Pioneering Blended-Learning Teachers Reach More Students: Caitlyn Gironda's Focus: In-Class Collaboration, Feedback to Improve. An Opportunity Culture Vignette Series

Autor/in	Barrett, Sharon Kebschull
Institution	Public Impact; American Institutes for Research (AIR)
Titel	Pioneering Blended-Learning Teachers Reach More Students: Caitlyn Gironda's Focus: In-Class Collaboration, Feedback to Improve. An Opportunity Culture Vignette Series
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blended Learning; Mathematics Instruction; Calculus; Secondary School Mathematics; Honors Curriculum; Feedback (Response); Cooperative Learning; Inquiry; Active Learning; Problem Solving; Instructional Design; Computer Uses in Education; High School Students; North Carolina + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kooperatives Lernen; Aktives Lernen; Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf; Computernutzung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The article examines how a high school teacher designed an honors precalculus blended-learning class in North Carolina. By making videos of precalculus lectures where she had students watch during their days off from the class, the teacher was able to have her students work on problem solving and inquiry-based activities in groups when in-class. She also asked for feedback and was able to tailor her lessons based on the information she received from the students. She concludes with the lessons she has learned when she started the blended-learning class and how it has been an impact for her students. (ERIC).
Anmerkungen	Public Impact. 504 Dogwood Road, Chapel Hill, NC 27516. Tel: 919-240-7955; Fax: 919-928-8473; e-mail: info@publicimpact.com; Web site: http://www.publicimpact.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01