differentiating the flipped classroom using digital tools€¦ · formative assessment tools l l...

DifferentiatingtheFlippedClassroomUsingDigitalTools

EricM.Carbaugh,PhD- [email protected],PhD- [email protected]

DepartmentofMiddle,Secondary,andMathEducationJamesMadisonUniversity– Harrisonburg,VA

@flipdiff #flipdiff

SessionOverviewl Aflippedinstructionalmodelallowsteachers,throughtechnology,toproactivelyrespondtodiversestudentneeds.Byrecordinglecturesforstudentstoviewathome,teacherscandedicateclasstofacilitatingsmallgroup/individualactivities,monitoringstudentprogress,andprovidingappropriatefeedback.Properlydesigned,aflippedclassroomcaneffectivelysupportdifferentiation.Participantswill:l Investigatebestpracticesfordigitallearningl Exploretheflexibilityprovidedbydigitallearningbothathomeandatschool

l Evaluatetoolsforflippingbaseduponinstructionalpurpose.

DigitalToolsPre-AssessmentAreyou…A. TechGuru

B. TechSavvy

C. TechNovice

D. Tech...What??

Text“KRISTINADOUB419”tothenumber37607

tojoin

Respondatwww.PollEv.com/kristinadoub419 or…

OurAgendal FramingQuestions

l QualitiesofDifferentiationandFlipping

l ClassroomCommunity

l FormativeAssessment

l DifferentiationBasedonReadiness

l DifferentiationBasedonInterest

l PuttingitAllTogether:TheFLPTemplate

WhatistheTake-AwayIdeafromthisVideo?lWecanincreasestudentattentiontolearninggoalswhileviewingcontentathomeifwe“cue”andpromptourstudentsproperly.

HOWEVER

lWecannotassumethatourstudentswillmasterthoselearninggoals;rather,wemustbeactive– andproactive– inhowwemonitorstudentlearning.

PushingPauseisNoLongerEnoughl TheFlippedLearningNetworkhasarticulated11indicatorswhicheducatorscanusetoself-assesstheirflippedlearningeffortsorprogress.Theseindicatorsincludemarkerssuchas:l Iprovidestudentswithdifferentwaystolearncontentanddemonstratemastery

l Iprioritizeconceptsusedindirectinstructionforlearnerstoaccessontheirown

l Iconductongoingformativeassessmentsduringclasstimethroughobservationandbyrecordingdatatoinformfutureinstruction(Yarbro,Arfstrom,McKnight,&McKnight,2014).

OurFramingQuestions:l Howcantechnologyassistinaddressingstudentdifferences?

l Howcanteachersharnessthepotentialoftechnologytomeetthesediverseneeds?

l Takeafewminutesto:1. Considerpossibleideastothesequestions2. Generateyourownpersonalquestionsyouwouldliketohaveaddressed

today

OurGuidingPrinciplelManyofthetoolsreferencedtodaycanhelpfacilitatedifferentiationbothathomeandatschool.

l IfwearetrulyembracingthefullpotentialoftheFlippedclassroom,wemustconsidermethodstodifferentiateforstudentsbothathomeandatschool.

TheDifferentiated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

ActiveProcessing

FormativeAssessment

ProactiveResponseToStudentNeeds

(Readiness/Interest)

FlexibleGrouping FlippedResources:CreationTools

Computer-Basedl www.screencast-o-matic.coml Screencastify (GoogleChrome)l Jingl OfficeMix(PC)

PublishingToolsl www.youtube.coml www.teachertube.coml MostLMSs(Schoology)

Appsl Doceril showmel Periscopel educreations

iMovieTrailerTeacherUse

lUseacombinationofvideosandtexttouseasasummary,ahook,oratransitioninalessonorunit

StudentUselStudents– individuallyoringroups– createandcombinevideosandtexttodemonstratemasteryoflearninggoalsinasuccinctformat

https://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

PersonalizationHowever,itisimportantthatready-madevideosselectedforflippingalignwithyourdesiredlearningoutcomes.

