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Flipped Learning in Language Teaching Reach Every Student

Page history last edited by Jeff Magoto 4 years ago

Flipped Learning in Language Teaching


Reach Every Student



This five-week online workshop is designed for both those new to flipped learning and those who are already flipping their classes. The goal of flipped learning is to reach every student every day in a meaningful way. In flipped learning, the group learning space is revitalized and turned into a fertile environment for students to engage actively and creatively with learning. Thus, participants in the session will gain further insight into the concepts and processes of flipped learning in order to transform their pedagogical practice and will also learn about tools to enhance direct instruction and individual learning. Of course, whenever possible, the workshop employs a flipped approach!


Session Objectives

By the end of this session, participants will have

  • mastered the concepts underlying the flipped learning approach and how it differs from a flipped classroom.

  • seen examples of flipped learning in different contexts and at different levels of expertise when flipping (flipped classroom 101, flipped learning, in-class flip, etc.)

  • designed a plan for flipping one course (or section or lesson) and adapted their materials.

  • implemented a flipped lesson with students and shared their reflections on a forum.

  • networked with other participants and shared flipped lesson plans and projects.

  • interacted with some of the leading international experts in the flipped learning movement during our weekly webcasts.



Target audience


Target audience: This session is for both teachers that are completely new to flipped learning as well as teachers that are already flipping in K-12, higher education, and/or adult education. This session is for online and classroom educators, as well as course developers, curriculum coordinators, and program administrators.




Weekly Content


Week 1   (Jan 13-Jan 19, 2019)

Introductions, Flipped Learning Basics, and Our Session Tools

This week we will focus on getting to know each other, your interest/experience in flipped learning, and learn about resources for this EVO session as well as in the professional literature of flipped learning. Here's what we'd like you to do…

  • Join our Google + Community, EVO 2019 Flipped Learning, where we can exchange introductions (you'll need to request a membership)

  • Complete a brief survey to understand folks' experience with the four pillars of Flipped Learning.

  • Get familiar with ANVILL, our “home base” for session content including guiding questions, materials, tasks, and resources

  • Read the FLN definition of Flipped Learning and the Checklist of Indicators.

  • Explore the reasons and justification of the flipped learning approach.

  • Record a 1-minute introduction on Flipgrid to introduce yourself.  


Week 2  (Jan 20-Jan 26, 2019)

Pillar F: Flexible Environment: How flexible can we be in the classroom?

Review lesson plans and analyze using a rubric

During this week, participants will...

  • Reflect on the pillar of Flexible Environment. What opportunities and limitations for flexibility does flipped learning create in your context?

  • Read about Mindsets (Fixed vs. Growth and Innovators’), ask questions and reflect on a forum.
  • Determine what aspects lend themselves best to out-of-class vs. in-class portions of a lesson. What is the best use of precious face-to-face class time? 
  • Discuss ways to give students a variety of opportunities for showing content mastery within the FL environment.

  • Review lesson planning alternatives when flipping your lessons.



Week 3   (Jan 27-Feb 2, 2019)

Pillar L: Learning Culture: Creating Flipped Learning Lessons

During this week, participants will…

  • Reflect on the Learning Culture pillar. How does the flipped learning framework change the teacher and learners' roles?

  • Examine Flipped Learning model lesson plans from moderators or other sources, and analyze them using the Flipped Learning Indicators.

  • Create a flipped lesson plan that includes: out-of-class segment, in-class segment, as well as an accountability device to ensure learners complete the out-of-class assignment.

  • Include one or two formative assessments to use during the lesson you created.

  • Discuss the use of Bloom’s taxonomy in flipped learning. 


Week 4  (Feb 3-Feb 9, 2019)

Pillar I: Intentional Content - What to flip? Determine the best content to flip

During this week, participants will…

  • Reflect on the pillar of Intentional Content and identify an area for flipping your teaching

  • Know the advantages and disadvantages of creation versus curation of content

  • Reflect on your students’ needs for the content provided in the individual learning space.

  • Reflect and decide on the types of activities to be carried out in the group learning space as a continuation of those planned for the individual space.  

  • Discuss the use of Bloom’s taxonomy in flipped learning.  





Week 5  (Feb 10-Feb 17, 2019)

Pillar P: Reflect on how Flipped Learning can help you grow as a professional practitioner

During this week, participants will…

  • Post a rationale for the lesson that shows how the 11 indicators of the FLN Checklist have been taken into account.

  • Reflect on changes in their perspectives on the role of teachers and learners.

  • Connect with other participants and make plans to collaborate on flipped lessons & projects.

  • Discuss opportunities to continue enriching the flipped learning experience by collaborating with others via existing networks, conferences, blogs, and Twitter accounts.

  • Evaluate the session using the official EVO form provided for this purpose.




