You are here:

Using Flipped Instruction to Proactively Meet the Needs of Students
PROCEEDING

, , , , , James Madison University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A flipped instructional model can be used to engage students in a more flexible in-class learning experience, both in K-12 classrooms and in the university setting. The flexibility afforded through flipped instruction is also a foundation of a differentiated classroom. This paper will explore common characteristics of both models, illustrating how teachers can 1) promote active learning and task investment, and 2) proactively attend to the diverse learning needs of students – both in class and out. Of particular emphasis will be strategies for capitalizing on the flexibility provided by the flipped model in order to improve student learning, how to evaluate the effectiveness of flipped, differentiated learning experiences, and how to apply new technologies to promote student learning.

Citation

Doubet, K., Carbaugh, E., Slykhuis, D., Clemens, R. & Purcell, S. (2016). Using Flipped Instruction to Proactively Meet the Needs of Students. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1991-1994). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References