Preview Innovations in Flipping the Language Classroom Theories and Practices by Jeff Mehring, Adrian Leis (eds.) (2018)

Jeffrey Mehring
Adrian Leis Editors

Innovations
in Flipping
the Language
Classroom
Theories and Practices


Innovations in Flipping the Language Classroom


Jeffrey Mehring Adrian Leis
•

Editors

Innovations in Flipping
the Language Classroom
Theories and Practices

123


Editors
Jeffrey Mehring
Freelance Instructional Designer
West Bend
USA

Adrian Leis
Miyagi University of Education
Sendai, Miyagi
Japan

ISBN 978-981-10-6967-3
ISBN 978-981-10-6968-0
/>
(eBook)

Library of Congress Control Number: 2017956308
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Contents

The Flipped Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jeffrey Mehring

1

Implementing the Flipped Classroom: Challenges and Strategies . . . . . .
Anna F. Brown

11

Flipping or Flopping: Lessons Learnt from Flipping a Course for
ASEAN Teachers of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Marie Yeo
Flipping a Pronunciation Lesson for a Teacher Training Course . . . . . .
Martha Ramirez

23
45

Flipped Learning and Formative Assessment in an English Language
Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
John M. Graney

59

Flipping Your Writing Lessons: Optimizing Time in Your EFL
Writing Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Carolina R. Buitrago and Juliana Díaz

69

In-Class Flip: Flipping a Literature Class for Student-Centered
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Martha Ramirez

93

Flipping EFL Classes for Future Teachers . . . . . . . . . . . . . . . . . . . . . . . 105
Akihiko Andrew Tohei
Flip Your Classroom to Improve EFL Students’ Speaking Skills . . . . . . 113
Mark Feng Teng
Dialogic Inquiry as a Process in the Flipped EFL Classroom . . . . . . . . 123
Mark deBoer

v


vi

Contents

Flipping the ESL/EFL Academic Reading Classroom: A Group
Leader Discussion Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
C. J. Brown
Flipping the ESL/EFL Classroom to Reduce Cognitive Load: A New
Way of Organizing Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Daniela Wagner-Loera

Flipping Movies for Dynamic Engagement . . . . . . . . . . . . . . . . . . . . . . . 185
Khalid Fethi and Helaine W. Marshall
Flipping Tech-Enhanced, Content-Based EAP Courses with Online
Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Yu Jung Han
Content-Based Language Teaching and the Flipped Classroom:
A Case Study in the Japanese EFL Environment . . . . . . . . . . . . . . . . . 221
Adrian Leis


Contributors

Anna F. Brown currently works as an Instructional Designer at Northwestern
College in Chicago, USA.
C. J. Brown currently works as an Assistant Professor in the English for Academic
Purposes (EAP) and Basic Education (BE) Programs at Akita International
University, Japan.
Carolina R. Buitrago currently works as a Full-Time Professor and Researcher at
Institución Universtaria Colombo Americana–UNICA in Colombia.
Mark deBoer is a Ph.D. candidate at the University of Birmingham and currently
works as a Lecturer at Akita International University, Japan.
Juliana Díaz currently works as a Mentor and Teacher–Researcher in the
Department of Foreign Languages and Cultures at La Sabana University, Colombia.
Khalid Fethi currently works as an English Language Instructor and Principal at
his own school: Oum El Koura Language Center, in Berkane, Morocco.
John M. Graney currently works as the ESL Coordinator and teaches at Santa Fe
College in Gainesville, Florida in the United States.
Yu Jung Han is currently a Ph.D. student in Teaching and Curriculum at the
University of Rochester, New York, USA.
Adrian Leis is currently an Associate Professor in the Department of English

Education, Miyagi University of Education, Japan.
Helaine W. Marshall is currently a Professor of Education and Director of
Language Education Programs at LIU Hudson, New York, USA.
Jeffrey Mehring is currently a Freelance Instructional Design Specialist training
teachers throughout the United States of America.
Martha Ramirez currently works as a Lecturer at the Universidad de Los Andes,
Colombia and is an Independent Academic Consultant.

vii


viii

Contributors

Mark Feng Teng is currently studying for a Ph.D. at Hong Kong Baptist
University, Hong Kong.
Akihiko Andrew Tohei is currently a lecturer at Sakura no Seibo Junior College
and Fukushima University in Fukushima, Japan.
Daniela Wagner-Loera currently works as an Adjunct Professor at Hawai‘i
Pacific University and the University of Maryland University College, College
Park, USA.
Marie Yeo currently works as a Language Specialist at SEAMEO-RELC in
Singapore, where she trains educators from all over Asia.


