Using Flipped Learning Classrooms

     Flipped Learning is defined as a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.






How to teach and Use Flipped Learning Classrooms?.

Here are some tips and useful links:

  1. Flexible Environment
    Educators create flexible spaces where students choose when and where they learn. Additionally, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.
  2. Learning Culture
    In a Flipped Learning model, in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.
  3. Intentional Content
    Flipped Learning Educators determine what they need to teach and what materials students should handle on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.
  4. Professional Educator
    The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they need to observe students, providing them with instant feedback and an assessment their work. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential part that enables Flipped Learning to occur successfully.

While the Flipped Learning model may not work for every class, the model represents an innovative approach to teaching with the potential to create active, engaged and learning-centered classrooms. FLN’s four suggested pillars serve as ways to help educators successfully implement a Flipped Learning model. 

Useful links

Flipped learning




Giving Feedback in ELT

The term feedback can apply to a number of classroom situations and procedures, but here it refers to a range of techniques employed by the teacher to facilitate responses from the students to an exercise or task.Click on here to find out more…

feedback elt

  • Top feedback tips:

    1. Try and speak to each student individually on a regular basis.

    2. Keep the feedback related to your learning outcomes.

    3. Give students an opportunity to use your feedback.

    4.  Plan feedback into your lessons. Make it regular not just at the end of a lesson.Don’t make it formulaic and predictable. Change it up – error correct at different times throughout the lesson, give individual feedback, give class feedback, get the students to give peer feedback.

    5.BOOST your feedback. This useful acronym produced by Andi Roberts can help you when giving your learners feedback.

  • Balanced: Are you including a mixture of correction, praise and study tips?
  • Observed: Make sure you feedback on something you actually heard your student do.
  • Objective: Focus your feedback on how the student performed during the exercise. Try not to bring performance in other tasks or your opinions and expectations of the student into the feedback.
  • Specific: Give the students examples of their mistakes; rather than saying you made a lot of mistakes with the past simple, give an example. Focus praise on specific performance improvement and relate study tips to the language being practised.
  • Timely: Try and give feedback as soon after the activity has finished as possible. Storing all errors made until the end of the lessons means students are less likely to remember making the error and doesn’t allow them an opportunity to have a go with the language again and improve

Teaching Tips to Improve Student Literacy

Good teachers, effective teachers, manage to produce better achievement regardless of which curriculum materials, pedagogical approach, or reading program is selected.A series of studies have confirmed what was probably obvious from the beginning. Find out more…

Balanced Literacy Homepage




Simple Ways to Integrate Social-Emotional Learning in class

Emotional intelligence: why it matters and how to teach it


Teaching young people skills such as active listening, self-awareness and empathy can equip them to succeed both academically and socially…

  1.  Start the day with a check-in.
  2. Use story time for teachable moments.
  3. Work in Partnership
  4. Teach them how to work in group
  5. Nurture a culture of kidness
  6. Give them new words to say
  7. Set up a Peace Place
  8. Teach your students how to manage conflict with peer mediation. 
  9. Use anchor charts to teach social-emotional skills.
  10. Practice lots of role-play.
  11. Allow for talk time.
  12. Play games to build community.1702-SocialEmotional-illusCobb
  13. Build community with teams.
  14. Teach them to monitor their own progress.
  15. Hold class meetings.
  16. Make space for reflective writing.
  17. Encourage expression through art.
  18. Assign interview projects.
  19. Put them to work.
  20. End each day with a checkout


Sources & related links: School Library JournalThe Guardian (U.K.) ;     WeareTeachers(U.S.A.)

The 6 Principles for Exemplary Teaching of English Learners

TESOL International Association has defined a core set of principles for the exemplary teaching of English learners. The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory. They are targets for teaching excellence and should undergird any program of English language instruction.

  1. Know Your Learners
  2. Create Conditions for Language Learning
  3. Design High -Quality Lessons for Language Development
  4. Adapt Delivery as Needed
  5. Monitor and Assess Student Language Development
  6. Engage and Collaborate within Community of Practice

Developing Authentic Teaching Materials

5 Top Tips

Teaching materials is a generic term used to describe the resources teachers use to deliver instruction. Teaching materials can support student learning and increase student success. Ideally, the teaching materials will be tailored to the content in which they’re being used, etc. In general, teachers can develop their own materials for  learners to achieve the objectives or to fulfil the learner’s need. In doing this, materials should be adapted to different learners in different settings following some  principles.

Here are 5 top tips you can follow to actively engage your students and help them feel personally connected to their learning:

  • Connect what you are teaching to real life: An easy way to help students feel personally connected to what they’re being taught is to talk about how they can apply the material in real life. Choose culturally relevant material connected to their own cultures in texts  to help your students see the connections between what they’re learning inside and outside the classroom.
  • Use student´s interests :Find creative ways to adapt standards-based content to the fun things your students are excited about.Example: let them to integrate their personal hobbies , music, reading, media,sports,etc.
  • Present material in different formats: Every student in your classroom learns differently. So it’s important to recognize that differentiated instruction isn’t just for helping students with special needs—it’s the best way to engage all learners, try to incorporate different activities for multiple intelligencies classes.
  • Teach students self-assessment skills: Let students log on a rubric, chart or graph whether they’ve been able to complete a pre-defined problem or task. Viewing an explicit graphical representation of their performance can have a highly motivating effect on students.
  • Emphasize the importance of emotion in learning.Focus on creating a positive and stimulating learning environment for students to enhance their learning.

Source & references: 2011,Tomlinson,Material Development in Language Teaching,CUP.


Photo by Jens Kreuter on Unsplash