped Learning, I am EMPOWERING today, and nurturing the future.

References:
TKI Flipped Learning
Facebook- Flipped Learning Network
Rachel Bolstad (2012) Principles for a future orientated education system 
Supporting Future Orientated Learning and Teaching - A New Zealand Perspective