The Flipped Classroom
Jeffrey Mehring

Abstract This chapter provides the reader with a few of the ideas and theories

behind the flipped classroom. It is aimed to lay the foundation for the chapters that
follow, giving the reader the necessary background information to understand how
each author designed his/her flipped classroom. The chapter explains why the
authors feel this book is necessary, the role it can play in English language learning,
and a brief explanation of each chapter.
Considering this book contains chapters focused on the flipped approach, the editors decided that one chapter explaining the theories and research behind flipped
learning would be better than each chapter repeating similar information. So in this
chapter, I lay out some of the main ideas behind the flipped classroom that the
authors have used to design and develop their flipped classrooms.
Before discussing the flipped classroom though, I want to stress that technology
is not required for flipping your class. People usually associate the flipped classroom with videos, but it is possible to flip your class without videos and technology. The affordances of technology have made it easier through the creation of
videos, discussion boards, and online quizzes, but the main focus of flipping should
be on creating a student-centered learning environment. One where lessons and
content are more accessible, students have more control over their learning, and
students have time to reflect upon and become more critical learners. Even though
the following chapters may refer to technologies used, the key focus is a pedagogical change and not a technological one. With that in mind, let us explore the
theories behind the flipped classroom.
The flipped classroom model flips the traditional instructional format of a
classroom-based course. Famously demonstrated by the Khan (2011) videos and
later developed by Bergmann and Sams (2012), the flipped classroom is the
common instructional approach where teacher-created materials featuring instruc-

J. Mehring (&)
Freelance Instructional Designer, West Bend, USA
e-mail:
© Springer Nature Singapore Pte Ltd. 2018
J. Mehring and A. Leis (eds.), Innovations in Flipping the Language Classroom,
/>
1

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J. Mehring

tion of new concepts are viewed outside of scheduled class time, in turn freeing
teacher–student time for more collaborative efforts in class.
Activities that would normally take place outside the classroom, conventionally
known as homework, are restructured and rescheduled to take place during the
times that the class meets face to face (F2F). This significant switch impacts the
roles and responsibilities of instructors and students alike and holds the potential for
improving classroom-based learning experiences for both groups (Baker, 2000;
Lage, Platt, & Treglia, 2000). The flipped classroom means personalized, intercommunication among the members of the learning environment; higher levels of
personal responsibility on the students’ part; a combination of instruction from the
teacher and constructivist learning; and students actively engaged in the learning
outcomes.
This flipped pedagogy views education as a two-step process: the transfer of new
information, and the student’s ability to make sense of and assimilate the information (Lambert, 2012). In the traditional classroom, the first step usually takes
place during F2F class time with the second step being assigned as homework.
During the second step, the student is on his own to make sense of the new
information encountered during F2F class time and assimilate the new information.
Essentially, the F2F class time needs to be flipped; students’ first exposure to new
learning takes place outside and before the class, while during class students collaborate with classmates and the teacher, enabling the teacher to give immediate,
corrective feedback as the students assimilate the new information and develop their
own thoughts and ideas.
In an English as a foreign language classroom (EFL), this could lead to a more
communicative classroom. The flipped EFL classroom could be structured around
more intercommunication as the method of learning and eventual outcome of
language learning. The flipped classroom technique requires students to think
through an answer, taking time to develop their thoughts and ideas. Students of

well-designed flipped classes may develop greater ownership of their learning,
collaborative skills needed for a participatory culture, and more opportunities to
interact with the instructor and classmates using authentic language.
F2F class time involves not only changing in-class teaching methods but also
adjusting the students’ perception of how they are accustomed to learning and the
teacher’s role in the classroom. For instance, the purpose of an Academic Writing
class could be to develop the students’ abilities to express their ideas in cohesive,
clear reports and papers in an academic situation. The course prepares students to
use the steps of research writing to critically analyze and compose logical academic
papers. Before class, the students review the flipped materials focusing on some of
the major parts of a research paper such as, title, thesis, body, transition sentences,
conclusions, citations, and references. To confirm that students have reviewed the
materials, the instructor opens a discussion forum on the school’s learning management system, or provides students with online practice exercises that require
them to label various parts of a research paper, which the instructor participates in,
or reviews before the next class. This process, called just-in-time teaching (JiTT),
requires students to produce work, usually via a web platform, which instructors


The Flipped Classroom

3

can read just before the next class (Edwards, Mehring, & Murphey 2006). Since
instructors read students’ work just before teaching, they can teach to the students’
needs and interests. Flipping allows instructors to efficiently address students’ needs
and interests while encouraging collaborative learning and modeling in class. In this
setting, students are more prepared to engage and discuss during class time leading
to stronger learning outcomes.

Technology in the EFL Classroom

With the adaptation of technology, it might be possible to shift even more from a
teacher-centered instruction to a more student-centered, communicative-based
format. Computer applications for language learning are employed in many educational EFL classes; however, unfortunately, in the past they have generally
comprised standard Computer-Assisted Language Learning (CALL) software,
which usually include simple digitally mediated versions of drills adapted from
paper textbooks, and are generally consigned to language labs as supplementary or
self-study material (Brown, Campbell, & Weatherford, 2008).
Instead, providing environments where students can use their new learning with
access to immediate instructor and classmate feedback enables students to correct
misunderstandings, organize new learning, and formulate their own
ideas/perceptions enabling easier future access to new learning (Bransford, Brown,
& Cocking, 2000). The feedback students receive in these interactive classrooms
enable them to examine and reflect upon their learning and growth. This new
learner-centered model forgoes unneeded teacher-talk time during class, scaffolding
the learning from the pre-class assignments before class. The flipped classroom
offers a model for creating a classroom environment that contains more active
learning exercises. For the EFL classroom, the flipped classroom presents a
promising possibility to create a communicative learning environment.

