Transformative Education

LHA 1110

Approaches to Teaching Adults.

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Department of Leadership, Higher and Adult Education (LHAE)

LHA 1110: Approaches to Teaching Adults Course Outline Fall 2015

I cannot teach anybody anything,
I can only make them think. ~ Socrates

  1. ADMINISTRATIVE DETAILS:
    1. Instructor: Loretta Howard, B.Sc., M.Ed., Ed. D. E-mail: loretta.howard@utoronto.ca
    2. Course Hours: 36 hours (3 hours/week); Wednesdays 5:00-8:00 p.m. Room: 5-160
    3. Course Delivery: Traditional __ Web Facilitated __ Blended X Online __
    4. Required Text(s) and Readings:
      1. Self-select a text based on learning goal;
      2. Session materials posted on Blackboard.
    5. OISE/UT Academic Policies and Regulations: The academic policies and regulations at OISE/UT have been developed to uphold the rights and responsibilities of students, faculty and the institution to maintain academic integrity and ethical standards. This course, including all faculty and students involved, operates in congruence with all current OISE/UT academic policies in effect including, but not limited to, policies on academic integrity, accommodation and the student code of rights and responsibilities. Students are expected to familiarize themselves with relevant academic policies which can be found on the OISE/UT website:http://www.oise.utoronto.ca/oise/About_OISE/Policies.html.Academic Integrity: The evaluation process and product of this course endorses OISE/UT’s academic integrity policies. The definitions, expectations and policies pertaining to Academic Integrity applicable to this course are found at: http://www.utoronto.ca/academicintegrity/ Please note: ALL materials submitted for evaluation in this course must be your original thoughts/work and not previously submitted for grading in other courses.Attendance Policy: Due to the experiential nature of this course, attendance at all sessions is required. Should you have an urgent reason for not attending a session, you must inform me in advance and negotiate an alternative work assignment for submission in lieu of attending the session.
  2. CALENDAR DESCRIPTION:
    A theoretical and experiential study of strategies for teaching adults, and of the procedures educators can use in group settings to enhance the development of learning processes. Students will: explore personal, institutional and societal issues that shape teaching/learning environments;

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examine the factors that promote or hinder success; experience and analyze different teaching

approaches; and, develop a personal approach to the teaching/learning process.

  1. REQUIRED TEXT(S) AND READINGS:
    •   You will select a text of your choice related to your course learning goal (see course orientation package posted on Portal for details).
    •   Readings are assigned for each session and can be accessed through the course blackboard site via Portal. Please note: preparation for each session is required to be completed PRIOR to the class session.
  2. COURSE LEARNING OUTCOMES:Upon successful completion of this course learners will have demonstrated the ability to:
    1. Examine critically the impact of the 21st century teaching and learning context on currentteaching practices;
    2. Evaluate current 21st century pedagogies, utilizing critical appraisal and reflective practice;
    3. Explore the use of various evidence-based, active learning strategies;
    4. Explore how information and communication technology (ICT) can support effective learning;
    5. Apply the principles of evidence-based teaching (EBT) to the design, implementation andevaluation of student learning;
    6. Contribute constructively to a community of practice;
    7. Synthesize key course insights to articulate a teaching statement grounded in contemporaryevidence-based theory.
    8. Represent significant course learnings in a meaningful manner.
  3. EVALUATION FORMAT AND CRITERIA:Evaluation in this course addresses knowledge, application and integration of course concepts and is based upon: attendance at, and active participation, in course sessions; completion of assigned pre and post work; and, completion of the following assignments at a graduate level of academic rigour:

Deliverable

  1. Portrait of an Innovative Pedagogy
  2. Learner Directed Activity (LDA)
  3. Teaching Self Portrait & RepresentationTotal

Weight Due

25% Session 6
40% TBD (week 8-11) 35% Session 12 100%page2image1791374960

NOTE: See separate handout (posted on Portal) for detailed descriptions of the above assignments and their associated rubrics.

