Flipped Classroom Workshop

4 Days Workshop on Language Flipped Classroom
Template of workshop
Members: (...)
Pre work/Requirements
Purpose and Nature of Workshop

The term ‘Flipped Classroom’ reveres the traditional components of teaching ‘lecture and
homework’ where students interact with courses and content via lectures presented through
screen casts and podcasts out of the formal classroom and spending class time in more active
learning activities like debates, discussions, role plays and demonstrations. Summarizing the
idea of flipped classroom is based on a model of teaching in which passive learning activities
happen outside of the classroom such as consulting reading material, watching videos and
taking notes etc and save class time for more interactive activities.
Flipping the classroom is one of the most buzz word currently used at various levels
of education. In this workshop, participants will learn about this buzz word ‘Flipping
Classroom’, its need and significance. Moreover, this will spot light on various models of
flipping classroom and their educational benefits. Participants will also be engaged into hands
on activities to get deeper understanding of proper implementation of flipped classroom idea
into their every day teaching. They will practice some tools which can be used for the
delivery of content out of the classroom, learn about the assessment strategies and use ways
of encouraging their students for regular task completion. Some of these tools and strategies
are debates, discussions, peer tutoring, question answer sessions, simulations, demonstrations
and role plying etc.
Objectives of Workshop
Participants will be able to:
 identify what makes a class a “flipped” class
 explain the advantages and challenges of teaching a flipped class
 identify which course-related concepts could be taught more effectively in a flipped
class
 design a flipped class experience and identify relevant technologies for a ‘Teaching of
English language’ learning activities, and assessments
 Demonstrate familiarity with a variety of tools to create interactive flipped learning
content
 Understand key considerations in flipped content delivery.
 Draft a flipped classroom lesson plan.
Workshop Required Materials

