Maximizing In-Class Instruction with the Flipped Classroom Model
You can easily get started with the flipped classroom model and begin flipping your class in four simple steps: Format, Interact, Reflect, and Extend. This little mini-series will take you through each step to help guide you on your journey with flipped learning. This is step 4: Extend.
Creating Groups
The day after a flipped lesson, you will want to get the students into two groups. The first group will be made up of students that have demonstrated they understand the basic information and are ready to now start applying their knowledge. The second group is of students that demonstrate that they are still struggling and will need extra support. I use the quiz to place my students into two groups. Those that score 70% or higher are in the first group and those that score under 70% are in the second group.
Differentiating Activities
Now come the fun part and the part that will make sure that you are meeting the individual needs of your students. The whole point of flipped learning is to maximize your in-class time with your students. When I create my differentiated activities I try and focus on where I want my students to be at the end of the class period. I always chose one group to work with and let the other group be more independent.
If I have some really high-level students that I want to challenge and push to the next level, I might work with them on a more in-depth lesson and really go deep with their thinking and understanding. At the same time, I might have the other group do guided reading and then play Quizlet live so that they can relearn the information and then practice the key vocabulary with a group.
If I have many students in the need support group I might go more slowly with them and guide them through a reading and note taking providing more examples along the way and extra practice. Meanwhile, the other group could be working on an online investigation together so that they are applying their knowledge.
Creating two lessons doesn’t have to mean extra work on your end. Just use the lessons that you already have. Reading from the textbook would be perfect for the needs support group while a hands-on lab or online lab would be great for the ready to apply group. In both cases, the students are getting what they need based on their level of understanding so far.
Classroom Management in the Flipped Classroom Model
Having students do different activities at the same time can be scary and intimidating. You need to embrace the chaos. Here are some key points to help make it easier.
- Set Clear Expectations. Make sure students understand what they are supposed to be doing and how to ask for help. You will be working with one of the groups so you won’t be able to continuously guide the other group. I have my students ask three others for help first before asking me.
- Give Easy to Follow Directions. Provide instructions that are short, to the point, and simple to follow. Add pictures if you feel that they would add extra help.
- Embrace the Chaos. It can become a little loud in your class, especially if students are working in groups and doing hands-on learning activities. Expect the sound and know that it is okay. You will be able to tell which groups are on task and which ones are just playing around.
The day after a flipped lesson can be exciting and challenging for students as they work on applying their information. Let them struggle and problem solve. Giving them time to figure it out is important. They are surrounded by their peers and can ask them for support and guidance. If you find that they are becoming so frustrated they want to give up then go ahead and offer them help. However, don’t jump in too soon or they will miss out on the opportunity to learn that they can struggle with difficult things but if they keep trying and ask for help they can get through it.
Are you ready to get started? Need more information or resources? Download my FREE ebook on How to get started with the flipped classroom model and Flip Your Class
Get Started with the Flipped Classroom Free Guide
Head back to learn more about choosing your video in part 1 of the series, interacting with the video in part 2 of the series, and reflecting on their learning in part 3 of the series.
