Flipping the Classroom for
Learning Support Students
MARY AGNEW
SALISBURY HIGH SCHOOL
ALLENTOWN, PA
MARYAGNEWID.WEEBLY.COM
@MKAGNEW
Overview
 What is a flipped classroom?
 Teaching for Tomorrow: Flipped Classroom
 Why it is important?
 6 key benefits of a Flipped Classroom
 Misconceptions of a Flipped Classroom
 Outcomes of a flipped classroom
 Doing things differently vs. doing different
things- flipping for learning support
 Technology tools for flipping
 Examples
What is a flipped classroom?
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.
Why is “Flipped Classroom” Important?
 New technologies allow instructors to easily create
interactive learning materials
 It allows opportunities to incorporate active
learning for more student practice & feedback
 Opportunity to reflect on practice
Increase rigor
 Question fundamental assumptions
 Reevaluate how/why we use technology
 Re-evaluate face time
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6 Key Benefits of a Flipped Classroom
 an opportunity to gain first exposure to material
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prior to class
an incentive to prepare for class
a mechanism for the teacher to assess student
understanding
Differentiate learning
Decrease in discipline incidents
the ability to work on in-class activities that focus on
higher level cognitive areas & more redefinition
activities (SAMR)
Misconceptions of a Flipped Classroom
 A synonym for online videos
 A replacement of teachers with videos
 An online course
 Students working without structure
 Students spending an entire class at computer screen
 Students working in isolation
Outcomes of Flipped Classroom Model
 Content is permanently archived for review or
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remediation
The focus of in class learning is no longer content driven
The teacher becomes “guide on the side”
Students are active learners and take responsibility for
their own learning
Increase interaction, engagement & differentiation
Increase rigor
Higher levels of critical thinking (Bloom’s Taxonomy)
Doing things differently vs. Doing different things ?
 “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)
How flipping allows you to do different things
for LS students?
 1. It allows you to use a pedagogical model as a
framework
 2. It allows you to liberate the classroom for
creativity & differentiated learning
 3. It allows you to increase active learning
opportunities
 Instead of using new tools to “do things
differently,” special education teachers need to use
the same technology applied in general education
classrooms to “do different things.” (Prupas, 2013)
 a “truly flipped approach” starts by looking at
students’ specific needs.
(Prupas, 2013)
1. Use a pedagogical model as a framework- UDL
 1. multiple means of representation
 2. Multiple means of engagement
 3. Multiple means of action &
expression when designing &
delivering instruction
2. Liberate the classroom
 The value of flipping for LS students is NOT ONLY in
the videos outside the classroom
 It can “liberate” the classroom for varied,
differentiated forms of instruction and more quality,
in-class teaching
 Within the classroom students can make real life
connections, vitally important for LS students
3. Increase active learning
 Flipping allows you to explore strengths
of each student & provide additional
opportunities for engagement
 Doing things differently
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Using screencasting for
uniform content delivery
Using classroom time to
problem solve, think
critically & collaborate
 Doing different things
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Using screencasting for
multi-modality learning,
visual support,
differentiation for those
that require it in the
classroom
Using classroom time to
problem solve, think
critically & collaborate
and focusing on social
skills & training
 Bergmann & Sams wisely point out that of
flipping the class does not work for you then
don’t do it. We must think wisely about the
choices we make with our students’ time & our
own. The variety of tools available for flipping
& blending the classroom give us even more to
think about as we search for ways try to reach
today’s students. And, after all, that’s the point
Flipped Classroom Tools
 Edshelf
 https://edshelf.com/shelf/5btg1je-flipped-classroom-tools/
 https://edshelf.com/shelf/5btg1je-flipped-classroom-tools/
Questions???