Onewaytobetteralignvideosisthroughcontentpersonalization,addingimages,text,andquestionsintothevideos.

l www.playposit.com (formerlyeducanon)

l www.zaption.com

l Ed.ted.com

TheDifferentiated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

ActiveProcessing

FormativeAssessment



FlexibleGrouping

LogforStudentBlog-PostInteractions

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.22

CollaborationinanOnlineEnvironmentl AstudyatCornellfoundthatstudentswhowererequiredtointeractinalanguage-learninggame(versusstudentswhohadtheoptiontocollaborate)spentmoretimecommunicatingwithotherplayersandconsequentiallylearnedmorewords(inthiscase,Japanese).

l Culbertson,G.,Anderson,E,White,W.,Zhang,D.,&Jung,M.(2016).Crystallize:AnImmersive,CollaborativeGameforSecondLanguageLearning.Proceedingsofthe19th ACMConferenceonComputer-SupportedCooperativeWork&SocialComputing.Pages636-647.

Low-Prep,Low-StakesCommunityBuilders

Kidblog Comments PromotingClassroomCommunityandaGrowthMindsetl Teachersmustempathizewiththeirstudentsandmakeeveryefforttodevelopcaringrelationships—teacher-to-studentandstudent-to-student— withintheclassroom(Sousa&Tomlinson,2011).

l Teachersshouldseektofosterpositiveinteractionswithstudentsandbetweenstudents,thusraisingthefrontallobe’sabilitytosupportmemory(Sousa&Tomlinson,2011).

l Afindingfromthe2012ProgramforInternationalStudentAssessment(PISA)citesevidencetosupportthevalueofself-efficacy(growthmindset):“Practiceandhardworkgoalongwaytowardsdevelopingeachstudent’spotential,butstudentscanonlyachieveatthehighestlevelswhentheybelievethattheyareincontroloftheirsuccessandthattheyarecapableofachievingathighlevels”(Organisation forEconomicCo-operationandDevelopment2012,p.21).

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.

PromotingClassroomCommunityandaGrowthMindsetFamousFailuresVideo:https://www.youtube.com/watch?v=dT4Fu-XDygw

Afterwatching,teacherscanaskstudentstoconsider:“…atimewhenyoufailedatsomethinginitially,butthenwitheffortbecamemoresuccessful.Ifyoucan’tthinkofatime,picturesomethingthatyouarestrugglingwithnow.Whatstepsmightyouneedtotaketobecomemoresuccessful?”

FollowupTaskStudentsworkindividuallyorinsmallgroupstocreatetheirown“famousfailures”videosfilledwithpersonalexamples.

FromtheCo-TaughtClassroomofMichaelO’Malley– FairfaxCountyPublicSchools

TheImportanceofMindsetlMindsetisthemostimpactfulonstudentswhenteachers“walkthewalk.”Saiddifferently,teachersmustspeakandactastheybelieve.

lConsiderhowyoumightusesomeoftheseresourceswithyourteacherstohelpthemcometoviewalltheirstudentsascapablelearnersandactaccordingly.

ClassroomCommunityl GoogleFormsareanexcellentwaytocommunicatewithyourstudents

l GoogleFormsdifferfromGoogleDocsinthattheyofferaconfidentialwaytoshareinformation.

l Googleformsarecreatedasandfunctionmuchlikeanonlinesurvey.

l Asyouwatchthefollowingclip,thinkaboutl Theprosandconsofthisapproachl Howyouwouldencouragetheuse/adaptionofthisinyourschool

FlippedResources:InteractionTools

lwww.kidblog.comlwww.livejournal.comlwww.todaysmeet.comlBackchannelchatlGoogleForms

Thesetoolscanalsobeusedas“Flipped”PDtoolstoencourageteacher-

teacherorteacher-admincommunicationand

reflection.

