Active Teacher
Revision as of 08:53, 14 March 2017 by Sfrancisco (talk | contribs)
| Active Teacher | |
| Contributors | Christian Köppe, Ralph Niels, Robert Holwerda, Lars Tijsma, Niek Van Diepen, Koen Van Turnhout, René Bakker |
|---|---|
| Last modification | March 14, 2017 |
| Source | Köppe et al. (under development)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Passively waiting on questions by students and relying on looking at (some of) the handed-in solutions in order to get grip on their progress is not sufficient. You as teacher have to actively keep track of where your students are in their learning process in order to support their learning the best possible way.[1]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 First mentioned in Köppe, C., Niels, R., Holwerda, R., Tijsma, L., Van Diepen, N., Van Turnhout, K., Bakker, R., (2015). Flipped Classroom Patterns - Designing Valuable In-Class Meetings. In Proceedings of the 20th European Conference on Pattern Languages of Programs (EuroPLoP 2015). New York:ACM.