Every Student Solution Counts
| Every Student Solution Counts | |
| Contributors | Christian Köppe, Ralph Niels, Robert Holwerda, Lars Tijsma, Niek Van Diepen, Koen Van Turnhout, René Bakker, Stijn Hoppenbrouwers |
|---|---|
| Last modification | June 6, 2017 |
| Source | Köppe, Niels, Holwerda, Tijsma, Van Diepen, Van Turnhout, and Bakker (2015)[1][2]; Köppe et al. (2016)[3] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Make sure that each student in the group—or most of them—will see his or her work being discussed every once in a while so that they see the relevance of it.[1][2]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 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.
- ↑ 2.0 2.1 Also mentioned in Köppe, C., Niels, R., Holwerda, R., Tijsma, L., Van Diepen, N., Van Turnhout, K., & Bakker, R. (in press 2015). Flipped Classroom Patterns - Using Student Solutions. In Proceedings of the 22nd Conference on Pattern Languages of Programs (PLoP 2015). New York:ACM.
- ↑ Patlet also published in Köppe, C., Niels, R., Bakker, R., & Hoppenbrouwers, S. (2016). Flipped Classroom Patterns-Controlling the Pace. In Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016). New York:ACM.