Flip don’t Flop! What is next for the flipped

classroom

FOREIGN LANGUAGE EDUCATORS OF NEW JERSEY

26.II.2016

What is a flipped classroom?

The traditional model of instruction

Teacher talks

Students listen

Teaching is what happens to students

In a traditional model, students are the recipients of instruction.

The teacher prepares the lesson, hopes the students arrive and the technology works and everyone buys into the theme, concepts and quickly acquires the skills.

Concepts are explained and skills are instructed. Students go home to practice.

Now let’s talk about flipping the

model

What is a flipped classroom?

There are multiple models…….let’s

focus on what might be possible in our

classrooms.

Most colleges of education agree on these four principals for flipping instruction:

1. Provide an opportunity for students to gain first exposure prior to class.

2. Provide an incentive for students to prepare for the next class.

3. Provide a mechanism to assess student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

2007: Science teachers Jonathan Bergman and Aaron Sams recorded power points for absent students and a movement was born.

http://www.edutopia.org/blog/take-students-

deeper-flipped-learning-jon-bergmann

A quick two minute overview of

flipping instruction

Theoretical Framework of flipping

instruction

Educational technology blended with learner activities:

Class time reserved for collaborative work and concept mastery exercises.

Jeremy Strayer Ohio State

Let’s look at an example: Clintondale HS, Detroit

BEFORE FLIPPING:

50% frosh fail

English

44% frosh fail math

736 discipline

cases in one

semester

AFTER FLIPPING:

19% frosh fail

English

13% frosh fail math

249 discipline cases

in one semester

Clintondale HS design for flipping

instruction

3 x week, 5-7 min videos

Watch at home or in library

after school

Focus on English and math

But……this is not new!

2,500 years ago Socrates did this

150 years ago Maria Montessori did this

100 years ago John Dewey did this

30 years ago Herb Kohl did this

Jay Powell, Robert Morris Univ

Which models have been successful?

http://owl.excelsior.edu/posts/vie

w/398/

But…….does it work?

John Bransford and Ann Brown How People Learn, 2000

“To develop competence in an area of inquiry, students

must: a) have a deep foundation of factual knowledge,

b) understand facts and ideas in the context of a

conceptual framework, and c) organize knowledge in

ways that facilitate retrieval and application” (p. 16).

“A ‘metacognitive’ approach to instruction can help

students learn to take control of their own learning by

defining learning goals and monitoring their progress in

achieving them” (p. 18).

Let’s look at a world language class

Susan Hojnacki: Aquinas College, Grand

Rapids, Mich used flipped model in

instruction, presented data at ACTFL

convention November, 2014.

Computer Assisted Language Learning

(CALL)

Advantages: slowed down

conversations

synchronous and

asynchronous

communication

expanded equality of

participation time

enhanced input

increased planning time

more oral output

connections with target

culture

TL input outside of class

NS-NNS communication

increased attention,

noticing, and uptake

A typical 50 minute class:

10 min: Students arrive in class and

go over the written homework from

the night before.

20 min: Instructor presents new

material as whole class lecture

15 min: Students do interactive

activities in small groups

5 min: wrap up and assign new

homework

5 min: Students arrive in class and have

mini-lesson based on comprehension

check from last night’s video

15 min: Students do interactive activities

in small groups

10 min: Students complete written

activities in small groups or as whole

class with instructor circulating

15 min: text chat with other members of

class

5 min wrap up and assign new video

Flipped Traditional

Susan Hojnacki’s Conclusion

Language Pedagogy and Acquisition

Data shows a trend towards higher proficiency levels for the flipped

section.

Data will also be looked at for high, middle, and low achieving students

to look for differences in progress

Teacher Take-aways

More content can be covered

More student engagement from primed learners

High initial time commitment – lasting library of materials

Ability to work ahead or behind depending on learner need

Allows absent students to learn content

But….what does this look like in a stressed-out, over-worked (a real) teacher’s classroom?

Typical suburban, small-town USA high

school, near Philadelphia

German language program: levels 1-5

Most students start in grade 6 and stay

until AP level

No text books, lots of internet

Beginning high school course, after middle school experience (NH)

Theme: How we live

Reviewing vocabulary and structures on

how people live in the two cultures.

Students are assigned for homework to

view the image and make these notes

Ten items in room

Short description of each

Location of each

Examples of what is expected

The yellow chair is next to white desk

against the wall.

The plain carpet is on the floor under the

bed.

Two white lamps are hanging on the wall

over the bed.

i+1, moving across the ZPD

Students already know basic vocab:

bed, table, chair, curtain, carpet, lamp

The flipped instruction stretches them

because it requires that they extend

their knowledge and capacity

Or……it could be an extension

activity done at home

Occurs in the latter cluster of lessons in the

unit on How We Live

Students know basic vocabulary and have

rehearsed structures to describe where things

are located.

They extend by viewing the Powerpoint at

home

Extension activity……cont’d

They are expected to view the slides and

make careful notes on

1. New vocab

2. Locations of things in each

3. Differences between rooms

4. Preferences for rooms/styles

An another example from level two -beginning H.S. course (NH)

New theme and vocabulary introduced via

Powerpoint on website

Just image, no text

Students are assigned to take notes on

Powerpoint (no printing slides!)

Teacher reviews vocabulary in class next day,

clarifying, extending, adding cultural context

Who likes to cook?

predictable food unit

middle cluster of lessons in the unit ---

specific example of ways to cook

review of known vocabulary with new

words added (ZPD)

Teacher provides cultural context

Extends from Powerpoint with questions

Review slides next class, quick

random formative assessment

What does one do first, second, and

then and so on?