Documentation: one copy of workshop schedule along with detail of activities will be
prepared for each participant.
Other materials
 Flipped Classroom Planner
 Pre-recorded lectures online
 Multimedia
 PowerPoint presentations
 Workshop folders (containing workshop schedule along with blank papers and ball
pens)
Note: Part of this workshop will be hands on: participants should bring a laptop PC.
Day 1
Sessions Duration
Sessions Time
1st 30 minutes
2nd 60 minutes
Tea Break 30 minutes
3rd 60 minutes
Total 180 minutes
Session 1
Introductory session
(Time duration: 30 minutes)
Phase 1
Ice Breaking Activity
Time required: 15 minutes
Purpose: In this session, resource person will welcome to all participants, will introduce
himself/herself and then will ask participants briefly introduce themselves by telling their:
 Names
 Current status
 Work experience (if any)
 Key interests
 Number and nature of trainings/workshops already attended (if any)
After introduction resource person of this session will develop sense of responsibility among
workshop members by saying some motivational sentences.
Phase 2
Now resource person of workshop will discuss overall objective and the types of activities
and methods to be used rather than on the detail.
Phase 3
Expectations and concerns of participants
Resource person of session give opportunity to workshop participants for sharing their
expectations and concerns regarding the workshop. Try to gain commitment from audience
and encourage an environment of openness and honesty.
The trainer will clarify expectations from participants, so that people get the idea that what
they have to do and in which type of activities they will get involve.
Session 2
Introduction of Flipped Classroom
Required Material:
 Multimedia
 Lap Top/Tabs
 Internet connection
 Play cards
 Charts
 Markers
 Blank Pages
Learning Outcomes:
At the end of this session, participants will be able to learn:
 what is a flipped classroom,
 how does a flipped classroom contribute to student learning,
 benefits and disadvantages of a flipped classroom,
 how to successfully Flip the classroom
Activity 1
Time duration: 20 minutes
Resource person will give presentation on ‘Introduction of flipped classroom’
Activity 2
Participants will be asked to work in small group of three or four members. They will use
internet for 10 min and explore uses of flipped classroom idea in different subjects teaching,
make a chart and share their ideas in front of the whole class.
Participants will watch video for more understanding
https://eu0.proxysite.com/process.php?d=eiY0qvZI1yRFU5Kq89p9aJzwSbU7%2B1jBZf5v8
zTSaTCi9SQHLLrm&b=9 (Why Flip)
Activity 3
Feedback and Evaluation
Tea Break/Refreshment
Session 3
Theoretical Foundation for Flipped Learning
Required Material:
 Multimedia
 Lap Top/Tabs
 Play cards
 Charts
 Markers
 Blank Pages
 Activity Worksheets
Learning Outcomes:
At the end of this session, participants will be able to:
 Comprehend the main theoretical foundations of Flipped Learning
 Develop reasoning abilities by practicing theories of Flipped classroom
 Value the use the concept of flipped learning in their daily life
Activity 1
Resource person will give presentation on theoretical aspects of flipped learning.
Activity 2
Participants will work in small groups of three or four members to design and discuss
activities based on the following learning concepts i.e.
• Cognitive social constructivism,
• Active learning,
• Mastery learning,
• Cooperative learning, and
• Collaborative learning
Activity 3
Out of Class Activities: participants will complete this task out of the class (home).
Participants will have to take notes after reading pdf and online documents. The link for
documents is given below:
https://www.researchgate.net/publication/315727807_The_flipped_writing_classroom_in_Tu
rkish_EFL_context_A_comparative_study_on_a_new_model
(Designing In-class Activities for Flipped Classroom: A Step-by-step Guide)
https://tl.hku.hk/2018/03/designing-in-class-activities-for-flipped-classroom-a-step-by-step-
guide/
Day 2
Sessions Duration
Sessions Time
1st 10 minutes
2nd 70 minutes
3rd 70 minutes
Total 180 minutes
Session 1
Recap of Day 1 session
Session 2
The Teachers Guide for Flipped Classroom
Required Material:
 Multimedia
 Lap Top/Tabs
 Play cards
 Charts
 Markers
 Blank Pages
Learning Outcomes:
• Understand why teachers need to flip their classrooms
• Recognize how flipped classrooms contributions in students learning
• Get some tips to practice the idea of flipping classroom successfully
Activity 1
Assess Learning: the resource person will use various techniques to assess whether
participants have completed assigned tasks (out of the class activities)
The resource person will give presentation on ‘The Flipped Classroom Guide for Teachers’
Activity 2
Participants will watch this video and enhance their knowledge regarding flipped learning
before planning sample lessons
znlfyyA7TQ6Se%2BH&b=9 (Flipped learning)
The participants will read content following given link for effective assessment strategies in
flipped learning and use this learnt knowledge for making sample lesson plans
(Assessment of Flipped Learning)
https://www.edutopia.org/blog/five-steps-formative-assessment-jon-bergmann
In Class Activities: participants will work in small groups of three or four members. They
have to make a sample lesson plan on the bases of learnt ideas.
Activity 3
Session 3
Flipped Classroom Examples &
Flipped Lessons Practice
Required Material:
 Multimedia
 Lap Top/Tabs
 Play cards
 Charts
 Markers
 Blank Pages
Learning Outcomes:
• Engage in a flipped class experience
• Identify what makes a class a “flipped” class by reviewing the examples of flipped
classroom
• Design a flipped class experience and identify technologies, in class learning
activities and assessments that could be used
• Identify which concepts might be taught more effectively in a flipped class in one
