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

Abstract

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.