Flipped classroom

Definition:
According to the Flipped Learning Network (2014)1, the flipped approach occurs when:

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 the students as they apply the concepts and engage creatively in the
subject matter.

Background:
While it is Bergmann and Sams (2012) who propounded the concept of flipped classroom in their
seminal book: Flip your classroom: Reach every student in every class every day, a glimpse into
the rather short history of flipped approach to learning leads to an inspiring Ted speech about
the personal experience of Salman Khan2 which was at the root of his renowned platform
khanacademy.com.

Challenges and benefits:

Flipped classrooms entail a shift to a conceptual framework that bestows on the learner a pivotal
status. This pedagogical model is in line with the central characteristics of learner-centered
instruction as identified by Weimer 20023: 1. The function of content. 2. The purpose and process of
evaluation. 3. The role of the instructor. 4. The responsibility for learning. 5. The balance of power.
Thus, learners become responsible rather than responsive and teachers are content creators rather
than lecturers. Flipping the classroom is a learning endeavour for teachers, it can be both exciting and
daunting, a fun exploration and an upward climb.
1. Instructors’ biggest learning curve is less familiarity with making their own videos and
learning materials (be they interactive or text-based) in addition to lack of training in using
learning management systems (LMS) and information technology tools.
2. Teachers and learners alike are accustomed to lecture-homework-exam structure. A new
paradigm requires creating pre-class activities, redesigning face to face (f2f) classroom

1
Flipped Learning Network (FLN). (2014). The Four Pillars of F-‐L-‐I-‐P. Retrieved from
http://www.flippedlearning.org/definition.
2
Khan, S. (2011, March). Let’s use video to reinvent education [Video file]. Retrieved from
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education
3
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA, USA: Jossey-Bass
 environment and weaving-in and out the different stages of class flip.4 Additionally,
students may be surprised by increased overload and the amount of preparation they need
to do. What if they don’t?
3. On the other hand, self-guided home study tasks are designed to cover the remembering
and understanding levels while in-class activities cultivate students’ analytical and judging
abilities and promote high order thinking skills (hots) in face-to-face (f2f) education.
4. “Pre-F2F time can stimulate students to use proactive techniques to expand their knowledge
and become more metacognitive as they discuss what they are doing and how their
understanding is changing. While in-class activities focus on the construction of an artifact
that demonstrates the student’s new learning from the flipped materials and increased
student–student and instructor–student collaboration.”5

creating
The focus of F2F
learning.
Evaluating

Analysing
Applying
understanding
remembering

Table1: Summary of the flow of a flipped classroom.

Period Time Tasks
Before class Watching curated you tube videos or teacher-created
Free videos, read texts, listen to audios and podcasts
(self-guided study)
• Greetings and warm up
• Instructor collects worksheets and addresses
comprehension questions at the beginning of class.
Session
During class • Students work with a partner to analyse a sample
time posted by the instructor on a Google doc and highlight
structures discussed in the video in different colours.
Students present their findings to the class.

4 Mehring, J. The Flipped Classroom. (2018). In J. Mehring and A. Leis (eds.), Innovations in Flipping the Language
Classroom Theories and Practices. Springer Nature Singapore Pte Ltd.
5
(Ibid.)
 • Students then write a paragraph on a topic connected
to that week’s reading applying what they learned.
Review of main points
After class Free Extension and expansion of learnt items,
deepening understanding

Table 2: Lesson plan sample (writing)6

Study space Learners’ activities
Individual space • Students review videos and resource
Pre-class book about the main idea, supporting
information, organizational patterns, and
guessing words in context
• Students can review their choice of
introductory videos on use of
PowerPoint, Prezi, Google Drawing,
Powtoons, and Ease.ly
Objectives
• Students strengthen their
understanding of the skills to be
practiced in the class activity
• Students have familiarity with at
least one type of technology they
will use to complete the activity

Group space • Students choose working arrangements
In-class (pair or individual)
• Students access a Google document
with instructions and text
• Students work on text visualization
for two paragraphs. They show the
main idea, supporting information,
organizational patterns, and guessing
words in context in a visual form
• Students engage with the texts to
show their proficiency with the skills of
identifying the main idea, supporting
information, organizational patterns,
and guessing words in context
• Students interact with the text in
several different ways
• Students show visually their
understanding of the skills required
to complete the assignment.

After class • Students turn in their assignments at • Students can determine their
the end of class or before the next progress toward proficiency
class meeting • Students can identify areas needed
for improvement.

