Flipping the Classroom

A great tool for the Flipped Classroom is mybrainshark:  http://www.brainshark.com/mybrainshark
Teachers can present language focus or ideas by video for students to work on before they come to class.  Once in the classroom, emphasis can be on group work.
Aaron Sams was the pioneer of classroom flipping and the rationale behind the flipped classroom model is explained very clearly in this YouTube clip.

I used mybrainshark to produce a short presentation to prepare my students for an upper intermediate writing skills class.  The rolling programme in my department means that students can enter a class at any time during the term.  There are frequent gaps in knowledge and learners approach language from different levels - some will be well acquainted with the language focus, whereas others might be meeting it for the first time.  Getting them to see the presentation at home, in their own time, allows each student to use the material to suit their individual needs, enabling the weaker learners to review the content as much as they need.  Students come to class prepared to move forward with differentiated group activities, with the teacher facilitating and supporting rather than presenting.

There are some obvious flaws with this model.  For example, just as we get students who don't do their homework, there will be students who come to class who haven't viewed the pre-session material.  This model also assumes that technology and internet connections are available to all.  Preparing materials is also an extra workload and burden for overstretched teachers.  However, it could be argued that presentation slides would have to be compiled for the lesson anyway and differentiated groupings in class could and indeed should be employed to allow individuals to work at their own pace.  Students who don't do the work at home, will simply not see such accelerated progress as those that do.  In theory, the  classroom that has been flipped becomes an active, collaborative, social environment, where students engage and are motivated to learn.  It sounds like a perfect model for language learning, and is something I will definitely try.  

Collaboration

Sharing ideas and opinions

Tricider is a very useful tool for collaboration, both inside and outside the classroom.  A question can be posed and shared via this online voting tool and students can post their ideas and responses and see the argument develop.  It's a constructivist approach to learning, in that students are working together, problem-solving, reflecting and building on each other's ideas.  Collaboration in this way gives all learners a voice, even those who do not usually speak out in class.

This tricision was designed to elicit ideas for a discursive essay.  Very often ideas are discussed in class and added to the whiteboard, but not noted down by students. The activity was taken a step further, in that the ideas and opinions were then used in a writing task.   By creating an online document and sharing with all the learners, they had access to the brainstorming they did in class when they were doing this writing task for homework.  The layout of the questions aimed to help the students to plan and structure the essay.  The linear aspect of this tool also enabled learners to focus on language used for linking ideas (showing constrast, expansion, examples etc). 

Another tool for sharing ideas and brainstorming is Padlet.  This can be used in a more visual way to stimulate discussion. 

Created with Padlet

Screen-capture

Tools to take learning beyond the classroom

http://screencast-o-matic.com/

With this tool you can present whatever is on your screen and talk your audience through it (screen-capture).  Producing a video of your screen and sharing it is very easy to do. There are several free versions available:  Screencastomatic, which I will look at in more detail in this post, and Jing, which works in a similar way.  Snagit is another excellent tool, but is not free.




Screencasting can be used to:

• flip the classroom

Language presentation can be received at home, allowing students the opportunity to follow it at their own pace, reviewing as often as necessary.  Class time can then be devoted to group work and one-to-one advice.  

• provide visual and verbal feedback

Teachers can talk through corrections on students' work, pointing out highlighted areas,  expanding on short written comments and making suggestions for improvement.  It's the next best thing to giving face-to-face feedback, which is not practicable in a classroom of up to 20 students.  

• recap

Salient points from a lesson can be highlighted, providing students with the opportunity to review at their leisure.  Pronunciation can be modelled, brainstorming ideas shared, together with vocabulary lists and grammar input. 

  

Here's an example of a screencast being used to recap points from a lesson.  This could be embedded into whatever learning platform you use with your class, enabling students to review language points whenever they wish. 

This tool can help students take ownership of their learning.  It helps with engagement, encouraging students to act and work outside the classroom.  Learners know that the teacher has put in a great deal of effort to provide such detailed feedback and recap opportunities.  They feel valued and the outcome should be that they value their learning.
Russell Stannard's article (2012) provides more details on how screen-capture can be an asset to  English language teachers and students.
Russell Stannard, The Guardian.com