A Flipped Classroom Professional Development Initiative of Mathematizing Reading Instruction for Primary and Elementary Grade Mathematics Teachers
PROCEEDINGS
Jackie HeeYoung Kim, Anne Katz, Joshua Lambert, Tricia Brown, Armstrong Atlantic State University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
This presentation will discuss an initiative designed to equip primary and elementary grade educators with information and research-based practices to facilitate development of teachers’ repertoire of writing instructional strategies and deepen their math content knowledge through a flipped classroom model. The presentation will define and describe the Flipped Learning model, briefly note its historical foundations and address common misconceptions. We discuss learning theories that underlie the model and describe current, although limited, empirical research findings. We also describe concerns that have been raised while we developed the flipped learning model.
Citation
Kim, J.H., Katz, A., Lambert, J. & Brown, T. (2014). A Flipped Classroom Professional Development Initiative of Mathematizing Reading Instruction for Primary and Elementary Grade Mathematics Teachers. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1916-1919). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from https://www.learntechlib.org/primary/p/131065/.
© 2014 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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