My driving question is: What are the effects of using screencasts on differentiated learning using an in-class flipped model?
The educational context for this driving question is really a combination of the need for differentiation with the benefits of a flipped classroom. There’s a huge diversity in any classroom. In my classroom alone, there are students who speak English and some who don’t. There are kids who are still building number sense, and those who understand the basis for multiplication. There are kids with well-developed fine motor skills, and those who can’t properly hold a pencil. There are kids who just turned 6, and those who just turned 7. All of these - and more - necessitate differentiation. There’s also a huge range of readiness for independent work in my classroom. At any moment, there may be half a dozen students who need my attention or who have a question. There may be students who can read directions, and those who can’t. There are students who know how to use resources around the room to help themselves, and those who don’t. There are students who “ask three and then me,” and students who only “ask me.” There are students who need more support, and students who need less. All of these reasons - and more - necessitate accessible (and appropriate) curricula and directions for all students at all times. This content can be provided by screencasts in a flipped model. The intersection of all of these needs provides the educational context for my driving question: what are the effects of using screencasts on differentiated learning using an in-class flipped model?
1 Comment
Kristin Pruitt
7/19/2016 10:17:23 pm
I can't wait to see how your flipped classroom research turns out. The whole concept with a first grade class is very interesting to me especially at the beginning of the year when so few of them a independent workers.
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