Flipped Learning – Defined


I am currently preparing for an upcoming talk on practice in the English as a foreign language classroom and felt compelled to create my own definition of flipped learning:

Flipped learning is a framework in which interactive learning environments involve both synchronous and asynchronous communication and online and offline delivery of content and human engagement in a way that achieves shortterm and longterm goals which are both personal and collective.

I will be presenting my talk this Friday (May 25, 2018) at the UPTC 2018 and will subsequently make the presentation and recording of my talk available via this website.

Teacher Learning Cast (TLC) #5: Flipped Learning

TLC Socials

  1. Piry Herrera
  2. Benjamin L. Stewart
  3. Facebook | Twitter #tlcelt | YouTube Playlist

the idea of Why do we decide to do something in the classroom?  Material selection, context, discipline, topic, vocabulary, projects, technology, etc.

Flipped Learning Interview with Ken Bauer

Teacher Learning Cast (TLC) #6:

TLC Socials

  1. Piry Herrera
  2. Benjamin L. Stewart
  3. Facebook | Twitter #tlcelt | YouTube Playlist

First segment: Deeper Learner

Driving question: How can educators create opportunities for (language) learners through deeper learning that merges knowledge and skill sets that align with future demands?

  • Not only do students learn, its backers say, but they develop the speaking and writing skills they need to convey their viewpoints. (learning perspective)
  • The schools teach the standard subjects, but many include more collaboration among teachers so that those subjects are taught together. (teaching perspective)
  • Project-based approach that’s become synonymous with deeper learning.
  • Wei said that deeper learning works best when it’s incorporated throughout the school rather than limited to a class or two.
    • Equity, diversity and poverty
    • deeper learning competencies as 1) mastering rigorous academic content, 2) learning how to think critically and solve problems, 3) working collaboratively, 4) communicating effectively, 5) directing one’s own learning, and 6) developing an academic mindset — a belief in one’s ability to grow.

Tweet link to Image (What skills do employers…)

Second segment: Planning based on activities vs. planning based on objectives

How important is it to have a clear view of what the class objective is especially the language focus of the day in order to modify the activities as to fit the major possible practice along the process.

It may be questionable to implement activities which require a long-term context, complex set of processes regarding performance, and a limited timeframe to practice the language focus of the day.

To follow up, here is a link to a video about a research on learning objectives. Dr. Will Thalheimer talks about presenting learning objectives in class: https://www.worklearning.com/2015/01/29/video-on-lobjs/

Teacher Learning Cast (TLC) #4: Time Management

What to do when you don’t know what to do

  • Start by saying, “I don’t know”.
    • Many are uncomfortable to admit they do not know something.
    • Council of Chief State School Officers’ (CCSSO) Innovation Lab Network (ILN) focuses on building local capacity for personalized learning, although they admit they have never worked with a school system
    • Focus is on students and an inquiry-driven process of “personalized learning”, but what about teachers?
    • Impossible to discuss personalized learning without discussing assessment (teacher or students)

In-progress decisions in the classroom

Time management considerations concerning activities that relate to student achievement

Plan may change when: Magic Moments, Sensible Diversion, and Unforeseen Problems

Teachers, what to do when you don’t know what to do!

Carefully observe students

There are times when an instructor is in the middle of a class and a learner poses a question that the instructor does not know how to answer.  There are other times when the instructor detects a gap in student learning where learners may not come right out and ask a question, but there is some issue that needs to be addressed that the instructor is unable to answer.  By carefully observing student behavior, an attentive instructor should be able to detect these moments and either make a mental note or write down some notes in order to look into the issue later.

Paraphrase students’ doubts

Part of the observation process is having an exchange with students in order to clarify precisely the issue they are experiencing.  Paraphrasing what the learners have said or what was observed offers a clear way to determine what the exact issue happens to be.  This gives the instructor time to think more deeply about the issue as instructor-learner exchanges emerge, allowing the instructor to share some knowledge about the issue depending on the circumstances.

State what is known, and be honest

While instructor-learner exchanges are unfolding, instructors should be honest about what they know and how certain they are about what they know.  Mistakes can happen, but being honest is always the best policy when stating something as fact. Usually, learners can detect when instructors are making things up as they go along, so it’s best to error on the side of caution if not completely certain about a particular topic.  When possible, state what you know and reference outside sources when applicable, and when outside sources pose a difference in perspective, present various viewpoints when there is no one correct answer to the question.  Also, instructors should try to be aware of personal biases when expressing what is known about a particular topic, and constantly reflect on how one can continue to grow one’s knowledge base through ongoing professional learning through objective observation of one’s own perspective.

State what is not known, and be honest

An instructor should be forthcoming when it comes to sharing with learners what is not known about a topic as well.  There may even be uncertainty about a topic which should also be communicated to the class.  Don’t be afraid to ask the learners themselves for answers as well.  When instructors do not know how to answer a question while in class, instructors may choose to turn the moment into an inquiry-based experience where learners look up a question online (if mobile devices and an internet connection are available).  Alternatively, an instructor might have learners look up the answer outside of class, and have them present their answers in a subsequent lesson.

