Like many people, I funded my graduate school (and early teaching career) by bartending. At the end of any really long or otherwise challenging shift, I looked forward to drowning my sorrows with Waffle House coffee as I contemplated the complexities of their hash brown menu…smothered, covered, and diced went without saying, but then what? Capped? Peppered? Chunked?
If you’re not from the South (or you’re just not a fan of Waffle House, or hash browns), you’re probably feeling a little lost right now. Don’t worry—a quick Google search will clear things right up for you! (Trust me, by the time you get to a Waffle House, you’ll likely know exactly what you want.)
If, on the other hand, it’s the “flipped, tipped, or traditional” that has you wondering, we can dig deeper here for you. What are the differences between these three models of blended learning, and what role can adaptive tools play in each?
According to EDUCAUSE the flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.
In other words, concepts or skills are introduced to students ahead of class time through a digital medium, and in-class time is spent working with, practicing, or applying their newly acquired knowledge or skills.
In this model, homework typically functions to:
- prepare students for productive in-class time by giving them materials that introduce or develop key concepts and skills you’ll be working on in class;
- provide visibility into students’ current knowledge or skillset ahead of introducing challenging material in class;
- or both of the above.
Adaptive learning tools like Knewton can have a positive impact in this context because they guide students through material that’s coming up in class, offering lots of practice as well as an opportunity to demonstrate mastery so students feel more comfortable participating in class discussion or group activities.