The In-Class Flipped Elementary Classroom

Keeping elementary students engaged throughout the day has been a struggle for many classroom teachers. We are constantly looking for new ways to keep students engaged whether we are in whole group, small group, or in station work. Small group and station time has always been a struggle because you want to make sure your students are independently engaged while you are working with a group. How can we make sure that they are actually completing the activities and not just playing without having to take away from our small group instruction? An in-class flipped classroom could help solve some of our problems.

In-Class Flip Infographic by Keley Barnhill 

What is an In-Class Flipped Classroom?

You may have heard of a flipped classroom before. In a flipped classroom, teachers make instructional videos for students to view at home or away from class. As an elementary school teacher, that isn't feasible, as most of our students do not have access or the ability to get on devices once they are at home. Ramirez and Buitrago (2022) state an In-Class Flip is "a set of adaptable in-class configurations where individual and group spaces coexist, allowing flipped learning to take place within the educational setting" (p. 9). An in-class flip happens within the classroom and does not require students to access material at home to learn. As an elementary teacher, this is a more feasible option. Students can access material through technology or other resources to assist them in learning. 

Types of In-Class Flip

There are two different types of the In-Class Flip, station work and In-Situ (non-station) work. Station work has been done for years in classrooms. Station work in an In-Class Flip can be used with or without technology. Ramirez and Buitrago (2019) discovered the sequenced, looped, mixed, and half 'n' half station model (p. 12). "Each configuration supports different purposes, and you can adapt each one in many ways to accommodate every teacher's individual context" (Ramirez and Buitrago, 2019, p. 12).  Many kindergarten through second grade teachers incorporate a type of station work in their daily schedules. 

 

 Ramirez (2019) states " an In-Class Flip can be done with or without station work". The In-Situ (non-station) work clarifies that students can have direct instruction without the teacher delivering material at the front of the classroom. This can can be done through "different means such as videos, reading, and infographics" (Ramirez and Buitrago, 2019, p. 23). Students can use resources to assess their own understanding of the content. This can be done independently, through partner work, or through group work. 

Differentiation with In-Class Flip

As an elementary school teacher, one of my first questions is, How do we differentiate with a flipped classroom? Abi (2022) states "a Flipped Classroom makes it easier for teachers to apply differentiated learning strategies". Sometimes differentiation can be difficult when planning for station work because you are having to create different levels of the same activity so that every student is learning.  There have been times where I have struggled to grasp how a student is learning and the process of creating activities becomes overwhelming. " When you flip, you get a better grasp of students' learning processes; their level of understanding; and their interests, preferences, and personalities" (Ramirez and Buitrago, 2022, p. 63). Using the In-Class Flip model, teachers are able to give students resources that matches their learning styles whether it be through a video, graphic, or hands on approach. 

Holding students Accountable

The big question many teachers have with any kinds of independent or group work is how do we keep them accountable? Are they actually completing the activities given to them?

The most crucial step to setting up an In-Class Flipped classroom and ensuring accountability is by setting high expectations. Starting from day 1, the teacher should have clear expectations for completing activities. There are many ways that this can be implemented including; student exit slips, student menus, Google Forms, Seesaw activities, and more. Once students understand the expectations and see that it is a requirement, then it will become a part of their everyday school routine (Kucera, 2023). 

Resources to Implement In-Class Flip

There are many different ways that an In-Class Flip can be implemented in the classroom. For this particular blog, I will focus mainly on elementary resources.

SeeSaw is a great option for beginners. SeeSaw gives you the capability to upload videos, images, and activities for students to complete. Students can watch the video and then complete an activity. It also offers accountability for students. Students can complete assignments or take pictures of their paper activities and upload to their portfolio.

Google Suite also offers a variety of resources that can help flip a classroom. Google offers Slides, Docs, Classroom, and Forms to assess student understanding. 

BrainPop is an interactive website that offers content videos, quizzes, and assessments of materials. The content is engaging and keeps the attention of students. 

