1

Just in time Teaching and

Flipped Learning, a New
Challenge in a Teacher
Education Program
Clara Onatra-Tatiana Sánchez
Universidad Libre
Oct 11, 2019
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Agenda
1. Statement of the problem
2. Main purpose of the study
3. Theoretical considerations
4. Pedagogical intervention
5. Resources
6. Methodology
7. Analysis
8. Conclusions
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STATEMENT
OF THE
PROBLEM
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Statement of Students
the problem
belong
Useful strategies to to the evening
foster English learning shift, they do not
more efficiently. have much time

?
i ce to study.
e rv
e - s e s
r
P gu rs ag
l an h e
a c
te
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Flipped Learning and

Just-in-Time
teaching!!!!
MAIN
PURPOSE
OF THE STUDY
Strengthen students’ English
level as future languages
teachers.
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Theoretical
Consideration
s
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Flipped
01 Learning

Just-in-Time
02 Teaching

Teacher
03 Education
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Flipped
Learning

The Flipped Classroom. Retrieved from  https://facultyinnovate.utexas.edu/flipped-classroom https://flippedlearning.org/syndicated/11-indicators-of-excellence-in-instruction-flipped-or-otherwise/

Sams & Bergmann

(2012)
Flipped Learning
Network (2014)
 Just-in-Time 11

It is a teaching and learning strategy designed to
promote the use of class time for more active
learning.
The students’ answers are delivered to the
instructor a few hours before class starts,
allowing the instructor to adapt the lesson as
needed.
Teaching
Novak, Patterson, Gavrin and Christian (1999)
Marrs and Novak (2004)
Dubec (2017)
Students prepare for class by reading from
the textbook or using other resources posted
to the web and by completing assignments
online.
Importantly, JiTT allows the instructor to create an
interactive classroom environment that emphasizes
active learning and cooperative problem solving.

JiTT. Retrieved from  https://serc.carleton.edu/introgeo/justintime/how.html

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Teacher Education

Taylor (2016)
Darling-Hammond
(2008)
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Pedagogical Intervention
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Google classroom
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My youtube channel
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Videos & activities

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Note-taking systems

http://www.theflippedclassroom.net/documents.php
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Topics flipped
Class Topic
1 How to write a paragraph
2 How to write a descriptive essay
3 Reported Speech
4 How to write an opinion essay
5 Conditional sentences
ILS (Individual Learning
Space) Resources
 Interactivity with videos

• Use your videos or

from others
• Add questions at
any time
• Gradebook
https://www.ajedrezalaescuela.eu/edpuzzle-posibilidades-infinitas-para-la-ensenanza-del-ajedrez/
Edpuzzle
Edpuzzle
Edpuzzle
Edpuzzle
Edpuzzle
 Interactivity with readings

• Upload a pdf.
• Add questions.
• Have the discussion
in class.

http://digitalliteracy.us/blog/actively-learn/
Actively Learn
Actively Learn
Actively Learn
Actively Learn
 Actively Learn

https://help.activelylearn.com/hc/en-us/articles/115000510313-Help-students-view-other-student-responses
GLS (Group Learning
Space) Resources
Resources
used
in class

http://www.plataformaproyecta.org/es/recursos-educativos/padlet-una-pizarra-colaborativa
 Padlet

• Brainstorm
• Reflect
• Give opinions

https://padlet.com/gallery/valentinesday
 https://flipgrid.com/

Resources
used
in class

https://flipgrid.com/

https://flipgrid.com/onatra9631
Resources
used
in class

https://www.educaciontrespuntocero.com/recursos/kahoot-primeros-pasos-tutorial/37533.html
Resources
used
in class
http://proyectoguappis.blogspot.com/2016/11/plickers-retro-alimentacion-en-tiempo.html

https://www.plickers.com/

http://www.ayudaparamaestros.com/2015/08/plickers-alternativa-kahoot-para.html
Resources
used http://www.quivervision.com/

in class

https://www.youtube.com/watch?v=9l06AHQvODY&feature=youtu.be
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Methodology
Action-research study
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Population
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Instruments

3 4
1 2
First and Students’
Teacher’ Students
second Interview
s ’
terms
Journalr reflectios and
e e nt grades r a nd
ach
e r
Stns
u d eac
h ts che nts
Te T
St uden T e a
S t ude
ANALYSI 43

S
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Core category and subcategories

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Subcategories
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The educator as a model
“I consider it’s important for students to
have an appropriate model, so that they
can apply that when they become
teachers” (TJ 1, Feb 4, 2019).

“For me the way that the teacher has done

the class has been innovative since it’s not
the traditional way to explain things on the
board. It’s been different  [hahaha] and I’ve
liked it” (SI, S6, Apr 12, 2019).
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The educator as a reflective planner

“Definitely FL and JiTT have helped my class to be
more student-centered despite the ‘extra’ time I
need to devote for planning and the feedback loop”
(TJ 5, Feb 18, 2019).

“As I was checking my students’ questions, I

could reorganize the way to go over
conditionals in class” (TJ 5, Apr 1, 2019).
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Pre-service teachers as reflective subjects

“I liked this methodology because I could go on my
own pace, pausing or going backward to catch what
the teacher was explaining” (SI,  S2, Apr 12, 2019)

“When I see that the teacher brings back the questions

I wrote on the notes format, I feel important and I don’t
feel stress in class”   (SR, S 2, Class 4, Mar 18, 2019).
 49

Pre-service teachers as language learners

boosters
“I hadn’t understood this topic
[conditionals] very well before. This time
with the video it was much easier to me”
(SR, S8, Class 5, Apr 1, 2019)

“I think students have improved how to write the structure of an essay.

Theses and topic sentences are clearer now” (TJ 4, Mar 18, 2019)
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Conclusions
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�
📌 The combination of JiTT and FL helped
students improve their English level.
📌 Students felt important thanks to the

� feedback loop and GLS activities.

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📌 Future teachers could reflect upon what

� happened in the GLS and ILS.

📌 The pivotal role of a teacher educator.
📌 The use of technology was crucial within

� the implementation.
 53

References
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Development.
 Clara Onatra
clarai.onatrac@unilibre.edu.c
o
@clarabemol Clara Onatra

Tatiana Sánchez
tatiana-sanchezr@unilibre.edu.co