Disadvantages of Flipping
The flipped classroom creates a new learning environment and with it some
obstacles that both students and instructors may encounter along the way. Increased
workload is one challenge, as students are surprised by the amount of preparation
that needs to be done before class; therefore a gradual implementation of the system
should be taken into consideration. In a study by Mehring (2015), workload was
one area that participants felt was a negative aspect of the flipped classroom.
Participants mentioned that in the beginning, the flipped classroom was very difficult so it is important the instructor implements it step by step. Instructors need to
be aware that the number of assignments or activities needs to be less in the
beginning and grow slowly. In addition, the instructor may need to walk students

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through the process, demonstrating how students can start and stop videos, how to
use the discussion forums, and what is expected of students in regards to the
pre-class materials.
Additionally, the instructor will also realize the flipped classroom requires a lot
of preparation, creating pre-class materials and redesigning the F2F learning
environment (Bennett, 2013). For the benefit of both students and instructors,
implementation of the flipped classroom should progress slowly.
Finally, what if students do not review the pre-class materials or are too shy to
participate? By assigning online discussions or a survey, the instructor can get a
better understanding of which students are not doing the pre-class materials and talk
with them. It is important that the pre-class materials build a foundation for the F2F
activities and by not reviewing the pre-class materials, students will find it difficult
to actively participate during the in-class activities.

Benefits of Flipping
Learning in the flipped classroom involves the construction of identities, a learning
journey between master and disciple where students are engaged in both instructor
and learner roles, essentially learning by doing (Lave & Wenger, 1991). This is an
inherently social process where students interact among themselves and the content
being taught, rather than the instructor as the focal point of the lesson. In the flipped
class, students encounter more opportunities to learn independently, as well as
sometimes becoming mentors by helping struggling students and working together
to solve issues/problems in class.
For the shy students, the instructor needs to allow students a chance to just be an
observer during the small group collaboration, with the understanding that they will

have the opportunity to share first during the next class. These students might need
to be given the right to pass during small group time. They could then be asked to
submit a brief written account of the small group experience to the instructor
focusing on his or her understanding and contributions. The instructor could then
respond directly to that student to provide encouragement on how well the student
actually understands, or on how much the student actually has to offer the
group. This process will help to build confidence and demonstrate that their
questions are valued, important and helpful to everyone, in the hopes that this
student will then be encouraged to speak up more in future small group scenarios.
The flip technique can change in-class pedagogy based on cognitive as well as
social constructivist theories. Knowledge is gradually acquired in an individual’s
head, (Piaget, 1969), but individuals are situated in a social environment interacting
with different groups on a daily basis (Vygotsky, 1978). In the flipped classroom,
learning can take place on two levels, one the individual level and one the group
level. From the cognitive point of view, three important discoveries about how
people learn help justify the success of the flipped classroom: (a) having a strong
base of factual knowledge, (b) an understanding of the facts and ideas in a coherent


The Flipped Classroom

5

and organized manner that makes them easy to communicate to others, and
(c) organizing new learning in ways that assist retrieval and application (NRC,
2000). Flipped learning can enable students to link new content with their schemata,
(Shuell, 1986), in turn better enabling them to organize their learning and partake in
F2F class discussions/activities.
In addition to cognitive learning, the flipped classroom incorporates constructivist learning theory. Social constructivism theory is based on the idea that
knowledge is acquired through interaction with others, (Vygotsky, 1981) and

that the internalization of actions is demonstrated by the creation of a public artifact
that demonstrates one’s new learning through an appropriate activity (Papert, 1980).
Pre-F2F time can stimulate students to use proactive techniques to expand their
knowledge and become more metacognitive as they discuss what they are doing
and how their understanding is changing. While in-class activities focus on the
construction of an artifact that demonstrates the student’s new learning from the
flipped materials and increased student–student and instructor–student
collaboration.
For example, in a conventional English as a foreign language (EFL) course,
instruction and practice must occur during class time because EFL learners are
handicapped by a dearth of opportunity to experience English in authentic settings
outside of class. However, by using the flipped classroom method, the task of
learning can be performed as homework through a video or other appropriate
resource, building upon the lower tier of Bloom’s Taxonomy (Krathwohl, 2001),
remembering and understanding. During this cognitive learning time, students are
able to strengthen their understanding of the course materials.
Subsequently, the instructor can structure F2F class time around social constructivist activities to enhance learning outcomes. Students could collaborate with
classmates as they discuss and expand their understanding of the content. During
this time, students would be required to create an artifact that would not only
demonstrate their new knowledge, but also focus on Bloom’s higher tier, applying,
analysis, evaluation, and creating, (Krathwohl, 2001). During the entire process, the
instructor is present guiding and helping students apply new learning or referring
them back to the flipped materials for further information. With constant feedback
from the instructor and classmates as well as viewing examples of others’ work, the
class becomes a community of learners. This community of learners is the central
point where learning takes place, where students develop their abilities through
peer-to-peer interaction. Through apprenticeships, instructors offer guidance as
students learn from the instructor as well as classmates (Lave & Wenger, 1991).
Participation in these communities tends to be highly educational, freeing up F2F
class time in order to focus on more communicative, constructivist activities and

offering students opportunities to further test ideas and apply new learning.
The push to create authentic, communicative English learning environments
where students use English to negotiate meaning and build critical thinking skills
requires that present teaching methods change. The flipped classroom offers an
exciting new alternative for language learning in Japan and a change from current
practices. The flipped classroom model is not a panacea for all the challenges in


