Flipping a classroom?

The Flipped Classroom Approach is an approach where students watch and study the lesson at home and do activities in the classroom, which is the opposite of traditional teaching. Advantages of the Flipped Classroom Approach in language classes generally outweigh its disadvantages. By flipping the classroom, teachers and students can use class time more effectively and interactively instead of relying on monologue-style instruction. It also provides students with the opportunity to choose their ideal environment, and the time to study, giving them control over their own learning. This helps developing learner autonomy and their responsibility.

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However, despite these benefits, teachers must pay attention to many things to implement this approach effectively. For instance, they need to carefully design the materials, prepare post-lesson practice activities, check the accessibility of the materials, ensure that students can access them, and confirm wether if they understood the material correctly. Also, if this approach is implemented incorrectly, the possible negative outcomes can be significant such as fossilization, or misunderstanding. For this assignment, we, as a group of three or four, were asked to prepare a lesson plan according to the ASSURE model, a video lesson and in-class activity for a flipped classroom.

I have done this assignment with my classmates Arda Işık and Mert. We faced more difficulties in many tasks than we expected, such as choosing the right tool, recording the video and even preparing and narrating the lesson plan and order. We had a hard time figuring out how the tools work and how we could avoid plagiarism and copyright issues. Therefore, we preferred to create the video lesson from scratch. However, among the challenges, the most difficult part for me was recording stage. I re-recorded my parts over and over again to make it with fewer mistakes and gaps as possible as i can.

We used Canva for preparing the presentation slides and recorded ourselves while presenting them. We used motion effects, transitions, and engaging visuals to attract the students' attention. We also included short interactive questions and simple kinesthetic activities in our video to keep students focused longer. We used Google Docs to share the document and work on it simultaneously to design the ASSURE lesson plan.

Our ASSURE plan for pre- and in-class activities

Our video lesson

Our digital quiz

My Teammates:

Arda Işık

Mert Şen