Report

Flipping is a form of blended learning in which “teachers shift direct learning out of the large group learning space and move it into the individual learning space, with the help of one of several technologies” (Noora, McKnight, McKnight, & Arfstrom, 2013). Therefore, in a flipped classroom, new content is presented in instructional videos or other media accessed in the comfort of students’ homes. The flipped class also reverses the notion of homework, as it is done in class. By changing the class set up, the time that was previously used to lecture is utilized in more meaningful and engaging activities. More important, it gives students greater autonomy and also helps those lagging behind as they come to class more prepared to learn.

On the technological spectrum, flipping has been harvesting the benefits of tools that make creating instructional materials easier for teachers. Screencasting software such as Screencast-O-Matic, Adobe Voice, Office Mix, and Touchcast, among others, have allowed teachers to create materials that match their preferences and cater to students’ needs. Moreover, the platforms that teachers are now using to concoct instructional material favor interaction and assessment. If for the teachers it grants extensive customization, for the students it provides the opportunity for more engaging activities.

Although technological developments have been helpful with their added sophistication, the pedagogical side of teaching cannot be neglected. Therefore, creating instructional materials should follow some basic rules. Such material should have clear visuals and good sound quality; have short durations (3–5 minutes) to be effective and engaging; follow rules of social engagement, being friendly and focused; feature a conversational tone; and, finally, add a surprising feature in the introduction as well as a wrap up of content at the end.

Reference

Noora, H., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Retrieved from http://www.flippedlearning.org/review

José Antônio da Silva holds an MA in TESOL from Oklahoma City University. He has been an EFL teacher for more than 25 years and is currently teaching at Casa Thomas Jefferson, where he is part of the EdTech Team.

Erika Oya holds a degree in pedagogy and psychopedagogy. She has been teaching English for 20 years and at present is working at Casa Thomas Jefferson.