@flipdiff #flipdiff differenang the flipped classroom: a...
TRANSCRIPT
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Differen.a.ngtheFlippedClassroom:AFlexibleApproach
toEngagingStudentsEricM.Carbaugh,[email protected]
Presenta.onDesignedWithCo-AuthorKris.naJ.Doubet,PhD-
DepartmentofMiddle,Secondary,andMathEduca.onJamesMadisonUniversity–Harrisonburg,VA
@flipdiff#flipdiff
SessionOverviewl Aflippedinstruc.onalmodelallowsteachers,throughtechnology,toproac.velyrespondtodiversestudentneeds.Byrecordinglecturesforstudentstoviewathome,teacherscandedicateclasstofacilita.ngsmallgroup/individualac.vi.es,monitoringstudentprogress,andprovidingappropriatefeedback.Properlydesigned,aflippedclassroomcaneffec.velysupportdifferen.a.on.Todaywewill:l Inves.gatebestprac.cesfordigitallearningl Exploretheflexibilityprovidedbydigitallearningbothathomeandatschool
l Evaluatetoolsforflippingbaseduponinstruc(onalpurpose.
PlickersPre-AssessmentOurAgendal FramingQues.ons
l Quali.esofDifferen.a.onandFlipping
l ClassroomCommunity
l Forma.veAssessment
l Differen.a.onBasedonReadiness
l Differen.a.onBasedonInterest
l Pu^ngitAllTogether:TheFLPTemplate
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Today’sMeetChat:ShareYour“Take-Aways”l Peopletotheledofcenter(yourled):
l Peopletotherightofcenter(yourright):
l Aderyouscrollthroughsomeoftheideasshared,chatwithyourtableandtryandsummarizeyourthinking.
PushingPauseisNoLongerEnoughl TheFlippedLearningNetworkhasar.culated11indicatorswhicheducatorscanusetoself-assesstheirflippedlearningeffortsorprogress.Theseindicatorsincludemarkerssuchas:l Iprovidestudentswithdifferentwaystolearncontentanddemonstratemastery
l Ipriori(zeconceptsusedindirectinstruc(onforlearnerstoaccessontheirown
l Iconductongoingforma(veassessmentsduringclass(methroughobserva(onandbyrecordingdatatoinformfutureinstruc(on(Yarbro,Arfstrom,McKnight,&McKnight,2014).
OurFramingQues.ons:l Howcantechnologyassistinaddressingstudentdifferences?
l Howcanteachersharnessthepoten.aloftechnologytomeetthesediverseneeds?
l Takeafewminutesto:1. Considerpossibleideastotheseques.ons2. Generateyourownpersonalques.onsyouwouldliketohaveaddressed
today
OurGuidingPrinciplel Manyofthetoolsreferencedtodaycanhelpfacilitatedifferen.a.onbothathomeandatschool.
l Ifwearetrulyembracingthefullpoten.aloftheFlippedclassroom,wemustconsidermethodstodifferen.ateforstudentsbothathomeandatschool.
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Pu#ngitinAc+on:AtHome
Image:hop://printhut.co.uk
l Askingstudentstorewindandrewatchisnotenoughtoensureac.veprocessing,orafocusonintendedlearningoutcomes.
l Requirestudentstodemonstrateevidenceofinterac.ngwiththevideo.
l Whenpossible,includeopportuni.esforpeerinterac.onwhenini.allyprocessingcontent.
l U.lizebothprintandonlinesources.l GraphicOrganizersl JournalPrompts
Pu#ngitinAc+on:AtSchool
Image:hop://printhut.co.uk
• Ac.vi.esshouldrespondtoorextendat-homelearning.
• Grouping/Meaningfulinterac.onswithpeersortheteachershouldbeincluded.
• Whatisproducedduringtask(s)?Isitdifferen.ated?
