Abstract
The flipped model described in Chap. 1 has several key features that simplify the integration of evidence-based practices, leading to improved student learning outcomes. The first key element is the pre-meeting during which initial instruction occurs prior to the in-class time.
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Arner, T. (2020). Instructional Design: Evidence-Based Practices in the Flipped Classroom. In: Walker, Z., Tan, D., Koh, N.K. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_2
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