1. 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

2. 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 videos Flipped instruction = maximum in-class active learning

3. 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 “21 st century learning” Fulton (2012)

4. More benefits of flipping 200 STEM teachers who have used the method report:  More time for Ss to do authentic research  More time w/classroom equipment  Ss who miss class can watch the lectures  Method “better promotes thinking inside & outside of classroom”  Ss more actively involved in the learning process  Ss really like it Herreid & Schiller (2013)

5. 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)

6.  Lower-intermediate writing class (paragraph focus)  Meets daily for six weeks  Three drafts of each paragraph required  1 st draft: Content and organization feedback  2 nd draft: Mechanics feedback  3 rd draft: Final draft  Usually draft four different paragraphs  Two narrative, two “three-point” A concrete example – IN102

7. 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

8. The outcome  Learners wrote MUCH more for 1 st 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!

9. 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

10. 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)

11. Don’t forget… Flipped instruction ≠ online videos Flipped 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?

12. 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.