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Do You Flip? AZTESOL 2013. Panel Participants. Cynthia Murray, PHD (AECP, ASU) Catherine Warner-Bennani, MATESOL (AECP, ASU) Carol Kubota, MATESOL (AECP, ASU). History of Flipping. Flipping started with teaching math and science concepts.

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panel participants
Panel Participants

Cynthia Murray, PHD (AECP, ASU)

Catherine Warner-Bennani, MATESOL (AECP, ASU)

Carol Kubota, MATESOL (AECP, ASU)

history of flipping
History of Flipping
  • Flipping started with teaching math and science concepts.
  • Some form of flipping takes place in every classroom.
  • It’s not all about video lectures and teacher-made videos.
  • Online resources are abundantly available.
the benefits of flipping
The Benefits of Flipping
  • Provides more time for discussing, analyzing, and debatingin the classroom
  • Allows students to review the work at their own pace andcome to class prepared to engage in the activity
  • Allows students who are not able to attend class to keep upby reviewing the videos at home
  • Allows students who are more reserved to prepare for classroom discussions
  • Provides second language learners the extra time neededto comprehend the material
reading writing classes
Reading/ Writing Classes
  • Allows time for students to analyze writing prompts
  • Allows more time for workshopping strategies and techniquesbefore students attempt tasks on their own
  • Allows the instructor to work directly with students in therevision process
  • Gives students the opportunity to read at their own pace
  • Allows much more time for discussion and analysis of reading and interactive activities in the classroom
methods
Methods
  • Provide guided exploration of concepts and ideas related to the writing task
  • Use videos, online activities to explain concepts
  • Assign pre-class readings and have students complete quizzes on this reading before coming to class.
  • Create videos that explore a topic and require students to watch them before class.
listening speaking classes
Listening/Speaking Classes
  • Allows more time for teacher/student and student/student interaction
  • Allows more time for authentic language activities based upon lecture/video
  • Allows more time for reserved (either personally or culturally) students to process and prepare for authentic language activities from which they might otherwise exclude themselves or feel intimidated by.
listening speaking class
Listening/Speaking Class
  • In all levels it allows more time for students to process the information without being distracted by impatient or more advanced classmates.
  • Gives the teacher more time to interact with individual students, participate in, assess, and stimulate small group discussions.
  • Students are encouraged to engage in higher order thinking and processing activities .
listening activities
Listening Activities
  • Provide introductions to the flipped materials to give the students a framework for understanding and motivation.
  • Instructor introduces the topic in class before the students listen to the video at home.
  • Assign videos, recorded lectures, and activities related tothe topic to stimulate and enhance student interaction, comprehension, and “ownership” of concepts and skillsbefore they actively discuss the topic in class
  • Videos can be recorded by the instructor or found at the following sites: Khan Academy, YouTube (Teacher Tube),TED talks and more