A Flipped Classroom
The Missing Ingredient to Models-Based Practice
Bibliographic Data
| ID | 21556907 |
|---|---|
| Authors | Nolan Carey (corresponding author) |
| Year | 2023 |
| Volume | 94 |
| Issue | 9 |
| Pages | 3-6 |
| Publication date | 2023-11-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Physical Education Recreation & Dance (JOURNAL) |
| Journal identifiers | ISSN: 0730-3084 • E-ISSN: 2168-3816 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07303084.2023.2253687 |
| OpenAlex | W4389100042 |
| Language | EN |
| References cited | 14 |
Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. However, there is very little evidence that models-based practice exists in practice. One reason for this might be that there are inherent challenges to implementing these models effectively. Therefore, the purpose of this article is to outline a flipped classroom and how it can be used to overcome some challenges inherent in a few different pedagogical models
Best practice · Flipped Classroom · Kinesiology · Mathematical practice · Mathematics education · Medical education · Pedagogy · Political science · Computer Science · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |