Ensure personalized student learning with this breakthrough approach to the Flipped Classroom! This groundbreaking guide helps you identify and address diverse student needs within the flipped classroom. You’ll find practical, standards-aligned solutions to help you design and implement carefully planned at-home and at-school learning experiences, all while checking for individual student understanding. Differentiate learning for all students with research-based best practices to help you: Integrate Flipped Learning and Differentiated Instruction Use technology as a meaningful learning tool Proactively use formative assessments Support, challenge, and motivate diverse learners Includes real-world examples and a resource-rich appendix.
Dr. Eric Carbaugh started his career in education as a high school social studies teacher before moving to an elementary school to teach 6th grade language arts and social studies. His career in higher education began as a teaching assistant for Carol Tomlinson's Differentiated Instruction class at the University of Virginia. Currently, Eric is an associate professor of middle, secondary, and math education at James Madison University in Virginia where he teaches methods and assessment courses. Eric also regularly works as a consultant for schools and districts throughout the country as an ASCD faculty member for differentiating instruction, Understanding by Design (UbD), Common Core State Standards, and other topics as requested. In this role, Eric regularly co-teaches courses, facilitates peer observations, provides feedback, leads school-based professional development, and meets with administrators and school board members to share results and inform future planning. Eric regularly present at conferences on school improvement and professional development topics related to differentiated instruction, UbD, the flipped classroom, and other best educational practices.
Eric has authored several articles, book chapters, policy briefs, and reviews, including reviews of the books Detracking for Excellence and Equity and Unlearned Lessons: Six Stumbling Blocks to Our Schools¿ Success for the publication Education Review. He was the coauthor of Social Studies Curriculum for Middle Grades and The Parallel Curriculum Model: Key Elements and Implications for Giftedness in The Encyclopedia of Giftedness, Creativity, and Talent (both with Carol Tomlinson). He most recently had an article published in ASCD Express on creating valid and reliable CCSS-aligned math formative assessments.
Eric received a bachelor¿s degree in government and economics from the University of Virginia, a master¿s degree in education from Mary Washington College, and a doctorate in educational psychology with a concentration in curriculum and instruction from the University of Virginia. He is also a board member and journal editor for Virginia ASCD.
Dr. Kristina J. Doubet is an associate professor in the College of Education at James Madison University in the Department of Middle, Secondary, and Mathematics Education. She has developed and implemented core coursework for both the middle and secondary education programs, ranging from undergraduate "General Instructional Methods" to graduate-level courses in "Assessment for Learning" and "Differentiation of Instruction." Dr. Doubet has received the College of Education's "Distinguished Teacher" Award and "Madison Scholar" Award and maintains a record of excellence in teaching, scholarship, and service. Her service includes intensive work on standards reform in Virginia as well as supervision of mentorship programs in local middle and high schools.
Kristina received her B.A. in English and Communications from Eastern Illinois University and both her M.Ed. and Ph.D. in Curriculum and Instruction from the University of Virginia. At UVA she served as Carol Tomlinson's TA for her courses in both Curriculum Design and Differentiated Instruction while conducting her own research into the efficacy of differentiated instruction in elementary, middle, and high school classrooms, with an emphasis on its impact on at-risk students.
Kristina's scholarship focuses on the topics of literacy, assessment, and differentiation through publications, presentations, and school partnerships. Dr. Doubet works extensively with K-12 schools and districts - both in the United States and abroad - implementing initiatives in Understanding by Design, differentiated instruction, and the Common Core State Standards. She also serves as an ASCD faculty member. She has co-authored the AMLE book (with Carol Tomlinson), Smart in the Middle: Classrooms that work for Bright Middle-Schoolers, and is co-authoring a book with Jessica Hockett entitled Strategies for Student Engagement and Differentiation in the Secondary Classroom (to be published by ASCD in March, 2015). She has also published numerous journal articles and book chapters on the topics of formative assessment, differentiated instruction, student motivation, and curriculum design (including a chapter in Corwin's 2011 Parallel Curriculum Units for Science, Grades 6-12).
Before beginning her work as a staff developer, author, and university professor, Kristina taught high school English and middle school language arts for ten years and served as an instructional coach in elementary and middle school classrooms for an additional 4 years. She was awarded the "Faculty Excellence Award" at her middle school and served actively as department chair and curriculum coordinator while designing and implementing such initiatives as a school-wide writing program, a middle school reading curriculum, and an innovative summer school program.