Table 3: Lesson plan sample (Functions: asking and giving advice)7

Before class During class After class
Getting students ● Deepening Extending
familiar with the students’ understanding students’ learning
content. Activity Activity.
Resource: https://drive.google.com/file/d/1- https://drive.googl
video. gCMNn_pT1hBUhoVv4PINietjweb e.com/file/d/1jCjM
6
Graney, J M. Flipped Classroom and Formative Assessment in English Language Class. (2018). In J. Mehring and A.
Leis (eds.), Innovations in Flipping the Language Classroom Theories and Practices. Springer Nature Singapore Pte
Ltd.
7
A lesson plan by kind courtesy of High school teacher in Marrakech.
 https://www.yout Yvez/view?usp=sharing Ca8jezlnak2ICxVg
ube.com/watch? (ss copy down the lesson AmzXzAce9qQq/vi
v=EoGjfLIxZ-s. on their copy books) ew?usp=sharing
Activities https://drive.google.com/file/d/1wg1
https://drive.g quGMcq0kO0W9TLOFbxwRhCtY5
oogle.com/file/d/ NXWA/view?usp=sharing
17VE ● Check
O5uI1LBNn5g5 understanding
EDejC https://docs.google.com/
GkP7TwsdToPc presentation/d/1C0QRe2
/view? 3R3wrBjfbS93twx0FPLJ
usp=sharing WZzsmzJcjIlhXlqsc/edit?
*(students are
welcome to note
down any
questions)

Table4: internet-based resources for flipping instruction.8 (adaptation)

Source Links
YouTube channels BBC Learning English (https://www.youtube.com/user/bbclearningenglish)
•British Council(https://www.youtube.com/user/BritishCouncilLE)
• Learn English with Jennifer (https://www.youtube.com/user/JenniferESL)
•OSU Flipped ESL(https://www.youtube.com/user/OSUflippedESL)
• Oxford Online English(https://www.youtube.com/user/oxfordonlineenglish)
• Purdue OWL(https://www.youtube.com/user/OWLPurdue)
• Research Channel(https://www.youtube.com/user/ResearchChannel)
• SmrtEnglish(https://www.youtube.com/user/smrtenglish)
• TOEFL TV (https://www.youtube.com/user/TOEFLtv)
https://www.youtube.com/channel/UCdC0An4ZPNr_YiFiYoVbwaw/videos
Lectures and podcasts BBC podcasts(http://www.bbc.co.uk/podcasts)
• Stanford Lecture Series
(http://web.stanford.edu/dept/lc/efs/2014/summer/index.html)
• Ted ED (http://ed.ted.com/)
• Yale Open Courses(http://oyc.yale.edu/)

Content-specific videos https://www.youtube.com/user/ieltspreparationblog?gl=SG&hl=en-GB

and lectures http://lessonstream.org/lessons/
https://www.youtube.com/channel/UCpVm7bg6pXKo1Pr6k5kxG9A
http://learnenglishteens.britishcouncil.org/study-break/video-zone

https://eltplanning.com/2018/11/19/20-great-video-sites-for-the-efl-
classroom/

8
Kostka, I. What’s on the internet for flipping English language instruction. (2015). Retrieved from
https://www.researchgate.net/publication/343047283
Tips and recommendations:9 (adapted)
1. Current instructional design favours “backward design”, which means starting
from the instructional outcomes you want your students to achieve.
2. Keep pre-class assignments (video, text, audio…) to a shorter digestible
length.
3. Require students to prepare questions about the content and submit them at
the beginning of the class.
4. Provide greater opportunities for interaction and problem-solving activities.
5. Provide students with an orientation to the flipped model.
6. Prioritize formative assessment over summative one and encourage self and
peer evaluation.

7. Which of the following did you manage to flip?

• Moving lecture online and homework into the classroom.
• Instructor’s role from lecturer to content creator/curator and from expert to
coach.
• The purpose of content from central importance to a support function
• The purpose of evaluation from final judgment to an integral part of the
learning process.
• Students finding answers to their own questions rather than expecting
answers from you.
• Student role from responsive learner to responsible learner.

9
Brown, Anna F. (2018). Implementing the Flipped Classroom: Challenges and Strategies. In J. Mehring and A. Leis
(eds.), Innovations in Flipping the Language Classroom Theories and Practices. Springer Nature Singapore Pte Ltd.