UC San Diego

With technology becoming more advanced and readily available in the classroom, an increasing number of teachers across the nation are seeking to flip their classrooms. That is, a flipped classroom moves lectures outside of the classroom via online videos, allowing more class time for student activities and projects. To be successful in a flipped classroom, students will need to be able to learn through instructional videos, to take notes while watching the videos, and to think aloud when working on problems with classmates. Thus, this curriculum was created as an attempt to provide teachers structured lessons to teach deaf and hard-of-hearing students how to take notes, to watch instructional videos, and to think aloud. Those three learning tools prepare students in hope to enhance their student achievement in a flipped classroom. With this curriculum, students learn three popular note-taking strategies and utilize them in taking notes while watching instructional videos. After the implementation, the data, collected through assessments, teacher observations, and students’ artifacts, showed that the students were able to take notes while watching instructional videos successfully. However, due to time constraints, they only learned one of the three note-taking strategies, and did not learn how to think aloud. Hence, the evaluation of this curriculum resulted in having three out of the four curriculum goals partially met. With more time allowed and more data collected, it was plausible that this curriculum as a whole would be effective.