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Flipped Learning in Language Teaching

Page history last edited by Gabriela Garibotto 2 years, 5 months ago

Flipped Learning in Language Teaching 2021


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 not only gain further insight into the concepts and processes of flipped learning in order to transform their pedagogical practice, but also learn about tools to enhance direct instruction and individual learning. Of course, as much as p ossible, 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 9-Jan 16, 2021)

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 Session -- this link will take you to a Google form where we’ll ask your name, email address, and some questions about your familiarity with Flipped Learning.

    • We’ll use this information to send you an invitation to Canvas, the learning management system we’re using for this session. (Alternatively, you can email us your name and email address and we’ll sign you up.)

  • Once you get an invitation to join our session on Canvas, please respond to it. After creating an account, you'll be able to access all of our session content, including discussions, weekly tasks, questions for reflection, and resources such as links to our Sunday live sessions.

  • Introduce yourself to the group--we encourage you to share a 1-2 minute video.

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

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

  • Read about Mindsets (Fixed vs. Growth), ask questions and reflect on a forum.

  • Reflect on the connection between growth mindset and flipped learning.

  • Reflect on how mindfulness could be a tool for teachers and students in order to tune into their growth mindset.


Week 2  (Jan 17-Jan 23, 2021)

Pillar F: Flexible Environment: How our teaching flexibility can involve all of our students’ voices?

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?

  • Inform and share what aspects of teaching practices changed due to COVID-19

    • Identify to what extent being flexible helped you during COVID-19 times.

  • Identify empowerment (Innovator’s Mindset) as an important element within a flexible environment

  • 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.

    • To identify how by using differentiation learning can be tailored and adapted to different levels and styles of learning.


Week 3   (Jan 24-Jan 30, 2021)

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?

    • How has COVID-19 challenged teachers and students to readapt themselves to teach and learn in a new context of confinement and pandemic?

  • 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 how to implement Bloom's taxonomy verbs into the design if a flipped lesson plan.


Week 4  (Jan 31-Feb 6, 2021)

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 7-Feb 14, 2021)

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.

  • Reflect on the standards of flipped learning as a way to improve practice and constantly self-evaluate. 

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





Session Communication Tools

  • 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 (#FLEVO2021): 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 9th, 2021.

But you can start exploring our pre-session activities as of January 2nd, 2021. 


1. Use this Google Form to request membership: https://forms.gle/vWyjibS12JXU3VbR7

2. Wait for your invitation from canvas.instructure.com

3. Create an account and join our session at: 



Our Moderators







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 currently teaches at Universidad de Los Andes. As an independent consultant, Martha provides academic support for educational projects and workshops on current teaching trends. She is engaged in research regarding growth mindset and her insterests include pronunciation pedagogy, flipped learning, and the use of ICTs in ELT.

Díaz, Juliana



Juliana Díaz 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 an EFL/ESL Teacher for English Reading and Writing at a private school in Bogota, Colombia; as well as a professor at Universidad de los Andes. She has been teaching for 14 years, implementing elements from different teaching paradigms and methods, always seeking to improve her teaching practices and be more connected with her students. Her areas of research in Applied Linguistics are subjectivities in the EFL classroom and Teaching Development. She has been flipping since 2016, growing 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 17 years now. She started flipping her English classes in 2018 after attending the EVO Session 2018. She did action research on Flipped Learning and Learners’ autonomy at CAECE University, Buenos Aires, Argentina. She is a member of the Asociacion Argentina de Profesores de Buenos Aires (APIBA) and coordinator of the Ed Tech Sig (special interest group). Her research interests are flipped learning, social and emotional learning and mindfulness.







Mike Kenteris has a PhD in Mobile application design and context-aware computing from the University of the Aegean (Greece). Since March 2000, he has a privately owned IT and Language training organisation (LTO) on Lesvos island (Greece). As a passionate English as a foreign language educator he believes in engaging his learners through the use of active learning approaches and technology as a tool to succeed in achieving learning outcomes. His current research interests include Gamification in LTO and of course Flipped learning. 

Sens, Aloisia  a.sens@umwelt-campus.de  Germany Aloisia Sens has studied French, English and Italian in Germany, Great Britain and France. Since 1996 she teaches French as a foreign language at Trier University for Applied Sciences at the Environmental Campus at Birkenfeld. She was awarded the teaching price for innovative learning by her university in 2017. She  participated in several EVO sessions  to be always up to date with the latest didactic methods which she integrates in  her language teaching in order to cope with the challenges of learning and teaching in the 21st century.


Esteemed Emeritus Moderators


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.

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.

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.


Primary contact

Diana K. Salazar


Gabriela Garibotto





By allowing your name to be put forward as co-moderator of this session

you acknowledge the following:


  • I understand that session first-time moderators are required and returning moderators are welcome and encouraged to participate in the 5-week Moderators' Development Session from October 18 until November 15, 2021.

  • I am available to actively engage in the EVO session I have agreed to co-moderate between January 9 and February 14, 2021. 

  • I further understand that 

    • EVO sessions are free of advertising and commercial sponsorship.

    • EVO sessions are free and open to all

    • No academic credit may be given for participation.

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