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FLIPPED LEARNING, ARE REFLECTIVE, IN ORDER, THE RESULTING, WHERE, IS (An…

- - - - Who flip their classes are flexible in their expectations
        
        OF
        
        Student timelines for learning and in their
        assessments of student learning
  - - - DURING CLASS
        
        They continually observe their students
        
        PROVIDING THEM
        
        Feedback relevant in the moment
        
        Assessing their work
  - - - Helping with specific
        learning difficulties
        
        Self-pacing
        
        Offering a personal choice
        of study material
        
        Providing individual support
    - - Focussing on ‘higher order skills’
        
        Facilitating increased
        interaction between students
        
        Creating more opportunities
        for useful feedback
    - - Creating more opportunities
        for useful feedback
        
        Encouraging learner
        ‘ownership’ of learning
        
        Promoting contact between
        school and parents / carers
  - - - Describes the role of ‘activator’ as ‘getting the students
    - - Teachers monitor the learners’ output and to give feedback on it
    - - The more active the students’ role in the class, the more they will benefit from
        encouragement and support
    - - Is central to the success of a communicative activity