Flipped Learning for the esl classroom

Have you heard of the flipped classroom?

It has a plethora of definitions–some of them, accurate, some…..not so accurate. I once heard the chair of the English department describe flipped learning as “when you don’t have the desks in a classroom in rows.” And while that definition is far from correct, flipped classrooms do not follow traditional classroom formats for modes of instruction. According to the folks over at the Flipped Learning Network, “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”

So what, exactly, does that mean? Well, it means different things to different teachers, but what’s important is that you make it work for you and your students. Research actually supports the use of a flipped learning approach for ESL students! The following is a little about what I do and how it has worked for me.

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Who participates in the flipped classroom?

I use the flipped classroom approach with adult ESL students enrolled in an advanced research writing course. These students are all very proficient in English and are comfortable with technology. In fact, the course, itself, is a remote learning (Zoom) class.

What does the format look like?

I provide the students with online modules through an LMS that they must complete at their own pace. That being said, there IS a deadline for completion of each module. Some students complete the module right away and some wait until the last minute. Students MUST progress through the modules in order.

What is in each module?

I provide short “bites” of instruction through the use of videos (some are self-created; some are open resources), screencasts, Powerpoints, mentor texts, and websites. Students must engage with each other through discussion boards, Google suite, and Zoom small groups. There are also specific assignments that are tied to each instructional piece (this ensures the students are actually doing the readings or listening to the audio recordings).

Sometimes people ask me, "How do you know if a student skips a portion of a module?" I always say, "Oh, I know!" I know because it shows up in the final product of the student's writing. That being said, occasionally students skip portions of the module because they have already mastered a concept, and that's okay with me! That is the beauty of flipped learning and the learner-driven classroom! If a student is already proficient with a certain outcome, he or she can move on to work on an outcome not yet mastered.

Why not just meet with the students instead of planning all of these fancy modules?

I DO meet with the students. EVERY SINGLE WEEK. But I meet with them according to their needs. For example, if certain students seem to be struggling with MLA citation, I meet with those specific students instead of the entire class. Most of the students love this approach because they are not forced to receive instruction on concepts that they have already mastered. This is the ultimate form of differentiation which is almost unheard of in the college setting.

What if your students aren’t motivated?

Well…sometimes students aren’t motivated. But the same could be said for any student, whether in a face-to-face setting or an online classroom. The flipped approach works well for highly motivated students and for those students who are willing to do the work but require one-on-one or small group instruction. Occasionally, students don’t watch the videos or listen to the screencasts, or participate in the discussion boards. But those are the same students who likely wouldn’t do their homework in a face-to-face class.

In conclusion…the flipped classroom is not for every teacher or every learner. Personally, I would not try this approach with my lowest English proficiency students. They do not have the technology skills, and they require the speaking and listening skills that a more “traditional” classroom approach provides. However, for me, the flipped classroom has worked well for some of the courses I teach. The students are engaged and prefer to focus on their personal areas of improvement.

**For more information about flipped learning, visit Dr. Kristie Ennis' page.

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