Who cooked for your family

yesterday? What?

Who bought and prepared the food,

set the table, cooked the food and

cleaned up?

“ ”

Traditional flipping is

structured through

teacher-made videos

In world languages we need the real stuff

Use of authentic material= realia

1. produced for native speakers, by native

speakers

2. reviewed by teacher for best guess at

level of proficiency

3. didacticized by teacher ahead

4. intro of new material or extension of class

lesson?

Example of flipping from intermediate low

Neuneinhalb – tv series from Germany

An example from level three (IL)

Neuneinhalb (wdr)

video episode

Watch at home

Make notes

Discuss theme,

content and vocab in

class

Always three days to view

Sometimes with tight scaffolding

Sometimes open-ended

Ahhhhh….this reminds me of Shrum and glisan

YES! It is perfect for the PACE model

(ch 7) Teachers Handbook:

Contextualized Language Instruction

In a flipped model, students engage

with text at home and move to

analyze-stage in class.

Level three (IL) the other way around

Neuneinhalb (wdr)

Read teacher-

created sheet for

homework

Make conjecture on

theme

Watch video in class

Students think/make educated guess about theme/content of video

Deal with new vocabulary

An example from level four (IM)

Students research assigned historical period

Students create short powerpoint on history

Students look at other students’ powerpoints at home (or in school library) Note carefully

Come to class with notes

Teacher can collect notes to assess

Teacher can do a spot-check assessment

Teacher can draw class into discussion based on student notes/ideas after viewing Powerpoint at home

Wer war wichtig?

• Otto von Bismarck: Bis 1890 war Bismarck den deutschen Kanzler. Er mochte

viele Allianzen mit verschiedenen europäischen Länder als er Kanzler war.

• Leo von Caprivi: Er war den deutschen Kanzler nach Bismarck im Jahr 1890. Weil

Bismarck so viele Allianzen machte, musste Caprivi die Probleme festmachen.

• Bernhard von Bülow: Er war den deutschen Auβenminister vor dem

ErsterWeltkrieg. Er arbeitet für deutsche Weltpolitik durch Europa.

Was ist von 1890 bis 1914

geschehen? Wenn Otto von Bismarck an der Macht war, machte er viele Allianzen. Deutschland schloss

Allianzen mit Österreich-Ungarn und Russland. Beide diese Länder mochte einander nicht.

Caprivi schloβ die Allianz mit Russland ab, weil er keine Probleme mit Österreich-Ungarn haben

mochte. Er bewarb um eine Allianz mit Groβbrittanien zu schlieβen. Leider mochte

Groβbrittanien nur eine Allianz mit Frankreich haben.

Weil Groβbrittanien nicht zusammen mit Deutschland sein mochte, mochte Caprivi deutsche

Macht und Kolonialismus durch Europa ausweiten. Dieses Idee von Bülow hieβ Weltpolitik.

Länder wie Groβbrittanien und Frankreich, die groβe europäischen Mächte waren, hatte Angst

von die neue deutsche Aggression. Diese Angst lieβ Probleme vorausahen.

Welche Wirkung hatte es auf

Deutschland? Viele europäischen Länder hatten Angst, weil so Deutschland so

viele Macht mochte.

Die Allianz, die Zweibund hieβ, band die Deutschen an alle

österreich-ungarische Probleme .

Die Angst, die euroäischen Länder von Deutschland hatten,

machte viele Probleme.

Im Jahr 1914 fing den Erster Weltkrieg an.

Another example (IM)

Preparing for the school exchange

Students meet partners

before exchange starts

via What’sApp,

Facebook or Skype

Learn about each

other’s backgrounds

and interests

Teacher prepares

students for theme of

exchange with in-class

lesson

Teacher extends lesson

on theme for exchange

with flipped activity

Flipped extension activity (IM)

Theme= stereotypes, and clichees: how we

understand and do not understand each other.

Each student creates collage to explain his or

her view of target culture.

Students view each other’s collages for

homework – learning new vocabulary and being

able to describe other collage in detail.

Students ask clarifying questions in class.

But…….are you sure this is flipping?

Flipped learning is a pedagogical approach, in which direct instruction moves from the group learning space to the individual learning space. The group space is transformed into a dynamic, interactive learning environment.

Let’s discuss the challenges:

1. Difference between flipping the

lesson and assigning homework

2. Managing materials outside the

classroom

3. Motivating students to learn away

from the teacher’s gaze

4. Making the flipped work fair

Most colleges of education agree on these four principals for flipping instruction:

1. Provide an opportunity for students to gain first exposure prior to class.

2. Provide an incentive for students to prepare for class.

3. Provide a mechanism to assess student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

http://flippedclassroom.org/

http://www.edutopia.org/blog/take-students-deeper-flipped-learning-jon-bergmann

http://www.theatlantic.com/technology/archive/2013/08/the-condensed-classroom/279013/

http://www.slate.com/articles/life/education/2014/02/flipped_classrooms_in_college_lectures_online_and_pr

oblem_sets_in_the_classroom.html

http://flippedlearning.org

http://www.edudemic.com/guides/flipped-classrooms-guide/

http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-

Classrooms-Is-Still-Coming-In.aspx

http://www.slideshare.net/TransparentLanguage/webinar-flipped-classroom

http://www.alibris.com/search/books/isbn/9781413033212?qwork=6569602