A flipped learning model for TESOL pre-service teacher education students

Helen Thompson and Marion Engin
Sheffield Hallam University

ESOL teachers need to have a high level of language awareness and an understanding of language teaching methodology. This can be a challenging prospect for undergraduate students at the beginning of a pre-service teaching course who have limited or no observation or teaching experience. Classroom time is inadequate to prepare students for both the theory and the practice. To overcome this challenge, the teaching team decided to develop a flipped learning model.
The aim of this session is to share our experiences of incorporating the flipped learning model in a cross-departmental undergraduate TESOL module. A flipped learning model allows students more control over “time, place, path and/or pace” (Staker & Horn, 2012, p.3) and is “a pedagogical approach to blended learning in which the typical activities of classroom lectures followed by homework in traditional teaching procedures are reversed in order, and often supplemented or integrated with instructional videos” (Hung, 2015, p. 81).
In the Foundations in TESOL module students were expected to watch videos, do on-line quizzes, complete guided reading tasks, and participate in virtual discussions out of class. In-class time was spent on exploratory and experiential learning tasks with time for discussions and feedback. Student evaluation was mostly positive and highlighted the effectiveness of screencasts, videos and on-line quizzes.  However, teachers identified a need for more explicit initial orientation to the approach, as well as regular reminders and a more direct link between flipped learning tasks and in-class activities.
This session will be of interest to all staff who are looking for ways to maximise classroom time for interactive and experiential activities
References
Hung, H.T., 2015
. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning28(1), pp.81-96.

Staker, H. and Horn, M.B., 2012. Classifying K-12 Blended Learning .Innosight Institute.