Sometimes when we write about things like flipping or universal design, we automatically assume that these methods REQUIRE digital content. That is not always the case. Low-tech flipping could involve reading a book or printed text and being ready to engage in discussion or activities around it. It could also be giving students an outline of content or a flowchart to study. Things like storyboards or comics could be used to teach students about processes. If the parents are not readers, this could also help to share the content at home. If teacher sophistication is an issue, these could be created along with the lesson plans.

It is certainly more challenging to flip learning without technology, but it's not impossible and thinking of ways it could be accomplished could lead to some breakthroughs in best practices. I will be thinking about this myself for my classroom.

Cheyanne Vanderdonckt

ED.893.645.9A.SU18

I believe that at least some flipping is helpful in a classroom with multiple grade levels, such as my self-contained 1st and 2nd grade class. Although all classrooms have students working at different proficiency levels, with different grade levels it is important that students all have access to the general education curriculum at their actual grade level. This is especially challenging in math because the CCSS do not spiral and I am required to follow a specific sequence and timeline for each unit. While first graders are working on measurement, second graders might be working on place value. I cannot meaningfully combine those into a whole group lesson. I also don't have time in my schedule to teach a full lesson for each grade level every day following the district plan. I do have a para-educator, but he is not trained in the curriculum and we don't have planning time together. So I use some targeted flipping using the technology I have available in my classroom. Students can use their "center time" to learn the basic content from an interactive video on Zearn either the day before or earlier the same day. Then when they have time to work with me in a small group, they have a basic familiarity and are ready to practice and do some problem-solving. They do not have to have access to technology at home because I give them time in class. This works for me, but might not work for everyone. This allows them to work at their own pace through the lesson, and they receive correction as they work the problems in the interactive lesson. I also have used this for a twice-exceptional gifted student in my class to work on above-level curriculum at his own pace. Because they are working on the iPads or computers, they can also make as many mistakes as they need to make without worrying about what other people think.

Cheyanne Vanderdonckt ED.893.645.9A.SU18