Offers a fresh, research-based approach to the popular flipped learning model, with practical strategies for both experienced practitioners and teachers new to flipped learning.
Written by two passionate teachers who have spent years testing this innovative approach to flipped learning, the book provides practical strategies and examples that support an effective in-class flip. Breaking down the idea of the in-class flip, the authors demonstrate how it differs from traditional flipped learning, and walk teachers through the many possibilities of this new approach, with details on how to implement it successfully from scratch.
In particular, the book highlights how the in-class flip supports differentiation in learning. Freeing up class time for teachers to apply strategies for learning and enabling them to better observe students' learning processes, levels of understanding, interests, preferences and personalities, the in-class flip creates learning spaces and teaching opportunities for differentiation in every lesson. The book explores ways to differentiate learning in terms of access and resources, pace, learning preference, grouping, content, choice, feedback, student support and mastery.
The book:
Proposes solutions for a range of scenarios, including non-homework policies, differentiation, student-centered learning, non-tech settings and student-teacher relationships.
Identifies and breaks down various configurations for doing station work, depending on each teacher's setup/environment.
Shares alternatives to station work, offering flexibility for those working in certain instructional environments where station work may not be feasible.
Offers tips for lesson planning, with insights from educators from around the world.
Offers detailed planning guidance, with the authors sharing their experiences and techniques for designing an in-class flip.
This accessible guide includes many real-world examples, lesson planning guides and templates, and information about online learning, gamification and other methodologies that in-class flip supports. Educators will discover myriad ideas to use in their classrooms immediately.
Author Biography:
Martha A. Ramirez is an English instructor in the Department of Languages and Culture at Universidad de Los Andes. She has a bachelor's degree in foreign languages from the National Pedagogical University and a master's degree in education from the University of Los Andes. She's a master teacher for the Flipped Learning Global Initiative (FLGI), and an expert in the Flipped Learning Level II course and the FLGI Differentiation Certification course. She served as a volunteer coordinator for Electronic Village Online (EVO; TESOL initiative) for four years, and has been a virtual moderator of the Flipped Learning EVO session since 2016. Ramirez has participated in several national and international flipped learning projects, including those at La Universidad de Los Andes, Universidad Externado, Pontificia Universidad Católica de Ecuador and University of Oregon. Currently, Ramirez is part of a research group on bilingualism and multilingualism in the Andes, studying growth mentality and applying flipped learning to her research projects.
Carolina R. Buitrago has been an EFL teacher for over 20 years. She currently works as a professor and researcher at Institución Universitaria Colombo Americana–UNICA. Buitrago is a master teacher for the Flipped Learning Global Initiative, and was recently named to the FLGI 50, a list of the top 50 flipped learning leaders in higher education worldwide. She is also one of 49 international delegates who participated in the revision and evaluation of the Global Standards for Flipped Learning. Buitrago co-led the project "Flipping English learning, improving our 21st century Colombian learners' outcomes through technology and autonomy," which won the BETT Education and Technology in Higher Education Award in 2015. She also led the planning team for FlipTech Latam 2019. Buitrago has served on the board of the Flipped Learning Network since 2021.
