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The Flipped ELT Classroom
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The Flipped ELT Classroom


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Presentation about the Flipped Classroom model as it applies to ELT. More readings here -

Presentation about the Flipped Classroom model as it applies to ELT. More readings here -

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  • Full resources on that link. A lifetime of Flipped Classroom reading and watching….
  • The hook. This lecture about seeing things differently.
  • See a mouse?
  • Ask and then show the photo. In a flipped conference each presenter would pre record video lectures. We’d watch and learn at home and then come to the conference to chat/talk/debate with the presenter as our facilitator and guide. Applied learning, not passive pd.
  • Our basic job description. Learning Engineers.
  • Play video. The flipped model is about imagining something different, imagining that learning happens not just in the presence of a teacher.
  • Basic definition. Opposite of traditional instruction in class and practice/application alone as homework (where often nobody there to help out).
  • Salman Khan popularizes the flipped classroom model. But he teaches math / physics which are content based subjects. Important differences when applying the flipped model to language learning (which we’ll discuss later).
  • Karl Fisch, educator in Colorado popularized the term “flipped”. Also known as reverse instruction or the inverted classroom. Emphasis is that students have control over the instruction (pause/rewind) and not at the whims, bewildered by the ambiguity and overload of sychronous learning.
  • The teacher focuses on the end and objective of education – creating independent learners. Technology is a tool that helps students gain access to that which once was the providence of “the expert” , the teacher.
  • Read the poem. What does it mean to us as teachers. How much time have you stole from your students?
  • Is this familiar? What prevents us from using school time well, efficiently?
  • Video is replacing text. Every revolution is always a return to older forms/media (McCluhan). Video brings reality into the sterile testtube of the class. Questions. How many hours of video uploaded every minute online? 48 hours! Lots of content out there. Which country and region watches the most video online? Saudi Arabia / Middle East (by far!).
  • Chris Anderson TED – sees video replacing text. Most important aspect of this revolution is that educators through video and delivery models can now differentiate. In the traditional classroom this was always just “pie in the sky” but now possible with IT.
  • Students do the heavy lifting by themselves or peer to peer. Then, we come together to learn as a community and practice the social aspects of language and communication.
  • Basic differences.
  • How do we break the mould of teaching how we were taught? (the most dominating paradigm preventing educational reform)
  • 3 of many, many variations. Teaching is an art – compose your own concerto!
  • Just turn your lesson plan upside down. The best part of the lesson for students, where they learn the most and enjoy the most is often cut short. The bell rings and the fun never starts. So just start there. If intervention/instruction is needed, teachers can do it in small groups while students continue practicing and using language.
  • Students study videos with language focus as self study. Then, in class, they practice in a social context with all the paralinguistic features of communication present.
  • Sports metaphor. Learning a language is a skill where the focus/time is on practice. Teaching and intervention (coaching) is very selective.
  • Students learn best when working with their peers and teaching them, helping each other. Decentralized approach to education.
  • Discuss. What problems do you see with this model?
  • Transcript

