At the urban-based Chicago Kenwood Academy, online and flipped physics classrooms were created to help students learn and understand physics in a new and personalized way. While this was being executed in all physics classes, lack of access to technology at home hindered some students from learning at the pace needed to excel in class.
The grant from FBOL allowed the teacher who worked with these students to develop a self-paced physics curriculum, in which students who lacked technological resources at home could instead dive into digital coursework on Chromebooks within their classroom.
This opened the door for these students not only to now keep pace with their physics peers, but also take full advantage of a new, individualized type of learning in which they work at a level in which they can personally engage, rather than listen to a static curriculum where they might otherwise get lost as it progressed without them. Through this online medium for learning, the number of A’s and B’s earned in the classroom increased.
Blended physics curriculum