Flipping the Classroom as Inclusive Practice

Educators often rely on the familiar "I do, we do, you do"pattern of explicit instruction. This pattern involves teachersdemonstrating a task or concept (“I do”), explaining itthoroughly and working it through with the class (“we do”),followed by having the students practice independently (the"you do" phase). Why? Because it works. It also reduces taskanxiety and boosts learners' self-efficacy. However, the "youdo" phase, where students practice independently, often needsmore time and guidance – especially for students withdisabilities. This is where flipping the classroom comes inhandy.