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PHBern-RConrardy · Nov 8, 2024 · f08363f · f08363f
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diff --git a/docs/index.html b/docs/index.html
@@ -676,7 +676,7 @@ <h1 class="title">Lerngelegenheiten</h1>
 <span class="listing-subtitle">12. GEBF-Tagung</span>
 </td>
 </tr>
-<tr data-index="1" data-listing-date-sort="1732143600000" data-listing-file-modified-sort="1731100023131" data-listing-date-modified-sort="NaN" data-listing-reading-time-sort="5" data-listing-word-count-sort="919" data-listing-title-sort="<small>Empirische Untersuchung eines Vier-Phasen-Unterrichtsmodells in Schweizer Sekundarklassen</small>" data-listing-filename-sort="2024_11_21_Zukunftsforum.qmd">
+<tr data-index="1" data-listing-date-sort="1732143600000" data-listing-file-modified-sort="1731101066840" data-listing-date-modified-sort="NaN" data-listing-reading-time-sort="5" data-listing-word-count-sort="919" data-listing-title-sort="<small>Empirische Untersuchung eines Vier-Phasen-Unterrichtsmodells in Schweizer Sekundarklassen</small>" data-listing-filename-sort="2024_11_21_Zukunftsforum.qmd">
 <td>
 <span class="listing-date">21.11.2024</span>
 </td>

diff --git a/docs/tagungsunterlagen/2024_11_21_Zukunftsforum.html b/docs/tagungsunterlagen/2024_11_21_Zukunftsforum.html
@@ -507,6 +507,25 @@ <h1>4F-Modell und Theorie</h1>
 </ol>
 </div>
 </section>
+<section id="flipped-classroom-method" class="slide level2">
+<h2>Flipped Classroom Method</h2>
+<blockquote>
+<p>set of pedagogical approaches that: […] (2) use <strong>class time</strong> for learning activities that are <strong>active and social</strong> […]</p>
+<div class="quelle">
+<p><span class="citation" data-cites="abeysekera_motivation_2015">(<a href="#/bibliographie" role="doc-biblioref" onclick="">Abeysekera &amp; Dawson, 2015, S. 3</a>)</span></p>
+</div>
+</blockquote>
+<div class="fragment fade-in">
+<h4 id="design-in-2-phasen">Design in 2 Phasen:</h4>
+<ul>
+<li>Phase 1: <em>learn basic content online and prior to class</em></li>
+<li>Phase 2: <em>in-class time to clarify students’ understandings […] enable students to <strong>engage</strong> deeply […]</em></li>
+</ul>
+<div class="quelle">
+<p><span class="citation" data-cites="kapur_fail_2022">(<a href="#/bibliographie" role="doc-biblioref" onclick="">Kapur et al., 2022</a>)</span></p>
+</div>
+</div>
+</section>
 <section id="empirische-forschung" class="slide level2 smaller scrollable">
 <h2>Empirische Forschung</h2>
 <div class="columns">
@@ -590,7 +609,7 @@ <h2>Productive Failure (PF)</h2>
 <p><span class="citation" data-cites="hartmann_productive_2022">(<a href="#/bibliographie" role="doc-biblioref" onclick="">Hartmann et al., 2022, S. 1219</a>)</span></p>
 </div>
 <div class="fragment fade-in">
-<h4 id="design-in-2-phasen">Design in 2 Phasen:</h4>
+<h4 id="design-in-2-phasen-1">Design in 2 Phasen:</h4>
 <ul>
 <li>Phase 1: <em>generation and exploration phase</em></li>
 <li>Phase 2: <em>consolidation phase</em></li>
@@ -690,25 +709,6 @@ <h2>Collaboration</h2>
 </div>
 </blockquote>
 </section>
-<section id="flipped-classroom-method" class="slide level2">
-<h2>Flipped Classroom Method</h2>
-<blockquote>
-<p>set of pedagogical approaches that: […] (2) use <strong>class time</strong> for learning activities that are <strong>active and social</strong> […]</p>
-<div class="quelle">
-<p><span class="citation" data-cites="abeysekera_motivation_2015">(<a href="#/bibliographie" role="doc-biblioref" onclick="">Abeysekera &amp; Dawson, 2015, S. 3</a>)</span></p>
-</div>
-</blockquote>
-<div class="fragment fade-in">
-<h4 id="design-in-2-phasen-1">Design in 2 Phasen:</h4>
-<ul>
-<li>Phase 1: <em>learn basic content online and prior to class</em></li>
-<li>Phase 2: <em>in-class time to clarify students’ understandings […] enable students to <strong>engage</strong> deeply […]</em></li>
-</ul>
-<div class="quelle">
-<p><span class="citation" data-cites="kapur_fail_2022">(<a href="#/bibliographie" role="doc-biblioref" onclick="">Kapur et al., 2022</a>)</span></p>
-</div>
-</div>
-</section>
 <section id="variablen" class="slide level2">
 <h2>Variablen</h2>
 <h3 id="engagement">Engagement</h3>

diff --git a/tagungsunterlagen/2024_11_21_Zukunftsforum.qmd b/tagungsunterlagen/2024_11_21_Zukunftsforum.qmd
@@ -51,6 +51,26 @@ SOL: [@hilbe_selbst_2016; @ammann-tinguely_selbst_2020]; reichhaltige Aufgaben:
 
 # 4F-Modell und Theorie
 
+## Flipped Classroom Method
+
+> set of pedagogical approaches that: [...] (2) use **class time** for learning activities that are **active and social**  [...]
+>
+> ::: quelle
+> [@abeysekera_motivation_2015, S.3]
+> :::
+
+::: {.fragment .fade-in}
+#### Design in 2 Phasen:
+* Phase 1: *learn basic content online and prior to class*
+* Phase 2: *in-class time to clarify students’ understandings [...] enable students to **engage** deeply [...]*
+
+:::quelle
+[@kapur_fail_2022]
+:::
+
+:::
+
+
 ## Empirische Forschung{.smaller}
 
 :::::: {.columns}
@@ -149,24 +169,6 @@ SOL: [@hilbe_selbst_2016; @ammann-tinguely_selbst_2020]; reichhaltige Aufgaben:
 [@brand_students_2023]
 :::
 
-## Flipped Classroom Method
-
-> set of pedagogical approaches that: [...] (2) use **class time** for learning activities that are **active and social**  [...]
->
-> ::: quelle
-> [@abeysekera_motivation_2015, S.3]
-> :::
-
-::: {.fragment .fade-in}
-#### Design in 2 Phasen:
-* Phase 1: *learn basic content online and prior to class*
-* Phase 2: *in-class time to clarify students’ understandings [...] enable students to **engage** deeply [...]*
-
-:::quelle
-[@kapur_fail_2022]
-:::
-
-:::
 
 ## Variablen