SocrativeFormativeAssessment

lGotoSocrative.com

l [Onphone,goto3-lineiconinthecorner.Thiswilltakeyoutoadrop-downmenu]

lSelectStudentLogin

lEntertheRoomNumber:897523

lEnteryouranswer

lSubmitanswer

TheDifferentiated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

ActiveProcessing

FormativeAssessment



FlexibleGrouping

FormativeAssessmentl Encourageteacherstobeproactive indiscoveringstudents’learningneedsandinplanningtoaddressthoseneeds.

l Thisiswherethetypicalapproachtotheflippedclassroommodelmayfallshortintermsofdifferentiation,andintermsofteachers’abilitytomanagemeetingavarietyofneedsinannontraditionalsetting;flippedclassroomsoftenoperateonastrictlyreactionarybasis,whichcanleadmanyteacherstofeelthinlyspread.

l FormativeAssessmentdatacanbecollectedbothathomeandatschool;ineithercase,itrequiresproactiveplanning(T)andactiveprocessing(ss)

PuttingitinAction:AtHome

Image:http://printhut.co.uk

l Askingstudentstorewindandrewatch isnotenoughtoensureactiveprocessing,orafocusonintendedlearningoutcomes.

l Requirestudentstodemonstrateevidenceofinteractingwiththevideo.

l Whenpossible,includeopportunitiesforpeerinteractionwheninitiallyprocessingcontent.

l Utilizebothprintandonlinesources.l GraphicOrganizersl JournalPrompts

SourceReliabilityAt-HomeGraphicOrganizer

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.29. PuttingitinAction:AtSchool

Image:http://printhut.co.uk

• Activitiesshouldrespondtoorextendat-homelearning.

• Grouping/Meaningfulinteractionswithpeersortheteachershouldbeincluded.

• Whatisproducedduringtask(s)?Isitdifferentiated?

• Formativeassessmentsshouldbeincludedearlyinlessonstocheckforunderstandingaboutwhatwaslearnedat-home,aswellasduring/attheendofclass.

InaFlippedModel,EntranceQuestionsmayreplaceExitQuestionsName 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).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.30.

ORTeachersMayUseaCombinationofBoth

AtHome

AtSchool


FormativeAssessmentTools

l www.socrative.coml www.polleverywhere.coml goformative.coml flipgrid.coml padlet.coml Kahoot.itl Quizlet.coml Nearpod.coml Plickers.coml SmartNotebookl GoogleForms,Blogs,backchannels(see“InteractionTools”slide)

Usethesetools– andotherslikethem–tocheckforunderstandingduringandafteraflippedlesson.Evenwhile“at

home,”studentscanalerttheirteacherstotheirmisconceptionsandquestions.

Inaddition,manyofthecontentpersonalizationtoolsdiscussedallowyoutoembedvariousquizzesanddiscussion

prompts.

GOFORMATIVEinACTION

FormativeAssessmentPauseforamomentandconsiderthefollowingquestion:

http://padlet.com/doubetkj/leaders2

l Whatisonebenefitofformativeassessmentfortheteacherorthestudent?

l ScantheQRcodetotherighttobringupourPadlet pageonyourphone.

l Typeinabriefresponsetothequestion.

©2016byDoubet&Hockett

SitestoresallyourPadlets

©2016byDoubet&Hockett

TheDifferentiated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

ActiveProcessing

FormativeAssessment



FlexibleGrouping DifferentiationBasedonReadiness

l “Yourstudentsarewellawareoftheworldbeyondtheclassroom,andtheroleplayedbytheirschoolinginpreparingforthefuture.Studentsvaluebeinghelpedtoachieveindependenceandautonomy,andappreciateteacherswhocanconnectthenewwiththefamiliar,canconveycomplexnotionsinsimpleterms,whoactivelyrecognizethatstudentslearnatdifferentrates,andneedvaryinglevelsofguidance,feedback,andinstruction”(Hattie&Yates,2014,p.31,emphasisadded).

l Atitscore,readiness-baseddifferentiationisaboutmovingstudentsforwardfromtheirindividualstarting“zones”toachieve+1growthinlearning(Hattie,2012).