1. Portrait of an Innovative Pedagogy (25%):
The purpose of this deliverable is to give you the opportunity to research, explore and critically

appraise an innovative pedagogy/approach to teaching adults. Your portrait should demonstrate a thorough knowledge related to your pedagogy/approach including the evidence that supports or refutes its efficacy.
Length: 4-6 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font.

Key strategies: exploration, conceptualization, reflection, analysis and evaluation.page2image1791808320

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2. Learner Directed Activity (LDA) (40%) Individual/pair: Due: Session 8-11 You will work alone or in partnership with another learner to explore an EBT issue of your choice in seminar format. Seminar length will be determined based on the number of seminars and generally will be 30 minutes in length with a 15 minute break between sessions to accommodate completion of formative feedback and the set up/set down process between sessions (flow and pacing will be assessed). You must select your topic no later than Session 5. A topic list from previous courses is provided below and serves as a framework for topical ideas.

Please note: your seminar MUST model EBT strategies with a focus on applied and experiential approaches to the exploration of your topic.

Your LDA process must include the following:

  1. Planning (5%):
    1. Research your topical area
    2. Develop a lesson plan or detailed agenda for your seminar
    3. At least 1 week ahead of your LDA presentation:
      1. Submit a relevant reading of reasonable length that provides an overview of your topic. This will be posted on Blackboard for the class to read in preparation for your seminar.
      2. Submit any other pre-work that you want the class to complete (e.g. online quiz, reflection, website, etc.).
  2. Implementation (20%). In your seminar:
    1. Provide me with a hard copy of your lesson plan/agenda and all materials for thesession.
    2. Provide the class a brief overview of your topic.
    3. Facilitate an experiential process that engages the class in the exploration and/orapplication of your topic to practice. Engage the class in a process that includes discussion, analysis, reflection and action. Examples of activities include the following:
      1. An EBT strategy applied to a specific teaching/learning context;
      2. An exploration of a specific aspect of EBT applied to your teaching context;
      3. Examination of a critical incident, case study or problem related to your professional work explored through EBT theory or strategies;
      4. Other, as negotiated with me.
    4. Provide a brief handout (no more than 2 pages) of concepts related to your topic, to bedistributed to class members in your session.
    5. Implement a formative feedback tool that seeks constructive feedback from your peersabout your seminar. You will use this feedback to inform your post seminar reflections.
  3. Evaluation (15%) One week from the day of your seminar electronically submit:

a. An electronic copy of all seminar materials (to be posted to Blackboard)
b. A reflection that considers your planning, implementation and evaluation of the session,

synthesizes class feedback and outlines your key insights about your process and

product.
Length: 4-6 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font.page3image1794723584

Key strategies: synthesis, contextualization, presentation, application, engagement. Loretta Howard, Ed. D. LHA 1110 Fall 2015

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3. Teaching Self Portrait and Representation (35%) Due: Session 12

As you work your way through the course, you are expected to reflect upon and relate material to your personal experience, analyze and evaluate concepts and make connections between various themes, models, or strategies. These reflections should be noted in a learning journal that you maintain throughout the course. (Note: you are NOT required to submit your journal).

At the end of the course, you will critically appraise your learning process, consider your key learning insights from the course, synthesize them and represent them in both a text and non-text based manner. The written portion of this assignment is submitted to me; the visual representation will be shared with the class during our last session. Your paper should draw upon your learning journal and the selected topic/s, course readings, class discussions and other relevant materials and be grounded in the course literature.

The purpose of this self-portrait is to give you the opportunity to reflect upon your teaching practice – be it formal or informal – and articulate a statement about who you are as a developing educator/facilitator of learning. You will demonstrate the integration of your understanding of self, learning theories, institutional/societal context and your personal teaching/facilitation practice. It is meant to help you identify, critically reflect upon, and discuss your experiential understanding of the key concepts in the course and how these insights inform you as an educator. Your statement should demonstrate a thorough knowledge of the course readings and activities, class discussions from each session and other relevant materials.