Session Communication Tools

  • Google+ community: Enrollment, announcements, shared documents, and discussions

  • ANVILL: Screencasts, lessons, materials, and resources

  • Zoom: Weekly video conferences with moderators and guests (real time)

  • Other Technology Tools for Video Creation and Editing:

  • Screencast-o-matic, ScreenFlow, Camtasia, H5P, Explain Everything (iOS), Quicktime; Screencast.com with Camtasia or Snagit, or Sophia.org for video storage and playing and more; and innovative uses of slideshow software, like Powerpoint and Keynote

  • Response systems: Menti, Go formative, Kahoot, Socrative, Polldaddy, Padlet, Thinglink, Nearpod, Piktochart, learningapps.org.

  • Twitter (#FLEVO2019): Just in case you want to spread the word




Potential Sponsors


  • Program Administrators

  • Teacher Education

  • Video and Digital Media

  • Screencast-o-matic





Join this session!

The action starts on Jan 13, 2019.

But you can start exploring our pre-session activities as of January 8th, 2019. 




To join this group:      (edit this as required for your session)


From January 1st:



1. Go to:  http://bit.ly/2BpBsJp to our ANVILL page for the content and to http://bit.ly/2UVNgfI for our interactions in a Google + community



2. Wait for your membership approval.  










Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)


Graney, John



John Graney is a recently retired English language educator who flipped his classes a few years ago.  He taught at Santa Fe College. He also taught in university programs in the U.S. and Africa and trained teachers in a refugee program in the Philippines and China.

Auffret, Katja



Katja Auffret (German and French) teaches German in engineering colleges in Toulouse, France (Mines Albi, ISAE-Supaéro) since 13 years. She loves to put up virtual projects with students from other countries. She also developed blended learning platforms with flipped learning elements to make sure her students talk during face-to-face time!


Magoto, Jeff



Jeff Magoto directs the Yamada Language Center at the University of Oregon and teaches CALL and Flipped Learning in the MATEFL program. He’s the co-author of ANVILL, a free, speech-based lesson authoring system used around the world.

Rodriguez Buitrago, Carolina



Carolina R. Buitrago works as a teacher educator at the Institución Universitaria Colombo Americana and at the MA program in ELT-ALE at Universidad de La Sabana in Chia, Colombia. Carolina has been flipping her blended and online MA classes for over two years and has recently started to work with flipped learning in her face-to-face courses.

Ramírez, Martha



Martha Ramirez has an MA in Education from the Universidad de Los Andes (Bogotá, Colombia) with an emphasis on Bilingualism and Technology. She is currently the Head of the Languages Department at the Colegio San Mateo Apóstol (Bogotá, Colombia). As an independent academic consultant, Martha provides academic support for educational projects and workshops on current teaching trends. She is engaged in research regarding pronunciation pedagogy, flipped learning, and the use of ICTs in ELT.

Díaz, Juliana



JulianaDíaz works as a level coordinator and researcher in the Department of Foreign Languages and Cultures at Universidad de La Sabana. She has been teaching for 9 years and flipping for her face-to-face courses at this university for 4 years.Her research interests are Flipped Learning methodology, writing process and autonomy.



Salazar, Diana K



Diana K. Salazar works as the Head of the Foreign Language Department at Saint Matthew School in Bogota and also teaches at the Language Center from Sergio Arboleda University. She has been teaching for 10 years, implementing elements from different teaching paradigms and methods. Her areas of research in Applied Linguistics are identity and teacher education. With Flipping, she is currently at a padawan status but hopes to keep on sharing her experiences to the teaching community and grow stronger with the flipping force.






Garibotto, Gabriela



Gabriela Garibotto is an ESL teacher at secondary and primary schools in Argentina. She has been teaching English for 15 years now. She started flipping her English classes in 2018 after attending the EVO Session 2018. She is currently writing her final research paper on Flipped Learning and Learners’ autonomy at CAECE University, Buenos Aires, Argentina. Her research interests are flipped learning, autonomy, and mindfulness.

Jensen, Birgit



Birgit Jensen is an Associate Professor of German Studies in the Department of Foreign Languages and Literatures at East Carolina University (USA). Birgit started flipping her Beginning German classes in 2013. Together with her colleague Laura Levi Altstaedter, the resident foreign language education expert in the department, Birgit researches the effects of flipped learning.

(with Aaron Sams, 2018)



Esteemed Emeritus Moderators


Fethi, Khalid



Director and Principal  of the Oum El Koura Language Center in Berkane, Morocco

Marshall, Helaine



Associate Professor of Education and Director of Language Education Programs at Long Island University-Hudson.


Coleman, Kevin

@ProfeKevin on Twitter

University Blog

Curated Flipped Content



Kevin Coleman is a passionate teacher, presenter, and teacher trainer. Flipped Learning has been a journey and a way of life for 5 years, in varying contexts in Colombia and Online. In his opinion, flipped learning is a common sense way to build relationships and take care of each individual learner.


John Graney - I agree

Martha Ramirez - I agree

Jeff Magoto - I agree

Gabriela Garibotto - I agree

Katja Auffret - I agree

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