UseFormativeAssessmenttoAdjustInstructionl“GroupHuddles”forsmallgroupsofstudentswhoneedextrasupportorchallenge

lGraduatedlevelsofquestions,resources,organizers,etc.forat-schoolprocessing

l Interest-basedprocessingprompts(athome)

ReadinessBasedQuestionsandPromptsl Thoughtfulplanningandimplementationofclassroomquestioningandpromptingcan…raisethelevelsofparticipationandachievementamongallstudents(Marzanoetal.,2001).

l Toaddressthevariousreadinessneedsofstudents,teachersofadifferentiatedflippedclassroomshouldemployeffectivequestioningandpromptingstrategiesbothathomeandinschoolthatengagedifferentcognitivelevels.OneframeworktohelpteachersconceptualizethisprocessbasedonWebb’sDepthofKnowledgeLevels(Webb,2002).

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.

MiddleSchoolMath:YellowGroup


MiddleSchoolMath:BlueGroup


ClassroomExample:DigitalExitSlips

©2016Doubet&Hockett

http://www.edutopia.org/practice/exit-tickets-checking-understanding

• Whatdotheseteachersdotocheckforindividualunderstanding?

• Howusefularetheresults?

• Whatcanyouappreciate?

• Whatwouldyouchange?Borrow?

ReadtheshortPoston5FAToolslAccessthepostviamywebsiteorthisQRcode

lDecidewhichtoolseemsthemostpromisingapproachforyou(andwhy)

lBereadytochataboutitwithacolleagueortwo.

PeriscopeUses(Live):lVirtualtutoring(“homework”orclassworktips)

lPeertutoring/Interaction

l Interactionwithotherclasses,mentors,learning“penpals”

Thistoolcanalsobeusedasa“Flipped”PDtooltoencourageteacherstosharewhat’sgoingonin

theirclassrooms.

Tiering theText

FromCarbaugh&Doubet(2016).TheDifferentiatedFlippedClassroom:APracticalGuidetoDigitalLearning.Corwin.

CompleteTheFollowingGraphicOrganizerWithAPartner

Flipping/Differentiating Tool WhyandHowI Might UseIt(Specifically)

FormativeAssessmentTool(s):

Community/MindsetTool(s):

ReadinessTool(s)/Strategies:

Flipping/Differentiating Tool WhyandHowI Might UseIt(Specifically)

Padlet

AnotherFormativeAssessmentTool:________________________

UsePadletasaformativeassessmentwhenstudentsenterclassafterviewingavideoonplatetectonicsfromthenightbefore.I’llusethistodeterminehowmuchIneedtoreviewandtofinalizemygroupingsfortheday.

Newtool - HowUsed:

ToolsforCommunity/Mindset(Kidblog,Livejournal,TodaysMeet,etc.)

Uses(Thinkabouthowyoucanuseoneormoreofthesetoolstohelpstudentsinteractwithoneanotherandfosteragrowthmindset):

ToolsorStrategiesforReadiness(Graphicorganizers,tieredquestions,tieredresources,etc.)

Howmightyouprovidedifferent“levels”oftasksorresourcestostudents?

CompleteTheFollowingGraphicOrganizerWithAPartner

TheDifferentiated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

ActiveProcessing

FormativeAssessment



FlexibleGrouping DifferentiationBasedonInterest

l “Gettingstudentstospendmoretimestudyingorlearningcanbeatallorder,especiallywhenfacedwithatopicthattheydonotseemuchneedforknowing.Thus,unlessastudentisintrinsicallymotivatedtoexplorethelessonmaterial,itwillbeanuphillbattlefortheteachertogetthemtodosowithoutsupervision.Putsimplyandinthecontextoftheflippedclassroom,simplyforcingstudentstoviewalessonathomebeforealessoninclass,orrewardingthosewhodo,justwon’twork”(Lam,2014).

l Bothbrainresearch(e.g.,Jensen,2005;Willis,2007)andeducationalresearch(e.g.,Bransford,etal,2000)revealthatstudentsperformbetterwhentheyseesomeconnection betweenthecontentandthemselvesand/ortheworldaroundthem.

