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‘Flipped classroom’ helps teachers differentiate instruction

2014 May 29
by HISD Communications

Last August, we showed you how the flipped classroom model was helping one teacher increase student participation. But for sixth-grade math teacher Andrew Bailey at the Gregory-Lincoln Education Center, turning the lecture portion of his class into a homework assignment gives him more time to meet students where they are in the learning process.

“I became interested in using the flipped classroom model for two very specific reasons,” explained Bailey, “time management and differentiation. I have a number of students who really struggle to grasp the material, and I would like to dedicate as much time as possible to giving them the help that they need.”

Bailey added that students who are quick to learn new concepts can be given extension activities, become peer tutors, or even create their own videos in order to help their classmates.

“This also lessens the daily battle of teaching a new concept while making sure that everyone is quiet, listening, and attentive the entire time,” he said. “Using the videos, students don’t have to try to keep up with me, because they can pause, rewind, and even move forward as they see fit. The biggest effects I’ve seen on student achievement have been on those students who were typically the lowest performers. They feel more confident that they can complete their work, and tell me privately that they think they did well on their tests. I have seen some of my students jump from teacher assessment scores in the teens to scores just below passing.”

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