‘Flip That Classroom’ Transforms Schools

By Linda Lundin-Seidel, M.Ed., and Laura C. Peters, M.A.

Have you ever watched one of those home makeover shows and wondered how to make it work in your own home? We wondered ourselves and tried our own version, classroom-style; we were thrilled with the results.

The Flip That Classroom project evolved out of a desire to reach out to schools we do not normally serve through the Effective Schoolwide Discipline project. The team wanted to find creative ways to help teachers manage student behaviors. We realized that by helping teachers redesign their classrooms, we could address organization, instruction and student engagement.

As Krezmien (2008) points out: “When students are consistently engaged, they tend to perform better and exhibit more positive behaviors” (p. 3). We saw the potential to help teachers implement the principles of universal design for learning: multiple means of representation, multiple means of expression and multiple means of engagement (Center for Applied Special Technology, 2008). By offering students options for how the content is represented (e.g., print, audio, pictorial, digital, other media), all students receive optimum instructional support. Providing flexibility in students’ methods of responding to the curriculum (e.g., verbally, in writing, through demonstration) allows all students to fully demonstrate their understanding. Finally, by creating a variety of ways for students to engage with the curriculum (e.g., active learning, projects, technology), teachers make the content accessible to all students.

Our T/TAC ESD team used this information to develop the flip project and distributed applications to all schools in regions 1 and 8. Many schools expressed interest in the project, and the team selected three applicants as participants: Three Chopt Elementary School and Moody Middle School, both in Henrico County, and Prince Edward County High School in Prince Edward County.

Project Goals

At Three Chopt Elementary School, teachers Penny Maurakis and Katie Estes wanted to engineer their classroom into an engaging learning environment, providing all students with opportunities to succeed, while supporting development in all domains and scaffolding for varying abilities.

At Moody Middle School, Maggie Walsh wanted to address the needs of her students by fully utilizing the space available so that different instructional strategies could be implemented more effectively. To accomplish this task, the existing space had to be reorganized so that equipment, desks and various materials required by students would be more accessible.

At Prince Edward County High School, Janet Miller and Kathryn Orth, Ph.D., envisioned a better-organized classroom that would enable students to achieve goals and successfully complete assignments. Since the classroom was used to teach different content areas, the makeover would have to allow more possibilities for incorporating multiple learning styles while also providing opportunities for individual, pair and group work.

Support for the projects

Support teams for each school included T/TAC specialists with expertise related to the content and disability areas served by the classes. Teams met with the teachers, observed the classroom settings and brainstormed what needed to be done with the materials and resources available. These teams collaborated to create plans for engaging classrooms that would maximize success for all students.

To implement the proposed plans, we sought the assistance of local businesses to obtain resources and materials. T/TAC specialists approached businesses in person to elicit community support. We were amazed at the interest expressed by those contacted. Individuals and corporations generously donated. Richmond-area Lowe’s Home Improvement Stores adopted the flip program as their annual Lowe’s Heroes community outreach project. Lowe’s enlisted the help of their employees to paint, build, construct and transform the existing classrooms into settings that would promote active learning and reduce behavioral concerns.

The makeover process

Three Chopt Elementary School

The pre-K classroom at Three Chopt Elementary School was chosen for the makeover project to support two teachers moving from an itinerant service model to a self-contained classroom. They were entering a classroom with limited equipment and materials. In addition, the space lacked good storage and had a very small bathroom area. The classroom needed organization, and Maurakis and Estes needed help to make their space work for two half-day programs.

The T/TAC team, along with the teachers, first sought to create distinct classroom learning centers. They helped the teachers plan out centers, which included areas for dramatic play, fine and gross motor skills, circle time, small group instruction, literacy and blocks. The team from Lowe’s started by painting the classroom and installing extra shelves and classroom storage units. Teachers selected paint colors for the walls that would promote a calm, comforting environment. Workers designed and built a play loft to meet the team’s specifications. The loft has a large slide for gross motor development and an underneath storage area that can be easily opened to provide the space for the block center. Additionally, Lowe’s workers installed a privacy curtain and a wall-changing unit to fully separate the bathroom area from the rest of the classroom. This ensures students’ basic needs are met while allowing privacy and emerging independence.

