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Flipped classes have a significant impact on differentiated instruction

There are different approaches in education to engage and motivate students. Flipped lessons are one of them. Teaching Chemistry effectively and engaging involves integration with various disciplines such as Math, Physics, Biology, and Earth Science. Besides this, teachers can also use a video channel to flip their classes.


Students learn at their paces, whatever intervention we supply. So, the crucial point is the "learning paces." Learning pace is a derivative of learning style. Teachers apply different approaches such as flipped classrooms, blended learning, response to intervention, multi-tiered classrooms. However, response to intervention and multi-tiered classrooms should be school-wise.



All the above approaches focus on "personalized learning" or "learning one's own pace." How does a teacher make students learn at their own pace or solely learn? Flipped classroom or blended learning or both.


In this case, an important question comes to my mind. How do the kids learn in a digitalized world? It is a very crucial question. I heard from my students several times that "Sir, I watched a video from YouTube about this topic, I understood." It frustrates me a lot. Because I think they have learned the main idea in the class. They construct everything else based on this main idea. However, they say they learned from YouTube.


What can you do to engage the students to conceptualize the main idea during the class? How can they learn at their pace? How can learning be authentic? When learning happens authentically and spontaneously, then it becomes lasting. Doubtlessly, you may have realized that kids learn better from videos nowadays. For that reason, the flipped classroom will work and lead the differentiated instruction that will help the students to learn at their pace. So, everyone will acquire a personalized learning style.


In this regard, we can flip the classroom to have more time for influential classroom talks, more collaboration, more time for practice, more engagement, and eventually, more students achieve the standard.

What can you do for a flipped classroom?

1. Prepare a video no longer than 10 minutes for every lesson.

2. This video must outline the lesson plan.

3. The video should include the main idea that systematically provides a teaching pathway.

4. Add additional video links where appropriate. Doodle videos may be informative.


These videos can easily be uploaded to a YouTube channel and delivered to the students via a google site. A convenient and cheaper way to record a video can be over an MS PowerPoint slide. On top of that, having a pen tablet worth 100$ will make a big difference in your video. That will help you to solve questions and annotate on the slides.

How can you conduct an effective flipped classroom? How can the students benefit from these videos?


1. Students will watch the video containing the content and instructions for the lab or the classroom discussions. Students will have more time to get involved with the other activities during the class.

2. They can use the video as a remediation tool as well.

3. The students will not consume their time with too much explanation. They apply particular skills during classes.


Flipped classes have a significant impact on differentiated instruction. The students can control their learning pace. The more able students can watch the video at double speed. On the other hand, students who learn slower can also pause, rewind videos several times, and watch a little more slowly.


As a whole, teachers can use class time for higher-order thinking, more engagement,

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