O’quv mashg’ulotining shakli

The Flipped Classroom 

This leads us logically to the subject of flipped learning, or the “flipped classroom.” 

A hot topic in English Language Teaching circles these past few years, the concept of the flipped classroom is based on the principle that classroom time, with the teacher present, is a limited and valuable commodity, and should be dedicated to those areas where the teacher can provide the most interactive, communicative and pedagogical support: leading a class discussion about a given concept or topic; supervising pair and group work; or explaining one of the more complex points of usage. 

This means that classroom time should not be taken up by input and task-related activities – absorbing material, learning new vocabulary and grammar, and practice activities – which can instead be assigned as work to be done outside of class, especially if specially designed as a series of interactive, guided exercises. 

Current, authentic video, of course, is ideal for the EFL / ESL flipped classroom, as the high level of engagement that learners have with the input material away from the classroom creates the ideal conditions and motivation for communicative work within it. Virtually any clip from a current movie, television program, television news item or documentary, if built upon with exercises following the guidelines described above, presents a wealth of discussion opportunities: What do you think happened just before this clip? Why are the characters or people in the clip displaying the emotions we see? What would you do if you were in the situation of one of the characters? What do you think happened right after this scene? Have you ever found yourself in a similar situation? What was it like for you?