To Flip or Not to Flip? That is the Question...

To Flip or Not to Flip? That is the Question...

A few weeks ago, I was expanding my professional networks and posted that I joined the Flipped Learning Network, so this makes this post all the more relevant. In the article Three Reasons to Flip Your Classroom, Marshall discusses the benefits of flipping the language classroom. In a flipped classroom, “Direct instruction takes place out of class while practice and application take place in class, (Bergmann & Sams, 2012).” This relatively new approach to learning and instruction has benefits, but requires adequate preparation and may have some caveats. What I love about this method of teaching, is that it changes the traditional classroom setting and allows students to engage in more collaborative activities with feedback given to them by the teacher during class time. Though in a flipped classroom, it’s essential that the instructional videos (or text) students are learning from at home are on their levels, as learners do not have the option of asking for clarification on confusing matters at home. Nonetheless, with the at-home learning, students are able to study at their own individual pace until they comprehend the material, unlike the limited 45-minute period some of us educators may only have.  The flipped method gives students more responsibility and compels them to come to the classroom prepared for discussions, activities, and collaboration.

Before, reading the article Flipping Your EL Classroom: A Primer by John Graney, I was thinking to myself whether or not I can use the flip method to teach or introduce a grammar concept for my English 101 writing students who are ESL/EFL learners. When teaching grammar, I tend to use an inductive approach, which is more student-centered, however I never tried using the flipped classroom method in teaching a grammar point. When I read the above mentioned article, I was pleased to see that the first example of a lesson Graney discusses is a grammar lesson on subject-verb agreement. Students would watch a video on the topic (or study from a textbook, website, slideshow, etc.), come to class prepared to work individually, in pairs or groups, and get assessed and given feedback by their teachers. This lesson layout seems very doable and effective and I intend to try it out with my learners for their next grammar lesson on simple past and past continuous verbs.  All in all, I encourage language teachers to experiment with this approach with their students. Perhaps the effect of such a shift may change the language abilities of our learners.

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