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language education. However, it is a valuable paradigm worthy of consideration by
educators, administrators, and policy makers that will prove advantageous in the
new era of communicative language teaching and learning.

Why This Book Now?
Over the past few years, many books have been published that look at the flipped
classroom in various subjects, for example, math, chemistry, or the social sciences
but there have been very few published on how to flip an English as a foreign
language (EFL) classroom. When studying English in an EFL context, students
have few opportunities to practice or use English in authentic situations, this is one
reason why the flipped classroom can play such an important role in EFL classrooms. With the shift to a more student-centered approach to teaching, in a flipped
learning environment, students are given more opportunities to practice the target
language while receiving immediate and effective feedback from the teacher. When
some teachers first hear about the flipped classroom they believe they had already
been using this technique. Unfortunately, it has become apparent to the authors that
teachers often do not understand the fundamentals of the flipped classroom and/or
do not know where to start when trying to design a flipped EFL course. Many
teachers find the task daunting and give up even before they begin. This book is

aimed to walk teachers through the process step by step with descriptions of successfully flipped EFL lessons from teachers in the field so others can use such
lessons in their own classes.
The layout of this book is designed to allow teachers to jump around and use the
resources as they deem necessary. Readers are given vital background information
to better understand the specific lesson objectives and brief summaries of the skills
being taught and activities students completed. Authors also provide lesson plans so
readers are able to see how the lesson progressed and how each teacher tied
pre-class and in-class activities together. Descriptions of technologies used are
given, including why the authors chose the specific technologies and the role they
played in achieving the lesson objectives. The flipped classroom does not require
one to use technology so do not think that you must have access to technology to
make your lesson successful. Finally, some authors may include research they have
completed during their lesson to help readers understand more about the successes
and failures of the flipped classroom. Whether an author includes research or not, he
does give his personal thoughts on the flipped model and any changes made to this
lesson since he started. The author tells the reader how his ideas on flipped learning
have been incorporated into other lessons, how students reacted to learning in a
flipped classroom, and how he might continue or change aspects for future classes.
Some authors may have included a contact email in case you have questions or wish
to share your experiences when using their lesson. The book is meant to be a


The Flipped Classroom

7

resource for teachers, and depending upon one’s experience in the flipped classroom, he can follow each lesson step by step to gain experience or for more
experienced teachers, the book may provide new ideas or methods they can add to
their flipped class.
The first four chapters examine some of the challenges teachers may face when

learning how to flip from experienced teachers who provided workshops on the
flipped classroom. Implementing the Flipped Classroom: Challenges and Strategies
walks you through some key points to consider before you begin to flip your
classroom. Although this chapter does not focus on English language teachers, it is
possible to learn how to avoid pitfalls in the flipped classroom from other disciplines. In this chapter, instructors share their learning experiences when implementing the flipped technique in their classes. In Flipping or Flopping: Lessons
Learnt from Flipping a Course for ASEAN Teachers of English, the author
describes nonnative English teachers’ experiences when learning about the flipped
classroom. These teachers provide insight on how to address problems associated
with the flipped approach and how to adapt the flipped approach in the Asian
teaching environment. The final two chapters focus on lessons learned when creating a pronunciation course using the flipped approach for teacher training and
integrating formative assessment in the flipped classroom. These first four chapters
provide a strong foundation upon which the following chapters are built, providing
the necessary background in order to better understand the principles of the flipped
classroom and how it has become an important technique in learning.
The next five chapters focus on flipping productive skills. Each chapter examines how to apply the flipped approach to a specific language skill. Flipping Your
Writing Lessons: Optimizing Time in Your EFL Writing Classroom demonstrates
how teachers can use the flipped approach to free up face-to-face class time in order
to develop a student-centered learning environment. Flipping EFL Classes for
Future Teachers and Flip Your Classroom to Improve EFL Students’ Speaking
Skills both discuss unique methods to create a more communicative classroom,
providing students more opportunities to practice speaking English, and improving
their abilities in this important skill.
Additionally, the next three chapters look at receptive skills. Flipping the
ESL/EFL Academic Reading Classroom: A ‘Group Leader Discussion Activity’
demonstrates how the flipped approach enables learners to assimilate content and
use classroom time more effectively affording them to gain a deeper understanding
of the target material, a greater appreciation of the best ways to apply the reading
skills and strategies, and increasing motivation. These eight chapters are packed full
of ideas and information you can apply directly to your classrooms or adapt to fit
the abilities of your students.

