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Things You Should Know About Flipped Classrooms

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In order to reach the needs of all middle school students, teachers must engage in a multitude of methods throughout the course of their professional career. Whether it be helping a student to grow academically, helping that struggling learner to understand the material being taught or offering a challenging lesson to an advanced learner, the role of the teacher plays a vital part in student development. The middle childhood educator must be able to integrate technology, incorporate co-teaching, and differentiate instruction to meet the needs of specific learners in the classroom.

Students can benefit greatly from steering away from traditional lectures. Making sure that students are seeing and using technology during lessons helps to provide them with various ways to comprehend content. The modern middle school educator should engage in different pedagogical approaches by using technology in the classroom. The flipped classroom approach is one that allows a teacher to pre-record their content for the students to watch at home before the next class. Using this method, class time becomes a time where student centered learning takes place. According to the educational publication, 7 Things You Should Know About Flipped …show more content…

It is not easy for one teacher to face those challenges alone but if there were two teachers in one classroom at all times so much more could be accomplished. Co-teaching is an approach that allows two teachers to collaborate to provide instruction to a group of students in a class who share the same curriculum. According to the researchers of Tools and Strategies for Making Co-Teaching Work, since there are more children with disabilities being integrated into general classrooms following a co-teaching research-based instructional method while properly planning, will allow for more students to academically succeed (Brown, et al

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Overall, the fundamental approaches shown in the video can provide educators with valuable data which can guide instructional procedures in the classroom. One approach shown in the video is station teaching. In this strategy students are divided into small groups and placed into stations. By using groups teachers can focus on different aspects of the curriculum, which builds upon previously learned material. In addition, station teaching breaks the traditional cycle of large group instruction and allows students to receive individualized attention.

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Summary Shakela Bryant is special education teacher for middle school grades sixth through eighth at Carrington Middle School in Durham, North Carolina. This is Ms. Bryant’s third year at Carrington and her fourth year teaching. Ms. Bryant is an inclusion (co-teacher) and resource 6th grade teacher. An inclusion teacher provides support to students’ with disability in the general education setting. As an inclusion teacher, Ms. Bryant takes turns teaching English/Language Arts (ELA) with the three general education teachers she has been assigned to and also carries out other duties.

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The problems and capacities of students with disabilities are also made more fully appreciated via this teamwork. I agree with this statement as it recognizes the interconnectedness of diversity in the classroom and highlights the value of an all-encompassing system of

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"Turning Education Upside Down" by Tina Rosenberg discusses ‘flipped schools,’ or schools where “teachers record video lessons” and students are required to watch these lessons at home, providing more class time to work in “small groups while the teacher circulates.” The trend of flipping schools began at Clintondale High School and is becoming more and more popular across the United States. Considering this is such a new strategy “to use technology to humanize the classroom,” (Rosenberg) flipping schools seems to have impressive results thus far, raising graduation rates and college attendance. The author supports this flipping tactic and encourages more teachers to flip their classroom by uploading videos, audio files, and readings online

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In the graphic novel, American Born Chinese by Gene Luen Yang describes the life of an Asian American and how the petty stereotypes affect them. The main character’s cousin, Chin-kee, is supposed to show the readers what Asian stereotypes are and how people present it to others. In the graphic novel, Chin-kee always said stuff that was offensive to other Asians or Asian Americans, like “cat and noodle soup”. Chin-kee symbolizes Asian stereotypes in America. After the story of the Monkey God, Chin-kee was introduced as the Stereotypical Chinese man in America.

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While there are many great teachers out there, it takes special training to be able to teach those with special needs, as well as how in include them in a normal classroom. Teacher should have programs which on skill building and training in classrooms. This will help them to learn how to best teach their students to work together and learn from one another. It will help to provide the best atmospheres for all of their students (Ostmeyer and Scarpa 937). Additionally, the teachers have to go through training and receive their necessary aids to help improve their classrooms.

