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Lesson Flipping With Video Presentations

Lesson Flipping With Video Presentations: a classroom flipped upside downWhat is lesson flipping? Is it an effective technique for language learning? 

Since I started teaching over twenty years ago, there is one challenge that I continue to obsess about: I have many students, but there is only one of me. To address this reality, I’ve tried over the years to do a better job of making use of group work, collaborative learning opportunities, as well as trying to help my learners develop independent learning skills.

Dealing with the needs of individual learner’s needs, however, remains a major challenge. Recently, I’m trying to go beyond “I’ll see you after class” and “Here’s an additional worksheet”.  I was intrigued when I stumbled on mathematics lectures on Youtube, that were made by Sal Khan, and the concept of ‘flipping’.

The concept of ‘lesson flipping’

Flipping is a very simple notion. Essentially, it means reversing how a teacher deals with presentation and practice in and outside of the class. In a flipped class, students experience (typically on video) the presentation of new material as homework. This, in theory, allows more time for students to practice and ask questions the next time in class. So, for example, in Sal Khan’s flipped classes, learners would watch video presentations on how to multiply at home; they would do practice exercises in class, with the teacher present when they need help.

Fascinating, I thought, but would this work with language learners? How could I flip conversation practice, pronunciation exercises, and group work activities? Would students do the homework, or would I end up presenting the new material in class anyway?

Can lesson flipping work for everything?

Soon, it became apparent to me that I could not flip many elements of the class. But I could flip some. Or, at the very least, I could create a bank of resources that students could review again and again. For example, I could make video presentations explaining frequent errors that learners make, which they could access independently.

When I went about this project, I was amazed at how simple the technology was.  I’ve struggled with technology all my life, and still have
problems connecting a DVD player to a television.  Of the many available, I’ve been using Camtasia.

Camtasia, which is available for Mac and PC, can be downloaded easily from the Internet. It is a ‘screen capture’ program that records what appears on your computer screen. In addition, you can add your voice, animated annotations, as well as subtitles.

Here is an example of how I’ve used Camtasia. Some of my students struggle with using ‘Make’ and prepositions. I made video presentations to review the grammar, provide examples and help students test themselves.

  1. I made a presentation, using PowerPoint. Actually, you can use anything, including Word. I included a simple quiz, which students could use to test themselves.
  2. Then I wrote out what I wanted to say- a script.
  3. I played the slides on my computer, using Camtasia to record what was on the screen.
  4. Then, while playing back the recorded video presentation, I added my voice.
  5. I added animated annotations and subtitles and posted the video on Youtube.

What else can be prepared?

While I don’t ‘flip’ very often in the true sense, I do like to have a bank of grammar, vocabulary and reading skills videos available that students can refer to independently. I’ve never had a student who, on first exposure to a new grammar point or language skill, said, “I understand. I’ve got it! I’ll always remember it!”  Currently, I’m looking through examples of student writing samples and student videos to try to identify common accuracy issues so that, in the future, in addition to saying, ‘Here’s an additional worksheet, I’ll be able to say, “Watch the video and try the quiz.” And if they still don’t get it, I’ll see them after class.

Want to find out more about lesson flipping?

Watch Thomas Healy’s webinar to find out how lesson flipping can benefit your classroom.

watch the recording


Thomas Healy is an instructor at the Pratt Institute, in Brooklyn, New York. He presents regularly at conferences on how to use widely available and easy-to-use digital tools in language teaching. His presentation Create a Digital Course Pack was highlighted by TESOL Connections as one of the favourite sessions of the International TESOL 2014 Convention. Thomas describes his evolution from a technophobe to a regular user of mobile technology in class in this article in the TESOL CALL newsletter. He is a co-author of the Smart Choice series published by Oxford University Press.


How to bluff your way through the changes affecting English language teaching!

Changes affecting English language teaching

How many times have we heard that? This time, however, it really feels like it. With the increasing adoption of digital technologies including the use of tablets and smartphones in many schools; the emphasis on differentiating the learning experience for every student; a mass of edicts and policies from education ministries, school boards and bandwagons, the average English language teacher – already exhausted and overstretched – could be forgiven for thinking it’s time to hang up their interactive whiteboard pen.

Continue reading


Connecting online and in class

Flipped classroomKristin Sherman, Network co-author, looks at how to take advantage of technology in the classroom. Kristin will be hosting a webinar “Help Your Students Get Connected” on 24th October and 1st November.

How can we use our classrooms and technology to the greatest effect? A recent study at the University of North Carolina indicated that a “flipped” classroom helps students perform better. Graduate students who used technology to watch mini-lectures at home and then engaged in active learning in the classroom showed significant gains in performance. The success of such a “flipped” classroom suggests ways we can effectively wed technology and language learning.

Technology serves as both a system of delivery and as content itself. We live in a digital world, one that places increasing importance on digital literacy. Our students need not only to be able to use technology to find and manage information, but also to connect and collaborate with others around the world.

Use technology to deliver traditional content

In a flipped classroom, content, in the form of videos and readings, is delivered to the student outside of class. Teachers can use photos as writing prompts, link to video lectures or articles, and post questions for online discussion. These are all activities that have traditionally been conducted in the standard classroom, but teachers can adapt them and move them online.

Use the tools of the traditional classroom to teach about technology

Our students need to be savvy and responsible users of technology. One way we can help them is to provide content instruction in social media and other digital tools.

Online content is visually rich and stimulating, but it encourages surface-level engagement rather than deep thinking and prolonged attention. Users move quickly from one link to another, often reading only parts of texts. Instructors can use the classroom to help students better understand difficult texts and to think critically about online sources. Engaging, collaborative activities in the classroom help learners practice new language skills and improves social skills.

Think creatively

Teachers come up with new ways to blend technology and language learning all the time. For example, you can teach students important skills of summarizing and paraphrasing by condensing a book to an essay to a paragraph to a tweet.

What are some other ways we can combine technology and language learning?


  1. The Shallows: What the Internet is Doing to Our Brains, Nicholas Carr
  2. The Post Lecture Classroom: How Students Will Fare, http://www.theatlantic.com/technology/archive/2013/09/the-post-lecture-classroom-how-will-students-fare/279663/
  3. http://www.teachthought.com/social-media/20-interesting-ways-to-use-twitter-in-the-classroom/

To find out more about using technology to connect with your students, join Kristin for her webinar on 24th October and 1st November.

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#IATEFL Liverpool 2013 – The “people people’s” conference

Old friends shaking handsOxford teacher trainer, Veríssimo Toste, reflects on his experience of the IATEFL conference in Liverpool.

It has now been several weeks since I was in Liverpool for the IATEFL conference. I have had time to catch up on work and to get back into my daily routine. This week I took out my conference bag and leafed through the various pages of notes, hand-outs, and promotional materials I collected during the week. I found myself reflecting on the conference and how much I had enjoyed it.

It was simply a pleasure to be around so many teachers. Listening to them talk about their students was both inspiring and highly motivating. Some of the ideas I wanted to try out for myself, and tell others about. There were ideas I already knew about but was amazed by what other people had done with them. More important was the excitement and enthusiasm with which I was told these stories. Being a great fan of class libraries, I was especially thrilled to hear how different teachers use readers around the world. I came out of each conversation feeling overjoyed about working in ELT.

I also realised I had learned about some possible future trends in ELT. I appreciated the focus on demanding more from students as a way to motivate them. This seemed to be a theme for many speakers – easy success is not much of a success at all. Many sessions focussed on how to help students succeed, including critical thinking skills, the use of technology, or the flipped classroom, among many other strategies – ideas that put the learner at the centre of their learning.

Unlike previous years, the different sessions I attended on technology seemed to emphasize learning more than the technology itself. Whether it was for improving pronunciation, for helping students with critical thinking skills, or for learning outside the classroom, it seemed to me that this year’s sessions recognised that technology is just another tool to support learning and that the aim is not simply the use of the technology itself.

I thought about this as I rummaged through my conference bag and realised the ideas and trends were not what made this conference special for me. I have come away from previous conferences with new ideas. I have always talked to teachers and felt good about sharing ideas. So, what made this conference stand out for me?

It took me a while to realise what I especially liked about this conference – and it finally dawned on me over dinner with friends. It was talking to people from all over the world. What a privilege! To share ideas with a university teacher from Colombia on classroom observation; to talk to a teacher trainer from Turkey who was nervous about doing her first IATEFL session; to meet people who I consider friends, although we only meet at the conference each year.

ELT people are ‘people people’ – they enjoy each other’s company and talking about what they do. I am delighted to be part of such a group. Bring on IATEFL Harrogate 2014!