Length: 6-8 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font.

Key strategies: exploration, analysis, theory-practice integration, synthesis, contextualization and representation.

Late Assignments: Assignments must be handed in on time. Extensions can only be granted for significant reasons related to extenuating circumstances. To avoid late penalties, extensions must be sought and attained in advance of the applicable deadline.

* Your assignments should be submitted in electronic format.

Evaluation Framework: All submissions in this course will be evaluated based on style, format and content with specific criteria related to clarity, organization, the extent to which your work is analytical, reflective and critical, and the strength of the support you offer for your views. A generic draft of the evaluation framework is included at the end of this outline.

Successful Graduate Learners:

  •   Attend all classes prepared to actively engage;
  •   Utilize effective time and organizational management strategies;
  •   Read course material critically and thoughtfully with a focus on applying readings topersonal/professional contexts;
  •   Participate constructively in class discussions and activities and are open to, and considerate of,different learning and communications styles and alternative perspectives to the readings;
  •   Complete assignments and course requirements demonstrating a graduate level of scholarship and

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academic rigour. Assignments that do not meet course/program expectations will be returned at my discretion.

6. TOPICALOUTLINE:

SessionDateTopicPreparation
1Wednesday September 16th  Course Overview;  21st Century Teaching and LearningContext;  Learning GoalsComplete the Orientation and pre-work posted on the course site via portal
2Wednesday September 23th  Teacher Identity;  Teaching Philosophy and Perspectives;Complete the preparation work posted on the course site
3Wednesday September 30th  Learning Principles;  Learning Theories;  Transformative learningComplete the preparation work posted on the course site
4Wednesday October 7th 21st Century Learners:
o Their Environment, o Characteristics &
o Diversities		Complete the preparation work posted on the course site
5Wednesday October 14th  Evidence-Based Active Learning Strategies: Promoting Deep Learning; Arts-informed approaches;  Selection of LDA topics – finalComplete the preparation work posted on the course site
6Wednesday October 21stIndependent Research
NOTE: No in-class session.
This session is dedicated to LDA research and planning.		Research your LDA topic; plan your session
7Wednesday October 28thONLINE – NOTE: No in-class session.  Evidence-Based Active LearningStrategies: Technology informed approachesComplete the preparation work posted on the course site
8Wednesday November 4thONLINE – NOTE: No in-class session Learner Directed Activities (LDAs) 1. Online Collaborative Learning Approaches2. Coaching
3. Inter-professional Collaboration		Complete the preparation work posted on the course site
9Wednesday November 11thLearner Directed Activities (LDAs) 1. Arts-Based Approaches
2. Collaborative Learning
3. Formative Feedback		Complete the preparation work posted on the course site
10Wednesday November 18thLearner Directed Activities (LDAs) 1. Mindfulness Approaches
2. Giving and Receiving Feedback 3. Self-Directed Learning		Complete the preparation work posted on the course site

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11Wednesday November 25thLearner Directed Activities (LDAs) 1. Systems Thinking
2. Intergenerational Learning
3. Quality Improvement		Complete the preparation work posted on the course site

12 Wednesday Representation of Learning Review the session December 2nd Course Synthesis artifacts on the course site

Innovative Pedagogies/Approaches to Teaching Adults: Possible LDA Topics

Any topic that is relevant to your learning goals and the course content can be negotiated with me. You do not have to select from the list below. This list is simply a starting point to consider, along with your learning goals for the course. The topics below represent recent LDA topics and a compilation of trends in pedagogy put forth by the Open University in reports from 2012-2014:

