1. Dr. Christine Sabieh TESOL 2015 - Toronto

2.  Many educators attempting to transform their teaching/learning environments into flipped classrooms  Reversing traditional instructional methodologies, introducing blended learning, &/or enriching endeavor by believing if introducing technologies into system makes ‘new’ settings sound like a miracle-fix

3. QUESTIONS ANSWERS How simple an endeavor is it to flip?  To flip a classroom?  To flip learning? Simple, it is  If you have the set-up or mind-set Simple, it is not  If the elements that make up an effective teaching learning equation are not what they are assumed to be

4.  Consider or decide what it is we want to do as educators to help move our students forward  Be aware of the elements that we need to consider  Decide if we want to flip the classroom  Decide if we want to flip the learning

5.  Teacher  Student  Learning theories & conditions  Subject matter  Tools  Instructional methods + activities + assessment  Learning Space

6.  Teacher  Student  Learning theories & conditions  Subject matter  Tools  Instructional methods + activities + assessment  Flipped learning  Learning Space:Flipped classroom

7. Want a dynamic relationship Thought: Teaching – learning – assessment triangle in a space Ask: what is being learnt? how well is the learning? how is instructional methodology supporting learning? how is learning measured? Think: Learning – supportive teaching - assessment triangle

8. Focus on ACTION -- Before class vs During class “…teachers record their lectures, which students watch outside of class, and then dedicate class time to doing the homework. This approach facilitates learning by allowing students to ask questions of their teacher or collaborate with their peers as they're doing the work, rather than struggling with it at home and asking for help the next day...” (Kari M. Arfstrom, Executive Director of Flipped Learning Network, 2014)

9. Focus on LEARNING ACT “… a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

10.  Learner centered “learning” space created  Students taking responsibility of learning & monitoring it  Educators planning, guiding, facilitating, mentoring, coaching, challenging, teaching, assessing, participating  Working of students in pairs, in groups, or alone depending on purpose of activity  Individual inquiry  Collaboration  Engagement  Active learning  Higher order thinking  Interactions on all levels  Applying learning knowledge to activities – connect student, material, knowledge acquisition, knowledge real world use  Focus on the student

11. “Ultimately, flipping a classroom involves shifting the energy away from the instructor and toward the students and then leveraging educational tools to enhance the learning environment.” Bergmann and Sams (2012)

12.  Teacher  Student  Learning theories & conditions  Subject matter  Tools  Instructional methods + activities + assessment  Learning Space

13.  Know the content – subject matter inside out  Know your students  Know where they plan to take learners  Know how to plan the learning environment – using the equation: preparation is very important – clear LOs, do before class, in class, after class – mix & match in/out  Know how to be in the shadow  Know how to make the learners shine  Confident in the role of planner, manager, guide, facilitator, mentor, coach, challenger, teacher, assessor, discussants, problem solver… researcher & practitioner

14.  Tech-based  Non tech-based  You design and create or created by others for use  Blending of … Research what is available  Study what it is that you have  Study what you need  Selection of tools & resources depends on what is available  Before: Use for the acquisition of knowledge – lower level Bloom  During / After: Use for the application of knowledge – higher level Bloom

15. MY GREATEST CONCERN…  Type of learner  Personality / attitude & behavior – lazy, not focused, not serious, lacks on-task ability, challenged, spoilt….  Language proficiency  Ability to process meaning  Familiar and secure in a certain type of instructional methodology  Inability to be responsible for own learning and assessing  SES & responsibilities  Time management  Availability of facilities to enable them to work outside classroom: Share tools, no tools, no/slow tech support facilities or conveniences

16.  Flexible environment  Learning culture  Intentional content  Professional educator  It is a simple endeavor I have always had 4 pillars  still not so simple:  Overcame tool issues  Problem that remains is students

17. MY GREATEST CONCERN…  Type of learner  Personality / attitude & behavior – lazy, not focused, not serious, lacks on-task ability, challenged, spoilt….  Language proficiency  Ability to process meaning  Familiar and secure in a certain type of instructional methodology  Inability to be responsible for own learning and assessing  SES & responsibilities  Time management  Availability of facilities to enable them to work outside classroom: Share tools, no tools, no/slow tech support facilities or conveniences

18.  P1: To help us consider or decide what it is we want to do as educators to help move our students forward - yes  P2: To help us be aware of the elements that we need to consider - yes  P3: To help us decide if we want to flip the classroom - yes  P4: To help us decide if we want to flip the learning – yes  Know your flip and what is to be flipped!  But most important: Know your students Know what they need to move forward in their learning quest

19. sabieh@hotmail.com