    • 1. The Flipped Classroom (in ELT)Click for more readings
    • 2. A Question to BeginWhat would the flipped version of this conference be like?
    • 3. It’s about this!
    • 4. Schools Without WallsIt’s not about our teaching, it’s about their learning. Teachers have to learn to let go!
    • 5. What is the Flipped Classroom? Instruction outside the classroom (video based learning) Practice (homework) inside the classroom
    • 6. The Premise / The Promise
    • 7. The Fisch Flip“ The idea behind the videos was to flip it. The students can watch it outside of class, pause it, replay it, view it several times, even mute me if they want,” says Fisch, who emphasizes that he didn’t come up with the idea, nor is he the only teacher in the country giving it a try. “That allows us to work on what we used to do as homework when I’m there to help students and they’re there to help each other.”Reverse Instruction / Inverted Classroom Karl Fisch
    • 8. Two Fundamental Conditions1. The Teacher is “out of the way” - a self directed learning focus2. Access to Technology (video)
    • 9. Efficiency
    • 10. The Primacy of Video
    • 11. Teach Yourself ThenLearn Together
    • 12. A Comparison Flipped TraditionalLearner Autonomy Learner DependancyDifferentiated One size fits allAsynchronous SynchronousPerformance Based Knowledge BasedFacilitator model Authoritarian modelInductive Deductive
    • 13. How can youflip - what you do?
    • 14. 3 Possible “ELT” Models1. Flip Your Usual Lesson Plan2. Video Practice / Class Performance3. Practice Pals. Peer to Peer learning.
    • 15. Flip Your LessonsUpside Down Lesson Delivery Activity. Why at the end? Class time Instruction only if needed at the end or on the fly Skill Work Instruction. Explanation. Why not the activity first?
    • 16. Video + PerformancePractice with video and perform / use the language is classroom activities.
    • 17. Individually | In Class SkillScrimmage• Watch The Video • Role Play / Task• Compare / Correct • Practice in new context (make a• Vocab. In Context P&J sandwich)• Repeatable • Formative Assessment
    • 18. Peer to Peer Learning Practice PartnersStudents teach and practice with each other in theself study portion of the flipped classroom
    • 19. Some Recommended Tools
    • 20. Discussion
    • 21. This isn’t Teaching!?No, it isn’t.That’s the point.It is learning NOT Teaching.
    • 22. Students won’t do out of class workA very important criticism. However, ifdoing the out of class work is importantto their success with peers in theclassroom, they will more likely do thework.The other option is no out of schoolwork. Allot time for lab and self studywithin school hours
    • 23. Not all my studentshave a computer or internet access Try to persuade your school to provide access and devices to all. Have extra devices in the classroom for sign out. Allot time for student self study at school.
    • 24. I’m not that tech savvy!Don’t worry, you don’t have to be.You don’t have to make videos, curatecontent that is pre-made and availablepubliclyGive students control over the tech portion ofclass study – they’ll respond to responsibility.
    • 25. How do you assess this?Easily. Use rubrics and better if they are developed with/by the students.Focus on alternative and performance based assessment, what the students accomplished and can do.Keep tracking sheets and records – let the students do the work by filling them out!
    • 26. My class has too many levels for this to work!That’s precisely the greatest reason to use it!Students learn at their own level and sharing with each other actively in class.Other students are great scaffolds and mentors. Don’t underestimate your students as teachers!
    • 27. Isn’t this too much work?Like anything, it takes time/effort to start up.But in terms of delivery, once it is started, it is vastly easier and less stressful than direct instruction. The pressure is “off” the teacher. In fact the pressure is “off” everywhere.
    • 28. How do I start?Be the guide on the side NOT the sage on the stage.Ask students what they want to learn.Step back, make the students the focus of attention.
    • 29. How do I start?Start with Production. Flip your lesson and deliver it upside down. In class they should “use” the language. Increase student talk time dramatically.Don’t get hung up on specific “outcomes”. Ask yourself, “are they learning?”.
    • 30. How do I start?Start experimenting with your GOOD classes.Take a risk and give students the materials and see what they can do with the briefest of instruction/outline.Consciously rein your teaching in and imagine your class as a living space and not a working space.
    • 31. Prompts"the function of a child is to live his own life — not the life that his anxious parents think he should live, not a life according to the purpose of an educator who thinks he knows best.““I’d rather graduate a happy street sweeper than a thousand neurotic prime ministers.” -- A.S. Neill
    • 32. Prompts“the objective of education is learning NOT teaching.”“Don’t let your schooling get in the way of your education” Samuel Clements
    • 33. Prompts"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde“You cant learn in school what the world is going to do next year.” -- Henry Ford
    • 34. Prompts"I hear and I forget; I see and I remember; I do and I understand.” Chinese proverb“Give a man a fish; you have fed him for today. Teach a man to fish; and you have fed him for a lifetime”
    • 35. Prompts“Personally, I am always ready to learn, although I do not always like being taught.” - Winston Churchill“I never teach my pupils; I only attempt to provide the conditions in which they can learn.” - Albert Einstein
    • 36. Prompts“The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.”- Carl Rogers“You cannot teach a man anything. You can only help him discover it within himself.”- Galileo Galilei
    • 37. Prompts“The art of teaching is the art of assisting discovery.” - Mark Van Doren“The biggest enemy to learning is the talking teacher.”- John Holt
    • 38. Prompts"The things we know best are the things we havent been taught.- Marquis de Luc Vauvenargues“If you want to know the taste of a pear, you must change the pear by eating it yourself. . . . If you want to know the theory and methods of revolution, you must take part in revolution. All genuine knowledge originates in direct experience.- Mao Zedong