Lori Meyers

Publication Date


Document Type



differentiation, flipped classroom, elementary, screencast, first grade


One of the benefits of a flipped classroom model is that it lends itself to differentiation. In a flipped classroom model, students watch video lessons at home, then come to school the next day, ready to learn and work on projects. The lessons can be customized, so that the students are watching videos that are just right for them. The teachers, rather than spending class time lecturing, are able to work with individuals or groups of students on the specific content they are learning, addressing their unique learning needs. However, a traditional “at home” flipped classroom can be challenging for students in the early primary grades. As these young students are learning to read, write, and work with each other, they benefit from the support of a nurturing in-class environment that allows them to develop independence, collaborative skills, and confidence in tackling more challenging tasks. The question becomes how a primary grade teacher can reap the benefits of a flipped model to support differentiation, while preserving the in-class nurturing relationship so essential in the early grades. This study explores an integration of the two through implementation of an “in class” flipped model to support differentiation in a first grade classroom.