Following The Advice By Abeysekera And Dawson (2015) (See

Teachers began flipping the classroom because they wanted more of the class time to be spent on the students asking questions. This source gives many examples you can do to flip a classroom. You can assign pre-readings; assign videos, interactive quizzes, power points, and online discussions. Teachers also provide a rubric with dates on them so the students know where they should be. This allows them to break large assignments up into smaller pieces. This puts a lot more responsibility on students, which can also relinquish the control from the

The concept of flipped classroom has been effective in indicating better results in turning around instruction and teaching in the classroom. The old approaches employed in disseminating teaching in K-12 schools have also proven to be less effective in promoting the realization of better learning experiences and

The flipped instruction method is therefore an ideal classroom for our type of students. It could also be beneficial

In executing flipped classroom, remembering and understanding as the most minimal levels of cognitive domain are honed outside the class hour (Krathwohl and Anderson, 2001). While in the classroom, the learners concentrated on higher types of intellectual work, including applying, analyzing, evaluating, and creating. With the flipped model, the lower levels are exhibited before class through recorded lectures and video. Readings, simulations, and different materials also give this foundational support for learning so that in-class time can be spent chipping away at higher levels of learning from application to evaluation. Actualizing flipped learning permits the students to invest more energy supporting higher-level learning tasks,

As a future educator in the middle classroom most teachers are interested in finding new ways to introduce future lessons. This article in AMLE starts off with an argument as to why you should use a flipped classroom. It offers insight such as that it “creates an active, vibrant classroom and enhance student learning. It requires students to complete lower levels of cognitive work outside the classroom and focus on the application, analysis, evolution, and creation in the class”.

Currently I have implanted a BYOD program at each school. I am encouraging expansion of this in order to support flipped classrooms. Flipping classrooms encourages students to come prepared to class. Assignments and materials are posted which introduces them to new topics prior to class. The United States Military Academy at West Point has been using this method of studying for years. In high school, this method of studying will help prepare students for

Even though there is little research, flipped classrooms may be sufficient in boosting student learning and increasing student engagement.

Every classroom is run a little different, but most teachers use the same ideas when it comes to classroom management. Margaret E. King-Sears and Kara A. Bonfils in November of 1999 write this study for teachers who are looking to implement a new teaching technique when it comes to classroom management with students that have learning disabilities. This approach is teaching self-management by using the instruction sequence called SPIN and a Curriculum-Based Assessment (CBA) monitoring process (King-Sears and Bonfils., 1999).

The online leaning is gaining widespread attention around the globe to help the student get knowledge. The flipped classroom has been one of the important methods for undergraduate student to do better in the class and get the course concepts better. The flipped classrooms help the students to be more active toward the solving problems in the class; it also help them to be more confidence about the course throughout the whole semester.

The methodology involved with this evaluation is predominately formative assessment, and is administered through a qualitative case study. The data collection will span approximately three months. Two of these months will be during the course, and the following month is used to schedule interviews with both the students and the instructor. While it is acknowledged that a month for the interviews is a large time frame, it is given as a curtsey to both the instructor and the students.

Students in classes are going through the nine SBI sessions and are encouraged to use the strategies they learned. Teachers in these classes are trained in a three-hour training session before SBI started. There will a weekly session at each school during which experimental group teachers recounted the problems and solutions of the previous week and went through the SBI lesson plan and materials to be used for the week. A researcher from the research team at the National Institute of Education sat in every SBI session, video-taped the session, and talked to the teacher briefly after each session about its implementation. Meanwhile, teachers in control classes followed exactly the same curriculum and textbook. Instead of receiving SBI materials

In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find

The instructional setting takes place in a small charter school in a rural community. A majority of the student population is at or close to poverty level. Numerous students choose this school for its non-conventional way of teaching and because the students have a considerable say in their education.

The methodology used for this study is lesson study research which is a from of action research. Lesson study research methodology is classroom based, collaborative and professional learning originating from Japan. It is a ‘systematic investigation of classroom pedagogy conducted collectively by a group of teachers rather than by individuals, with the aim of improving the quality of teaching and learning’ (Tsui and Law 2007, p. 1294). Typically, a lesson study will involve small groups of teachers collaboratively planning a ‘research lesson’ which one teaches while other members of the team observe with a focus on the learning and participation of selected case pupils (Dudley 2013). The lesson is then evaluated and revised for further teaching to other groups (Hiebert and Stigler 2000). The process of lesson study research begins with teachers collaboratively identifying a learning barrier or a challenge that is present in their classroom. Teachers will then respond to this by planning and evaluating a research designed lesson. One person will firstly teach the lesson whilst the other observes the pupil’s learning and how the learning barrier is being addressed.