Flipping the Flip
Educational Leadership Volume 71, Number 8, ISSN 0013-1784
Educators know that students learn better when their teacher considers carefully how young people learn best. Yet, when administrators plan professional development for teachers, the author claims, they often forget to consider how teachers learn best. As principal of a private K-8 school, Scott arranges professional learning for her teachers in a way that honors adult learning styles. Just as many educators are now "flipping the classroom," Scott's school flips professional development. Teachers first do much of the learning individually at their own pace--by reading articles and watching videos Scott collects that center on the content they are to learn--and then meet together to strengthen that learning. By describing two recent professional development sessions for her teachers, Scott shows this flipped professional learning in action.
Scott, P.G. (2014). Flipping the Flip. Educational Leadership, 71(8), 73-75.
Cited ByView References & Citations Map
Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course
Wenlong Zhu & Wenjing Xie, Qingdao University of Technology, Qingdao, China
International Journal of Distance Education Technologies Vol. 16, No. 1 (January 2018) pp. 45–55
Flipping the Classroom Effectively: Evaluation Results from a Course at The University of Queensland
Pedro Isaias, Institute for Teaching and Learning Innovation (ITaLI), The University of Queensland, Australia; Blake McKimmie, School of Psychology, Faculty of Health and Behavioural Sciences, The University of Queensland, Australia; Aneesha Bakharia & John Zornig, UQx, Institute for Teaching and Learning Innovation (ITaLI), The University of Queensland, Australia
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1864–1873
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