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3 Tutorials that teach Differentiation via the flipped class
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Differentiation via the flipped class

Differentiation via the flipped class

 
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Author: Crystal Kirch
Objective:
  1. In this tutorial, you will learn the three ways that a Flipped Classroom can be differentiated for your students: lesson delivery, learning activities, and assessment modalities. Our goals are to manage in-class time required to perform flipped activities and assessments. Understanding how the flipped classroom provides an environment for individualized learning and creating a lesson plan for the assessment that occurs in the classroom is the first step towards flipping your classroom.

  2. Understand how the flipped classroom provides an environment for individualized learning

  3. Create a lesson plan for the assessment that will be performed in the classroom

  4. The assessment they create will directly reflect the learning objectives they created during the previous tutorial

  5. Cover the different types of activities a teacher can use to assess their flipped lesson

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Tutorial

Differentiation via the Flipped Class

In this video tutorial, you will learn the three ways that a Flipped Classroom can be differentiated for your students - lesson delivery, learning activities, and assessment modalities. You will decide on your activities and assessments to go along with the flipped lesson you are planning on Sophia.org and make sure that your assessments and your learning objectives match up.

Source: Created by Crystal Kirch using Camtasia for Mac

Differentiation via the Flipped Class

Slides to accompany the video lesson

Source: Created by Crystal Kirch using PowerPoint for Mac

Differentiating Learning Styles and Multiple Intelligences via "Menus"

We have so many different types of students in our classrooms and it may seem daunting to meet all of their learning needs. However, we know there are three main learning styles (Visual, Auditory, and Kinesthetic) that most of our students use.

We can also differentiate for our students based on their Multiple Intelligences. The website linked below does an excellent job of summarizing the Multiple Intelligence Theory and providing examples, rubrics, and resources for using "Menus" (or "Think-Tac-Toe" sheets) to differentiate learning activities and assessments for our students.

With the valuable face-to-face time that we have with our students because of the Flipped Classroom, we have so many opportunities to differentiate instruction, activities, and assessments for them in order to best meet their learning needs.

http://teach.fcps.net/trt7/Think%20Tac%20Toe.htm

Differentiation via Project-Based Learning (PBL)

Project-Based Learning is a great way to differentiate both activities and assessments in a flipped classroom. Below are some links that will get you started thinking about PBL.

http://www.edutopia.org/stw-project-based-learning-best-practices-guide

http://www.edutopia.org/stw-project-based-learning-best-practices-resources-lesson-plans

http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-research

Source: edutopia.org

Differentiation via Student-Created Videos

Having student-created videos is a great way to get students to move up to the higher levels of Bloom's Taxonomy and really apply the content themselves. Below is a sample student-created video for a Pre-Calculus class where students wrote, solved, and explained their own math problem as a way of assessing their knowledge and understanding of the content.

Source: video created using Educreations

Before you move on...

1. Have you thought about how your flipped lesson is going to meet the individual student needs that exist in your classroom?

2. Have you determined what in-class activities and assessment(s) will accompany the lesson in order to give you evidence that the learning objectives are being met? Have you set a timelines for these activities and assessments?

3. Have you verified that the assessment(s) you have created match with your learning objectives?

Questions and Answers

  • Answers 0
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    Michael Wertz 9 months ago

    What preliminary data has been collected on the effectiveness of the flipped classroom?

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    Meg O'Mahony about 1 year ago

    One of the real reasons I'm interested in flipping my classes - starting with my gr 12 Bio is to spend less face-to-face time delivering content, especially that which the students can get without me present. Then the face-to-face time can be spent doing a number of things. While I don't expect to be at the ideal place right away, what I envision is:
    -laptops will be available for the students who did NOT prepare for class
    and they can complete the video (or other) and notes
    -small groups can review concepts by doing interactive activities - for the
    lesson I'm preparing, I see this being a variety of
    -molecular model kits
    -Veritech review sheets
    -other cooperative learning activities
    -virtual activities for review and reinforcement
    -case study for extension
    -I can work with individual students here as well as small groups
    -I'm thinking it would be better to have the students tweet their understanding of the key concept(s) after this class - rather than before it.
    Hopefully, in addition to the formative quiz and the tweet can be complimented with some student conversations (which I can record on my iPad).

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    Marilou Schantz about 1 year ago

    Yes I have thought how I'm going to meet the needs of every student in my classroom. With lessons at home and discussions at school these needs will be met. Assessments have already been predetermined and informal evaluations will be given along the way to see how students are progressing. All assessments match objectives to be learned by students.

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    Rashard Curmon about 1 year ago

    1. Have you thought about how your flipped lesson is going to meet the individual student needs that exist in your classroom?

