(75)DIFFERENTIATING THE FLIPPED CLASSROOM: USING DIGITAL LEARNING TO MEET THE NEEDS OF DIVERSE LEARNERS

摘要

A steadily increasing number of classrooms are moving to the Flipped model of instruction, usingeducational technology to present new material to students at home and utilizing class time to review,reinforce, and practice. In fact, between 2012 and 2014, there was a 30% increase in the number ofUS teachers who reported flipping a lesson (Yarbro, Arfstrom, McKnight, & McKnight, 2014). Duringthis same time period (2013-2014), financing for education technology companies rose 55% (Singer,2015), suggesting an interaction between a greater number of resources and more teachers willing toutilize them through flipped instruction. As more and more teachers buy into the idea of flipping theirclassroom, attention is turning to what happens, pedagogically, within the flipped set up. In 2014, theFlipped Learning Network (FLN)released recommendations for implementing best educationalpractices within the flipped environment. Those recommendations correspond to the guiding principlesof Differentiated Instruction (Tomlinson, 2003;;2014). There is a logical synergy between these twomodels-the flipped environment provides rich opportunities to cater to diversity because of theflexibility linked to its use;;differentiation provides strategies suitable for harnessing this flexibility. Thispaper presents practical approaches to Differentiating Instruction within the Flipped environment.Areas of focus include techniques designed to build classroom community, implement and useformative assessment, foster student growth, and ignite intrinsic motivation - both at home and atschool.