El modelo Flipped Learning y el desarrollo del talento en la escuela

  1. Tourón Figueroa, Javier 1
  2. Santiago Campión, Raúl 2
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

  2. 2 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Revista de educación

ISSN: 0034-8082

Any de publicació: 2015

Títol de l'exemplar: Alta capacidad y desarrollo del talento: aspectos críticos=Critical Issues On Gifted Education And Talent Development

Número: 368

Pàgines: 174-195

Tipus: Article

DOI: 10.4438/1988-592X-RE-2015-368-288 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista de educación

Objectius de Desenvolupament Sostenible

Resum

Education systems and, therefore, schools, have essentially been based on the criterion of grouping students by age. However, this approach makes it difficult for teachers to cater for each student¿s unique, individual needs, which need to be addressed in order to maximise personal development. The further the students are either above or below the «standard» age group profile, the more serious this situation becomes. Such is the case of the more able students, whose specific cognitive and non-cognitive abilities are brought to light through differentiated attention, with particular mention of precociousness and pace of learning. The analysis of the development of more able students is conducted from a developmental approach. The students¿ most relevant characteristics are presented and a study is made of the possibilities of a teaching and learning model that puts students back in the driver¿s seat so that they really own their own learning. This opens up the possibility of learner development that is in line with each student¿s specific pace and depth of learning and which allows, at least in theory, each student to work through the curriculum at the pace permitted by his/her ability and level of mastery. This paper considers the Flipped Classroom model in detail and assesses the data for the effectiveness of this model, provided by the most recent research work, whilst also making a comparison between other related models such as blended learning and universal design for learning. All these models are clearly focussed and designed for personalisedlearning. Finally, an analysis is made of the talent development possibilities offered by this model, not only with regard to the more able students but to students in general.

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Fuente de los datos: Dialnet