A flipped classroom model can be transformative in a student’s learning process. Given the challenges, I believe that this form of differentiation will be one step closer to a quality education for all students. As a kindergarten teacher, I do very little direct instruction as a whole group. Most mini lessons take place during small group rotations/centers. If I could compile a list of resources to have students go through a mini lesson at home, I could spend our classroom time practicing the skills they learned at home. We can foster more collaboration and deeper learning by working in groups with the teacher serving as a facilitator. Although these mini lessons will take some time to curate, students can gain quality lessons that are meant for them. These resources can be videos, songs, or games for the variety of learners. They can be kinesthetic activities for students to model after the teacher. I am not saying that simply watching videos on the computer is transformative, but careful planning in utilizing class time for more active learning and engagement would be. Another challenge can be access to computers, and I find that this will always be a challenge. However, it is important that we help these students gain access. As educators, we are here to support our students. Perhaps, we can open up our classrooms 30 minutes earlier in the morning or 30 minutes after school so students can access the content. Maybe there is a way to open computer lab hours for students before or after school using administrators’ approval. A flipped classroom model may not work for every classroom or teacher, but it can prove to be very beneficial for students. There are many important factors that must be in place in order for it to be successful. In conclusion, it may take more work and planning, but students will receive the quality education they deserve.

Ada Yeung

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