Abstract
Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. However, there is very little evidence that models-based practice exists in practice. One reason for this might be that there are inherent challenges to implementing these models effectively. Therefore, the purpose of this article is to outline a flipped classroom and how it can be used to overcome some challenges inherent in a few different pedagogical models.
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