FLIPPED LANGUAGE LEARNING: DEFINITIONS and EXAMPLES TESOL 2015 CALL-IS Technology Showcase HOT TOPIC: Flipping the Classroom Helaine W. Marshall – Christine Sabieh – Christine Bauer-Ramazani – John M. Graney

What is Flipped Learning and Why Should I Try it? Helaine W. Marshall, Ph.D. LIU-Hudson, USA

Flipped Learning is a pedagogical approach in which 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 students as they apply concepts and engage creatively in the subject matter. Definition from Flipped Learning Network, 2014

Flipping Flipped ClassroomFlipped Learning

Essential Question FLIPPED CONVENTIONAL How is planning flipped learning lessons different from conventional lesson planning and how do you feel about those differences? “Teacher worries most about school- program coverage” “In flipped class learning teachers are not central figures but learning facilitators.” “As a teacher I used to have absolute control over everything that happened in the classroom.” ”I think the biggest change for me is finding/creating more projects and tasks to help students produce and master the target language in class.” “Content is primarily presented in-class and application of content and exercises done for homework out of class” “Students gather information largely outside of class by reading, watching recorded lectures or listening to podcasts so they come to class eager to participate…they apply what they learn to new contexts.”

 Mazur (1997) – College classes  “peer instruction”  Lage, Platt & Treglia (2000)  “inverting the classroom”  Bergmann & Sams (2012) K-12 classes  “flipped learning”

Flavor of the Month?

Why teachers like flipped learning…  Saves time  Role shifts to facilitator  observation  feedback  assessment  Results in better mastery by class

Why students like flipped learning…  Ownership of learning  Active in class from start to finish  Ongoing support from peers and instructor

Why the research supports flipped learning…  Affectively: attendance, motivation, participation  Cognitively: self-directed learning, increase in mastery of concepts, increase in critical thinking  Metacognitively: self- assessment; awareness of learning process

 Comprehension  Comprehensible input from multiple sources  Interaction  Meaningful interaction with instructor and peers  Critical thinking skills  Cognitively demanding/intellectually challenging Supporting Second Language Learning

FlipCon 2015  The 8th Annual Flipped Conference will be held at Michigan State University in East Lansing, MI, USA  July 13-15, 2015  Can’t come? Attend the Virtual Conference  Go to for information.