  •   Active Learning Strategies for small groups
  •   Active Learning Strategies for large groups
  •   Arts-based approaches to learning
  •   Assessment for learning: Assessment that supports the learning process through diagnosticfeedback
  •   Badges to accredit learning: Open framework for gaining recognition of skills and achievements
  •   Blended learning
  •   Bricolage: Creative tinkering with resources
  •   Bring your own devices (BYOD): Learners use their personal tools to enhance learning in theclassroom
  •   Citizen inquiry: Fusing inquiry-based learning and citizen activism
  •   Classroom Assessment Techniques (CATs)
  •   Collaborative testing
  •   Concepts maps
  •   Conflict
  •   Collaborative learning
  •   Cooperative learning
  •   Critical reflection
  •   Critical thinking
  •   Crowd learning: Harnessing the local knowledge of many people
  •   Cultural Competence in the Classroom
  •   Digital scholarship: Scholarly practice through networked technologies
  •   Disabilities in the classroom (visible/invisible)
  •   Dynamic assessment: Giving the learner personalized assessment to support learning
  •   Event-based learning: Time-bounded learning events
  •   Engaging on-line learners
  •   Flipped classroom: Blending learning inside and outside the classroom
  •   Generations in the classroom – digital natives & digital immigrants
  •   Geo-learning: Learning in and about locations
  •   Giving effective feedback
  •   Humour in the classroom

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  •   Ice-breakers
  •   Invitational learning
  •   Learning analytics: Data-driven analysis of learning activities and environments
  •   Learning from gaming: Exploiting the power of digital games for learning
  •   Learning Styles – Multiple Intelligence (MI), Kolb Learning styles, etc.
  •   Learning to learn: Learning how to become an effective learner
  •   Learning through storytelling: Creating narratives of memories and events
  •   Massive open social learning (MOSL): Free online courses based on social learning
  •   Maker culture: Learning by making
  •   Mental health in the classroom
  •   MOOCs: Massive open online courses
  •   Narrative Learning
  •   New pedagogy for e-books: Innovative ways of teaching and learning with next-generation e-books
  •   Online learning approaches
  •   Personal inquiry learning: Learning through collaborative inquiry and active investigation
  •   Personality in the classroom: personality styles (e.g., MBTI)
  •   Problem Based Learning (PBL)
  •   Publisher-led short courses: Publishers producing commercial short courses for leisure andprofessional development
  •   Reflective Practice
  •   Rhizomatic learning: Knowledge constructed by self-aware communities adapting to environmentalconditions
  •   Simulation learning
  •   Social media in the classroom
  •   Strategies to Enhance Higher Order Thinking
  •   Teacher Talk Back Techniques
  •   Teaching Psychomotor skills
  •   Threshold concepts: Troublesome concepts and tricky topics for learning
  •   Using Games for Teaching

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LHA1110: Approaches to Teaching Adults Generic Marking Scheme

Note: this is a generic framework that will be customized for each deliverable in this course. Rubrics will be posted on Blackboard.

15 marks STYLE

  •   Expression; the manner in which your thoughts are articulated (i.e., clarity, brevity, etc.)
  •   Grammar; sentence structure; usage; spelling; punctuation15 marks FORMAT

 The organization and structure of material
o Thesis statement raised in your paper’s introduction is developed in the body and

summarized in the conclusion
o Points/issues in subheadings are introduced, discussed and concluded upon

 The organization and structure of your argument (i.e., orderly presentation of ideas)
o The presentation of your argument in a scholarly manner
o Thoughts and arguments regarding the identified issues are expressed clearly, concisely,

20 marks

and in a logical and organized manner

CITATIONS

  •   Effective use of voice to include outside authors and footnotes/endnotes to cite and acknowledge sources, authorities, work or ideas of others, and/or to support/pursue points and/or provide additional comments or information not appropriately included in the text itself (15)
  •   Proper and consistent citation format, following American Psychological Association (APA), most recent edition (5)50 marks CONTENT
  •   Originality of argument/thesis statement
  •   Persuasiveness of argument and analysis
  •   Key issues are identified and discussed
  •   Critical thinking, reflexive inquiry and strong insight are demonstrated
  •   Thoughts/arguments are supported (not made) with relevant authorities
  •   Opposing views/thoughts are acknowledged and addressed

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Loretta Howard, Ed. D. LHA 1110 Fall 2015

