Meeting Challenges in Active Learning: Guidelines for Professional Development of a Flipped Classroom Model
Abstract: The purpose of this article is to formulate instructional design guidelines for teacher professional development (PD) that aims to promote flipped classroom models (FCM) in K-5 settings. The basis of the guideline is the qualitative data we collected while executing a Teacher Quality State Grant Professional Development Initiative in two of Georgia’s high-needs public schools. The unique feature of this study is to first locate barriers to implementation of the FCM and then to construct guidelines that are data-driven and localized to target the problematic areas. Teachers’ perceptions of difficulties in their implementation of the FCM surfaced as well as the detailed design guidelines based on the adult learning theory called the andragogical model (Knowles, Holton, & Swanson, 2005).