Interest-BasedPrompts:AtHome

l Researchhasshownthatappealingtostudentinterest– eveninsmallways- canincreasestudentinvestmentandachievement(Walkington,2013).Considerthefollowingexamplel CCSS.MATH.CONTENT.6.SP.B.5.CGivingquantitativemeasuresofcenter(medianand/ormean)andvariability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedataweregathered.

l StudentscanselectoneofthefollowingoptionsontorespondtoafterviewingthisvideofromKhanAcademy:https://www.khanacademy.org/math/probability/descriptive-statistics/central_tendency/v/mean-median-and-mode?v=k3aKKasOmIw

Walkington,C.A.(2013).Usingadaptivelearningtechnologiestopersonalizeinstruction:Theimpactofrelevantcontextsonperformanceandlearningoutcomes.JournalofEducationalPsychology,105(4):932-945 Interest ProblemText

TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthattheyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8• Whatisaverageofthesetnumbers?• Whatisthemedianofthesetofnumbers?• Createa“five-numbersummary”ofthedataanddisplayitinboxplotformat• Whatpatternsdoyouseeinthedata?

VideoGames

Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhourstheyspendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8[samequestionsastraditionalproblem]

SocialMedia

AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdatestheyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:


Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenextfivegames,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow

representeachplayer’stotalamountoffoulsoverafive-gameperiod.


AdjustingAlgebraProblemstoAppealtoStudentInterest


TriMind HistoryPrompts:AtHomeorAtSchool


LearningMenus– HowtheyWorkl Learningmenusoutlineavarietyofinstructionaloptionstargetedtowardimportantlearninggoals.

l Studentsareabletoselectthechoiceswhichmostappealtothem.

l Theteacherdirectsthemenuprocess,butthestudentisgivencontroloverhis/herchoiceofoptions,orderofcompletion,etc.

l NOTE:Idealforuseinclassasanchoractivitiesforstudentstoworkoniftheyhavecompletedothertasksoriftheteacherisworkingwithasmallgroup


RAFTscanbeusedinthesamemanner,bothattheLessonLevel (GrammarRAFT…)


…andattheUnitLevel,likethisScienceNaturalResourcesRAFT


PauseForReflection:AlongWithanElbowPartner,SelectOneOfTheFollowingPromptsToDiscuss

l Thinkofatimewhenyouorateacheryouworkedwithadjustedinstructionorassessmentforstudentinterests.Whatworkedwell?Whatdidn’tworkwell?Whatnewideasmightyousharewithteachersaftertoday?

l You’vebeenaskedbyacolleaguetoexplaininterest-baseddifferentiationinaflippedclassroom.Whatmightyoutellthem?Howdoesthisalignwithyourconceptionspriortotoday’swork?

UsingFormativeAssessmenttoAdjustInstruction:Wouldyourathertryl“GroupHuddles”forsmallgroupsofstudentswhoneedextrasupportorchallenge

lTieredquestionsandprompts

lTieredresources(texts/videos)

lTieredGraphicorganizers

Plickers Check-In

FLPOverview:

www.educanon.com/delivery/56099/251299

• Screencast-O-Maticusedtocapturethevideo• eduCanon toaddthebulletpointsandquestions.