The final two chapters shift from a focus on skills-based courses to
content-based lessons. In Flipping Tech-Enhanced Content-based EAP Courses
with Online Content, the author examines the role online content plays in an
English for Academic Purposes (EAP) course at an American university. The
author provides suggestions for flipping content-based EAP courses. Finally,
Content-based Language Teaching and the Flipped Classroom: A Case Study in


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the Japanese EFL Environment provides the reader with tips on creating videos that
can include subtitles and recommendations for flipping content-based language
teaching courses.
We hope you find all the answers you need within these pages. Our goal is to
help new teachers design flipped EFL lessons that are rewarding to both the students and teacher. For teachers with flipping experience, we hope you find new
ideas that you can apply to your classes. The flipped classroom continues to evolve
and transform learning; we hope this book will help you in this process.

References
Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the
guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th international
conference on college teaching and learning (pp. 9–17). Jacksonville, FL, USA: Florida
Community College at Jacksonville.
Bennett, B. (2013). Mastery. In J. Bretzmann (Ed.). New Berlin, WI, USA: The Bretzmann Group.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. Washington, DC, USA: International Society for Technology in Education.
Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington, DC, USA: National Academy Press.

Brown, I., Campbell, A. P., & Weatherford, Y. (2008). Using DynEd and ALC with low-level
university freshmen. The JALT CALL Journal, 4(3), 37–53. Retrieved from http://journal.
jaltcall.org/articles/43Brown.pdf.
Edwards, J., Mehring, J., & Murphey, T. (2006). Exploring JiTT: Just-in-time-teaching. The
Language Teacher, 30(12), 9.
Khan, S. (2011, March). Let’s use video to reinvent education [Video file]. Retrieved from http://
www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.
Krathwohl, D. (2001). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41
(4), 212–264.
Lage, M. J., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an
inclusive learning environment. Journal of Economic Education, 31(1), 30–43. doi:10.2307/
1183338.
Lambert, C. (2012, March–April). Twilight of the lecture. Harvard Magazine. Retrieved from
/>Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York,
NY: Cambridge University Press.
Mehring, J. (2015). An exploratory study of the lived experiences of Japanese undergraduate EFL
students in the flipped classroom. (Unpublished doctoral dissertation). Malibu, CA, USA:
Pepperdine University.
National Research Council. (2000). How people learn: Brain, mind, experience, and school
(Expanded Edition). Washington, DC, USA: National Academy Press. [Online]. Available:
/>

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Papert, S. (1980). Mindstorms. Children, computers and powerful ideas. New York: Basic Books.
Piaget, J. (1969). The mechanisms of perception. London: Routledge & Kegan Paul.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4),
411–436.

Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Boston,
MA, USA: Harvard University Press.
Vygotsky, L. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concepts
of activity in Soviet psychology. Sharpe: Armonk, NY.


Implementing the Flipped Classroom:
Challenges and Strategies
Anna F. Brown

Abstract The flipped classroom model holds both benefits and challenges for new
adopters. A learner-centered instructional perspective supports the development of
an effective flipped course. Instructors can assess their readiness for the conversion
process and prepare for a smooth implementation by learning about the experiences
and ideas of others. Instructors should also think through the readiness—both
practical and conceptual—of their institution and students. Preparing students for
the flipped model, and making use of their input when possible, eases the transition
for all. Aspects of course design to consider include content format, in-class
activities, and building connections between in-class and out-of-class components.
Instructors have numerous options for content delivery, and can base their selections on multiple factors, including technological skill and available tools as well as
student access and preference. Activity design can incorporate a variety of strategies, often making use of peer interaction and collaboration. Changes to instructional methods result in alternate teaching roles and shifts in the classroom
environment. In addition, these changes warrant a fresh look at assessment methods, for students, instructors, and courses. Instructors who share their flipped
classroom experience, from initial design to final data collection and evaluation,
provide valuable learning for all.

Introduction
This chapter begins with the assumption that you already understand the value of
flipping your classroom—or you wouldn’t have picked up this book. You’re
motivated by what you’ve seen, read, or heard about this model, and you feel ready
to take on the effort. This chapter will present the benefits along with the challenges

to ensure you have a full picture of what to expect as you undertake this initiative.
This will help you assess your readiness, your institution’s readiness, and perhaps
A. F. Brown (&)
Northwestern College, Chicago, USA
e-mail:
© Springer Nature Singapore Pte Ltd. 2018
J. Mehring and A. Leis (eds.), Innovations in Flipping the Language Classroom,
/>
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most importantly, your students’ readiness for the coming changes. The primary
purpose of this chapter is to provide information, from the general to the specific,
about successfully undertaking the conversion process. There will be questions to
ask yourself and road-tested strategies from which to choose for building you own
flipped course and developing your attendant teaching style. As you already know,
you have some work ahead of you, and this chapter is designed to assist you.
Before jumping into the details, I want to mention a few important points. First,
this chapter is based on the experiences of instructors, from a range of institutions
and disciplines, who have shared their experiences with me. As I work with faculty,
my main concern is what they have as goals for their classrooms and their students.
This chapter brings you their ideas and achievements, to show you what you also
can achieve for yourself and for your students.
Second, the conceptual framework within which these instructors’ experiences
are presented comes from Weimer’s identification of the central characteristics of
learner-centered instruction (Weimer, 2002). Weimer delineates the points where

