The blended, flipped classroom model that increases student engagement and academic success when effectively designed. In this interactive session, you will receive an instructional design framework and explore the types of decisions necessary to effectively implement in-class and outside-of-class learning activities that will enhance student learning in your context.
With the rapid advancement of technology, combined with increased online instructional methodologies, educators have to deal with many pedagogical realities within their programs. Faculty have more tools than ever at their disposal to elongate the instructional day, thus allowing for more time for their students to have access to quality educational content.
With these increased capabilities come increased requirements related to curriculum, instruction, delivery, design, accountability, and assessment. This interactive session will focus on the educational psychological principles related to differentiated instruction, and instructional time requirements, and will propose a process that educatiors and instructional designers can utilize to support and encourage quality program opportunities outside the traditional class period.
A conceptual model based upon empirical research will be utilized to guide participants through an investigation into differentiated instruction and manufactured instructional time, with an identification of how this impacts the organizational and operational aspects of educational leadership.