LHA1110: Approaches to Teaching Adults

90-100 A+  Exceptional paper in all respects;  Demonstration of original creative thought  Very well organized format and expression ofthoughts and arguments  Sound critical reflection and evaluation  Clear command of techniques and principles of thediscipline  Publishable  Consistently exceeds expectations  High level of synthesis  New understandings  Extension of content  Concepts and understandings grounded in real applications to personal/professional practice  Examination of literature goes well beyond synthesis of course materials80-89 A  Very good paper  Well organized format and expression ofthoughts & arguments with few errors  Shows clear understanding of concepts andevidence of critical and reflective thought  Ability to discriminate and interpret relevantissues  Analytic treatment of content  Application of ideas  Synthesis – able to make connections amongdisparate details or ideas  Evaluation of ideas and content  Manipulation and interpretation of data  Concepts and understandings grounded in realapplications to personal/professional practice  Examination of literature goes beyondsynthesis of course materials
75-79 B+  Good paper; meets some of the above criteria  Shows basic competence in analysis, synthesis andcritical thinking  Integration of concepts demonstrated  Demonstrates competent grasp of writing andreference styles  Adheres to proper reference and grammaticalstyles  Logically organized  Course literature utilized effectively70-74 B  Adequate paper; constitutes baseline for graduate papers  Shows some comprehension of course content and draws together information of the course in a coherent, understandable fashion  Descriptive treatment of content  Identification of key elements  Recognition of basic facts, knowledge andrecall; retrieval of information  Adequate written style; errors in grammar,sentence structure  Little integration of concepts  Adequate organization of thought andstructure of paper  Some course literature utilized

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Fall 2015 Course Literature & Resources

Adult learning theory (andragogy). (2013). HLWIKI Canada. Retrieved fromhttp://hlwiki.slais.ubc.ca/index.php/Adult_learning_theory_%28andragogy%29.

Akyol, Z., Garrisson, R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), p233-250.

Allen, Kate (2015, 24 November). Toronto researchers test benefits of dance for dementia patients. The Toronto Star. Retrieved from http://www.thestar.com/news/world/2015/11/24/toronto- researchers-test-benefits-of-dance-for-dementia-patients.html

Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed.). Edmonton: AU Press.

Balkcom,S. (1992). Cooperative learning. Office of Research Education Consumer Guide. Retrieved fromhttp://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html.

Baker College. (2004). Teaching Across Generations. Retrieved from

https://www.mcc.edu/pdf/pdo/teaching_across_gen.pdf

Barr, R. B., & Tagg, J. (1995). From teaching to learning – a new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12-26.

Beck, C., & Kosnik, C. (2001). Reflection-in-Action: In Defence of Thoughtful Teaching. Curriculum Inquiry, 31(2), 217-227.

Bell, M. (2015). Marzano’s top ten. Retrieved from http://www.ebtn.org.uk/evidence/top-ten-methods. Berkeley Graduate Division. (2015). Cognitive constructivism. GSI Teaching and Resource Center. Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/cognitive- constructivism/

Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. Blumberg, P. (2014). Assessing and improving your teaching; Strategies and rubrics for faculty growth

and student learning. San Francisco, CA: Jossey-Bass.

Bouck, E. C., & Flanagan, S. M. (2010). Virtual manipulatives: What they are and how teachers can use them. Intervention in School and Clinic, 45(3), 186-191.

Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17.

Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2013). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 0273475313494010.

Brookfield, S. D. (2002). Using the lenses of critically reflective teaching in the community collegepage10image1794019792page10image1794020080page10image1794020368page10image1794020656page10image1794021072page10image1794021360page10image1794021648

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classroom. New Directions for Community Colleges, 118, 31-38.

Brookfield, S.D. (2013). Powerful techniques for teaching adults. San Francisco, CA: Jossey-Bass.

Brown, L. (2015, September 6). Ditching the desk opens doors to new teaching methods. Retrieved October 1, 2016, from https://www.thestar.com/yourtoronto/education/2015/09/06/ditching- the-desk-opens-doors-to-new-teaching-methods.html

Bruffee, K. A. (1995). Sharing our toys: Cooperative learning versus collaborative learning. Change: The Magazine of Higher Learning, 27(1), 12-18.

