Home Why and How How I Started Flipping

How I Started Flipping

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This feature will include stories from our FLN community about how and why teachers began flipping.  I will kick it off with my own story – Helaine.

After hearing about the flipped classroom at a technology retreat my university hosted for our faculty, I decided it might work for a class my students regularly struggled with and did not particularly enjoy:  Fundamentals of Linguistics.  My goal was to give them more time to process the very detailed and challenging material I had to present to them and to have them do linguistic problem-solving together with my guidance in class rather than at home with no assistance.  I jumped in and tried it.  Here is a link to a brief article about my first attempt, along with a presentation I gave at the Sloan-C Blended Learning Conference (Sloan-C is now the Online Learning Consortium).  I had such positive results that I decided to pursue flipping and made it my primary area of professional development. The students had much higher grades as a group and also gave the course stronger evaluations. I had seen improvement in both their mastery and their attitudes towards the course.  Success!

I began to follow the leaders of flipped learning, Jon Bergmann and Aaron Sams, and I noticed that Aaron was planning a full-day flipping summit in my town, White Plains, NY.  The Flipped Learning Network was looking for local flippers to participate and share their experiences, so I responded that I was a local flipper and would love to speak about what I was doing in my linguistics classroom.  I brought a student with me who could present the perspective of a student. We were welcomed and encouraged by the large group attending and from that day forward, I have been a highly involved, dedicated flipper.

Share your story (drop us an email at flt@flippedlearning.org to reach out)!

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Helaine W. Marshall
Dr. Marshall began her career as a middle school French teacher in Newton, MA, and then, after teaching English in France for two years, decided to move into the field of TESOL (Teaching English to Speakers of Other Languages). She holds a B.A. and M.A. in French from Tufts University and a doctorate in TESOL from Teachers College, Columbia University. Helaine is Professor of Education and Director of Language Education Programs at Long Island University – Hudson, where she teaches courses in TESOL methodology, linguistics, and multicultural education. Helaine began flipping her teacher education courses in Spring 2012 as part of a teaching innovation grant and found the results so positive, that she now flips all of her courses. Her research interests include flipping the online learning environment and culturally responsive teaching for SLIFE (students with limited or interrupted formal education) and other struggling language learners. She includes a chapter on flipped learning in her book Making the Transition: Culturally Responsive Teaching for Struggling Language Learners (U. of Michigan Press, 2013). You can find out more about Helaine at http://malpeducation.com/.

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