Dr Arin Mizouri, Physics
This page provides specific recommendations to enhance the inclusivity and effectiveness of flipped lectures for neurodivergent learners, particularly those with ADHD and specific learning disorders (SLD).
Ensure accessible, diverse and flexible pre-class materials
- Clarify expectations for pre-class work since students with ADHD/SLD may struggle with preparation for in-class activities. Clearly structure pre-class content to help students in navigating material effectively. Offer guided questions, checklists, or learning objectives.
- Prioritise videos over extensive textbook readings. Research suggests that videos enhance student performance compared to textbook reading. When textbooks are used, ensure they have built-in voice-to-text features and supplement them with video explanations.
- Provide multiple formats for preparing, by supplementing videos with guided readings, interactive exercises, or concept maps to align with Universal Design for Learning (UDL) principles. Encourage reflection on learning by using structured prompts before and after watching videos.
- Keep videos concise and engaging as short (<15 mins), well-structured videos with clear explanations to help students maintain focus. Using established best practices for video content improves engagement. Panopto has quiz feature embedded within videos to enable this.
- Support interactive notetaking by providing guided worksheets or fill-in-the-blank note templates to help students focus on key concepts while watching videos.
Implement structured and predictable in-class activities, with alternative participation
- Maintain a consistent class format. A predictable structure reduces cognitive load and anxiety, aiding comprehension.
- Offer written and verbal step-by-step instructions for activities to support students with executive function challenges.
- Use guided worked examples and demonstrate problem-solving steps explicitly before engaging students in independent work.
- Explain reasoning behind correct and incorrect answers by providing detailed explanations for interactive questions and problem-solving tasks to help reinforce learning.
- Where possible, integrate hands-on learning. Neurodivergent students benefit from physically manipulating objects or using interactive digital tools rather than only working with abstract concepts on paper.
- Use anonymous response tools such as online polling, which help reduce anxiety associated with speaking up in front of peers.
- Recognise diverse learning approaches. Neurodivergent students may solve problems differently; encourage varied problem-solving techniques.
- Offer flexible collaboration methods. In-lecture pairing during discussion should not be mandatory. Allow students to choose between structured peer discussions, solo work, or written reflections.
- Avoid time-pressured tasks as timed quizzes disadvantage students with slower processing speeds.
Support beyond the classroom
In addition to structured in-class activities, provide multiple ways for students to seek help outside the classroom. Office hours, online discussion forums, and anonymous question submissions can foster a supportive environment. Applying Universal Design for Learning (UDL) principles ensures the course benefits all students by offering:
- Multiple means of engagement (e.g., videos, discussions, and hands-on activities).
- Multiple means of representation (e.g., presenting content in videos, infographics, and written text).
- Multiple means of action and expression (e.g., allowing verbal explanations, written reflections, or practical demonstrations).
Resources and references
Suggested software
- Poll Everywhere: Useful for in-class polls, outside-class question submissions, and quizzes. It allows integration within slides and provides anonymity for student responses.
- Padlet: A great tool for question submission and discussion boards, benefiting the whole class by sharing answers. It also supports anonymous posting and allows the inclusion of images, PDFs, Excel files, and other attachments for greater flexibility.
- Panopto: A powerful lecture capture and video management tool. It allows embedding quizzes within videos to enhance engagement and assess understanding. Other features include automatic captioning, interactive discussion threads, video analytics for tracking student engagement.
Further reading
Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities. CBE—Life Sciences Education, 22(2), 1–20. https://doi.org/10.1187/cbe.21-12-0329