Differentiaton Paper
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Jones 1
Erin Jones
Professor Carrie Simpson
BIS 4306-0W2
4, November 2018
Differentiation: Curriculum Flipping
A flipped classroom is a “pedagogical approach in which direct instruction moves from
the group learning space to the individual learning space, and the resulting group space is
transformed into a dynamic, interactive learning environment where the educator guides students
as they apply concepts and engage creatively in the subject matter”. (FLN) A more simple
definition of a flipped classroom is an approach where you do school work at home and
homework at school. The notion of a flipped classroom was first created by Jonathan Bergmann
and Aaron Sams, who were both high school chemistry teachers. When teaching their own
students, they noticed students were stuck on certain homework concepts and not able to
complete homework problems until they received help the next day. After implementing their
idea of curriculum flipping into their own classrooms, they noticed that their students had a
deeper understanding of the material than ever before, this was the beginning of curriculum
flipping.
Flipping your classroom can be broken down into; F-L-I-P which has four pillars. These
pillars are F (Flexible Environment) teachers are able to create an environment in which students
choose when and where to learn and are flexible in their expectations of student timelines for
learning and assessments of student learning. L (Learning Culture) shifts instruction to a learner-
centered approach where the class is able to explore topics in greater depth. I (Intentional
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Content) teachers determine what needs to be taught and what students should explore on their
own. P (Professional Educator) professional educators are reflective in their practice and connect
with each other to improve their instruction. (FLN) With a flipped classroom, students will finish
lower level work before class so that when they come to class they can be engaged in a higher
level of learning while their peers and teachers are present. While you are not giving lessons
every day in a flipped classroom it is important that find ways to interact with your students one-
on-one and assess their progress.
There are many potential benefits of flipped learning, by providing students with the
material to gain basic knowledge before class and using classroom time to deepen learning. The
main goal of flipped learning is to move students away from passive learning and toward active
learning. Active learning is when students engage in group activities, peer learning and problem-
based learning. Teachers also shift their control to empowering students to take control of their
own learning. An effective flipped classroom provides students several opportunities such as
developing critical thinking skills, taking ownership of their own learning, applying their
learning with little teacher guidance, and engage in activities to interest their learning materials.
This pedagogical practice also allows students to move through material at their own pace, for
example; teachers can give gifted students more advanced work and allow a student to skip
through mastered skills and focus on a topic they struggle with. This strategy also gives the
teacher additional time to provide students with valuable feedback resulting in further academic
growth.
Using the flipped classroom approach that provides several options for differentiating
instruction for gifted students. Differentiation usually requires modifications in content, process,
product and the learning environment. Differentiated instruction is a teaching method that allows
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teachers to structure their learning environments with a variation of interests and learning styles
found in the classroom. Differentiated instruction is a belief that students learn best when
students make the connections between the curriculum, their interests and experiences
themselves. Rather than teaching to a few students who share similar interests, differentiation
allows you to match activities and assessments with each individual students’ interests, in result
this has an enormous impact on students learning. “Differentiation and flipping can work
together to provide a variety of meaningful instructional routes to help students efficiently and
authentically arrive at their curricular destinations.” (Corwin Connect)
Joe Hirsch, an educator at the Akiba Academy in Dallas, Texas designed the concept of
“Fliperentiation” it combines both the flipped classroom approach blended with a differentiated
learning environment. In the 21
st
century it is imperative that students are engaged in learning
with technology. A flipped classroom model allows students to learn and study content online
and applying that knowledge through problem-solving based assignments. “This allows for the
student to further develop their own learning style while being able to apply prior knowledge to
future learning.” A blended learning method such as a flipped classroom and implementing
differentiated learning encourages student involvement
Curriculum flipped learning gives you the opportunity to adjust both the process and
content by which students learn. It is important to make sure that each student is appropriately
challenged. “To get the most out of your flipped classroom you will need to differentiate your
instruction both in the classroom and when students are engaging in direct instruction at home.”