Students can benefit from an In-Class Flip Classroom because they are able to learn based on their own needs. Teachers will also have a better understanding of their students and their various learning styles. I hope you will give the In-Class Flip approach a try and see how it works for your classrooms.

References:

           Abi. (2022, July). Differentiating the flipped classroom - kognity. Kognity. https://kognity.com/resources/differentiating-the-flipped-classroom/

           Kucera, R. (2023, February). The Flipped Classroom Teaching Method: 6 Ways to Hold Students Accountable. Rae Rocks Teaching. https://raerocksteaching.com/the-flipped-classroom-teaching-method-6-ways-to-hold-students-accountable/

           Ramírez, M. A., & Buitrago, C. R. (2023). In-Class Flip: A Student-Centered Approach to Differentiated Learning. International Society for Technology in Education.

                        Ramirez, M. (2019, March). What’s an in-class flip? (revisited) -Martha Ramirez. Martha Ramirez -                  English Language Teaching. https://martharamirez.com.co/blog/whats-an-in-class-flip-revisited/

            Seesaw, Elementary Learning Experience Platform. (2024, September). All-In-One Platform -  Seesaw | Elementary Learning Experience Platform. https://seesaw.com/all-in-one-platform/

Social Media in Elementary Schools

 

Social media continues to be popular and more platforms are being introduced. Should we use social media in schools? Should we allow students to use social media at school for educational purposes? these are all questions that do not have a simple answer.

At the elementary level, students do not use social media as a form of instruction. Evans (2024) states "While fewer school-aged young people are using Facebook today (about 32%, Pew finds), it can still be a useful tool for maintaining an online community, posting updates, sharing links and asking questions". Our students are not on Facebook, but their parents, most likely, are. At Indian Valley Elementary School, teachers have Facebook groups for their classrooms that only parents have access to and the school has a Facebook page that keep parents and guardians updated on events, fundraisers, and highlights of the school. For this grade level, it makes most sense for social media to be used as an online community and a place for parents to find information about events going on at school. 

Design by Keley Barnhill

Can we prepare students for social media?

Even though elementary schools do not use student centered social media, we can use social media to teach students about digital literacy. There are many ways that we can prepare students for the future use of social media through digital citizenship and the writing process. 

One thing teachers do everyday is a writing lesson. We can incorporate social media by teaching students best practices while writing. Lawrence (2022) emphasizes the importance of the writing process even in writing for social media (p. 33). Students beginning learning how to brainstorm ideas in kindergarten and begin to develop pre-writing skills. Students may start with a word or a sentence, but they have to start with their pen to paper. When they are ready, students may begin publishing their writing by typing it on the computer. As the technology teacher, my second grade students will bring a writing piece to class and we will publish their writing. My students are learning keyboarding skills and can transfer their words to a digital format. Although students may not use social media at school, we can prepare them by teaching them to draft their words and revise them before putting them on the internet (Lawrence, 2022, p. 34). 

Another way we can prepare students for social media is by teaching them about digital citizenship. "Educators can teach students about healthy digital technology habits and help them recognize how technology can potentially affect their well-being" (“Promoting Digital Citizenship for Students,” 2024). Schools that have a technology or a library rotation can learn about digital citizenship. This year I partnered with our school librarian to teach students about their online community, keeping information private, giving credit, and technology breaks. "Teaching digital citizenship to students involves helping them understand the permanence of their digital footprints and how to avoid harming themselves or others when they post online" (“Promoting Digital Citizenship for Students,” 2024). 

Educators cannot control what our students are exposed to outside of our schools. However, we can prepare them for what they may encounter now and in the future. 

References

            Evans, M. (2024, October 22). Social Media in Education: 13 Ideas for the Classroom. University of San Diego - Professional & Continuing Education. https://pce.sandiego.edu/social-media-in-education/

            Lawrence, D. (2022). Digital Writing: A Guide to Writing for Social Media and the Web. Broadview Press.

            Promoting Digital Citizenship for Students. (2024, April 15). School of Education Online. https://soeonline.american.edu/blog/digital-citizenship-for-students/