critical shifts occur when instructional methods become more focused on student
needs: (a) the function of content; (b) the purpose and process of evaluation; (c) the
role of the instructor; (d) the responsibility for learning; and (e) the balance of
power. You will want to consider each of these points as you plan your adoption of
the flipped classroom model.
One final point before plunging in: The instructors I’ve worked with have
consistently expressed to me the fun they have incorporating this model into their
teaching practice. For them, “fun” refers to both the enjoyment of learning and
experimenting throughout the implementation (which often takes the form of an
ongoing learning process) and the pleasure they find in getting to know their
students better and addressing each student’s needs in a more customized way.
I wish you this kind of fun as you venture forth.

The Flipping Process
Before you undertake any significant project, it’s a good idea to document the point
from which you are starting—your baseline. Take the time to gather records such as
grades and student evaluations and other data that has an impact on why you want
to make changes. Also, take some time to record your own thoughts on what you—
and your students—are doing well, what you want to change, and why changes are
needed. What results are you working toward, and how will you know if your
efforts succeed? Write down your goals, and make sure they are measurable and
realistic. This step contributes significantly to your readiness for the work. The
documented reflection will guide your decisions during the project, provide clarity
and motivation during the tough spots, and demonstrate the impact at the end. You
don’t need to spend a lot of time on this task, but don’t skip it entirely either.
A balanced combination of planning and discovery will set you up for success as
you progress and learn.


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13

As a starting point, the following questions address the primary concerns about
flipping. Each of them will be discussed in detail in the coming sections.
• How will you alter the presentation of content? This question is the primary
focus of many flipped classroom discussions. Are you focused on—and excited
about—learning to make videos for your students? Have you considered
alternatives, such as reviewing open educational resources (OER), curating
videos made by others, or assembling a combination of video, text, websites,
and other components? Have you researched what others are using in your
discipline and/or at your institution?
• What will you do during class time? This is the first question many instructors
ask when hearing about the flipped classroom for the first time. Will you rethink
and repurpose the homework you assign your students? Will you start or expand
the use of group work, project-based activities, and student presentations? Will
you find new ways to evaluate student work when it is completed during class
time?
• How will you weave in- and out-of-classroom experiences together? This
question is often an afterthought of the flipping process, meaning that some
instructors don’t realize the need for it until after they have begun teaching a
flipped course. While discovery can be fun, you have the benefit of foresight on
this point. Have you considered ways to build connections between in- and
out-of-classroom activities? What might that look like for your subject, your
students, and your teaching style?
Each of these questions also finds new answers as student responsibility is
reconsidered—more on that topic to come.
From an instructor’s perspective, the flipped classroom can be both exciting and
daunting. It is generally acknowledged to be an upward climb at the beginning, as
you rethink content, revise your syllabus, and rework nearly every aspect of your

course. Your choices will depend on your schedule, institution, students, technical
skills, and other considerations. You will, ideally, put your creativity and devotion
to the test.
You may want to dive into a full conversion over a term break, or you may
decide to flip just one module of your course to familiarize yourself and your
students before going further. You may decide to add online content first, and then
gradually increase your students’ involvement with that content outside of class.
Any of these choices are equally valid and will require further adjustments once
implemented. It may help to think of flipping as a continuous improvement process,
or ongoing change, rather than a one-time conversion or “flip” as the name implies.
You will see new opportunities as you experience this model, and you will want to
take advantage of them. Allow yourself this flexibility.
To balance your efforts, you can expect some fun mixed in with the extra work.
Making significant changes to your teaching practice brings compelling new ideas
and fresh perspectives. The pleasure of challenge can be found in your efforts to
adopt new technologies and a different course structure. You will likely have a


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profound experience as you rethink your role and alter your approach to teaching.
This, in turn, will result in the enjoyment of increased interaction with your students
and the satisfaction of observing their resulting engagement and growth.
As to one’s own learning through this process, instructors learn new technologies as they determine their methods for content delivery as well as tools that
support the weaving of in-and out-of-classroom activities. You may become a
content creator, building expertise at video creation and perhaps learning to include
interactive elements. You may find new ways of taking advantage of your institution’s learning management system. More importantly, though, you may learn a
new way of being an instructor. When transitioning from a traditional teaching

practice to the flipped model, the roles of expert and lecturer give way to coach and
guide. Ideally, you will develop the ability to let students find the answers to their
own questions. If you are ready to relearn everything you know about teaching, you
are ready to flip your classroom.
You will also want to consider the readiness of your institution. Often, innovative instructors forge ahead on an initiative because of their own strong interest
and motivation to serve their students. However, taking the time to assess how your
school can support the project can help out down the road. Look around to see if
there are other instructors interested in flipping their courses, or involved in similar
ventures such as developing blended courses or project-based instruction. Sharing
ideas strengthens everyone’s efforts and can help make a case to the administration
for resources and support. How will your flipped class fit into the overall curriculum
of your program? Will yours be the sole flipped course, with students used to more
traditional teaching models in all other classes? Will you need to request changes to
the physical classroom setting to enable group work sessions? In addition, as you
choose the technology tools you will use for your project, you will need information
about what is available to you. Assuming your school provides a shared learning
management system, consider how well you know its many uses. You may also
decide you need to acquire and learn new software and hardware. Now is the time
to find out what support is available for purchases as well as professional
development.

