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)
[Page 98]We opened this book by sharing a research study in which some viewers failed to notice strange events (e.g., gorillas, umbrellas) occurring in the background of videos they were studying (Chabris & Simons, 1999). This brief portrait of the issue of attention—or nonattention—launched our investigation of how to better ensure that students focus on and make sense of instruction in a flipped environment—both at home and at school.
The take-way message is that up-front, purposeful instructional decisions are necessary to ensure that student learning is maximized. Teachers cannot assume that the mere presence of technology or the ability to pause videos wields enough pedagogical value to assure that students are actively processing teacher-created or assigned at-home direct instruction. Further, teachers cannot ...