scholarly journals Flipping The Classroom: Turning An Instructional Methods Course Upside Down

2015 ◽  
Vol 12 (4) ◽  
pp. 241-248 ◽  
Author(s):  
Diane B. Marks
Keyword(s):  
Best Practices ◽  
Teaching Methods ◽  
Curriculum Design ◽  
Information Society ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
New Technologies ◽  
Instructional Methods ◽  
Learning Objectives ◽  
Methods Course

Higher education and teacher education in particular are entering a time of transformation.  With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods.  This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course.  Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.

Teaching Strategies and Tactics in K-12 Blended Education

2016 ◽  
pp. 222-251
Author(s):  
Anne Katz ◽  
Jackie Hee-Young Kim
Keyword(s):  
Early Childhood ◽  
School District ◽  
Best Practices ◽  
Student Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Instructional Methods ◽  
New Paradigm ◽  
K 12 ◽  
Educational Field

With a mission of creating a new paradigm of instructional methods to increase engagement in student learning in order to help develop more resilient students in a high-needs school district, this study examined implementation of the flipped classroom model in an early childhood and childhood education setting. This chapter will start by locating challenges in the current K-12 educational field. It will then examine how flipped classroom model approaches will simultaneously help educators meet long-standing challenges and support teachers to meet the diverse needs of students. This chapter will further discuss a pedagogical rationale for the flipped classroom model. It will then proceed to showcase best practices in utilizing the Flipped Classroom (FC) Model through the presentation of multiple teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the Flipped Classroom model.

scholarly journals A Survey Of Best Practices And Key Learning Objectives For Successful Secondary School STEM Academy Settings

2016 ◽  
Vol 10 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Paul Kasza ◽  
Timothy F. Slater
Keyword(s):  
United States ◽  
Best Practices ◽  
Community Involvement ◽  
Curriculum Design ◽  
Time Management ◽  
The United States ◽  
Learning Objectives ◽  
Student Collaboration ◽  
Engineering Design Process ◽  
Student Cohorts

Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States.  Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States.  This research addresses two overarching questions, a) what are the best practices of STEM Academies, and b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies.  Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management. 

Teaching Strategies and Tactics in K-12 Blended Education

2017 ◽  
pp. 156-184 ◽  
Author(s):  
Anne Katz ◽  
Jackie Hee-Young Kim
Keyword(s):  
Early Childhood ◽  
School District ◽  
Best Practices ◽  
Student Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Instructional Methods ◽  
New Paradigm ◽  
K 12 ◽  
Educational Field

With a mission of creating a new paradigm of instructional methods to increase engagement in student learning in order to help develop more resilient students in a high-needs school district, this study examined implementation of the flipped classroom model in an early childhood and childhood education setting. This chapter will start by locating challenges in the current K-12 educational field. It will then examine how flipped classroom model approaches will simultaneously help educators meet long-standing challenges and support teachers to meet the diverse needs of students. This chapter will further discuss a pedagogical rationale for the flipped classroom model. It will then proceed to showcase best practices in utilizing the Flipped Classroom (FC) Model through the presentation of multiple teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the Flipped Classroom model.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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