What’s an in-class flip?

Here’s an explanation of in-class flip with its types of stations, sequencing and examples based on trial and error (still in process).

 

It is important to note that every in-class flip will vary depending on number of students, physical class space, resources, class focus and student dynamic, among other aspects. Sequenced or mixed flips depend on every teachers needs and individual class needs as well. Getting one’s head around the logistics is a process, but once you get the hang of it, you’ll love it!
Feel free to leave your comments and questions!

 


References:
Barnes, M., & Gonzalez, J. (2015). Hacking Education: 10 Quick Fixes for Every School (Hack Learning Series). Cleveland, OH: Times 10 Publication.
González, J. (2014) Modifying the Flipped Classroom: The “In-Class” Version. Retrieved from http://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez
Icons taken from draw.io

5 Comments

  1. Jon Bergmann says:

    Martha: this is a great representation of the “In-Flip.” I really like the images and the explanations. This will be a very helpful tool for many teachers as they make the transition to flipped learning.

    • Martha Ramirez says:

      Jon: absolutely! Thanks for your comments. That’s the idea, to show and share with teachers ways they can flip according to their needs and contexts. More posts to come! 🙂

  2. Alejandro Pérez says:

    Hi Martha, the approach proves to provide classes with innovation, I like that it fosters metacognitive strategies such as self-monitoring, and assessing. I just wonder what are the most frequent types of tasks your students produce, for instance in a pronunciation class?

    • Martha Ramirez says:

      Great question!A variety of tasks can be used depending on the approach you are taking for teaching pronunciation. Witihn a communicative framework, like the one proposed by Celce-Murcia, Brinton and Goodwin (2010), you will have listening descrimination tasks, which will require the student to demonstrate they can differentiate the pronunciation feature you are teaching, then come the controlled tasks which are any activity that will provide strict practice of the feature, like reading aloud, tongue twisters, etc. Next, you have the guided exercises which are the Student A, Student B type exercises, dialogs or communciation games that allow students to start communicating with each other following a model. Finally, the communicative activities, such as discussions, interviews, etc., where students can demonstrate they can apply the pronunciation feature in a communicative way without a model. Thanks for your comment. 🙂

  3. Nuria says:

    Hi Martha, just wondering how do you manage with the feedback? How students are checking their answers? Are you giving them an answer key?
    At what stage do they have acess to the answer key?

    Also, I was just wondering. It looks like these type of stations work will only work with worksheets (that you place in each station) What about if students follow a coursebook and the practice exercises are in the coursebook? Then moving through the stations with a book will be kind of pointless. Students may say, why can I not just stay in one table and go through the activities in one place?. (I tried this and some students complain about moving about too much around the classroom, they wanted to stay in one place!)

    Thank you for your thoughts!

    Nuria

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