Buskist, W., & Groccia, J. (2011). Evidence-based teaching: Now and in the future. New Directions for Teaching and Learning, (128), 105-111.

Canadian Interprofessional Health Collaborative. (2010). A national interprofessional competency framework. Vancouver, BC: Her Majesty the Queen in right of Canada. Retrieved from http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf

Cooperstein, S.E., & Kocevar-Weidinger E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32, 141-148.

Cranton, P. (1994). Understanding and promoting transformative learning: a guide for educators of adults. San Francisco, CA: Jossey-Bass Publishers Inc.

DeLong, T., (2011). Three questions for effective feedback. In Harvard Business Review. Retrieved from https://hbr.org/2011/08/three-questions-for-effective-feedback.

Dirkx, J. M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123-139.

Efland, A.D. (2002). Art and cognition: Integrating the visual arts in the curriculum. NY: Teachers College Press.

Eisner, E. W. (2002). What can education learn from the arts about the practice of education? Journal of Curriculum and Supervision, 18, 4-16.

Finlay, L. (2008). Reflecting on “reflective practice”. Practice-based Professional Learning Centre, (1-27). Freire, P. (1990). Pedagogy of the oppressed. New York: NY: Continuum. (Original work

published 1970).

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London, UK: Pearson.

Gardiner, L. (1998). Why we must change: The research evidence. The NEA Higher Education Journal, 71- 88.

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Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Education Quarterly, 42(3), 136-148.

Gross Davis, B. (2009). Tools for teaching. Chapter: Diversity and Inclusion in the Classroom. Wiley.com.

Hase, S. & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT.http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm retrieved from https://heutagogycop.wordpress.com/history-of-heutagogy.

Hernandez-Gantes, V. (2009). Teaching Adult Learners in Online Career and Technical Education.

International Journal of Web-Based Learning and Teaching Technologies, 4(4).

Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative. Retrieved fromwww.aacn.nche.edu/educationresources/ipecreport.pdf

Jarvis, P. (2010). Adult education and lifelong learning; Theory and practice (4th ed.). Axon, UK: Routledge.

Kamii, C., Lewis, B. A., & Kirkland, L. (2001). Manipulatives: When are they useful? Journal of Mathematical Behavior, 20(1), 21-31.

Killian, S. (2015). Presenting: Top 10 evidence-based teaching strategies. Retrieved from

http://www.evidencebasedteaching.org.au/presenting-top-10-evidence-based-teaching-strategies- on-slideshare/

Kitchenham, A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104-123.

Knowles M. (1984). The adult learner: A neglected species (3rd Ed.). Houston, TX: Gulf Publishing. Knowles, M.S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York,

NY: New York Association Press.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice- Hall, Inc., Englewood Cliffs. New Jersey.

Levy, F. J. (1995). Dance and other expressive art therapies: When words are not enough. London: Routledge.

Lawrence, R.L. (2005). Knowledge construction as contested terrain: Adult learning through artistic expression. New Directions for Adult and Continuing Education, 107, 3-11.

Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C.,…Sinclair, L. (2006). Interprofessional education: The student perspective. Journal of Interprofessional Care, 20, 246- 253.page12image1824735376page12image1824735664page12image1824735952page12image1824736240page12image1824736528

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Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

McNeil, N., & Jarvin, L. (2007). When theories don’t add up: Disentangling the manipulatives debate. – Theory into Practice, 46(4), 309-316.

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Mezirow, J. (2009). An overview on transformative learning. In Illeris, K. (Ed.). Contemporary theories of learning: learning theorists… in their own words. (pp. 90-105). Routledge.

Munduate, L., & Bennebroek Gravenhorst, K. M. (2003). Power dynamics and organizational change: An introduction. Applied Psychology: An International Review, 52(1), 1-13.

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