The approach of flipped classroom helps in the creation of opportunity to deliver differentiated instruction as the time in the class can be devoted towards discussion. The educator can be successful in provision of tailored feedback for all of the classes and the students can be useful if they determine their own requirements of project for showing the knowledge in a number of different ways (Pierce and Fox, 2012). Moreover, they can be successful in learning the content at their own speed, and hence, once again it is important to support and recognize preferences of learning and the choice of student related to learning (Lage, 2000). In addition to this, it has been researched by Lage et al. (2000) that differentiated instruction within the flipped classroom requires to acknowledge if flipping the class will be more beneficial for the students or not. It has been found that the traditional classroom based on lecture does not tend to serve a number of students as it is appealing to a considerably homogenous and narrow subset of students (McDonald and Smith, 2013).
Differentiated instruction can be referred to as a method of providing instruction while accommodating a number of different ways to enhance learning among students. This is important when it comes to advocating active planning crucial for dealing with differences of student behavior and learning across the classroom (Bakhtin, 1981). The researchers are of general belief that the learner should perceive the skills of critical learning and must have active membership in the society. This can be done while providing additional context related to the significance of differentiated instruction. This is because all of the individuals are known to have their own methods of learning and background knowledge (Baker, 2000). There is a major requirement of space from a number of aspects in which students can be successful in fostering their individual process of learning (Jinlei et al., 2012).
It has also been found that access to technology for self-paced learning creates a more inclusive environment in class, where collaboration is more important than competition (McLaughlin et al., 2014). These findings also depict that an approach of flipped classroom gives more time to the educator for every student of the class. And finally, this has a major positive effect on both outcome for goals achieved and motivation among established among students (Jinlei et al., 2012). At last, it was recommended by Lage et al. (2000) that the educators should not have key focus on the advantages of educational media or technology per se. Besides, there should be support for the approach of flipped classroom. This is because it has the tendency to come with the advantages of flexibility related to the classroom, while ensuring to foster rapport of educator with the students (Tune et al., 2013).
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