Helen Thompson & Marion Engin

1. A flipped learning model for TESOL pre-
service teacher education students
Helen Thompson, Marion Engin

2. Outline
• Context
• Module changes
• Pedagogical rationale
• Dilemmas
• Teaching decisions: outside and inside classroom spaces
• Example
• Evaluation
• Learning points

3. Our context
• Cross-department /faculty module
• Linked to initial TESOL teaching award (Trinity Cert.TESOL)
• First module focuses on English language and TESOL pedagogy
• Teaching practice distant possibility at this stage

4. Module changes
• Previous iteration
• Shorter language input sessions (1 hour ‘lecture’): Focus on language
(larger groups)
• Longer experiential sessions (2 hour workshops): Focus on pedagogy
• Pre and post-lecture tasks linked to lectures as limited classroom time
for exploiting and consolidating input

5. Pedagogical rationale
• "a pedagogical approach to blended learning in which the typical activities of classroom
lectures followed by homework in traditional teaching procedures are reversed in order,
and often supplemented or integrated with instructional videos" (Hung, 2015, p. 81).
• A flipped learning allows students more control over "time, place, path and/or pace"
(Staker & Horn, 2012, p.3).
• Students take responsibility for learning
• Students better prepared for class - activates schemata
• More time for in-class interactive activities
• Leverages students' interest in mobile technological tools
• Repository of input and materials for further study and revision

6. Dilemmas
• What should we ask students to do?
• How much should we / can we ask them to do?
• Should there be pre and post session activities?
• What do we do if students don't do the pre-activities?
• What will we do differently in class?

7. Teaching decisions: outside class
Activities
• On-line discussion
• Tutor-made screencasts & videos
with tasks
• Guided reading and activities
• On-line quizzes
Aims
• To share experiences
• To introduce concepts &
terminology, preparation, linking
to real classroom practice
• To prepare and consolidate

8. Teaching decisions: Using classroom
space
Activities
• Feedback on pre-session activities
• Interactive tasks / experiential
activities / simulation / planning for
teaching
• Evaluation of tasks
• Student presentations
Aims
• To check understanding / to answer
questions
• To apply theory to practice, to make
input meaningful, to share ideas and
collaborate
• To reflect critically on authentic
materials
• To share ideas / to receive and give
feedback

9. Example: Phonology
• Outside class: Video + task
Task 1: Watch this video for English language learners who are preparing to take an
exam called "IELTS". What key pronunciation features are highlighted for learners
to focus on? (1.23)
https://www.youtube.com/watch?v=T-uYzReetEI

10. In-class activities
1. Feedback on flipped task
2. Material evaluation (using input from video)

12. 3. Activity preparation (aims, procedure)
4. Presentation

13. Evaluation
Student comments
• "The screencasts were really useful - like
having a lecture very clear"
• "I think doing the quizzes helped a lot and
watching the videos"
• "The post lecture activities worked better for
me as I was able to recap on what I'd done in
class"
• "More verbal prompting for reading"
• "Only do either post or pre activities because
both was too much"
• "Go through set activities more in class"
Tutor comments
• Some students very engaged, completed all
tasks
• More effective teaching and learning of
practical applications
• Some reluctance to carry out the pre-session
tasks & misunderstanding of flipped learning
framework
• Some students assessment-driven, struggle
with 'independent learning'

14. Learning points
• Make space for additional in-class orientation
including modelling of procedures in flipped
learning
• Review and feedback on pre-session activities
in class important
• Modify some tasks - short videos as pre-lesson
task, reading for post-lecture tasks
• Comprehensive activity handbook - the big
picture

15. Features of an effective flipped learning cycle
Organisation Tasks The role of feedback
Easily accessible flipped tasks on a
variety of devices
Lesson activities aim to elaborate
on, extend the flipped input
Integration of flipped input into the
lesson activities
Variety of interaction patterns in
class activities
Very clear and explicit link between
flipped input and in-class activities
Short, easy to access flipped
activities
Guided flipped tasks with specific
outcomes
Lesson activities at higher levels of
Blooms taxonomy
Follow up on flipped activities and
input- did you do it? was it useful?
In class: short peer check time
followed by feedback
Feedback on lesson activities - link
to flipped input

16. References
• HUNG, H.T., 2015. Flipping the classroom for English language
learners to foster active learning. Computer Assisted Language
Learning, 28(1), pp.81-96.
• STAKER, H. and HORN, M.B., 2012. Classifying K-12 Blended Learning.
Innosight Institute.