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A key finding was that the teachers desired more training to better support students with disabilities. The data supports these findings and also provides specific information about the present school climate. After reflecting on the key findings from the observations, journals, and interviews revealed that there is a need for resources, teaching strategies, and training. As the staff had

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These pressures leave the general education teacher “focused on teaching content and less on teaching individual students(Vaughn & Bos, 2015, p. 119)”, or as Mrs. Cynova states “general education teachers focus on the class and sometimes forget about the special needs of some of our students.” Mrs. Cynova believes designated mutual time to collaborate would help remind the general education teacher about the level of understanding of special education students and the accommodations and modifications necessary for their success. The interview brought to light other issues general education teachers take for granted like the lack of task analysis breakdown and how a last minute change of plans can have a negative impact on the special education student. Therefore, she is a huge advocate of special education teachers actively participating in subject area PLCs to ensure general education teachers are aware of and planning for the special needs student.

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Annotated Bibliography Gebbie, Deborah., Ceglowski, Deborah., Taylor, Linda., & Miels, Jill. The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. 2011 An overview of teacher’s efficacy in the face of challenging student behavior influenced by disabilities. This case study includes the difficulty and expectations teachers face in regards to these challenges, how it can strain a teacher’s efficacy and overall how to better support the teacher by offering online community support regarding the child.

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It integrates a student’s developmental needs across the major developmental domains. In Coburg Special Development School, some students have never been diagnosed by professionals, thus the school employed the speech and occupational therapists to support the students and classroom teachers on daily basis. The onside speech and occupational therapists who work collaboratively with classroom teachers, and share the responsibilities of evaluating, planning and implementing services to students. As all members of the team teach, learn and work together to accomplish a common set of intervention goals for the students and their families. The families are able to access the supports they needed through the school

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RTI is used as a tool to promote instructional learning and decrease behavioral problems, to act early when identifying students with special needs, and to conduct ongoing assessments and check-ins. This approach is especially critical for creating a dialect between teachers and special education teachers. The tier 1, 2, and 3 systems are put in place for overall support. Tier 1 places the lead teacher in charge of classroom instructions, with the support from the co-teacher. For example, lead teachers teach the entire class, while co-teacher works with students in smaller groups that require re-teaching of instructions or utilizing other methods of instruction (Friend, Reising, and Cook, 1993;

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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According to Ripley, S. (1998), traditionally, special education teachers worked with students in a self-contained environment as well as the general education teachers worked in a room alone. However, overtime, learning disabled students more and more are being included in regular education classes. Therefore, the need for collaboration between the regular education teacher and the special education teacher continues to grow. Today, many schools are setting up cooperative teaching programs that team a special education teacher with a team of regular education teachers in order to reach all students and have them all benefit from the same lesson plans. The special added exception is that the learning-disabled students have the extra benefit of having someone who specializes in

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Teachers may profit from having a varied population of students as teachers get a chance to improve their teaching skills and ability to distinguish lessons and activities when such different children are in their class. Regular teachers need to work closely with other teachers and specialists to meet the needs of diverse children, thus enhancing their collaboration skills. It also allows to develop an awareness and appreciation of students’ individual difference (National Center on Inclusive Education 2001). Besides, children with disabilities can motivate regular teachers to be more imaginative with their teaching methods, skills and come up with up-to-date methods of delivering lesson that fits all learners. Regular teachers may realize that all pupils have potencies, which can be useful and vital to their entire classroom, and these potencies can be fostered to produce a profound school experience (Kinza 2008).

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Flipped Classroom is a newer and well –known established strategy. Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams are considered as driving forces in flipped teaching at the high school level. In 2007, they recorded their lectures and posted them online in order to accommodate students who missed their classes[1]. In 2011 educators in Michigan's Clintondale High School flipped every classroom After 20 weeks, students in the flipped classroom were outperforming students in the traditional classrooms. Further, no students in the flipped classrooms scored lower than a C+.

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