I Flipped My Class, Now What? or Why and How We Should Flip Our ESL Classrooms Andy Fuller English Language Fellow Wayne Walker International TEFL Academy
Dec 24, 2015
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.