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Flipping for Flexibility: Tools for Differentiating Instruction within the Flipped Environment
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, , , , , James Madison University, United States

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

Abstract

An increasing number of classrooms are moving to the Flipped model of instruction (Bergmann & Sams, 2012). According to survey data collected by the Flipped Learning Network and Sophia Learning, fewer than half of surveyed teachers had flipped a lesson during the 2011-12 school year. In 2014, that number jumped to 78 percent (Devaney, 2014). As more and more teachers embrace the Flipped model, attention is now turning to the quality of instruction offered within that model. Used strategically, flipped learning provides opportunities to teach flexibly and respond more proactively to the diverse learning needs present in today’s classrooms. Teachers using the Flipped model must now turn their attention to improving the quality of classroom community, formative assessment, task authenticity, and responsive instruction – both at home and at school – in order to fully capitalize on the rich opportunities for differentiating instruction available in a flipped environment.

Citation

Carbaugh, E., Doubet, K., Slykhuis, D., Purcell, S. & Clemens, R. (2015). Flipping for Flexibility: Tools for Differentiating Instruction within the Flipped Environment. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1588-1591). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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