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Session Title: 

Flipped Learning in Language Teaching






This five-week online workshop is designed for both those new to flipped learning and those who are already flipping their classes. In flipped learning, content delivery takes place outside of class freeing the instructor to focus class time on interactive, collaborative projects and activities for maximum language acquisition in a meaningful context. Participants will practice with various video creation tools, gain skills in curating already existing media, and will learn how to effectively incorporate these resources into their teaching practices. Of course, whenever possible, the workshop employs a flipped approach!



 Target audience: 

This session is for both teachers that are completely new to flipped learning as well as teachers that are already flipping in K-12, higher education, and/or adult education. This course is for online and classroom educators, as well as course developers, curriculum coordinators, and program administrators.



Session objectives: 

By the end of this session, participants will have

  • mastered the concepts underlying the flipped learning approach and how it differs from a flipped classroom

  • interacted with some of the leading international experts in the  flipped learning movement during our weekly webcasts

  • created flipped content for a lesson

  • seen examples of flipped learning in different contexts and at different levels of expertise when flipping (flipped classroom 101, flipped learning, in-class flip, etc.)

  • networked with other participants and shared flipped lesson plans and projects

  • implemented a flipped lesson with students (if currently teaching) and posted about it in a forum

  • designed a plan for flipping one course or one segment of a course in the future






Week 1:

Introductions, Flipped Learning Basics, and Our Session Tools

14-20 Jan. 2018

This week we will focus on getting to know each other, your interest/experience in flipped learning, and learn about resources for this EVO session as well as in the professional literature of flipped learning. Here's what we'd like you to do…

  • Join our Google + Community, EVO 2018 Flipped Learning, where we can exchange introductions (you'll need to request a membership)

  • Explore the reasons and justification of the flipped learning approach

  • Complete a brief survey to understand folks' experience with the four pillars of Flipped Learning.

  • Get familiar with ANVILL, our “home base” for session content including guiding questions, materials, tasks and resources (course link provided on Google Plus)

  • Read the FLN definition of Flipped Learning and the Checklist of Indicators.

  • Read Lisa Wood’s post on why she started flipping after EVO last year.

  • For experienced flippers: Reflect on what a flipped lesson is versus an in-class flip.




Week 2: 

Pillar I: Intentional Content - What to flip? Determine the best content to flip

21-27 Jan. 2018

During this week, participants will…

  • Reflect on the pillar of "Intentional Content" and identify an area for flipping your teaching

  • Know the advantages and disadvantages of creation versus curation of content

  • Determine what aspects lend themselves best to out-of class vs. in-class portions of lesson. What is the best use of precious face-to-face class time?

  • Reflect on your students’ needs for the content provided in the individual learning space.

  • Reflect and decide on the types of activities to be carried out in the group learning space as continuation of those planned for the individual space.  

  • Discuss the use of Bloom’s taxonomy in flipped learning.




Week 3: 

Pillar C: Learning Culture: Creating Flipped Learning Lessons

28 Jan.-3 Feb. 2018

During this week, participants will…

  • Reflect on the Learning Culture pillar. How does the flipped learning framework change the teacher and learners´roles?

  • Examine Flipped Learning model lesson plans from moderators or other sources, and analyze them using the Flipped Learning Indicators

  • Create a flipped lesson plan that includes: out-of-class segment, in-class segment, as well as an accountability device to ensure learners complete the out-of-class assignment.

  • Include one or two formative assessments to use during the lesson you created.




Week 4: 

Pillar F: Flexible Environment: How flexible can we be in the classroom?

Review lesson plans and analyze using a rubric

4-10 Feb. 2018

During this week, participants will...

  • Reflect on the pillar of Flexible Environment. What opportunities and limitations for flexibility does flipped learning create in your context?

  • Discuss ways to give students a variety of opportunities for showing content mastery within the FL environment.

  • Review lesson plan and analyze using rubric.




Week 5:

Pillar P: Reflect on how Flipped Learning can help you grow as a professional practitioner

11-17 Feb. 2018

During this week, participants will…

  • Post a rationale for the lesson that shows how the 11 indicators of the FLN Checklist have been taken into account.

