Reflection 6

In today's ESL classrooms, there has been a tendency towards flipped learning, which has reversed the traditional learning environment by delivering instructional materials outside of the classroom. This piece of writing aims to give a reflection on Module 6, whose focus is on the flipped learning approach.

Module 6 granted me valuable insights into flipped learning. In a flipped classroom, students can access provided materials online at home, which allows them to learn at their own pace and review the content if necessary. This also facilitates a student-centered approach, enabling learners to take charge of their own learning. Classroom time is then used for group discussions, hands-on activities where educators could provide feedback and answer students' questions. I believe this approach can promote more thorough understanding of learning materials, as students are actively engaged in the learning process and are encouraged to apply the knowledge they gain in the classroom. From my perspective, flipped learning also improves student-teacher interaction, as teachers can allocate more time for discussions, collaborative activities rather than delivering lectures. 

In Module 6, I also had a chance to design a flipped lesson plan. I planned a lesson for my Business English class at school, which consists of 30 English majors. The lesson focuses on job interviews, aiming to provide students with knowledge about types of interview questions. Students get access to online materials and complete assigned tasks before classroom time. During the lesson, they are engaged in the rest of the lecture and assignments. By the end of the lesson, students are expected to conduct a simulated job interview in the form of videos and submit them (after class) on Google classroom, which is the main tool for my flipped classroom. Underlying my decision to adopt micro flipped learning in this class is limited class duration. One period only lasts for 50 minutes, which is insufficient for organizing all activities in an effective manner. Another reason is that the class’ students are computer literate and have high learner autonomy, which guarantees the completion of online tasks and allows the flipped classroom to run smoothly. 

I believe teachers should take certain factors into consideration before adopting this approach, as it is not for everyone. For instance, if students do not have access to the Internet, flipped learning might not be the best option for them. Considering my teaching context where students are well equipped with devices and tools and have high learner autonomy, I think flipped learning suits perfectly. I am currently implementing flipped learning in certain classes of mine, and I am planning to do so in more classes, as I have seen positive effects of the approach on my students. I am also thinking about trying Canvas, which is a great platform for flipping classrooms and can outdo Google Classroom in certain aspects such as lecture-delivering and marking tools.

In conclusion, Module 6 has provided me with valuable insights into the flipped learning approach and its potential benefits in ESL classrooms. Flipped learning offers an effective pedagogical approach that can enhance student engagement, deepen understanding, and foster a collaborative learning environment in ESL classrooms.