Digital Culture, Games and Education
This paper
will be looking at the concept of ‘flipped learning’ in the K-12 educational
sector. I will draw from personal experience, anecdotal material and current
research material to place this pedagogical approach in the context of current teaching
methods and methodology. The concept
behind flipped learning has developed more credence as increasing pressures make
educators feel ever demanding work pressures and requirements. Curriculum demands, standardised testing
policies and systemic pressures all are constant in an educator’s awareness of
working with students. Flipped learning has been seen as a constructive tool
that can allow teachers to reconnect with their learners in an ever more
pressurised environment.
“teachers found that the technique allowed them to spend more time with students one on-one and to provide just-in-time intervention when students needed it.” (Ash, 2012, p. 8) See accompanying article for full content |
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