• Forma.veassessmentsshouldbeincludedearlyinlessonstocheckforunderstandingaboutwhatwaslearnedat-home,aswellasduring/attheendofclass.
TheDifferen.ated
FlippedClassroom
TechnologyasaTOOL
topromote…
ClassroomCommunity
SocialProcessing
Ac.veProcessing
Forma.veAssessment
Proac.veResponseToStudentNeeds
(Readiness/Interest)
FlexibleGroupingAtH
ome
AtSchool
FlippedResources:Crea.onToolsComputer-Based
l www.screencast-o-ma.c.coml Screencas.fy(GoogleChrome)
l Jingl OfficeMix(PC) PublishingTools
l www.youtube.coml www.teachertube.coml MostLMSs(Schoology)
Appsl Doceril showmel Periscopel iMoviel educrea.ons
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iMovieTrailerTeacherUse
l Useacombina.onofvideosandtexttouseasasummary,ahook,oratransi.oninalessonorunit
StudentUsel Students–individuallyoringroups–createandcombinevideosandtexttodemonstratemasteryoflearninggoalsinasuccinctformat
hops://www.youtube.com/watch?v=F_VZqH008WY&feature=youtu.be Ready-MadeandPersonalizedVideos
Ready-MadeThesevideosarereadyforyoutoprovidetoyourstudentssimplybysharingthelinks(ordownloadedifinternetaccessisaproblem).
l www.khanacademy.com
l www.teachertube.com
l www.youtube/edu
l iTunesU
l www.Learnzillion.com
Personaliza.onHowever,itisimportantthatready-madevideosselectedforflippingalignwithyourdesiredlearningoutcomes.
Onewaytobeoeralignvideosisthroughcontentpersonaliza.on,addingimages,text,andques.onsintothevideos.
l www.playposit.com(formerlyeducanon)
l www.zap.on.com
l Ed.ted.com
TheDifferen.ated
FlippedClassroom
TechnologyasaTOOL
topromote…
ClassroomCommunity
SocialProcessing
Ac.veProcessing
Forma.veAssessment
Proac.veResponseToStudentNeeds
(Readiness/Interest)
FlexibleGroupingAtH
ome
AtSchool
LogforStudentBlog-PostInterac.ons
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.22
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Collabora.oninanOnlineEnvironmentl AstudyatCornellfoundthatstudentswhowererequiredtointeractinalanguage-learninggame(versusstudentswhohadtheop.ontocollaborate)spentmore.mecommunica.ngwithotherplayersandconsequen.allylearnedmorewords(inthiscase,Japanese).
l Culbertson,G.,Anderson,E,White,W.,Zhang,D.,&Jung,M.(2016).Crystallize:AnImmersive,Collabora(veGameforSecondLanguageLearning.Proceedingsofthe19thACMConferenceonComputer-SupportedCoopera.veWork&SocialCompu.ng.Pages636-647.
Promo.ngClassroomCommunityandaGrowthMindsetl Teachersmustempathizewiththeirstudentsandmakeeveryefforttodevelopcaringrela.onships—teacher-to-studentandstudent-to-student—withintheclassroom(Sousa&Tomlinson,2011).
l Teachersshouldseektofosterposi.veinterac.onswithstudentsandbetweenstudents,thusraisingthefrontallobe’sabilitytosupportmemory(Sousa&Tomlinson,2011).
l Afindingfromthe2012ProgramforInterna.onalStudentAssessment(PISA)citesevidencetosupportthevalueofself-efficacy(growthmindset):“Prac.ceandhardworkgoalongwaytowardsdevelopingeachstudent’spoten.al,butstudentscanonlyachieveatthehighestlevelswhentheybelievethattheyareincontroloftheirsuccessandthattheyarecapableofachievingathighlevels”(Organisa.onforEconomicCo-opera.onandDevelopment2012,p.21).
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.
