Flipped Classroom in Early Education

     In a flipped classroom, traditional learning is “flipped”. Students first engage with new content such as video lectures or reading materials at home. Classroom time is then repurposed for interactive, hands on activities, discussions, and problem solving. This model encourages active learning, allows students to learn at their own pace by reviewing pre class materials as needed, and frees teachers to facilitate and provide individualized support (MADDraw Productions, 2012). It fosters deeper understanding, peer collaboration, and immediate feedback, while maximizing time for critical thinking and application rather than information delivery (Avella, 2017). 

     On the other hand, researchers analyzed 15 journal studies on K 12 flipped classrooms, focusing on pre class and in class learning activities, student achievement and attitudes, and encountered challenges. Pre class components included instructional videos and online exercises, while in class segments featured brief reviews, individual practice, and small group work. The approach had a neutral to positive effect on student achievement when compared with traditional methods, though student attitudes varied, some welcomed the innovation, while others preferred traditional lectures, citing difficulties such as not being able to ask questions during video lessons (Lo and Hew, 2017). 

     Key challenges of flipped classroom fell into three categories. Student-related issues include disengagement with pre-class work, especially lengthy videos, unfamiliarity with the model and difficulty asking questions independently. On the part of faculties, problems involving high initial workload to create videos and the need for sufficient training in flipped pedagogy is mentioned. Other issues like limited internet access for some students and technical or monitoring difficulties are neither ignored. 

     As remedies, Lo and Hew proposed a rudimentary flipped classroom model and ten guidelines. For example, using 6 minute videos and capping pre class activities at around 20 minutes to address these issues. They also offered recommendations for future research to strengthen the evidence base in K 12 contexts. 

     Guided, directed learning—especially through direct and explicit instruction—remains essential in the K–12 curriculum, particularly at the elementary level. Young children are in the early stages of cognitive and social development, and they benefit significantly from structured environments where modeling, clear expectations, and routines are provided. According to Rosenshine (2012) in Principles of Instruction, effective teaching begins with clear, direct instruction that includes teacher-led demonstrations and step-by-step guidance, followed by guided practice. This approach ensures foundational knowledge is accurately built before students move on to independent tasks. 

     Further, research by Archer and Hughes (2011) in Explicit Instruction: Effective and Efficient Teaching supports the claim that younger learners, especially those in elementary school, require systematic instruction with frequent feedback and active teacher engagement. This model prevents misunderstandings and fosters mastery of basic skills in reading, writing, and math, which are critical for later academic success. 

     While some advocate for inquiry-based or independent learning, these methods often presume a level of self-regulation that young children have not yet developed. Moreover, assigning extensive work beyond classroom hours poses additional challenges. Elementary teachers managing classrooms of 25 or more students already face significant instructional and administrative demands. The expectation to design, assess, and differentiate after-school assignments adds to their workload without guaranteeing improved outcomes, especially for students needing direct support. 

     Thus, a return to guided, explicit instruction is not a regression but a necessary foundation for long-term academic success and teacher sustainability in early education. 

References: 

1. Archer, A.L., and Hughes C.A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press. https://www.guilford.com/excerpts/archer_ch1.pdf?t=1 

2. Avella, F. (2017, June 20), Flipped Classroom Model: Why, How and Overview. [Video file]. https://youtu.be/BCIxikOq73Q 

3. Lo, C. & Hew, K (2017, January 7) A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. https://telrp.springeropen.com/articles/10.1186/s41039-016-0044-2 

4. MADDraw Productions, (2012, May 27). The Flipped Classroom Model. [Video file]. https://youtu.be/ojiebVw8O0g 

5. Rosenshine, B. (2012) Principles of instruction: Research-based strategies that all teachers should know. American Educator., 36(1), 12-19. https://www.aft.org/sites/default/files/Rosenshine.pdf

6. Sprouts. (2015, September 28). The Flipped Classroom Model [Video]. https://www.youtube.com/watch?v=qdKzSq_t8k8