Flipped classrooms can be “fully flipped” which provides all lecture materials outside of the class and is modeled after higher education courses, or “partially flipped'', when educators provide materials for review outside of class but spend time in class helping learners synthesize their understanding before engaging in class activities.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down a skill into more manageable parts.
Strickland, T. K., & Maccini, P. (2013). The effects of the concrete–representational–abstract integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34(3), 142-153.
Toth, Áron & Logo, Peter & Emma, Logo. (2019). The effect of the kahoot quiz on the student's results in the exam. Periodica Polytechnica Social and Management Sciences, 27(2), 173-179.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
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