I Flipped My Class, Now What?

orWhy and How We Should Flip Our ESL Classrooms

Andy FullerEnglish Language Fellow

Wayne WalkerInternational TEFL Academy

An overview of “flipping”

Old pedagogical model: Teacher lectures in class, learners do exercises at home

New “flipped” model: Learners receive input at home, then work with teachers and classmates to do exercises in class

Flipped instruction ≠ online videosFlipped instruction = maximum in-class active learning

Benefits of the flipped classroom Doing “hw” in class gives insight into S

difficulties Classroom time is used more effectively Ts report increased levels of achievement,

interest, and motivation Supported by current learning theories Flexible and appropriate “21st century

learning”

Fulton (2012)

More benefits of flipping

200 STEM teachers who have used the method report:More time for Ss to do authentic researchMore time w/classroom equipmentSs who miss class can watch the lecturesMethod “better promotes thinking inside & outside of classroom”Ss more actively involved in the learning processSs really like it

Herreid & Schiller (2013)

Does it work in ELT?

ELT is different than content courses

Good language teaching is already

communicative and student-centered

John Graney’s presentation at TESOL

(Dallas, 2013)

Lower-intermediate writing class (paragraph focus)

Meets daily for six weeks Three drafts of each paragraph required

1st draft: Content and organization feedback 2nd draft: Mechanics feedback 3rd draft: Final draft

Usually draft four different paragraphs Two narrative, two “three-point”

A concrete example – IN102

How we “flipped” it

Goal: Every first draft written in class

Seven videos 1: Highlight/grade a final draft of a student

example 2: Introduce idea web brainstorming technique 3: Show question words and tell a story 4 & 5: Reverse outline examples 6: Holiday idea web 7: Highlight a 3-point example

The outcome

Learners wrote MUCH more for 1st drafts Instant feedback = content and

organization errors were caught early on (less grading!)

Fewer drafts needed Allowed for more mechanics focus Wrote more paragraphs overall They liked it!

The tools: 5 tips for creating EFL videos Record key teacher-centered segments (e.g.

explanation of a grammatical point or providing models).

Script the audio if possible (sounds more coherent). Get the pace right (too slow and you sound like a

kids tv presenter, too fast and you will lose them). Don’t read everything off the screen (similar to any

presentation, use bullet points). Structure the video to allow for student

interaction/activity (add pauses, ask questions, add a quiz or worksheet etc..).

Adopted from Study Bundles blog

The tools: Creating and posting Gmail account (recommended) -> Youtube channel Camera (most computers have a sufficient one)

On Mac, use iMovie On a PC, use Microsoft Video

Screen Capture Programs Quicktime for Mac Screenr.com (no download needed) Screencast-o-matic.com (no download OR use app) Jing (download from techsmith.com)

Recordable Digital Whiteboard = Explain Everything (app for iPad or Windows – costs $2.99)

Don’t forget…

Flipped instruction ≠ online videosFlipped instruction = maximum in-class active learning

What do you do that is teacher-centered?Could you “flip” it?

How would you make/disseminate the video? More importantly, how will it lead to more

active learning in your classroom?

References

General information

http://studybundlesblog.co.uk/educational-technology/5-tips-to-create-great-flipped-elt-videos/

http://www.knewton.com/flipped-classroom/

Journal articles

Fulton, K. (2012). Upside down and inside out: Flip Your

Classroom to Improve Student Learning. Learning &

Leading with Technology, 39(8), 12-17.

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the

flipped classroom. Journal of College Science Teaching,

42(5), 62-66.