Using Flipped Classrooms To Engage, Individualize and Differentiate Instruction


Summer 8-12-2014



Degree Name


Primary Advisor/Dissertation Chair

Karen Moroz

Secondary Advisor/Reader One

Melody Goldmeyer

Peer-Reviewer/Reader Two

Walt Hammond


The research question addressed in this project was, Will incorporating a modified flipped classroom approach in my second grade math workshop help my students learn the math concepts by differentiating and individualizing instruction to increase student learning and engagement? It documents one teacher’s journey to differentiate and individualize instruction in her 2nd grade math period through the use of flipped classrooms. Her modified flipped classroom approach implemented some components of the blended learning model as well. The author documents the details of the math unit with the flipped classrooms and uses related research literature to construct meaning to her modified approach. She describes both the successes as well as the struggles with her data collection and the modified flipped classroom approach. She learned that flipped classrooms do help in individualizing and differentiating instruction and allowed her to meet with more students in a class period.


Mathematics, Technology

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