1. Flipping the classroom: What we did and what we learned Juliet Munden and Susan Nacey

2. The course in ‘Global English’ susan.nacey@hihm.no

3. Why we did what we did To improve the quality of student participation in the course ‘Global English’ To gain experience of the flipped classroomflipped classroom To model the flipped classroom for teachers-in-training To work with a colleague in developing student-centered learning activities To gain experience of action research susan.nacey@hihm.no

5. Out-of-class activities Reading prescribed literature  Checked through weekly KahootsKahoot Watching and working with TedEDsTedED Watching one video made by teachervideo susan.nacey@hihm.no

6. (Some) classroom activities Playing and talking through Kahoots Language analysis Structured viewing of an Al Jazeera debate about English & linguistic imperialismAl Jazeera An activity linked to each of the eight compendium articles:  (in groups) writing an interpretation of a table/graph, and then comparing own text with the originaltable  (in groups) reading & presenting research articles (limited preparation time, 3-slide presentations)3-slide presentations  (individually) noting the main points of a research article, followed by a student-led discussion Thematic review, with students writing on boardreview, ‘Four Corners’ classroom discussionFour Corners Textbook companion website exercisecompanion website PowerPoint recreation Placemats, in preparation for the oral exam Placemats susan.nacey@hihm.no

7. Language analysis

8. susan.nacey@hihm.no Structured viewing of a debate

9. susan.nacey@hihm.no Three-slide presentations In 2001, three experts wrote about Euro-English from their different perspectives. Each wrote between 2 and 4 pages, and they published their views together. I have split up these three contributions, and uploaded the three documents to this week's Fronter folder. I will give each group one hour to work together and make a brief presentation containing 1) a summary of the author's main points, and 2) your thoughts/evaluations of this author's arguments. Afterwards, you will present your article to the others - using either Powerpoint, Keynote, or Prezi (or any other presentation tool you may prefer). You must use no more than 3 slides if you decide upon that type of tool, i.e. there will be no long drawn-out presentations. You are, of course, free to decide how to present (i.e. whether one of you, a few or you, or all of you may say something).

10. Interpret the table susan.nacey@hihm.no Jenkins, J. (2009). (Un)pleasant? (In)correct? (Un)intelligible? ELF speakers' perceptions of their accents. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca: studies and findings (pp. 10-36). Newcastle upon Tyne: Cambridge Scholars.

11. Article text: susan.nacey@hihm.no

12. Fill the board susan.nacey@hihm.no

13. ‘Four corners’ classroom discussion susan.nacey@hihm.no Demise of English Latin was a pervasive language across much of Europe during and after Roman times, but it fell from widespread usage. A similar fate is in store for English. Strongly agree / Agree / Disagree / Strongly disagree Reasons:

14. susan.nacey@hihm.no Powerpoint recreation

15. Placemats susan.nacey@hihm.no

20. The student perspective TedEds were seen as more useful than Kahoots. Kahoots were seen as ‘fun’ to do, and useful to make. About time spent preparing for class: “It’s not enough, but it’s what I manage”. Many reported competition from other school commitments. Most students were happy with the variety of activities… …but at the mid-term review, 5 of 14 students wanted more lectures. “Not a fan of working this way” “I think this class is very interesting as a result of the project. It is engaging, liberating and ‘new’ + it gives ideas for future teaching.” “I think this is grand for the students who are positive they will become teachers. For me, who is still not sure, it is a bit too much swapping students/teacher role. I miss the teacher!” susan.nacey@hihm.no

21. What did we learn? The flipped classroom is not a cure-all. You do not have to reinvent the wheel to flip the classroom. Students vary:  Some want to be fed, others blossom in student-centered activities. Formal assessment should be thought through from the start. External factors play a major role in students’ motivation and priorities. Some classrooms are better for computers than people. susan.nacey@hihm.no

22. And finally… Collegial collaboration and enthusiasm were key in introducing and following through with a new approach. Success in teaching a flipped classroom requires experience, creativity and flexibility. Learning comes first, digital tools come second if at all. Flipping the classroom makes for interesting lessons.  I would do it again. susan.nacey@hihm.no