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Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

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What this Meant to My Language Classroom Maintain basic tenets –Homework Becomes Classwork and Vice Versa –Bloom’s Taxonomy is “flipped” 3

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Page 1: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Starting to Flip pilF

Your Classroom While Overcoming the Challenges

Robyn Brinks Lockwood Stanford University

Copyright: Robyn Brinks Lockwood, 2015

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Page 2: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Flipping—What They Were Doing

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• Recorded lectures– for students to watch at home

• Homework or interactive activities in class– Answering comprehension questions– Working on projects– Completing problem sets– Participating in debates and discussions

Copyright: Robyn Brinks Lockwood, 2015

Page 3: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

What this Meant to My Language Classroom

• Maintain basic tenets–Homework Becomes Classwork and Vice Versa

–Bloom’s Taxonomy is “flipped”

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Page 4: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Flipping Bloom’s TaxonomyImage from Flip It!: Strategies for the ESL Classroom (Lockwood, University of Michigan Press, 2014)

Traditional Flipped

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Page 5: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Writing Class ExampleTraditional

– Teacher presents writing model or strategy in class and students work on accompanying task in class

– Students then apply model to their own work when they write at home

Flipped– Students read writing

model or strategy and work on accompanying task at home

OPTIONS– Students discuss and

compare answers in class

– Students analyze other models in class

– Students write their own pieces in class

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Page 6: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Reading Class ExampleTraditional

– Teacher presents reading strategy in class

– Students practice with accompanying activity in class

– Students apply reading strategy on their own to reading in the textbook on their own at home

Flipped– Students learn reading

strategy and practice with accompanying activity at home

OPTIONS– Students apply the skill

on the reading in the textbook in class

– Students evaluate and analyze the strategy and its success in class via discussion

– Students apply the skill to authentic materials

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Page 7: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Grammar Class ExampleTraditional

– Teacher presents grammar lesson in class

– Students practice with accompanying activities in class

– Students practice more on their own with grammar in context or in writing on their own at home

Flipped– Students learn grammar

lesson and practice with accompanying activities at home and get reinforcement from video

OPTIONS– Students apply the

grammar on more difficult tasks in class

– Students analyze strategy by discussing where and when to use it

– Students apply skill to higher-level task

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Page 8: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Listening Class ExampleTraditional

– Teacher plays listening clip in class

– Students practice with comprehension questions in class

– Students apply content or use content from clip to create presentation or assignment outside

– Students schedule time with peers for group projects or presentations on their own

Flipped– Students listen to clip and

take notes on their own at home

OPTIONS– Students participate in

interactive quiz in class to test comprehension

– Students use content from clip for test or presentation

– Students apply language from speaking component for debate or discussion

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Page 9: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Speaking Class ExampleTraditional

– Teacher presents words or phrases in class

– Students read prescribed dialogues and complete fill-in-the-blank activities in class

– Students try to use language with native speakers of the target language outside of class (or prepare role-plays)

• Flipped– Students learn the words

or phrases on their ownOPTIONS– Write role-plays or other

new content using the target language and present in class

– Students leave class for 15 minutes to participate in a contact activity

– Guest speakers or tutors come to class for conversation practice

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Page 10: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Advantages of Flipping• Time

– Class Time, Students’ Time, My Time• Quality of Work• Humanized Classroom, More Personalized

Attention• More Frequent Assessment• Decreased Student Boredom• Incorporation of Authentic Material• Increased Student Motivation• Reduced Absenteeism/Increased Interest

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Page 11: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Create Your OwnFlipped Lesson Plan TemplateClass: Skill Area(s):

Level: Time Needed: (home)

(class)

Academic Correlations [Standards, Common Core, WIDA, etc.]:

Learning Objectives•Students will be able to… , , and . Materials• Students need at home: [videos, page numbers in

books, websites, etc.]

•Teachers need (if anything different): Flipped Lesson Plan:

• Students at home: [watch video, complete X, Y, or Z]

• Students in class: [take quiz, share notes in groups, participate in debate, and/or X, Y, or Z]

Traditional Lesson Plan:•[If needed to make sure best materials are moved outside classroom.] Assessment [tests, quizzes, written work scores, etc.]:

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Page 12: Starting to Flip pilF Your Classroom While Overcoming the Challenges Robyn Brinks Lockwood Stanford University Copyright: Robyn Brinks Lockwood, 2015 1

Contact and Reference Information

Robyn Brinks Lockwood Stanford University [email protected]

Bergmann, Jonathan and Sams, Aaron. Flip Your Classroom: Reach Every Studentin Every Class Every Day.ISTE/ASCD, 2012Lockwood, Robyn Brinks. Flip It! Strategies for the ESL Classroom.University of Michigan Press, 2014

Flipped Learning Network website: flippedlearning.org Flipped Institute website: flippedinstitute.org

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