Presentation on the flipped classroom for English Language Learners. TESOL Dallas 2013. Three reasons: increased comprehension, increased interaction, increased critical thinking. Flip cycle components: (1) instructional videos; (2) in-class collaboration; and (3) observation/feedback/assessment - by both teacher and learners. Presenter: Helaine W. Marshall

1. Three Reasons
to Flip Your Classroom
Helaine W. Marshall
Long Island University
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2. The Flipped Classroom
Turn teaching inside out:
takes place outside of class
Bloom’s Taxomony – lower levels
understanding/remembering
take place in class
Bloom’s Taxonomy – upper levels
applying/analyzing/creating
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3. Three Reasons to Flip
#1 Increase comprehension
#2 Increase interaction
#3 Increase critical thinking
© Marshall, 2013
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4. FLIP Cycle Components
Instructional
Videos
Observation
In-Class
Feedback
Collaboration
Assessment
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© Marshall, 2013

5. Boyle’s Law
is inversely proportional to
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6. The Problem
Solve this problem using Boyle’s Law:
A tank has 8 liters of gas under 14 pounds per square
inch of pressure. When the pressure increases to 28
pounds per square inch, what will the volume of the
gas become?
ANSWER: ______________________
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7. Chemistry Lecture Hall:
A Virtual Classroom Experience
Play
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8. When ___________ goes up, ___________ goes down.
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9. Boyle's Law Animated
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10. Screenshot of Video Lesson
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11. “Molecules” Activity
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12. Making Posters Together
I like the way all the class activities are really interactive and hands-on
and student oriented…I’m a hands-on learner.
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13. The Problem - Revisited
In class, collaborating with immediate feedback from peers based on
the instructional video, solve the problem using Boyle’s Law
A tank has 8 liters of gas under 14 pounds per square
inch of pressure. When the pressure increases to 28
pounds per square inch, what will the volume of the
gas become?
ANSWER: ______________________
Academic language is scaffolded prior to presenting the problem
See “Flipping the Classroom,” in Making the transition: Culturally responsive teaching for struggling language learners
(Marshall & DeCapua, forthcoming)
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14. Student Research
There’s more take away with the poster-making and collaborations.
In class interaction …gives us an opportunity to flesh out ideas and
concepts we hear in the lecture and clarify misunderstandings.
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15. Key Questions and Charts
You’re held accountable, so you have to come [to class] ready to contribute.
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16. Guide on the side (King 1993):
Observation – Feedback - Assessment
When
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17. The Wonder Wall
I like…working with other brains in the room, using people’s strengths,
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learning about each other and how we think.

18. Quote from Student
I've just finished reviewing lecture …for the second
time. I personally like this flip classroom so far. I can
spend my time study as much as I want and flip
classroom makes my study livelier. Reading text
book alone can be bored some time. As…English
learner…, I have some difficulties catching
something in class. Flip classroom helps me a lot.
However, I still like to go to class and have real
conversation with Dr. M and my classmates.
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19. Applying the FLIP in Your Teaching
• Self-contained class – flip it
• Co-teaching/collaborative teaching – make
videos for your ELs
• Encourage other teachers to flip their content
classes for better results with ELs
• More….
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20. Learning more about Flipped Classrooms
• Videos
– Katie Gimbar’s FIZZ YouTube videos
http://bit.ly/gimbar-flip
• Discussion Groups, Webinars, Meetings
– Flipped Learning Ning
http://flippedclassroom.org/
• Website with resources listed
– Dan Spencer’s Google Doc
http://bit.ly/spencer-flip
• Book
– Jonathan Bergmann and Aaron Sams
http://bit.ly/ascd-flip-book
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21. So…FLIP IT!!!