Flipping the Classroom to Enhance Opportunities for Differentiated Instruction
This paper will consider how flipping the classroom can enhance opportunities for differentiated instruction (DI) in Higher Education. DI is a potentially problematic concept, especially when differentiating learning and teaching can result in both the inclusion and exclusion of learners. Moreover, if differentiated learning and teaching is not carefully considered, it can perpetuate and enhance existing inequalities, promoting a type of ‘Matthew Effect’ in education (Westwood, 2001). A reflection will be presented on how flipping the classroom has been utilised for the purposes of DI on a compulsory ‘Communication for Academic Purposes’ module on the foundation year of an extended degree programme. In particular, this paper will look at the implementation of a ‘partial’ flip and how the inversion of content delivery enhanced the potential for DI at the levels of ‘process’ and ‘environment’ (Tomlinson and Moon, 2013). In light of the Covid-19 pandemic, and a shift to remote learning and teaching, I will conclude by commenting on how this pedagogical strategy might now be more attractive in an era of remote/blended content delivery.