Refining a flipped classroom model in a content area literacy course: determining modification through reflection

2015 ◽  
Vol 3 (4) ◽  
pp. 249
Author(s):  
Jamie Colwell ◽  
Amy C. Hutchison
Keyword(s):  
Flipped Classroom ◽  
Content Area Literacy ◽  
Content Area ◽  
Literacy Course

Preparing Preservice Teachers to Thread Literacy across the Curriculum with Blogging and Digital Storytelling

2014 ◽  
pp. 178-189
Author(s):  
Pamela M. Sullivan ◽  
Natalie Gainer
Keyword(s):  
Preservice Teachers ◽  
Digital Storytelling ◽  
Content Area Literacy ◽  
Lessons Learned ◽  
Content Area ◽  
Theoretical Rationale ◽  
Technological Tools ◽  
Literacy Course ◽  
Literacy Across The Curriculum

This chapter describes a case study integrating technological tools, digital storytelling, and blogging into a content-area literacy course for preservice teachers. The theoretical rationale and models are discussed, and the steps in planning for integration are outlined. Examples and resources are provided as well as a discussion of lessons learned during and after the integration.

Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

2019 ◽  
Vol 17 (1) ◽  
pp. 78-99
Author(s):  
Hatice Sancar Tokmak ◽  
Ilker Yakin ◽  
Berrin Dogusoy
Keyword(s):  
Product Quality ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Flipped Classroom ◽  
Digital Storytelling ◽  
English Education ◽  
Structured Interview ◽  
Demographic Questionnaire ◽  
Literacy Course

The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process.

Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

2012 ◽  
Vol 40 (3) ◽  
pp. 198-229 ◽  
Author(s):  
Anne-Lise Halvorsen ◽  
Nell K. Duke ◽  
Kristy A. Brugar ◽  
Meghan K. Block ◽  
Stephanie L. Strachan ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Social Studies ◽  
Content Area Literacy ◽  
Content Area ◽  
Second Grade
Sign in / Sign up

Export Citation Format

Share Document