(Pisanelli) Once teachers establish themselves within their flipped classroom, they are ready to
work with implementing instruction to meet the diverse learning needs of students. Heather
Witten, a Spanish teacher at Elizabeth High School in Elizabeth, CO, recalls, “She was
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Jones 4
struggling to differentiate when she came to realize that she could “teach everyone just not all in
the traditional classroom.” (American Council)
.
The difficult part about differentiation is trying to synchronize the learning of a whole
classroom in which not every student learns at the same pace.A flipped classroom reinforces
differentiation within a classroom and can be an effective instructional strategy for differentiating
instruction. If differentiation is the engine, flipped learning is the grease.” Used together they can
enrich the students’ learning experiences and reach beyond the goals they have set for
themselves. (Hirsch)
According to a 2014 survey form the Flipped Learning Network, 78 percent of teachers
said they had flipped a lesson and 96 percent of those who tried it said they would recommend it
to other learners. “By 2020 differentiated instruction will not distinguish a teacher as effective
but will merely be a part of every lesson, every day”. General education teachers are responsible
for teaching all students regardless of the struggles they may face. Teachers often find it difficult
to differentiate instruction for each and every learner. However, flipping the classroom can assist
teachers in differentiating instruction to meet the needs of students with learning difficulties.
Flipping the classroom allows the teacher to spend more one-on-one time or in small groups, this
allows the students who need additional time interacting with the teacher to receive it. There
would then also be time for differentiation to me implemented in the classroom. “the teacher can
implement tiered activities in a flipped classroom” this allows students to work with the same
content but with varying complexity.
Meeting the needs of diverse learning can be a struggle with any educator, every student
will have different cultures, interests, and have different experiences. “There is growing evidence
that differentiated instruction has positive effects on student learning.” (Rock, Gregg, Ellis, &
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Gable) The flipped classroom provides teachers the opportunity to create lessons that provide
motivation through “technology and collaborative learning, much like mentoring.” (Brownlow,
28)
In conclusion differentiation provides examples of hands-on application of instructional
practices used to “flip” the classroom. Flipped curriculum does reinforce differentiation in
student learning. Every teacher should want their students to come to class motivated and
engaged in what they are learning. As Carol Ann Tomlionson once said, “It is no longer possible
to look at a group of students in a classroom and pretend they are essentially alike”.
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References
American Council on the Teaching of Foreign Languages
,
www.actfl.org/sites/default/files/pdfs/TLE_pdf/TLE_Nov13_Article.pdf.
"Differentiated Flipped Instruction: A Purpose-Driven Approach."
Corwin Connect
, 6
2015,
corwin-connect.com/2016/01/differentiated-flipped-instruction-a-purpose-driven-
approach/.
"'Fliperentiated? Instruction: How to Create the Customizable Classroom."
Edutopia
,
21
Oct.
2014, www.edutopia.org/blog/fliperentiated-instruction-create-customizable-
classroom-joe-hirsch.
Mrs. Hayes Gifted Repository
, mrshayesgifted.files.wordpress.com/2017/01/technology-
differentiating-instruction-by-flipping-the-classroom.pdf.
NFHS
,
www.nfhs.org/media/1016829/49-16.pdf
.
Pisanelli,
K. (2016, August 3). How to Differentiate Your Flipped Classroom. Retrieved from
https://www.advancementcourses.com/bloghow-to-differentiate-your-flipped-classroom/
Rock, M.L., Gregg, M„ Eilis, & Gable, R.A. (2008). REACH: A framework for differentiating
classroom instruction. Preventing School Failure, 52(2), 31-47.
User, Super. “Home.”
What, Why, and How to Implement a Flipped Classroom Model
,
omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-
implement-a-flipped-classroom-model.
What Is Flipped Learning
, Flipped Learning Network,
2014, flippedlearning.org/wp-
content/uploads/2016/07/FLIP_handout_FNL_Web.pdf.
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