Follow-up visits at the school focused on instructional practices such as using visual schedules and other visual supports. These strategies allow the students multiple means of expression by encouraging them to respond actively to teacher questions and prompts. For example, students are able to indicate their preferred activity by moving a clothespin to show their choice. They use a similar system to check in when they arrive and to demonstrate their readiness to leave in the afternoon. Maurakis and Estes have transformed their classroom into a place where students are engaged in learning and have opportunities to develop their skills in a welcoming and supportive environment.

Moody Middle School

Walsh’s classroom for students with multiple disabilities was chosen for the makeover at Moody Middle School. This classroom was originally in a small resource or planning room, which had difficulty accommodating the 12 students enrolled when the application was submitted. Additionally, classroom organization was a challenge because of the multiple content areas addressed in the room and all of the materials needed for them. The teacher and instructional assistant each had large desks that filled a significant portion of the room. Differentiation and small group instruction were almost impossible because of the large number of people and small amount of space. Most instruction took place with all students at once. Walsh was looking for a way to better meet the needs of all of her students.

This project was aided from the beginning when Walsh was told she would be moved to a much larger room. The team decided that creating separate spaces in the classroom would be most beneficial to students in a variety of grades and working on a variety of skills. Because students in this class address basic life skills in addition to their academic curricula, the room was designed with a kitchen area, an area for reading and leisure activities, a traditional classroom space and individual work spaces designed for differentiation and small group instruction. The Lowe’s team was able to build spaces to meet the team’s specifications and also donated the kitchen equipment. Extra storage and bookshelves helped with organization and a special set of three tables, which could be easily moved to serve multiple functions, were created by designer Charles Yeager. Donations of an LCD projector and SmartBoard completed this classroom transformation.

Students at Moody Middle School now are able to work on skills at their own pace. Walsh is able to differentiate her instruction and provide engaging lessons for all students. Multiple means of representation are achieved through the use of the SmartBoard, a variety of hands-on activities and real-life examples of concepts addressed in the content.

Prince Edward County High School

The classroom chosen for the makeover at Prince Edward County High School was used by two teachers to teach two very different subject areas. Miller, the foreign language teacher, used the classroom to teach students German, while Orth instructed students in photography and yearbook skills. Adjoining the classroom were two large rooms; one of these was a darkroom and the other room was used for storage.

As planning began on the makeover, it was determined that existing space had to be maximized. The room had to be restructured to provide multiple means of engagement. The existing storage room was redesigned to create a work space for both teachers. Team members created a computer/learning station area and a large work center with the help of Lowe’s workers. Donations of a projector screen, an LCD projector and a SmartBoard now allow the teachers to use technology to meet student needs.

Students in the yearbook class can now work at computers in the back of the room to meet a deadline while a German class continues in the front of the room. The large workstation allows groups of students to collaborate on projects and share ideas. Orth and Miller indicate that the separate areas not only help them to manage student groups, but that students are so engaged that they actually ask for extra assignments.

Outcomes of the project

The teachers involved were interviewed following the project to find out how effective the flip process was in meeting their initial goals. Participants discussed instructional practices and reported that their new spaces encouraged them to be more creative and engaging as teachers. They have more opportunities to differentiate instruction and meet the needs of diverse groups of students. Students use the new technology to better access the curriculum. Because of improved student engagement, behavioral issues are minimized and there are few classroom disruptions. Teachers and specialists established new partnerships that will continue as a result of this project.

Support for the projects was widespread. Parents, students, administrators, school board members and other school employees played a part in the programs’ successes. Students at Prince Edward County High School decided to use some of their yearbook profits to purchase additional technology to support their new classroom. Students at Moody Middle School have used their kitchen area to make edibles that have been sold as fundraisers. Due to the support of the schools involved, businesses in the Richmond area and other corporate sponsors, we were able to meet a variety of student needs ranging from basic living skills to using technology in real-life applications. We are excited about the success of our first flip projects and we are looking forward to making a difference for students in your school next.