Commit to a follow up response

After the instructor and learners have determined what needs to be looked up for a subsequent class, the instructor should commit to a designated date for answering the question.  Either the instructor can schedule a time to answer the question or the learners themselves can answer (or both).  The point is that the same day that the unanswered question comes up, there should be an arrangement set in the future so that the question doesn’t just fade away.  If the instructor and learners are using social media as part of the educative experience, then follow up answers might occur more timely and before a subsequent face-to-face class by exchanges happening openly online (e.g., Facebook, Twitter, etc.).

Pursue Wisdom

Professional learning for an instructor comes from one’s wisdom.  The five facets of wisdom that an instructor might consider are as follows:

  • “Problem Solving with self-knowledge and sustainable actions.
  • Contextual, sincerity to the circumstances with knowledge of its negative and positive aspects (or constraints).
  • [Value-based] consistent actions with knowledge of diversity in ethical opinions.
  • Tolerance towards uncertainty in life with unconditional acceptance.
  • Empathy with oneself to understand one’s own emotions (or to be emotionally oriented), morals…etc. and others feelings including the ability to see oneself as part of a larger whole” (para. 11).

An instructor can consider professional learning in terms of cultivating a personal and professional eportfolio or website dedicated to demonstrating one’s knowledge and understandings, skill sets, and values and attitudes related to becoming a more competent teacher practitioner. A teacher practitioner should embrace those moments when an answer to a question is not attainable by always having a clear plan when unprepared to answer a particular question while in front of the group of eager learners.


Teaching Learning Cast (TLC) #3: Personal Learning Networks and Peer Learning Communities

TLC Socials

  1. Piry Herrera
  2. Benjamin L. Stewart
  3. Facebook | Twitter #tlcelt | YouTube Playlist

First segment: Personal Learning Networks

  • Cultivating and Growing Your Personal Learning Network
    • “Do you have a PLN?”
    • “Alone we are smart, together we are brilliant”
    • “A PLN can help you find a curate the best ideas and resources, and build a network of supportive peers in a time of constant change.”
    • “To maintain relevancy in the classroom, we need to maintain relevance ourselves”
    • 15% (now more like 25%) of teachers are connected (The Connected Educator) – These percentages should not be the focus, however.
    • How can we help more educators cultivate and grow a PLN?
      • Districts need to see a PLN as a viable means for professional development.
      • We need to provide credit for educators to make the extra effort to build a PLN.
      • Teachers need more time.
  • Personal Learning Network at Google Trends
  • Connectivism at Google Trends

Second segment: The teacher outside the classroom

  • Is there a moment to take the “teacher suit” off?
  • What kind of impact do teachers cause outside the classroom?

Chapter two of this book mentions a project in which teacher extended beyond the classroom to transform education in their community. It is a proper example of how important can be teacher’s roles outside the classroom. Reflection raises on the impact that teacher can cause outside the classroom, whether intentional or not.

Guilles, R., Ashman, A.,Terwel, J. (2008). The Teacher’s Role in Implementing Cooperative Learning in the Classroom. New York, NY: Springer Science+Business Media, LLC.

GI model

Four new features of GI: investigation, interaction, interpretation, and intrinsic motivation

Six stages of GI model

  1. Class determines social media and organized into resource groups
  2. ‎groups plan their investigation
  3. ‎Groups carry out their investigation
  4. ‎groups plan their presentation/feedback
  5. ‎Groups make their presentation
  6. ‎teacher and students evaluate their project.

Six mirrors of the classroom

  1. Mirror one: the physical organization of the learning and teaching space.
  2. ‎Mirror two: Learning tasks – Using peers and computers as thinking and investigation resources
  3. ‎Mirror three: teacher’s instruction
  4. ‎Mirror four: Teacher’s communication
  5. ‎Mirror five: Pupil’s academic behavior
  6. ‎Mirror six: Pupil’s social behavior

Shared Teaching Experience

  • (Benjamin): Academic Writing: Self-Assessment PROPE
    • Assessing Academic Writing (Student) Survey
  • (Piry): Making class decisions for the right reasons.
  • Raising awareness on the idea of why we decide to do something in the classroom: material selection, context, discipline, topic, vocabulary, projects, technology, etc.

Teacher Learning Cast (TLC), #2: Take Teaching Seriously, But Not Personally


TLC (#tlcelt) Socials

  1. Piry Herrera
  2. Benjamin L. Stewart
  3. Facebook | Twitter #tlcelt | YouTube Playlist

Making Teaching Personal

Bringing Context Into The EFL Classroom

  • Topic Context – (Broad context about an area of interest)
  • Situational context – (where? And why? In which action of life?)
  • Explicit Context –  (class simulations)
  • Content integrated Context – (Task based approaches, content integrated learning)

Shared Experiences