of your courses
Activity 1
The resource person will give presentation on ‘Flipped Classroom Examples’
Activity 2
Participants will present their lesson plans in front of whole class, the fellow participants and
resource person will provide comments for improvement
Activity 3
Out of Class Activities: Participants will be briefed about this task for home and have to take
notes after watching a video (How We Use Effective Strategies for Teaching ESL Learners) and
read pdf document (The Basics of Teaching English)
The link of pdf document:
(The Basics of Teaching English)
https://www.englishclub.com/store/wp-content/uploads/2019/01/GTE-sample.pdf
The link of video:
x2mGQuD8j8YXOjA&b=9
(How We Use Effective Strategies for Teaching ESL Learners)
Day 3
Sessions Duration
Sessions Time
1st 10 minutes
2nd 70 minutes
3rd 70 minutes
Total 180 minutes
Session 1
Recap of Day 2 sessions
Session 2
Teaching of English as Second Language
Required Material:
 Multimedia
 Lap Top/Tabs
 Play cards
 Charts
 Markers
 Blank Pages
Learning Outcomes:
 To increase understanding of current trends for learning and teaching English.
 To Whom, When and How Should English Be Taught?
 To use flipped lessons for teaching English as foreign language
Activity 1
The resource person will present content on ‘The Flipped Classroom Model
and Foreign Language Classroom’
Activity 2
A: Time duration: 20 minutes
Participants will watch the video on ‘Language learning online’ and pick key ideas for best
ways to learn language online and discuss with fellows. Finally participants will come up
with a list of best ways for language learning.
(Language Learning Online)
https://www.coursera.org/lecture/english-principles/video-3-language-learning-online-2tjAP
B: Time duration: 20 minutes
Worksheet ‘Reading in English’
Participants will be provided different reading material activity worksheets and they will be
asked to complete them by following instruction.
Follow below given link to get material for worksheet ‘Reading in English’ (Day 3 Session 2)
https://www.englishclub.com/esl-forums/viewtopic.php?f=192&t=23638
Activity 3
Session 3
Guiding Principles for Teaching of English as Foreign Language (ELT)
Required Material:
 Multimedia
 Lap Top/Tabs
 Play cards
 Charts
 Markers
 Blank Pages
Learning Outcomes:
• To figure out potential learning barriers in learning English as Foreign Language
• Understand some guiding Principles for Teaching of English as Foreign
Language
• To use effective teaching techniques that can help ESL learner.
• To use effective learning strategies to target specific learning needs
Activity 1
Participants will watch the video following below link about (Guiding Principles for
Teaching of English as Foreign Language) (ELT)
https://www.slideserve.com/ova/guiding-principles-of-english-language-teaching-elt
Activity 2
Participants will be provided different activity worksheets and they will be asked to complete
them by following instruction.
Link for worksheets to plan comprehension activities for students
https://www.englishforeveryone.org/Topics/Reading-Comprehension.htm
link for worksheets to plan flipped lessons for Speaking, Reading, Writing and Listening of
English language as foreign language
https://www.englishclub.com/learn-english.htm
Out of Class Activities: Participants will do this task at home
yzDViWh9A4sIsr2&b=9 (Setting up a flipped classroom)
Activity 3
Day 4
Sessions Duration
Sessions Time
1st 10 minutes
2nd 70 minutes
3rd 70 minutes
Total 180 minutes
Session 1
Recap of Day 3 sessions
Session 2
Methods and Approaches in Teaching English as foreign Language
Required Material:
 Play cards
 Charts
 Markers
 Blank Pages
 Multimedia
 Lap Top/Tabs
Learning Outcomes:
• To understand methods and approaches for teaching English as foreign language
• To figure out potential learning barriers
• To use effective various methods and approaches that can help ESL learner.
Activity 1
Resource person will give presentation on “Methods and Approaches in Teaching English”
Activity 2
Participants will work in small groups and discuss various methods and approaches in used in
Teaching English as foreign language and come up with concluding which are most effective
method for teaching English as foreign language in Pakistan.
Activity 3
Session 3
Designing a Flipped Classroom for Teaching EFL
Required Material:
 Multimedia
 Lap Top/Tabs
 Play cards
 Charts
 Markers
 Blank Pages
Learning Outcomes:
 design a flipped class lesson plan and identify relevant technologies for a ‘Teaching
of English language’ learning activities, and assessments
 Demonstrate familiarity with a variety of tools to create interactive flipped learning
content
 Understand key considerations in flipped content delivery.
 Draft a flipped classroom lesson plan.
Activity 1
Participant will read given document and use learnt knowledge in flipped lesson plan for
teaching English language. The link for online pdf is given below and downloaded pdf is
attached in reading folders
(Flipped Instruction in English Language Teacher Education)
http://www.tesl-ej.org/pdf/ej74/a5.pdf
Activity 2
Participants will work in small groups and following the ‘Flipped Lesson Plan Template’
(Annexure A) design a final lesson plans for flipped classroom for English as foreign
language. Group leader have to present designed lesson and one best lesson will selected and
awarded a prize (participants of house will decide best lesson)
Activity 3
Closing and Final Remarks
At the end of this session, participants will:
 Give valuable remarks about effectiveness of the workshop
 Provide practical suggestions for further improvement of such workshops
 Fill in the provided feedback forms
Annexure A
Flipped Lesson Plan Template
Lesson Title:
Subject:
Level:
Prerequisite skills or knowledge (connect to prior lesson):
Time Requirements for First Exposure & Incentive:

Time Requirement for In-Class Activity:
Time Requirement for Post-Class Activity:
Worksheet for preparing what students will do before, during, and after the lesson
The success of your flipped class depends on the alignment of the what you want your
students to accomplish before, during, and after the class.
Step 1: Define Content Scope, Learning Objectives, & Instructional Strategies
What is the scope of your topic? Defining scope is important in terms of providing your
students relevant and connected content that is not too granular or wide in terms of scope,
otherwise students will have difficulty building a mental model and connecting content.
Concept maps are useful exercises to help define scope.
How will students use or apply the material? Clearly write the learning objectives and
outcomes that align with the activities students will do before, during, and after the class. It is
not enough to for students to just read, listen, watch, and take notes. They need to use it to
really learn it. Creating and communicating the learning objectives will help you to align
your lesson and clearly define what you want your students to accomplish before, during, and
after the class. When writing the learning objective including cognitive, affective,
interpersonal, psychomotor domains. Describe what students will need to be able to know
and do using active verbs from Boom’s revised taxonomy. Use the chart below to fill out
each goal.
Goal 1:
Content Type Learning Objective Task, Question, or Activity
Which instructional approach fits best for the main learning activity? Choose the evidence
based instructional approach will fit the main learning activity (i.e.: direct or indirect
instruction, peer-instruction, team-based learning, case-based learning, process-oriented
guided inquiry learning)
Step 2: Student’s gain familiarity with new material before class
What instructional materials and resources will you use for students to familiarize themselves
with the content prior to class? The pre-class work should set the scene for the in-class
activity. Plan through how you will communicate the new instructional ideas. Would students
benefit more from watching a video demonstration outside of class at their own pace and as
often as needed or would some other media type (i.e.: text, animation, graphic) serve the
presentation of instructional content more effectively? Review research literature for best
uses of media and technology for your audience, topic, and objectives.
Step 3: Activities that motivate students to prepare before class
What kinds of activities will motivate students and prepare them for class? What questions
will I ask students? What should students be able to do to prepare? Align & match these
activities with the learning objectives. Identify the kinds of incentives or motivations that
will engage students in the new instructional material and prepare for the in-class activity.
Determine how you can provide feedback to students about what they know and do not know
prior to class. NYU Classes has tools that can provide students immediate feedback on their
progress, strengths and weaknesses.
Step 4: In-class activities that provide students opportunities to deepen understanding
What kind of in-class activities will focus students to attain higher-level cognitive abilities?
Align & match these activities with the learning objectives.
In all these examples prepare clear instructions for distribution to students in-class.
Use a timeline work plan to help you keep manage the activity and keep students on task.
Step 5: Post-class activities that extend student learning
How will students continue the learning experience from the inside class activity to outside of
class? Align & match these activities with the learning objectives. Note, we do not retain
well what we may learn from just one exposure to the materials but over an extended period
of practice.
Describe how you will connect this lesson to the next lesson so that they flow coherently.
Step 6: Ongoing Evaluation and Assessment
How will you evaluate student’s learning and progress? Evaluation and assessment are
ongoing throughout the process. Plan how you will evaluate the effectiveness of the flipped
experience and assess student understanding at all stages.
Review the Plan above to ensure Alignment. Is everything well connected? Is the lesson
coherent? Have a colleague review your plan and give feedback.
Activity
Almost everybody has access to some device that can capture video. The first thing you may
want to do is make a short video of yourself teaching part of a lesson. You could then post it
on Youtube or Vimeo and share it with your students as is. However, you may want to
enhance your video by inserting text with explanations and examples or pictures. One easy
way to do this is by inserting your video into a presentation created with some free app like
Google Docs or Office Online, which can also be used to add examples, pictures, sounds and
other enhancements and also to share the final product online. If you want to add some
interactions that your students can use as comprehension checks or for guided practice, you
may want to use your school’s LMS or one of the free alternatives available online. What if
your students have no internet connection? No problem, save your presentation in a USB
drive or burn in onto a CD ROM and share it. Your students have no computers? Export your
presentation as a video and burn it onto a DVD. After all, as the saying goes, when there is a
will, there is a way. Give it a try.

Flipped Classroom Workshop

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Flipped Classroom Workshop

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4 Days Workshop on Language Flipped Classroom

Purpose and Nature of Workshop

Workshop Required Materials

Flipped Lesson Plan Template

Prerequisite skills or knowledge (connect to prior lesson):

Time Requirements for First Exposure & Incentive:

Step 1: Define Content Scope, Learning Objectives, & Instructional Strategies

Content Type Learning Objective Task, Question, or Activity

Step 2: Student’s gain familiarity with new material before class

Step 3: Activities that motivate students to prepare before class

Step 4: In-class activities that provide students opportunities to deepen understanding

Step 6: Ongoing Evaluation and Assessment

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