  • Reflect on changes in their perspectives on the role of teachers and learners.

  • Connect with other participants and make plans to collaborate on flipped lessons & projects.

  • Discuss opportunities to continue enriching the flipped learning experience by collaborating with others via existing networks, conferences, blogs and Twitter accounts.

  • Evaluate the session using the official EVO form provided for this purpose.





  • Interactive space: Google Plus Community—Enrollment, announcements, shared documents, and discussions

  • Content space:   ANVILL: Screencasts, lessons, materials, and resources

  • Live meeting space:   Zoom: Weekly video conferences with moderators and guests (real time)

  • Other Technology Tools for Video Creation and Editing:

  • Screencast-o-matic, Screencastify, Camtasia, H5P, PlayPosit, Quicktime; Screencast.com for video storage and playing and more; innovative uses of narration and slideshow software, like Powerpoint and Keynote

  • Response systems: Menti, Go formative, Kahoot, Socrative, Polldaddy, Padlet, Thinglink, Nearpod, Piktochart, learningaps.org.

  • Twitter (#FLEVO2018): Just in case you want to spread the word



Suggested sponsor(s): 


  • Program Administrators

  • Teacher Education

  • Video and Digital Media



To join this group:


Starting January 8:






Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)


Graney, John



John Graney is a recently retired English language educator who flipped his classes a few years ago.  He taught at Santa Fe College.  He also taught in university programs in the U.S. and Africa and trained teachers in a refugee program in the Philippines and China.

Auffret, Katja



Katja Auffret (German and French) teaches German in engineering colleges in Toulouse, France (Mines Albi, ISAE-Supaéro) since 13 years. She loves to put up virtual projects with students from other countries. She also developed blended learning platforms with flipped learning elements to make sure her students talk during face-to-face time!


Magoto, Jeff



Jeff Magoto directs the Yamada Language Center at the University of Oregon and teaches CALL and Flipped Learning in the MATEFL program. He’s the co-author of ANVILL, a free, speech-based lesson authoring system used around the world.

Coleman, Kevin




Kevin Coleman is a passionate teacher, presenter, and teacher trainer. Kevin began experimenting with flipped learning 5 years ago, and has now implemented the pedagogical framework in many permutations in various contexts. "For me it is just a way to better differentiate my lessons and take better care of my students. Flipped learning is different for each unique group, there is no one way to flip."

Rodriguez Buitrago, Carolina





Carolina R. Buitrago works as a teacher educator at the Institución Universitaria Colombo Americana and at the MA program in ELT-ALE at Universidad de La Sabana in Chia, Colombia. Carolina has been flipping her blended and online MA classes for over two years and has recently started to work with flipped learning in her face-to-face courses.

Ramírez, Martha





Martha Ramirez has an MA in Education from the Universidad de Los Andes (Bogotá, Colombia) with an emphasis on Bilingualism and Technology. She is currently the Head of the Languages Department at the Colegio San Mateo Apóstol (Bogotá, Colombia). As an independent academic consultant, Martha provides academic support for educational projects and workshops on current teaching trends. She is engaged in research regarding pronunciation pedagogy, flipped learning, and the use of ICTs in ELT.


Salazar, Diana K





Diana K. Salazar works as the Head of the Foreign Language Department at Saint Matthew School in Bogota and also teaches at the Language Center from Sergio Arboleda University. She has been teaching for 10 years, implementing elements from different teaching paradigms and methods. Her areas of research in Applied Linguistics are identity and teacher education. With Flipping, she is currently at a padawan status but hopes to keep on sharing her experiences to the teaching community and grow stronger with the flipping force.

Díaz, Juliana




Juliana Díaz works as a level coordinator and researcher in the Department of Foreign Languages and Cultures at Universidad de La Sabana.  Juliana has been flipping for her face-to-face courses at this university.Her research interests are Flipped Learning methodology, writing process and autonomy.




Esteemed Emeritus Moderators


Fethi, Khalid



Director and Principal  of the Oum El Koura Language Center in Berkane, Morocco

Marshall, Helaine



Associate Professor of Education and Director of Language Education Programs at Long Island University-Hudson.




Primary Contact: 

 John Graney 






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