How can I use a flipped model effectively in a first grade classroom to differentiate instruction without losing any the in-person academic and social-emotional learning that is essential in the early primary grades?
For older students, a flipped classroom model, in which students are learning material at home then doing project work in the classroom, gives the students the maximum benefit of their time with a teacher to work on their individual needs. But what about for early primary students, who need both that direct instruction and the project and discussion time with their teacher? Can I somehow use the flipped classroom model so that my students get the benefit of both? The problem that points me to this driving question is that the broad range of academic proficiency in my first grade classroom requires that I differentiate almost to the individual. In first grade, this means small group and individualized instruction for almost every lesson. A modified flipped classroom model, in which teacher-created instruction is available without a physical "teacher," could potentially support a highly-differentiated first grade class. In this case, the flipped lesson wouldn't necessarily "front-load" but would instead "back-load" and be available for reinforcement after an in-person lesson.
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