3. Proceedings of the International Scientific Conference | Differentiating the learning process according to students’ individual needs using Flipped Learning

The study’s main objective is to analyze possibilities to differentiate the learning process according to students’ individual needs and improve competencies using a flipped learning approach. The study found that teachers have an excellent opportunity to give students individual and useful feedback and differentiate students’ work according to their individual needs. The study revealed that students have the possibility to improve competencies. It is useful to introduce teachers to the possibilities of a flipped learning approach to individualize the learning process and develop students’ competencies as it is stated in education planning documents. [See Paper]

4 – Differentiation to Accommodate Diverse Learners in the Flipped Classroom

Flipping learning is an effective instructional strategy that allows for differentiation of instruction in a classroom with diverse learners. Paying particular attention to the diversity of academic backgrounds and preparedness for college courses, this chapter explores differentiation strategies that could benefit a broad spectrum of learners in a flipped classroom. These differentiation strategies are at the course design and implementation levels and include differentiation strategies for pre-class preparation, in-class activities, and assessment. [See Full Abstract]

5 – 13th International Conference Mobile Learning 2017 | Mastery Learning

Benjamin Bloom popularized Mastery Learning in the 1960s. Instead of being a theory that supports the use of flipped learning in general, it highlights the importance of using flipped learning in a meaningful and structured manner. Using mastery learning, students learn at their own pace. Therefore learning is differentiated. [See Paper]

6. The Economic Impact of Learning Loss | A global perspective from OECD

All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings The economic losses will be more deeply felt by disadvantaged students. [See paper]

7-  Steps Schools are Taking to Recover Learning | COVID-19 Global Education Recovery Tracker. – John Hopkins University

For systems where schools are open for in-person education, what additional educational support is being offered to mitigate learning loss among students? [See Charts]

8. Getting back on track | What’s Next? Lessons on Education Recovery:

The Survey documents how countries are monitoring and mitigating learning losses, addressing the challenge of reopening schools, and deploying distance learning strategies. In total, 142 countries responded to the Survey that covers the period from February to May 2021 and spans pre-primary, primary, lower secondary, and upper secondary. [See Study]

9 – Best Practices for Learning Loss Recovery | The Missing Link? Support for Classroom Teachers

Hanover Research prepared the following report to inform member districts’ learning recovery program development. In this report, Hanover shares best practices from secondary sources, publicly available research, academic literature, advice from educational experts, and guidance from state agencies. The report also includes information, strategies, and innovative ideas from notable districts’ learning recovery programs. [See Report]

10 – Differentiated Instruction in Information Literacy Courses in Urban Universities: How Flipping the Classroom Can Transform a Course and Help Reach All Students.

Urban universities enroll highly diverse student bodies by every measure of “diversity.” In addition to different learning styles students may innately possess, many aspects of diversity impact the way they learn.  A differentiated instruction approach invites instructors to design various teaching and assessment devices in an attempt to appeal to how students learn differently. In order for differentiated instruction in information literacy to work, most classroom time should be dedicated to students working alone or in groups to learn and apply the material by the means that best complements how they learn. This article explains differentiated instruction and how it allows instructors to better reach a diverse group of students, and advocates for the adoption of a flipped classroom teaching approach to allow for the transformation of classroom time into a tutorial model where varied differentiated instruction opportunities can co-exist to support students of all learning styles and backgrounds.  [See paper]