Promo.ngClassroomCommunityandaGrowthMindsetFamousFailuresVideo:hops://www.youtube.com/watch?v=dT4Fu-XDygw
Aderwatching,teacherscanaskstudentstoconsider:“…a.mewhenyoufailedatsomethingini.ally,butthenwitheffortbecamemoresuccessful.Ifyoucan’tthinkofa.me,picturesomethingthatyouarestrugglingwithnow.Whatstepsmightyouneedtotaketobecomemoresuccessful?”
FollowupTaskStudentsworkindividuallyorinsmallgroupstocreatetheirown“famousfailures”videosfilledwithpersonalexamples.
TheImportanceofMindsetl Mindsetisthemostimpac{ulonstudentswhenteachers“walkthewalk.”Saiddifferently,teachersmustspeakandactastheybelieve.
l Considerhowyoumightusesomeoftheseresourceswithyourteacherstohelpthemcometoviewalltheirstudentsascapablelearnersandactaccordingly.
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ClassroomCommunityl GoogleFormsareanexcellentwaytocommunicatewithyourstudents
l GoogleFormsdifferfromGoogleDocsinthattheyofferaconfiden.alwaytoshareinforma.on.
l Googleformsarecreatedasandfunc.onmuchlikeanonlinesurvey.
l Asyouwatchthefollowingclip,thinkaboutl Theprosandconsofthisapproachl Howyouwouldencouragetheuse/adap.onofthisinyourschool
OtherFlippedResources:Interac.onTools
l www.kidblog.coml www.livejournal.coml www.todaysmeet.coml Backchannelchat
Thesetoolscanalsobeusedas“Flipped”PDtoolstoencourageteacher-
teacherorteacher-admincommunica.onand
reflec.on.
Polleverywherel WhyisCommunitysoimportantinanonlinelearningenvironment?
TheDifferen.ated
FlippedClassroom
TechnologyasaTOOL
topromote…
ClassroomCommunity
SocialProcessing
Ac.veProcessing
Forma.veAssessment
Proac.veResponseToStudentNeeds
(Readiness/Interest)
FlexibleGrouping
AtHom
e
AtSchool
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Forma.veAssessmentl Encourageteacherstobeproac(veindiscoveringstudents’learningneedsandinplanningtoaddressthoseneeds.
l Thisiswherethetypicalapproachtotheflippedclassroommodelmayfallshortintermsofdifferen.a.on,andintermsofteachers’abilitytomanagemee.ngavarietyofneedsinannontradi.onalse^ng;flippedclassroomsodenoperateonastrictlyreac.onarybasis,whichcanleadmanyteacherstofeelthinlyspread.
l Forma.veAssessmentdatacanbecollectedbothathomeandatschool;ineithercase,itrequiresproac.veplanning(T)andac.veprocessing(ss)
SourceReliabilityAt-HomeGraphicOrganizer
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.29.
InaFlippedModel,EntranceQues.onsmayreplaceExitQues.onsName 3 narrative techniques a writer can use to show what a character is like (pull from those discussed in last night’s video). Use 2 of these techniques to briefly describe yourself List 1 technique you hope the teacher will discuss in more detail in today’s class.
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.30.
ORTeachersMayUseaCombina.onofBoth
AtHome
AtSchool
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.27.
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Forma.veAssessmentTools
l www.socra.ve.coml www.polleverywhere.coml www.forma.ve.orgl flipgrid.coml padlet.coml Kahoot.itl Quizlet.coml Nearpod.coml Plickers.coml SmartNotebookl GoogleForms,Blogs,backchannels(see“Interac.onTools”slide)
Usethesetools–andotherslikethem–tocheckforunderstandingduringandaderaflippedlesson.Evenwhile“at
home,”studentscanalerttheirteacherstotheirmisconcep.onsandques.ons.
Inaddi.on,manyofthecontentpersonaliza.ontoolsdiscussedallowyoutoembedvariousquizzesanddiscussion
prompts.
