Abstract:

This paper aims to address one of the very important aspects of the Flipped Classroom (FC) approach: How is differentiation and personalization maintained and why is it important? Differentiation and personalization within an FC methodology does not happen only with differentiated flips. The very nature of the FC approach provides flips at the individual learning space so that students can watch them as many times as they need to understand the content promoting differentiated instruction and personalized high-order in-class learning (Yarbro et al., 2014). Students have varying skills, knowledge, and experiences, which teachers need to recognize. Thus, in this research, teachers, students, and their parents have given their views on the implementation of a FC methodology in their classroom, regarding how the flips have shifted their educational experience.

The study was contacted in primary education settings, recognizing the gap in FC research, and had been a multiple case study given that five different primary schools in Cyprus have participated, with a total of 5 teachers, 126 students and 60 parents. The data collected through the interviews has been divided into themes using NVivo analysis. These themes have in turn given rise to the FC Differentiation Tool, which can be used as a framework for developing FC designs to help personalize the lesson as much as possible, in order to cater for different learning types.

The tool focuses in how the three FC components (flips, entrance tickets and in-class activities) should:
(a) be short, simple, and engaging,
(b) provide a combination of compulsory and optional resources and activities,
(c) use multiple formats and
(d) enable anytime feedback and personal contact.

Therefore, the conclusion has been that an FC approach can give the opportunity to all students to gain basic understanding and exposure to content prior to class, whereas in-class activities and feedback given can lead to more engaging classroom time. The current research correspondingly agrees with similar qualitative studies in higher education (e.g. Lage et al, 2000; Marks, 2015). It does not only focus though on how to maintain control over course coverage and content but gives practical solutions in how to avoid students’ disengagement and disappointment. Future studies, therefore, can further explore the issue of self-motivation in relation to differentiation and personalization in primary education.

Keywords:

Flipped classroom, personalisation, differentiation, primary education.