The Flipp"ID" Classroom
using INstructional design principles to flip co-taught classes
The “Flipped Classroom” is an exciting and engaging model of instruction that puts the learning in the hands of the student and asks the educator to facilitate the learning process.
The 4 key benefits that a flipped classroom provides to students are :
- an opportunity to gain first exposure to material prior to class
- an incentive to prepare for class
- a mechanism for the teacher to assess student understanding
- the ability to work on in-class activities that focus on higher level cognitive areas & more redefinition activities (SAMR)
Writer Dian Schaffhauser in a recent post for THE Journal: Transforming Education through Technology." explained how “mainstream technology” used in general education classes has different benefits in a special education classroom. “The most effective approach for flipping the classroom for special ed students isn’t, in fact, all that different from doing it for general ed students,” It serves special education students particularly well because students can watch the content repeatedly until they get it, which is helpful to those who need extra time to learn new concepts. (Schaffhauser, 2013)
Andrea Prupas, the head of inov8 Educational Consulting, whose firm specifically addresses special education and technology also points out that instead of using these new tools to “do things differently,” special education teachers need to use the same technology applied in general education classrooms to “do different things.” According to Prupas, a “truly flipped approach” starts by looking at students’ specific needs.
(Prupas, 2013) Her presentation on this subject is below:
Instructional Design Methods can help Educators systematically design flipped courses that keep learning objectives at the core of instruction, have modifications for individualized learning and incorporate project based learning & technology. The discussion below will center around a Social Studies class being flipped using technology including Moodle and Captivate e-Learning Software.
Example of a Flipp"ID" class- Fireside Chats
This is a recent lesson that was flipp"ID" for a co-taught American Cultures II Class. The lesson focuses on FDR's New Deal and has the students create their own Fireside Chats.
The lesson was presented to students via Moodle LMS (there is no audio with this video)
The lesson was presented to students via Moodle LMS (there is no audio with this video)
First, students completed a homework module on the Great Depression via Moodle. Homework modules are created using Captivate an e-learning software. The homework module consisted of a presentation with audio, video and built in assessments. The module can be modified for individualized student learning and an interactive version of the module can be created for mLearning via tablets or other mobile devices. It is automatically marked by Moodle & placed in the Moodle gradebook. By presenting the information in this format students are able to not only stop & review slides at their own pace but they are constantly assessed throughout the module. Students can answer questions as many times as needed and need to score an 80% or above in order for the module to count for a homeowrk grade. Students also have the option of redoing the module or referring back to the module for review. The teacher can review student data from the module via Moodle to assess what questions were difficult for students. Below are higlights from the module:
This module can also be modified to meet individual students' needs. Below is highlights from a module that was adpated so that a student with multiple disabilities could complete it on an iPad and answer the questions in a "touch" fashion.
Next, students completed a knowledge check in class via a Moodle quiz and listened to some of FDR's original Fireside Chats.
They paired up, investigated a New Deal program that was assigned to them and created a fireside chat using Quicktime player.
After all of the students had submitted their Fireside Chats, they competed in an audio space race where they had to listen to other student's fireside chats and identify the program being discussed.
Sources
- Prupas, A. (2013, February 26). Flipping the Classroom for Students with Special Needs - Our Presentation, Tools and a Case Study. Retrieved October 30, 2014, from http://www.inov8-ed.com/2013/02/flipping-the-classroom-for-students-with-special-needs/
- Schaffhauser, D. (2013, May 30). The Surprising Ways BYOD, Flipped Classrooms, and 1-to-1 Are Being Used in the Special Ed Classroom -- THE Journal. Retrieved October 30, 2014, from http://thejournal.com/Articles/2013/06/04/The-Surprising-Ways-BYOD-Flipped-Classrooms-and-1-to-1-Are-Being-Used- in-the-Special-Ed-Classroom.aspx?Page=4