Forma.veAssessmentPauseforamomentandconsiderthefollowingques+on:
hop://padlet.com/carbauem1/VASCDSW
l Whatisonebenefitofforma.veassessmentfortheteacherorthestudent?
l ScantheQRcodetotherighttobringupourPadletpageonyourphone.
l Typeinabriefresponsetotheques.on.
TheDifferen.ated
FlippedClassroom
TechnologyasaTOOL
topromote…
ClassroomCommunity
SocialProcessing
Ac.veProcessing
Forma.veAssessment
Proac.veResponseToStudentNeeds
(Readiness/Interest)
FlexibleGrouping
AtHom
e
AtSchool
Differen.a.onBasedonReadiness
l “Yourstudentsarewellawareoftheworldbeyondtheclassroom,andtheroleplayedbytheirschoolinginpreparingforthefuture.Studentsvaluebeinghelpedtoachieveindependenceandautonomy,andappreciateteacherswhocanconnectthenewwiththefamiliar,canconveycomplexno.onsinsimpleterms,whoac(velyrecognizethatstudentslearnatdifferentrates,andneedvaryinglevelsofguidance,feedback,andinstruc(on”(Ha^e&Yates,2014,p.31,emphasisadded).
l Atitscore,readiness-baseddifferen.a.onisaboutmovingstudentsforwardfromtheirindividualstar.ng“zones”toachieve+1growthinlearning(Ha^e,2012).
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UseForma.veAssessmenttoAdjustInstruc.onl “GroupHuddles”forsmallgroupsofstudentswhoneedextrasupportorchallenge
l Graduatedlevelsofques.ons,resources,organizers,etc.forat-schoolprocessing
l Interest-basedprocessingprompts(athome)
ReadinessBasedQues.onsandPromptsl Though{ulplanningandimplementa.onofclassroomques.oningandpromp.ngcan…raisethelevelsofpar.cipa.onandachievementamongallstudents(Marzanoetal.,2001).
l Toaddressthevariousreadinessneedsofstudents,teachersofadifferen.atedflippedclassroomshouldemployeffec+veques+oningandpromp+ngstrategiesbothathomeandinschoolthatengagedifferentcogni+velevels.OneframeworktohelpteachersconceptualizethisprocessbasedonWebb’sDepthofKnowledgeLevels(Webb,2002).
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.
MiddleSchoolMath:YellowGroup
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.42
MiddleSchoolMath:BlueGroup
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.42
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TieringtheText
FromCarbaugh&Doubet(2016).TheDifferen*atedFlippedClassroom:APrac*calGuidetoDigitalLearning.Corwin.
CompleteTheFollowingGraphicOrganizerWithAPartner
Flipping/Differen+a+ngTool WhyandHowIMightUseIt(Specifically)
Forma.veAssessmentTool(s):
Community/MindsetTool(s):
ReadinessTool(s)/Strategies:
Flipping/Differen+a+ngTool WhyandHowIMightUseIt(Specifically)
PadletAnotherForma.veAssessmentTool:________________________
UsePadletasaformativeassessmentwhenstudentsenterclassafterviewingavideoonplatetectonicsfromthenightbefore.I’llusethistodeterminehowmuchIneedtoreviewandto;inalizemygroupingsfortheday.Newtool-HowUsed:
ToolsforCommunity/Mindset(Kidblog,Livejournal,TodaysMeet,etc.)
Uses(Thinkabouthowyoucanuseoneormoreofthesetoolstohelpstudentsinteractwithoneanotherandfosteragrowthmindset):
ToolsorStrategiesforReadiness(Graphicorganizers,.eredques.ons,.eredresources,etc.)
Howmightyouprovidedifferent“levels”oftasksorresourcestostudents?
