Creativity and Innovation

Part 1
Flipping the classroom means that the process of instruction changes, students first gain
exposure to the learning material during their own time and outside the classroom, they then use
the time allocated for the lesson to do the harder work such as applying the knowledge acquired
to solve problems, engaging in debates and classroom discussion (Brame, 2013). Students
interact with content through watching videos or reading notes prepared by the teacher. Students
engage in lower levels of cognitive work such as gaining knowledge and comprehension, as
explained in Bloom’s revised taxonomy (2001). They then engage in higher levels of cognitive
work such as synthesis, application, analysis, and evaluation while in class, and here, they have
the support of the teacher as well as their peers. The idea of a flipped classroom can be
implemented in conjunction with CCSS English Language Arts. I would use the idea of a flipped
classroom in conjunction with CCSS in English Language Arts by first sharing the objectives
with students and then share assignments. It ensures that students prepare adequately to engage
in productive discussion during class time. Also, giving students an assignment, for example, to
read about the subject-verb agreement and then requiring them to write down a few points about
what they have understood will ensure that during class time, I facilitate discussions on the
application and use of learned content in sentences. I will also provide feedback to students
concerning questions or challenges encountered as they interacted with content independently.
First, I would ensure that students have access to digital tools such as i-pads,
smartphones, laptops, or tablets. Then they have access to the internet either at home or in the

school library. The use of technology has revolutionized instruction in the modern-day
classroom. Thus, implementing a flipped classroom is best when supported by the use of
technology. Using their gadgets, students can acquire and enhance 21 st -century skills such as
communication and collaboration. I would use Edmodo, which is a learning management system
that helps keep the communication lines amongst students and between the instructor and the
students open. Edmodo is free and has a design like that of a social media platform. Thus, I will
use it to post course materials, assignments, and tasks that I want students to undertake. I will
also provide feedback to individual students on the platform. Students can consult one another
and reach out to the instructor whenever they need clarification on a certain task or assignment.
Through Edmodo, I will share the videos that students can watch before the lesson.
Edmodo also has features that I will use to measure the learner’s progress. I will ask students’
reactions to discussion posts, assignments, and quizzes. I will then analyze the feedback to know
who has mastered the topic and who might require scaffolding for comprehension. Also, I am
able to provide immediate feedback, and this facilitates learning. Through constant
communication and collaboration, I am able to incorporate technology in the implementation of a
flipped classroom and at the same time support the acquisition of 21 st -century skills.
Part 2
In the application of the principles of Universal Design for Learning (UDL), accessibility
of content and materials is as important as usability. The teacher should ensure that there is equal
access to information, learning, and assessment. A multimedia resource must not only be
amazing in the delivery of content and instruction, but it must also be accessible. There must be a
balance between the usability and accessibility of any multimedia resource that a teacher decides
to use. The effectiveness of such a multimedia resource would only be determined depending on

both its usability and accessibility, whereby all learners will have access to it. Using such a
resource in the classroom would be propagating inequality since some students will have access
to the content while others will not. Based on the principle of multiple means of engagement, the
teacher should ensure that resources that entail the use of technology are easily accessible to
students. Rather than using a multimedia resource that is not accessible despite being amazing, it
would be better for a teacher to get alternative resources that will be accessible. When
considering the accessibility of a resource, teachers should also ensure that resources are
accessible on more than one device as this ensures that students can access the content anywhere
and from any device.
If there are no reasonably equivalent accessible alternatives, then the multimedia must be
excluded from a course. The principle of multiple means of representation entails providing
students with multiple ways in which learners can acquire information (Rao & Meo, 2016).
Faculty can make changes to instructional materials to enhance their accessibility. A resource
can be availed in multiple alternatives, for example, in print format, as an audiobook, or even a
multimedia resource. The aim is to ensure that there is equal access. If a format is inaccessible to
many students, the same constant can be presented and made available in equivalent accessible
alternatives. If there no such alternatives, and the resource itself is not accessible, then it should
be excluded from the course. According to Boothe (2018), “making sure all course materials are
accessible, easy to use and clearly organized is imperative to the representation principle.” The
teacher’s use of materials is flexible; he or she can make changes, exclude or include materials
and resources based on their usability and accessibility.
Part 3
A link to my  Folio:

https://portfolium.com/entry/innovation-and-creativity
Reflection
Overall, the experience with the redesign was quite a challenge. The instructions were not
easy to decipher. It was also hard deciding what to include, whereas the UDL lesson plan that I
was redesigning was already complete. However, I overcame the challenges by doing extensive
research, interacting with course learning materials and other scholarly sources from the
university library. I also checked the feedback that I had received from Week one’s assignment. I
realized the errors that I had made in the first assignment, corrected them, and ensured that the
second assignment was done better. Eventually, I was able to complete the assignment
successfully and learn a lot while at it.

Resources

Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of
universal design for learning (UDL) in the college classroom. Journal of Special
Education Apprenticeship, 7(3), n3.
Brame, C., (2013). Flipping the classroom (Links to an external site.). Vanderbilt University
Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-
the-classroom/
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based
lessons. Sage Open, 6(4), 2158244016680688.