TheFLP



ALookinsideaPersonalizedClassroom

lhttps://www.teachingchannel.org/videos/workshop-model-customized-learning

PersonalizedLearning

q “Allowsstudentstomakechoicesaroundcontentwhilewe’restillunifiedaroundskills.”q Commonalities

ü EQ:“HowdowepursueJustice?”ü Skillsü Product(PublicAwarenessCampaign)

q Differentiationü Interest(Topic)ü Readiness(Skills)

q Teacherü Providedamenuofchoicesandselectedthetopicsoftopinteresttostudents.Groupedthem

accordingtointerestü Pulledresourcesforthemtouseastheyresearchedtheirtopicsandcreatedtheirfinalproducts()ü Createdorganizers,onlinetutorials/modules,schedulesforsmallgroups,etc.

q LessonWeSaw:ü Interestgroupsworkingonwhatwasneededfortheirproduct(sameinterest;mixedreadiness)ü SmallgroupworkingonCreativeWriting(mixedinterest;likereadiness)ü Smallgroupworkingwithteacheronaskill(mixedinterest;likereadiness)

Kahoot Quiz BottomLine“Take-Away-s”l Letkidsinteractwithideasathome!Usetheresourcespresentedinthissessiontodoso.

l RequirestudentstoPROCESSathomeandtoreturntoclasswithevidenceofwhatthelearnedandwhatisstillfuzzy(graphicorganizers,Sternbergprompts,discussionboardposts,etc.).

l Allowtimeinclasstosynthesizestudentprocessing(perhapsdifferentiatedbasedonreadinessorinterest)andtakeittothenextlevel.

l Buildinstructurestoensureflexibilityandencouragecontinuedprocessing(differentiatedbasedonreadinessorinterest).

l Alwaysemphasizethinkingandtransferalignedwithyourlearninggoalsandstandards.

TheDifferentiated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

ActiveProcessing

FormativeAssessment



FlexibleGrouping ToExploreAdditionalIdeas:

lhttp://flippedclass.com/tools/

lhttp://edtechteacher.org/tools/

@flipdiff

Referencesl Bransford,J.D.,Brown,A.L.,andCocking,R.R.(Eds.)(2000).Howpeoplelearn:Brain,mind,experience,andschool.Washington,

D.C.:NationalAcademyPress.

l Carbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom:Apracticalguidetodigitallearning.ThousandOaks,CA:CorwinPress.

l Hattie,J.(2012).Visiblelearningforteachers:Maximizingimpactonlearning.NewYork:Routledge.

l Hattie,J.,&Yates,G.(2014).Visiblelearningandthescienceofhowwelearn.ThousandOaks,CA:Corwin.

l Jensen,E.(2005).Teachingwiththebraininmind(2nd Edition).Alexandria,VA:ASCD.

l Lam,E.(2014).Whatistheroleofcontentinflippedclassrooms?Edudemic.Retrievedfromhttp://www.edudemic.com/content-in-flipped-classrooms/?utm_source=hootsuite&utm_campaign=hootsuite

l Organisation forEconomicCo-operationandDevelopment(2012).PISA2012ResultsinFocus:What15-YearOldsKnowandWhatTheyCanDoWithWhatTheyKnow.Paris:OECD.

l Sousa,D.A.,&Tomlinson,C.A.(2011).Differentiationandthebrain:Howneuroscience supportsthelearner-friendlyclassroom. Bloomington,IN:SolutionTreePress.

l Walkington,C.A.(2013).Usingadaptivelearningtechnologiestopersonalizeinstruction:Theimpactofrelevantcontextsonperformanceandlearningoutcomes.JournalofEducationalPsychology,105(4):932-945.

l Willis,J.(2007).Theneuroscienceofjoyfuleducation.EducationalLeadership,64.Retrievedfromhttp://www.ascd.org/publications/educational-leadership/summer07/vol64/num09/The-Neuroscience-of-Joyful-Education.aspx

l Yarbro,J.,Arfstrom,K.M.,McKnight,K.,&McKnight,P.(2014).ExtensionofareviewofFlippedLearning(literaturereview).Washington,DC:PearsonandtheFlippedLearningNetwork.Retrievedfromhttp://researchnetwork.pearson.com/wp-content/uploads/613_A023_FlippedLearning_2014_JUNE_SinglePage_f.pdf

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