Reflecting on Your Students
The primary motivation for instructors I’ve worked with is usually the needs of
their students. As you plan your flipped initiative, spend a little time considering the
ways in which this change you are planning will transform their learning experience. Start by thinking about the learning style to which your students are accustomed. If they have previous positive experiences of student-centered instruction,
they will be more open to a flipped course. If on the other hand, they are very used
to a lecture-homework-exam structure, you will want to spend more time orienting
them to the flipped model. This would be one consideration as you determine
whether to convert your course all in one go or incrementally.

Implementing the Flipped Classroom: Challenges and Strategies

15

Also, think about your students’ appreciation for, and access to, the technology
they would need to fully participate in a flipped course. If they tend to enjoy
technology use, this is your opportunity to indulge and leverage that interest. If not,
you can adjust your choice of content delivery methods accordingly, e.g., use more
text-based content or consider providing both video and text options for the same
content. (Options are almost always a good idea, though also usually more work for
you.) If you have a tech-savvy group with the latest toys, you will plan differently
than if you question whether they can access the Internet consistently at home. You
may even want to begin by gathering more information about your students if you
are not sure how ready they are for a flipped classroom experience.
Once you have investigated and determined the general readiness level of your
students, you can include in your plans some steps for involving them in your
process. If you work with the same students over multiple courses, or if you are
making small changes to one course during the term, you may want to consider
talking with your students about what is coming. This will give you a good
opportunity to explain, from their point of view, the value of a flipped classroom.
See if you can find ways to let them help you plan—deciding, for example, which
module to flip first. And whether you ease in or transition fully over a break,
regularly request their feedback and look for ways to incorporate their ideas and
preferences during the flipped experience. When students see the impact of their
feedback in real time, it reinforces their role as responsible learners.
The shift to greater student responsibility for learning, one of Weimer’s key
points, is a vital component of a successful flipped classroom. Students not used to
learner-centered instruction may balk and need a more gradual and thorough
introduction to the model. I have heard students express delight in their flipped

classes, as in, “Finally we are allowed to learn the way we want to learn!”—
demonstrating the enthusiasm for which all instructors hope. I have also heard of
students complaining to the school administration that their instructor was no longer
doing the job of teaching. While for most instructors it may be a new concept to
explain teaching methods to students, doing so helps them become more involved
learners. Particularly when you are converting an entire course, you will want to
begin the term with an orientation to the flipped model, the new practices that will
be required of them, and how it will impact their experience of the course. Discuss
with them the benefits and challenges of the model from their perspective. Make
sure your students are as prepared as you are for the adventure of flipping.
Perhaps, most importantly, go into your planning with the intention of finding
ways to involve your students in the activities and assignments you use. There are
many ways to achieve this goal. A key practice that works well here is to teach your
students to formulate their own questions, as well as to find their own answers, as
mentioned earlier (Rothstein & Santana, 2011). Questioning activities are particularly good for connecting out-of-class content with in-class activities and discussions. Other ways to involve students in the structure of the course are to: (1) build
in options from which students can choose for assignments, assessments, etc.;
(2) include opportunities for them to seek out and contribute to course content;
(3) design some activities around students presenting, to their work group and to the


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whole class, about what they are learning. With this student-centered perspective as
a foundation, your course design and reconstruction efforts will result in greater
student engagement and impact on learning.

Preparing Your Course
Likely you know from experience that there are many ways to approach the course

design process—it can be iterative and ongoing. Current instructional design recommends a “backward design” process, which begins with clarifying the outcomes
that you intend for your students. These outcomes then guide the choice of evaluation methods, activities, and finally, content for the course (Wiggins & McTighe,
2005). With the hope that you are already familiar with this method of design for
your current courses, this section will discuss the three main elements to consider
for flipped design: content options, course design, and evaluation methods.
Often the dialogue around the flipped classroom focuses primarily on an
instructor making videos of their classroom lectures to post online for their students.
The tools and techniques for making these videos become the most important aspect
of the conversion. No doubt for many instructors, making videos is the least
familiar step with the biggest learning curve. Perhaps that is why it gets so much
attention. In fact, students tend to appreciate watching a video made by the
instructor they know from the classroom. Such videos build a type of personal
connection, and provide a link between in- and out-of-classroom work that other
forms of content may not. Instructor-made videos may not always be the best in
terms of production quality, but a more handmade style increases the student
viewer’s sense that it was made for them, thus increasing its relevance. Even if a
good selection of usable content is available online, you will want to consider
making and using some of your own video or audio clips (Bergmann & Sams,
2012).
That said, additional options for content are usually available and bring their
own unique contributions. Taking a broader look at methods of delivering online
content to your students will provide you with more choices and greater flexibility
as you design your course. Input from many voices via multiple sources can
enhance learning and promote discussion back in the classroom. As well, the
integration of different media can increase engagement and stimulate imagination.
In some cases, locating appropriate alternative sources may prove as
time-consuming as creating your own. On the other hand, some subject areas
provide almost too many options from which to choose. As you investigate further,
keep the following continuums in mind:
• High quality versus homemade

