This article is about a flipped learning approach involving four teachers and 65 students in grades 6, 7, and 9 science, math, and social studies in a Canadian school. We used the TPACK framework to inform the instructional design of the activities through professional learning sessions with the teachers. The results were based on teachers’ reflections and a student survey. Teachers found they had more time during class to support students’ learning and that prelearning video activities complemented the in-class learning and supported students with English language learning. The article is open access and can be accessed using the following link:
Delanoy, N., El-Hacha, J., Miller, M., & Brown, B. (2024). Implementing a flipped learning approach with TPACK in grades 6 to 9. Canadian Journal of Learning and Technology, 50(1), 1-20. https://doi.org/10.21432/cjlt28506
Other articles related to flipped learning:
Brown, B., Delanoy, N., & Webster, M. (2022, May 18). Flipped learning in grade 7 and 9 mathematics [Proceedings]. Open Technology in Education, Society, and Scholarship Association (OTESSA) Conference Proceedings, 2(1), 1-8. https://doi.org/10.18357/otessac.2022.2.1.23
Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning Technology, 41(2), 1-26. https://www.cjlt.ca/index.php/cjlt/article/view/26977