Christina Cavage, professor of ESL at Savannah College of Art and Design discusses how to reflect on experiences from prior years to improve the use of digital tools and truly FLIP a classroom.
One of the best things about teaching is the fresh, new start that comes with every academic year. In this profession, we are lucky enough to be able to exercise the ‘do-over’ we begged for as children. Whenever I reflect on this do-over, it always comes down to one thing: How can I do better? What new tools could I pull from my toolbox to better engage my students? As I am planning my own classes for the upcoming academic term, I find myself investigating ways I can maximize the digital tools I use in the classroom, and truly FLIP my classes. So, it’s a good time to really think about the pedagogy behind FLIPping, and re-investigate the pillars of this methodology. For those of you that are new to the concept, it’s about moving some instruction outside of the classroom so in-class experiences can be more about analyzing, evaluating and creating. In other words, use opportunities and tools outside of the classroom to work on those lower level skills, and allow in-class time to develop those upper level skills. This is FLIPping.
Flexible learning environment
FLIP is an acronym. Each one of the letters represents a pillar of this methodology. The first, F, addresses the need for a flexible learning environment. For different educators, this will have a very different meaning. In the ELT world, it is about those learning spaces. Are we going to put students in groups, in pairs? Are we anticipating some pair or group work outside of class? And most importantly, are we recognizing that learning environments are not only physical classroom spaces, but can be digital spaces, outside of the classroom, and outside of classroom hours. Consider a traditional listening task. If students are assigned the listening outside of class, they can interact with the content, at their own rate, and as many times as they like. This often results in deeper engagement, and allows for class time to be more about applying those skills. The learning spaces become dynamic, and collaborative.
Learning culture
The second pillar, learning culture, builds upon the first. When we allow our learning spaces to become more flexible, we are truly adapting to a new culture of learning and teaching. That culture is one where teachers become facilitators of learning, and students take a more active role in their learning, and thus, increase learning autonomy. For many of us this is a real shift in the way we have learned, and perhaps, even how we have been teaching. The key is that the content needs to be appropriate, approachable and engaging for learners. And, that leads to the third pillar, Intentional Content.
Intentional content
Intentional content is about recognizing that not all content should be flipped, and other content really lends itself to being flipped. For example, when instructing on simple sentences, perhaps an online video, one which students could watch several times, and engage with, is content that should be flipped. Then, imagine all the wonderful things you can do in class the next day. You could have subjects, verbs and objects on index cards, and students can apply their skills in groups and build sentences.
Your students could work with a partner, to build sentences following patterns you write on the board. This is beneficial on many levels. First, the understanding and remembering are moved outside the classroom, in an engaging, dynamic environment, and the class time becomes collaborative where students can apply their newly learned knowledge. It’s a bit of a win-win!
Professional teacher
Lastly, none of these other pillars would be possible if it weren’t for a professional teacher. It takes a professional teacher to determine which content can and should be moved outside of the classroom, and how to best apply that knowledge in the classroom.
So, as you look towards your do-over, think about what you can add to your toolbox to enhance learning, and how a FLIPped approach might work with your students. The digital tools available today allow teachers to easily adopt this methodology without having to create their own content.
If you’ve enjoyed this article, read others by Christina Cavage.