    I have given much thought about how my flipped lesson will meet individual student needs that exist in my class so that all students can reach mastery. I will make plans to meet with Inclusion Specialist to assist in making the lesson adaptive to students from various academic ability levels.

    2. Have you determined what in-class activities and assessment(s) will accompany the lesson in order to give you evidence that the learning objectives are being met? Have you set a timelines for these activities and assessments?

    Yes. I will use our schools curriculum maps that are aligned to common core standards. The timeline in these curriculum maps are already determined and I will work to align my flipped lesson to the maps that me and other teachers are dedicated countless hours into revising. Flipped lessons will be completed through out the nine week period to assist in students end of the nine weeks performance event.

    3. Have you verified that the assessment(s) you have created match with your learning objectives?

    Backwards design planning is very important as I want to make sure my performance event and flipped lessons are aligned to meet the standards that are being taught and assessed for the nine week period.

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  • Answers 2
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    Denise Cruz about 1 year ago

    I currently use Edmodo as a platform for my videos, activities, assessment and student collaboration and peer review. I will also incorporate Moodle as another platform to deliver my content and give student choice based on learning styles. One concern I have is students who do not have access to technology at home. Currently, our media center is open 2 days a week until 6pm. I leave the lab open 2 different days until 5:30pm. Students do not take advantage of the open lab.
    Students' work is assessed in multiple ways: rubrics, checklists, demonstration, peer review, authentic audience survey, paper pencil, performance. I will create a timeline with check points where students have to keep track of what they are doing. I will also include how they plan on completing that should be accomplished outside of class time. This may help students realize they need to utilize the open lab times.
    Yes, there are 3 different types of assessments. Multiple choice/short response quiz that assesses the minimum knowledge I need students to know. Performance test with a product outcome. Peer review of another student's work which includes suggestions with examples to enhance their work.

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      Denise Dalrymple answered about 1 year ago

      Another option for students that do not have internet access at home is to burn a dvd of your lesson. Most students have some type of dvd or gaming device that will play those.

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    •  
      carolyn fruin answered about 1 year ago

      Did you know that Sophia tutorials embed into both of those LMSs? They look good, too.

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    Windy Byrd about 1 year ago

    I really enjoyed my class last year when students watched my videos and were ready for the activity. My class really made an impact with my struggling student by giving them an opportunity to watch the video at their pace. I can't wait to see the improvement with my flipped classroom.

    Yes, my class will use Edmodo to complete quizzes and I will use a rubric on each project to evaluate work. For example, my business unit requires students too use different software to complete documents important for a business. I will assess their projects by a set rubric that states requirements of the document including format.

    Yes, the assessment for this unit is two fold. One part is the web page they create, rubric and the other is a multiple choice test that reviews debate/terms/current events in business.

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    Suzette Powell about 1 year ago

    1. Have you thought about how your flipped lesson is going to meet the individual student needs that exist in your classroom? Yes, I think this will be a better effort than I have previously been able to achieve.
    2. Have you determined what in-class activities and assessment(s) will accompany the lesson in order to give you evidence that the learning objectives are being met? Have you set a timelines for these activities and assessments? I've done well to gather a wide range of websites, games, and other resources ahead of flipping. Those resources are now at my disposal. Timelines...well, I need some work there. My time estimates never seem to match what the county says I have for an a topic.
    3. Have you verified that the assessment(s) you have created match with your learning objectives? I am fairly certain that my assessments are rigorous, but I want to do more that is rubric based. That way the students can get in on self-assessment.

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    Wilson Computer teacher about 1 year ago

    Before you move on...

    1. Have you thought about how your flipped lesson is going to meet the individual student needs that exist in your classroom?

    I'm still thinking about how to use this in my class room... I will definitely use the SMART lesson planning... that was on point!!!

    2. Have you determined what in-class activities and assessment(s) will accompany the lesson in order to give you evidence that the learning objectives are being met?

    No I have not determined what in-class activities and assessment(s) will accompany the lesson in order to give you evidence that the learning objectives are being met. I will create ALL of the above, after this week...This week is a very busy week for me. :-)

    Have you set a timelines for these activities and assessments?

    My timelines for these activities and assessments will be a week. I have my students on a 4 week rotating cycle, which is kool for planning, but terrible for seeing the students...

    3. Have you verified that the assessment(s) you have created match with your learning objectives?

    I have not yet verified that the assessment(s) you have created match with your learning objectives, but they will!!! :-)

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    shuana todd about 2 years ago

    Is having students demonstrating the indirect method of measuring a tall tree in the local school yard a good objective for assessing their understand of indirect measurements?

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