Behold the Foreign Language Flip Class Formula

Flip class formulaOften I have been asked questions such as: What is the flip class formula? or Won’t you share your formula with us? So, probably this is as good a time as any to answer these questions and share the foreign language  flip class formula once and for all.  Here it goes…

There is no flip class formula….ta da!

I’m sorry! I really don’t mean to burst your bubble here, but that is the truth. I will share with you what I have done, but that is no formula that will fit all foreign language classes. In fact, things that I have done with one of my classes sometimes don’t fit in with the other.

You might have to customize my process quite a bit according to your teaching philosophy, your school and your students. The bottom line is: you must create your own flip formula = CYOFF. It takes time, dedication, preparation, organization, perseverance and quite a bit of work, especially the first year. So get your mind set for that.

What do you need to do to CYOFF?

The first and most important thing you need to do to CYOFF is researchresearch, research.  Read about blending and flipping to come up with your own ideas, opinions and approach. Be organized as you collect resources. Try to group them into categories such as theory, ideas, tools, examples, etc. Some organizing tools I use are and MentorMob.

Here are some of my treasured CYOFF resources

You can view and read more resources here:

Alternately, to research my entire collection of flipped/blended resources go here

One last tip

Don’t just read/view resources from language teachers, read articles from any flipper educator. I have learned a huge deal from math teachers, chemistry  teachers, science teachers, you name it!

Have you found a treasured resource of your own that you would like to share here?

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3 thoughts on “Behold the Foreign Language Flip Class Formula

  1. ¡Hola Emilia!
    LOVE your formula! It is so true that one size does not fit all…and especially not in education!

    I am curious about flipping. I am wondering if the “connections” piece of a World Language classroom could be very carefully and partially flipped. I say partially because I’d still want to have class time to talk about what we are doing to connect with others and to skype with our global connections (should time zones allow).

    Okay, so here’s the preliminary thinking of the idea…please share your insight and ideas as this is all new to me! I have connected with several teachers in Spanish-speaking countries on edmodo (and with other Spanish teachers teaching in other countries, like yourself!) and would like to try something new next year. I’d like to use a combination of edmodo, VoiceThread and SchoolTube (and anything else that motivates my students) to connect my students and their work to the other classes abroad. VoiceThread could be used to introduce ourselves. The first flipped portion could be a tutorial on how to use VoiceThread, create an account, comment in writing and with voice. The next flipped portion could be to listen to the VoiceThreads of the students in the other country and answer basic questions and leave a comment. We would have one VoiceThread entirely in Spanish, where my students could practice their second language skills and the other where it was entirely in English so that the other students could get to practice.

    The idea doesn’t stop here…but I will now pause for your feedback. I know it’s not a traditional flip, but as you said yourself, there is no one formula. I’m just trying to think of the best way to get my students to do meaningful homework that they may even enjoy. Connecting with others socially may motivate them to want more homework?! (Am I dreaming?)

    P.S. I think flipping YouTube videos like you have done using the TedEd tool is another option I hope to explore. How cool would it be if the students create their own YT video to be used by others to flip?

    • Hola Audrey! Thank you so much for your great comment and for sharing these wonderful ideas.

      Yes, there isn’t one formula to fit all styles or classes. I know of many teachers that partially flip and that is how they want to leave it. It works great for them and for their students. I don’t fully flip either.

      I am not sure I completely understood your flip idea, so please let me know if this is what you meant: what you would like students to do at home is connecting with others, right? So if you want student to use a particular tool that they don’t know how to use and you don’t want to spend class time to show them, yes it would be a great idea to make tutorials for them to view at home. So possibly it would be a good idea if you have them do some practice activities at home after they have viewed the tutorial. I guess this could be called “flipping the tutorial”?

      Now, if you flip the “connection” part. How would you take them through the steps of a “connection”. Will there be a topic? If it’s introductions, would you have them go over a video or another introductions resource at home?

      Ideally, have them do at home what you don’t want to do in class, because there are way more important and-hands on things to do. For example, I usually flip grammar explanations and at school we go right into using the grammar. On the other hand, I blend writing and listening. Because there are aspects of these two skills that I want them to do at school.

      Oh, and students creating their own videos to flip sounds awesome. Sometimes I feel like they understand “peer explanations” better than mine.

      Please do let me know if this helps.

      Oh, and I can’t wait to put my students from Africa in contact with yours.

      • Thank you for your insight, Emilia!
        Yes, you’ve got my ideas down about right…..but as I said, this is all still in the thinking stage, and you’ve brought up a lot of good things to think about.

        I guess another way to look at what I’m planning for next year is a flip of the 15-20% of class time I spend in the computer lab. That is an enormous amount of time that could be better spent doing interactive activities in the Target Language!

        The items that I typically do in the lab are:
        1. Create Blackboard/Edmodo accounts
        2. Writing/Re-Writing/Edits (of video scripts, writing assignments, etc.)
        3. Learning how to use various cloud-based resources (Voki, Blabber, GoAnimate, Animoto, Prezi, Glogster, etc.)
        4. Creating content with the cloud-based resources, then teach how to embed the final project on our edmodo wall
        5. Video creation
        6. VoiceThread collaborative projects; Recording voice for global connections

        Numbers 1-5 above, I feel could easily be taught with a tutorial. There are those techno-phobes (or those without Internet access) to think about, but there’s always after school time if needed.

        Number 6 (Global Connections) is the other part that I was thinking about changing up next year. Typically, I’d be doing this in the computer lab. Last year, I only had 2 global projects which were both short term. Next year, I’m planning year long projects with several different contacts from around the world. If I could get the global connections to happen at home, I think it could create an enticing homework assignment (even though this may not technically be considered a “flip”) and it’d free up valuable class time. I do like your idea of having them watch some sample presentations or other content regarding the topic at hand prior to creating their recording/video for their global peer. With a combination of VoiceThread, SchoolTube and other cloud-based resources along with the versatility of an edmodo group wall, I feel the sky’s the limit for what two classrooms could learn from one another!

        Let’s get this global party started! I can’t wait!

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