You bring up a solid argument with technology being an issue. Are there alternatives should the technological resources not be available, so that components of a flipped classroom could still be implemented? Although a flipped classroom has its pros, it should be combined with other pedagogical approaches and meet the students where they are at, even if that means modification due to technology concerns. Perhaps printed reading materials, labs, etc. may combat the tech issue but still allow for students to receive some of the benefits of a flipped classroom model.

Thanks Rachael and sorry for the confusion with my "just-in time" phrase. What I mean is that students can be guided through difficulties as they occur with peer and teacher input that normally may not come to surface without a flipped model approach. Such an approach allows for student agency towards questioning, and by proxy of that questioning, their level of understanding. The "just-in-time" advice refers to the peer and teacher formative feedback that can help direct the questioning toward deeper levels of understanding as they arise, whether done at home and brought into the classroom the next day, or in the moment at class. I'm referring to helping guide students in that understanding prior to fueling misconceptions around a topic/standard that may take deeper roots had a student not been able to have the agency to develop their own questioning around the content, not necessarily in live time at the exact second a query is posed.

A flipped classroom is a great way to increase growth mindset through the power of mistake making and healthy struggle in the classroom. Having students investigate concepts in a flipped learning model allows for the students to take ownership for their learning, self-advocate, and allow for more specific questioning when they need clarity. When done well, flipped learning enables teachers go meet kids where they are at and go deeper should it be found they have a solid understanding of prior knowledge than expected. It allows for the teacher to provide the "just-in-time" advice, correcting logical fallacies before they take hold, while also facilitating deeper growth around the student's own self-directed interest and questioning around the content at hand. However, it would be wise to pair flipped learning with other methods of instruction, as multiple instructional pedagogies will better meet the diverse learning needs of the various students in a class.

Daniel Corrigan

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