Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.

1. CALL-Plus Workshop 2013
Flip the
Classroom
Gimmick or Revolution?
Don Hinkelman!
Goh Kawai

3. Did you flip today?
❖ Raise your hand if you finished the quiz.!
❖ What is flip the classroom?!
❖ Who popularized it?!
❖ How does it work?!
❖ What is the role of the teacher?!
❖ Is it a gimmick or revolution?!
❖ All quizzes go into this box. At the end of today’s session, we will choose three. Three of us will receive this book
as your prize.!
❖ Bergmann and Sams: two high school chemistry teachers in Colorado, USA wrote this book which popularized the
model called “Flipped Classrooms”

4. First Impressions of
Flipped Classrooms

9. Types, Models and
Definitions of Flipped
Teaching

12. http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
Gerstein (2013)

16. Don wonders...
Does this “flip” model apply
to foreign language learning?

17. What does the “flip” model
have to do with language
learning theories?
Three Major Theories/Metaphors of Language Learning
(Gruba & Hinkelman, 2012)
1. Language learning happens through instruction
(Bahlsen) pre-70s
Language learning happens through acquisition
(Krashen, Ellis) 70s, 80s, 90s
Language learning happens through participation
(Vygotsky, Lantolf, Kramsch) 2000s

18. “Flip the Classroom” is not a theory, but for EFL, it is an integration
of three major theories/metaphors of language learning
Instruction Acquisition Participation
Emphasis
Language!
(structure & content)!
Words, phrases,
grammar, patterns,!
pronunciation
Strategies!
(skills & affectives)!
Clarifications,
circumlocutions, ...
Acts!
(roles & projects)!
Community/
classroom
communicative needs
Action
Lecture, Presentation,
Reading, Movies
Discussion, Role
Plays, Pairwork
Exchange events,
Conferences,
Demonstrations,
Gamified Simulations
Timing Asynchronous Synchronous Synchronous
Grouping Individual Group Group
Home Flip Classroom Flip

19. Flipped teaching and Blended
Learning Theory
Also known as Variation Theory (Oliver & Trigwell, 2005)!
❖ Optimal language learning mixes pedagogic actions!
❖ Optimal language learning mixes synchronicity!
❖ Optimal language learning mixes spaces!
❖ Optimal language learning mixes groupings!
❖ Optimal language learning mixes media!
❖ Optimal language learning mixes tools

20. Goh asks...
Why do we want to flip?
❖ Don gave us an overview of the flipped classroom!
❖ Okay ... so what's new? how can we teach better?

21. Goh's interests
(a) why flip, (b) how to flip, (c) how flipping differs from
prior techniques, (d) what resources are absolutely
necessary versus preferred but non-essential, (e) how much
extra preparation, instruction, and follow up are involved, (f)
how much material can be recycled, and how much is new
each time, (g) how we can learn to flip better, (h) how team
teaching helps flip, (i) how to determine whether we're
flipping effectively, and (j) how to convince learners and
colleagues
!
Do you share my interests? Don will shed light on them
from 10 angles.

22. Mythbusters
Don will give us 10 critiques of flipping.
How many are serious issues? myths? Half-truths?

23. Ten Critiques of the Flip the Classroom Model
1. Flipping is nothing new.
Flipping will not work in my school.
Flipping emphasizes direct instruction.
Flipping is not practical.
Flipping is time-consuming.
Flipping is only good for high level students.
Flipping is good for teaching science.
Flipping appeals to administration.
Flipping is goofing off.
Flipping works by itself.

24. 1. Flipping is nothing new• Good teachers have always done this approach.
!
Paper-based homework is a common practice, not
videos
!
In Japan, many teachers do quizzes at the start of class,
covering homework preparation assigned the day before.
!
Experience:
- Very true! But often a forgotten practice that needs
revival
- Flipping is enhanced with video technology and
interactive quizzes, forums online

25. 2. Flipping will not
work in my school!
!
Flipping works in ideal school situations
Our students do not do homework.
!
“I tried it once and it completely flopped”
!
Experience:
- Immediate socialization is required.
- Flipping works in every school

26. 3. Flipping emphasizes
direct instruction
!
!
Direct instruction through videos is just recycling
traditional methods of teaching.
!
Experience:
- True for half of the flip. The flipped individual work at
home is indeed direct instruction, such as lectures.
- The flipped group work in class is not direct instruction. It
is activities such as discussion, pairwork, cooperative work

27. 4. Flipping is not
practical
!
Some students will be ready, some not.
!
Hard to start a class with everyone at the same point.
!
Experience:
- Immediate socialization is required.
- Habitual preparation is possible.

28. 5. Flipping is time-
consuming!
!
Flipping requires teachers to learn screencasting and
other technical skills. Where is the time for that?
!
Experience:
- Very true. But every re-assessment, improvement, change
of ways, and sharing of ways takes time.
- Flipped videos are initially time-consuming both in
production and in consensus-making (aligning teachers’
aims)
- Flipped teaching saves lots of time in subsequent cycles
of instruction.

29. 6. Flipping is only good
for high-level students!
!
Flipping is only good for high level students.
!
High-level students are willing to do homework.
!
Experience:
- In the USA, flipping was started to help the failing
students. Failure rates dropped from 31% to 12% in one
case.
- Flipping works for every level of student.

30. 7. Flipping is only good
for science classes!
!
Flipping is good for teaching science, but not for foreign
languages. [the originators of this model, Bergmann and
Sams, were chemistry teachers
!
Experience:
- Foreign language learning also needs preparation.
Students need to learn vocabulary, grammar, and context.
- Content/Structure prep gives more time for strategy
development and project development.

