1. Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

2. Flipping—What They Were Doing 2 Recorded lectures –for students to watch at home Homework or interactive activities in class –Answering comprehension questions –Working on projects –Completing problem sets –Participating in debates and discussions Copyright: Robyn Brinks Lockwood, 2015

3. What this Meant to My Language Classroom Maintain basic tenets –Homework Becomes Classwork and Vice Versa –Bloom’s Taxonomy is “flipped” 3

4. Flipping Bloom’s Taxonomy Image from Flip It!: Strategies for the ESL Classroom (Lockwood, University of Michigan Press, 2014) TraditionalFlipped 4

5. Writing Class Example Traditional –Teacher presents writing model or strategy in class and students work on accompanying task in class –Students then apply model to their own work when they write at home Flipped –Students read writing model or strategy and work on accompanying task at home OPTIONS –Students discuss and compare answers in class –Students analyze other models in class –Students write their own pieces in class 5

6. Reading Class Example Traditional –Teacher presents reading strategy in class –Students practice with accompanying activity in class –Students apply reading strategy on their own to reading in the textbook on their own at home Flipped –Students learn reading strategy and practice with accompanying activity at home OPTIONS –Students apply the skill on the reading in the textbook in class –Students evaluate and analyze the strategy and its success in class via discussion –Students apply the skill to authentic materials 6

7. Grammar Class Example Traditional –Teacher presents grammar lesson in class –Students practice with accompanying activities in class –Students practice more on their own with grammar in context or in writing on their own at home Flipped –Students learn grammar lesson and practice with accompanying activities at home and get reinforcement from video OPTIONS –Students apply the grammar on more difficult tasks in class –Students analyze strategy by discussing where and when to use it –Students apply skill to higher-level task 7

8. Listening Class Example Traditional –Teacher plays listening clip in class –Students practice with comprehension questions in class –Students apply content or use content from clip to create presentation or assignment outside –Students schedule time with peers for group projects or presentations on their own Flipped –Students listen to clip and take notes on their own at home OPTIONS –Students participate in interactive quiz in class to test comprehension –Students use content from clip for test or presentation –Students apply language from speaking component for debate or discussion 8

9. Speaking Class Example Traditional –Teacher presents words or phrases in class –Students read prescribed dialogues and complete fill-in-the-blank activities in class –Students try to use language with native speakers of the target language outside of class (or prepare role-plays) Flipped –Students learn the words or phrases on their own OPTIONS –Write role-plays or other new content using the target language and present in class –Students leave class for 15 minutes to participate in a contact activity –Guest speakers or tutors come to class for conversation practice 9

10. Advantages of Flipping Time – Class Time, Students’ Time, My Time Quality of Work Humanized Classroom, More Personalized Attention More Frequent Assessment Decreased Student Boredom Incorporation of Authentic Material Increased Student Motivation Reduced Absenteeism/Increased Interest 10

11. Create Your Own Flipped Lesson Plan Template Class: Skill Area(s): Level: Time Needed: (home) (class) Academic Correlations [Standards, Common Core, WIDA, etc.]: Learning Objectives Students will be able to…,, and. Materials Students need at home: [videos, page numbers in books, websites, etc.] Teachers need (if anything different): Flipped Lesson Plan: Students at home: [watch video, complete X, Y, or Z] Students in class: [take quiz, share notes in groups, participate in debate, and/or X, Y, or Z] Traditional Lesson Plan: [If needed to make sure best materials are moved outside classroom.] Assessment [tests, quizzes, written work scores, etc.]: 11

12. Contact and Reference Information Robyn Brinks LockwoodStanford University rbrinks@stanford.edu rbrinks@stanford.edu Bergmann, Jonathan and Sams, Aaron. Flip Your Classroom: Reach Every Student in Every Class Every Day. ISTE/ASCD, 2012 Lockwood, Robyn Brinks. Flip It! Strategies for the ESL Classroom. University of Michigan Press, 2014 Flipped Learning Network website: flippedlearning.org Flipped Institute website: flippedinstitute.org 12