CompleteTheFollowingGraphicOrganizerWithAPartner
TheDifferen.ated
FlippedClassroom
TechnologyasaTOOL
topromote…
ClassroomCommunity
SocialProcessing
Ac.veProcessing
Forma.veAssessment
Proac.veResponseToStudentNeeds
(Readiness/Interest)
FlexibleGrouping
AtHom
e
AtSchool
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Differen.a.onBasedonInterestl “Ge^ngstudentstospendmore.mestudyingorlearningcanbeatallorder,especiallywhenfacedwithatopicthattheydonotseemuchneedforknowing.Thus,unlessastudentisintrinsicallymo.vatedtoexplorethelessonmaterial,itwillbeanuphillbaolefortheteachertogetthemtodosowithoutsupervision.Putsimplyandinthecontextoftheflippedclassroom,simplyforcingstudentstoviewalessonathomebeforealessoninclass,orrewardingthosewhodo,justwon’twork”(Lam,2014).
l Bothbrainresearch(e.g.,Jensen,2005;Willis,2007)andeduca.onalresearch(e.g.,Bransford,etal,2000)revealthatstudentsperformbeoerwhentheyseesomeconnec(onbetweenthecontentandthemselvesand/ortheworldaroundthem.
Interest-BasedPrompts:AtHome
l Researchhasshownthatappealingtostudentinterest–eveninsmallways-canincreasestudentinvestmentandachievement(Walkington,2013).Considerthefollowingexamplel CCSS.MATH.CONTENT.6.SP.B.5.CGivingquan.ta.vemeasuresofcenter(medianand/ormean)andvariability(interquar.lerangeand/ormeanabsolutedevia.on),aswellasdescribinganyoverallpaoernandanystrikingdevia.onsfromtheoverallpaoernwithreferencetothecontextinwhichthedataweregathered.
l Studentscanselectoneofthefollowingop.onsontorespondtoaderviewingthisvideofromKhanAcademy:hops://www.khanacademy.org/math/probability/descrip.ve-sta.s.cs/central_tendency/v/mean-median-and-mode?v=k3aKKasOmIw
Walkington,C.A.(2013).Usingadap(velearningtechnologiestopersonalizeinstruc(on:Theimpactofrelevantcontextsonperformanceandlearningoutcomes.JournalofEduca(onalPsychology,105(4):932-945
Interest ProblemText
TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthattheyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8• Whatisaverageofthesetnumbers?• Whatisthemedianofthesetofnumbers?• Createa“;ive-numbersummary”ofthedataanddisplayitinboxplotformat• Whatpatternsdoyouseeinthedata?
VideoGames
Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhourstheyspendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8[samequestionsastraditionalproblem]
SocialMedia
AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdatestheyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8[samequestionsastraditionalproblem]
Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenext;ivegames,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow
representeachplayer’stotalamountoffoulsovera;ive-gameperiod.
5,4,2,10,6,14,8,5,1,8[samequestionsastraditionalproblem]
Adjus+ngAlgebraProblemstoAppealtoStudentInterest
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.63
TriMindHistoryPrompts:AtHomeorAtSchool
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen*atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
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LearningMenus–HowtheyWorkl Learningmenusoutlineavarietyofinstruc.onalop.onstargetedtowardimportantlearninggoals.
l Studentsareabletoselectthechoiceswhichmostappealtothem.
l Theteacherdirectsthemenuprocess,butthestudentisgivencontroloverhis/herchoiceofop.ons,orderofcomple.on,etc.
l NOTE:Idealforuseinclassasanchorac.vi.esforstudentstoworkoniftheyhavecompletedothertasksoriftheteacherisworkingwithasmallgroup
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.73
RAFTscanbeusedinthesamemanner,bothattheLessonLevel(GrammarRAFT…)
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.69.
…andattheUnitLevel,likethisScienceNaturalResourcesRAFT
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.125.