• Steep or easy learning curve for you in terms of creating the content
• Personal touch and presence in your students’ out-of-classroom experience
versus a curated blend of sources


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17

• Consistency and simplicity versus an engaging mix of media and formats
• High tech versus low tech
You will also want to think about how much time students are expected to spend
on your course between class sessions, as well as how long any given content
piece—whether video, audio, text, or other—would be. The typical recommendation is that videos be kept to a shorter length, with longer presentations being
broken into segments.
Some examples of content formats and combinations include:
• Camera recordings, made with a video camera, smartphone, or webcam:
– “Talking head” video
– Talking-head-style but with instructor writing on a whiteboard
– Talking-head-style but with instructor seated at a desk—camera alternates
from the instructor to an over-the-shoulder view of a demo on the desk
surface
– Talking-head-style but with instructor in conversation with colleague or
another professional who contributes a particular expertise or perspective
– Demo of an activity in appropriate setting (e.g., science experiment in a lab)
• Screencapture videos using various tools and formats:
– Slide deck with audio recording (as used previously in-class or altered—
perhaps made less wordy and more visual (Reynolds, 2011)—for online use,
or newly developed)
– Tablet recording with a whiteboard app

– Document camera recording
• Interactive learning objects built with specialized software: combinations can
include video of instructor, screencapture of slides enhanced with visuals and
movement, and other elements such as quizzes and annotated PDFs
• Text-based options such as plain old textbooks, eBooks, PDFs, and wikis (often
combined with some use of questions—either provided by the instructor or
solicited from the students as preparation for in-class activity)
Any combination of the above formats can be assembled on a webpage that
provide single-point access to internal and external links to videos, articles, social
bookmarking sites, and others; lecture notes and slides; and lists of class-prep
questions or other assignments. You can use your institution’s learning management system (LMS) if available, or alternately a web-based LMS or freestanding
website. Ideally, this type of assembled content is integrated with instructions for
approaching and considering the individual elements. One final thought for gathering content—assign the task to your students when appropriate. You might be
surprised at what they discover.
As you plan the format of your online content, you will no doubt also be
considering the activities that will now be the center of your students’ in-class
learning experience. Many instructors begin with the homework they previously


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assigned, rethinking it for in-class, collaborative use. However, the best place to
start may be with activities students complete as part of their out-of-class work, as
was indicated in some of the examples of content formatting above. The reasons for
this choice? (1) to better prepare students for the session; (2) to provide a way of
assessing students’ engagement with and understanding of the online content; and
(3) to help guide the direction and tone of the session. Common methods include:
• Requiring students to develop questions on the content and submit them at the

beginning of class to be used for an opening discussion.
• Having students respond to an online survey about the content, which they
submit online the evening before class. Again, their responses can be used to
guide the focus of in-class activity.
• Having students take a quiz to demonstrate their out-of-class learning (can be
done before class online, or at the beginning of the class session). Options here
include providing the quiz questions along with the online content—a type of
open-book test—or devising a fairly easy quiz for the start of class that covers
basic concepts.
• Providing students with an easy-level practice problem to solve before class,
saving the more difficult problems to be worked in-class with classmate collaboration and instructor guidance if needed.
• Including one or more self-assessments with the content, shifting the task of
ensuring student readiness for the class to the students themselves.
This last option takes a clear step toward one of Weimer’s points—the moving
of responsibility for learning from instructor to students. While this will be a more
difficult undertaking with some groups of students that with others, the results are
well worth the effort. Any opportunities you have to allow students to choose how
they will demonstrate and further their learning will aid in their adoption of greater
responsibility for that learning. As mentioned earlier, providing students with an
orientation to the flipped model and clear expectations of their role will also contribute to their willingness to change. As instructors, we must also change our
habitual ways of teaching to support this new way of learning for our students.
In-class activities of the flipped classroom often, perhaps usually, take some
form of peer interaction and collaboration—also known as group work. Typically, a
project is provided, selected, or devised by the group based on instructor guidelines
(which, in turn, are based on course outcomes), and students get to work. Of course,
the type of project will vary greatly depending on the discipline, course level, and
other factors. Groups may be formed by student choice or instructor assignment,
and may work together for the full term or only a single class session. A number of
strategies may be used to ensure that all students contribute equitably, such as
assigning roles and rotating responsibilities.

Getting used to so much activity in class may be a challenge for all. When an
instructor steps out of the center of attention and takes on the role of sideline coach,
the distribution of control—Weimer’s “balance of power”—can change significantly. Students may be initially inclined to take advantage of this freer