Ensure personalized student learning with this breakthrough approach to the Flipped Classroom! In the flipped classroom, students need to do more than simply re-watch a video to learn effectively. This groundbreaking guide helps you identify and address diverse student needs within the flipped classroom environment. You will find practical, standards-aligned solutions to help you design and implement carefully planned at-home and at-school learning experiences, all while checking for individual student understanding. Learn to differentiate learning for all students with structured, research-based best practices to help you:  •  Integrate Flipped Learning and Differentiated Instruction  • Use technology as a meaningful learning tool  • Implement flexible planning and grouping  • Proactively use ongoing formative assessments  • Adjust instruction to support, challenge, and motivate diverse learners  • Manage the Differentiated Flipped classroom Includes practical examples and a resource-rich appendix. Make your flipped classroom a true place of learning with this go-to guide! “The expectations for teaching in today‘s world are steadily increasing. Students expect their teachers to use technology in instruction. Parents and administrators expect teachers to differentiate instruction to reach every student. In this book you will learn how both models can work in concert. Even more importantly you will learn many practical strategies that will allow you to meaningfully differentiate your instruction while flipping your classroom, allowing you the greatest potential to reach all of your students.” —David A. Slykhuis, PhD, President of SITE (The Society for Information Technology and Teacher Education)

Managing the Differentiated Flipped Classroom

Managing the Differentiated Flipped Classroom

A Teacher in Action

Ms. Velazquez sat at her desk after school surveying her folders (electronic and manila) of “incoming work.” They had changed significantly since her implementation of several new interest-based strategies this quarter. It wasn’t an issue of more assignments; it was simply the added layer of dealing with different assignments. Students often completed different problems in class, responded to different discussion threads for homework, selected different RAFT strips for processing options, and so on. And in the case of this quarter’s Learning Menu, she wasn’t entirely sure where students were in their progress, since they worked on their menus at the completion of class work (which was at different times for different ...

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