31. 8. Flipping appeals to
administrators
!
Flipping fits administrative goals of standardisation and
accountability. How about independence, flexibility and
individualisation?
!
Experience:
- In Japanese universities, instructors are far too
independent, and often disguise laziness or fear of change
with a plea for independence and academic freedom.
- Flipping forces teachers to agree on goals and create
materials that reflect those goals.

32. 9. Flipping is goofing off
Prima facie: "teachers make kids watch videos, and teachers
watch kids do drills"
!
Problem: Classroom instruction appears on the surface that
teachers are merely watching over kids doing their exercises
(which is what coaching from the sidelines should look
like). Ironically, this looks too easy and sloppy.
!
Goal: Understand the care needed to flip, and the value that
flipping provides.
!
Solution: Team teaching. (a) Transparency justifies flip
learning. (b) Disseminates the technique.

33. 10. Flipping works by itself
Myth: Preparing outside of class enriches interaction in
class.
!
Truth: More benefit is derived when teachers monitor or
comment on preparation before classes begin.
!
Technique:
Knowing before class what kids are capable of facilitates
giving pin-point individualized instruction. Some kids write
and talk well in asynchronous online settings, but perform
poorly in real-time face to face interactions (stage fright). By
knowing each kid's potential, we reassure students that we
know what they can do, and help demonstrate their skills.

34. Case 1: Hokkaido University Blended Flip
❖ Students write and say
phrases online before
coming to class.
❖ 40 minutes of online
preparation per class.
❖ Students say their
phrases in class.
❖ TA-to-student ratio is
about 1:3.
❖ Prepare and thrive.
Don't and die.

35. Case 2: Hokkaido University TA Flip
❖ TAs read and hear our
students' language
production online
before coming to class.
❖ TAs know what each
student is capable of.
❖ TAs help students
based on what they
(are trying to) say.
❖ TAs push kids out of
their comfort zone.

36. Case 3: Sapporo Gakuin University
Blended LMS Quizzes Flip
First Year Curriculum at SGU!
Quizzes before each class, ten questions in
Moodle LMS!
❖ Stage 1: Quizzes prepared and distributed on
LMS (100%)!
❖ Stage 2: Teachers assigning the quizzes (95%) !
❖ Stage 3: Getting students oriented to the
quizzes (60%)!
❖ Stage 4: Regular completion before class (no
data, perhaps 10%)!
❖ Stage 5: Assessing quality of homework,
impact on teaching (no data, cannot speculate
at this point)

37. Case 4: Sapporo Gakuin University
Journal Writing Flip
❖ Students do daily free
writing in paper
journals (100 words x 7) 60%
❖ Students tabulate words
and self-assess on a
“Checksheet” 80%
❖ First 15 minutes of
class is exchanging
journals among
classmates and writing
comments. 90%

38. Case 5: Sapporo Gakuin University
Extensive Reading Flip
❖ Students read books
outside of class
(27,000 words/semester) 100%
❖ Students take
quizzes to verify that
they have read the
book 95% pass rate
❖ Use class time to
give book report
speeches 70%

39. Case 6: Your Institution
❖ How is the flip model happening in your school?
(consciously or unconsciously)!
❖ How have you been flipping your classroom?
(consciously or unconsciously)!
❖ Find a partner or two to share your experiences!
❖ Report an example briefly with the whole group

40. Conclusion 1:
Flip the Classroom is a Gimmick
❖ Good teachers have been using this approach!
❖ Long history of use in Japan !
❖ The media (video or paper) is irrelevant in the approach!
❖ Video improves (not transforms) the homework!
❖ appeals to multiple learning styles!
❖ simulates real-world contexts

41. Conclusion 2:
Flip the Classroom is a Revolution
❖ Flipping is a (good) excuse for systematic
transformation of a curriculum and collaborative
development!
❖ Flipping puts materials authoring in the hands of
teachers !
❖ Collaborative authoring forces transparency of aims and
assessment!
❖ Greater individualisation of instruction is possible

42. Conclusion 3:
Flip the Classroom is Neither a
Gimmick nor a Revolution
❖ Flipping is a time-honored, effective technique.!
❖ CALL facilitates flipping more than videos, especially
when the learners' production is monitored before class.!
❖ Team teaching justifies and disseminates the technique.!
❖ I was flipping before I knew the term. Maybe you too.

43. References
❖ Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International
Society for Technology in Education.
❖ Berrett, D. (2012, February 19). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher
Education. Retrieved from http://chronicle.com/article/How-Flipping-the- Classroom/130857/
❖ Frederickson, N., Reed, P., & Clifford, V. (2005). Evaluating web-supported learning versus lecture-based teaching:
Quantitative and qualitative perspectives. Kluwer Academic Publishers, 50(4), 645-664.
❖ Gerstein, J. (2013) The flipped classroom model: A full picture. User Generated Eduction: http://
usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
❖ Gojak, L. (2012, October). To Flip or Not to Flip: That is Not the Question! National Council of Teachers of Mathematics.
Retrieved from http://www.nctm.org/about/content.aspx?id=34585
❖ Gruba, P. & Hinkelman, D. (2012). Blending technologies in second language classrooms. London: Palgrave-MacMillan.
❖ Kennedy, C. & Levy, M. (2009). Sustainability and CALL: Factors for success in a context of change. Computer-Assisted
Language Learning 22(5): 445-463.
❖ King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. http://www. edweek.org/ew/
articles/2012/10/03/06khan_ep.h32.html
❖ Oliver, M. & Trigwell, K. (2005). Can 'blended learning' be redeemed? E-Learning, 2(1), 17-26.
❖ Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, 223-231.