Flipped classroom instruction for inclusive learning

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom.     

数学学困生的成因与转化策略刍探

学困生的成因可以从教师、学生、家长三个方面进行分析,数学教师要重视数学学困生的转化工作。一是让学困生正确认识自己,二是用爱的教育感化学困生,三是优化课堂教学,四是督促家长树立正确的育人意识,五是开展"手拉手"帮扶活动,切实构建和谐高效课堂,促进学困生转化。     

小学数学学困生的成因与转化策略

在小学数学课堂教学中,需要教师与学生积极配合,才能使课堂气氛更加活跃,激发学生的学习热情,才有助于为学生创造一个良好的数学学习环境。本文主要以学生与教师之间的互动不足引发学困生问题进行分析,进而针对小学数学学困生成因提出解决策略以有效提高学生的数学成绩。     

智慧教室的概念及特征

智慧教室是一种典型的智慧学习环境,是学校信息化发展到一定阶段的内在诉求,是当今智慧学习时代的必然选择。本文首先分析了当前多媒体及网络教室面临的教学困境,认为重构教室环境、创建适合学生学习和教师教学的新型教室环境是一种必然趋势,充分利用传感技术、人工智能技术、网络技术、富媒体技术等来装备教室和改善学习环境成为一个必然选择。其后,本文提出智慧教室的智慧性应体现在内容呈现(Showing)、环境管理(Manageable)、资源获取(Accessible)、及时互动(Real-time Interactive)和情境感知(Testing)五个方面;最后,文章分析了"高清晰"、"深体验"和"强交互"三种典型智慧教室的特征。     

Children's Attitudes to Reading: Do Teachers Know?

Twelve primary aged children with learning difficulties rated their attitudes to reading on a Likert scale. Their teachers rated these children's attitudes on the same scale. They then devised an observation schedule to assess the children's attitudes to reading activities in the classroom. The use of these assessment procedures in the classroom, their differing results and the implications for helping children with learning difficulties, are discussed.     

基于视频观看轨迹的难度感知诊断方法

翻转课堂、混合课堂等新型教学模式的出现,让学生可以通过在线视频提前预习知识。但是,在这种非面对面的课堂,教师无法观察到学生观看视频的状态,不易识别预期的教学难点与学生在视频学习过程中实际感知到的难点是否一致。为解决这一问题,文章通过采集学生预习视频时的交互行为数据还原学生的视频观看轨迹,采用聚类分析法来诊断学生预习视频时感知到的实际难点;同时,通过对在线测试答题正确率进行分析得到的结论、半结构化访谈中学生对视频学习难易度的反馈分别与对学生视频观看轨迹进行聚类得出的结论进行对比,发现结果趋于一致,由此验证了文章提出的难度感知诊断方法的可行性与有效性。难度感知诊断方法依靠客观行为数据更加精准地掌握学生的学习难点,为提高课堂教学效率提供了有力保障。     

融合教育理念下学困生的差异教学

学困生在普通课堂教学中,因其自身认知特点无法获得有效学习的支持.基于对差异教学理论基础的考量,为满足学困生的特殊学习需求,课堂教学应采用差异教学,也就是针对学生的不同学习需求,提供适合的学习活动.     

树立"少教多学"理念构建民族院校自主学习型课堂探析

对新加坡"少教多学"教学理念下的课堂教学模式进行全面的探析。基于"少教多学"的教学理念,结合民族院校的课堂教学特点,构建"因学定教、精教多学、协作学习"新理念的民族院校自主学习型课堂。旨在转变教师教学主导者的角色,鼓励学生自主学习,实施创设问题情境、专题作业、小组协作学习的教学策略,以期能解决民族院校课堂教学的现实困境,激活民族院校的课堂教学活力。     

Teachers’ attitudes towards inclusion,perceived adequacy of support and classroom learning environment

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N = 95) completed questionnaires on attitudes to inclusion, classroom learning environment, support and stress. Pupils (N = 2,514) completed a questionnaire on classroom learning environment only. Teacher attitudes towards including special educational needs pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of satisfaction and cohesiveness and lower levels of friction, competitiveness and difficulty than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.     

Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties

The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.     

Supporting learners with special educational needs and disabilities in the foreign languages classroom

Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.

Key points

• Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
• Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
• The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
• To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.

     

Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques

Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children’s acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on children’s acceptance of peers with learning difficulties. The participants were 86 Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties.     

浅谈职校计算机学困生的成因分析及转化策略

真正达到课堂教学的理想效果,促进全体学生的发展,还要揭开＂学困生＂这个＂结＂。对职校计算机＂学困生＂的成因作深入探究,并提出转化＂学困生＂的一些有效性策略。教师对学困生怀着真诚的爱,充分尊重、信任学困生,善于发掘学困生的闪光点,持之以恒、常抓不懈,就能找到启迪学困生心灵的金钥匙,使他们不断进步,成为健康、蓬勃发展的一代新人。     

浅谈小学数学以“主题词”构建有效课堂的方法

此方法以营造学生主动学习气氛,以短平快的方式构建课堂教学,让学生知道想什么,该从什么方向想,减轻学生学习心理负担,解除学生对知识的神秘感和畏难情绪,教师教学思路透明,学生学习思路清晰。“主题词”构建课堂方法有直接主题词法和填空式主题词法。     

From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking

This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two‐group quasi‐experimental design was implemented. The first group utilised the lecture‐based strategy (n = 28), while the second group utilised the flipped classroom (n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e‐learning tools. In addition, it is important to consider students' study load and to provide meaningful in‐class activities.     

Motivating Project-Based Learning: Sustaining the Doing,Supporting the Learning

Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.     

The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment – implications of recent language intervention research

Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.     

Taking risks with literature: an exploration into the resilience of pupil responses to the study of a challenging text at GCSE

This article explores and compares the impact of studying a challenging literary text at GCSE on pupils with and without learning difficulties. It is based on the findings of a qualitative classroom‐based research project that analysed taped pupil conversations to measure the resilience of the response of secondary school students to reading Shakespearean texts. The data gathered from questionnaires and captured conversations in class suggests that pupils with learning difficulties become risk‐averse in their learning because they do not want to experience failure. They demonstrate signs of resilience in their classroom behaviour but are often under‐confident when working independently. Compared with students who are considered more academically able, pupils with learning difficulties find it difficult to negotiate the linguistic complexities of analytical discourse because it differs greatly from their own social lexis. These pupils are struggling to benefit from their encounters with challenging literature because they are not yet fluent scholars and are lacking opportunities to develop a confident critical voice of their own.     

支持翻转课堂的网络教学系统模型探究

依据翻转课堂教学的要求,在对网络教学视频加工整合和对习题答案呈现方式优化的基础上,通过学习动态一览表实现学习监控的可视化,进而构建出支持翻转课堂教学的网络教学系统模型,最后详细地阐述基于该系统模型的翻转课堂的教学过程。该系统为翻转课堂教学提供了强有力的信息技术支持,有利于降低翻转课堂实施难度,提高学习效率和教学效果程。     

A review of the literature on Attention-Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning

ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.