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PauseForReflec.on:AlongWithanElbowPartner,SelectOneOfTheFollowingPromptsToDiscuss
l Thinkofa.mewhenyouorateacheryouworkedwithadjustedinstruc.onorassessmentforstudentinterests.Whatworkedwell?Whatdidn’tworkwell?Whatnewideasmightyousharewithteachersadertoday?
l You’vebeenaskedbyacolleaguetoexplaininterest-baseddifferen.a.oninaflippedclassroom.Whatmightyoutellthem?Howdoesthisalignwithyourconcep.onspriortotoday’swork?
TheFLP
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.156
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.157
KahootQuiz
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BooomLine“Take-Away-s”l Letkidsinteractwithideasathome!Usetheresourcespresentedinthissessiontodoso.
l RequirestudentstoPROCESSathomeandtoreturntoclasswithevidenceofwhatthelearnedandwhatiss.llfuzzy(graphicorganizers,Sternbergprompts,discussionboardposts,etc.).
l Allow.meinclasstosynthesizestudentprocessing(perhapsdifferen.atedbasedonreadinessorinterest)andtakeittothenextlevel.
l Buildinstructurestoensureflexibilityandencouragecon.nuedprocessing(differen.atedbasedonreadinessorinterest).
l Alwaysemphasizethinkingandtransferalignedwithyourlearninggoalsandstandards.
TheDifferen.ated
FlippedClassroom
TechnologyasaTOOL
topromote…
ClassroomCommunity
SocialProcessing
Ac.veProcessing
Forma.veAssessment
Proac.veResponseToStudentNeeds
(Readiness/Interest)
FlexibleGrouping
AtHom
e
AtSchool
ToExploreAddi.onalIdeas:l hop://flippedclass.com/tools/
l hop://edtechteacher.org/tools/
@flipdiff
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Referencesl Bransford,J.D.,Brown,A.L.,andCocking,R.R.(Eds.)(2000).Howpeoplelearn:Brain,mind,experience,andschool.Washington,
D.C.:Na.onalAcademyPress.
l Carbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom:Aprac(calguidetodigitallearning.ThousandOaks,CA:CorwinPress.
l Ha^e,J.(2012).Visiblelearningforteachers:Maximizingimpactonlearning.NewYork:Routledge.
l Ha^e,J.,&Yates,G.(2014).Visiblelearningandthescienceofhowwelearn.ThousandOaks,CA:Corwin.
l Jensen,E.(2005).Teachingwiththebraininmind(2ndEdi(on).Alexandria,VA:ASCD.
l Lam,E.(2014).Whatistheroleofcontentinflippedclassrooms?Edudemic.Retrievedfromhop://www.edudemic.com/content-in-flipped-classrooms/?utm_source=hootsuite&utm_campaign=hootsuite
l Organisa.onforEconomicCo-opera.onandDevelopment(2012).PISA2012ResultsinFocus:What15-YearOldsKnowandWhatTheyCanDoWithWhatTheyKnow.Paris:OECD.
l Sousa,D.A.,&Tomlinson,C.A.(2011).Differen(a(onandthebrain:Howneurosciencesupportsthelearner-friendlyclassroom.Bloomington,IN:Solu.onTreePress.
l Walkington,C.A.(2013).Usingadap.velearningtechnologiestopersonalizeinstruc.on:Theimpactofrelevantcontextsonperformanceandlearningoutcomes.JournalofEduca(onalPsychology,105(4):932-945.
l Willis,J.(2007).Theneuroscienceofjoyfuleduca.on.Educa(onalLeadership,64.Retrievedfromhop://www.ascd.org/publica.ons/educa.onal-leadership/summer07/vol64/num09/The-Neuroscience-of-Joyful-Educa.on.aspx
l Yarbro,J.,Arfstrom,K.M.,McKnight,K.,&McKnight,P.(2014).ExtensionofareviewofFlippedLearning(literaturereview).Washington,DC:PearsonandtheFlippedLearningNetwork.Retrievedfromhop://researchnetwork.pearson.com/wp-content/uploads/613_A023_FlippedLearning_2014_JUNE_SinglePage_f.pdf