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Jeff Magoto
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Our final webcast is now online. Approximately half the time was spent in small group activities, so to fully appreciate what was going on there, do look at the lesson planning scenarios that were presented by our participants in the Week 5 forum.

Once again special thanks to +Kate Baker for lending her experience and FL wisdom.

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The second item on the Professional Educator portion of the F-L-I-P pillars begins with: "I conduct ongoing formative assessments..."

I like the word "conduct" there, because just like in an orchestra, the actual performance is a result of the harmonious interactions of the musicians, who are constantly giving each other cues about what's going to happen next.

"peer evaluation" has that element to it, too. It's not easy to do, it may not be appropriate for all age groups or settings, but when it's done right, it's "symphonic".

That may be what's behind Scenario #4 in the Flip-a-Thon — coaching learners up to the point where they can give (and illustrate) their feedback to their fellow students.

Join our webcast if you'd like to participate in turning that scenario into a lesson. We're going to experiment with the "breakout rooms" in Zoom, we have an expert Writing teacher, +Kate Baker sitting in with us, and we get to make good music together.

Here's the link:

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FL 3.0 --A new manifesto from Jon Bergmann and Errol St.Clair Smith. This may not come as a surprise, but there's more to FL than we know. They're going to explore what that landscape looks like.

Depending on which online encyclopedia you believe, the term "podcast" was either invented in 1999, 2004 or 2005. Little more than a decade later, it seems like there's a different podcast for every topic in the encyclopedia.

Language teachers have long been attracted to these (usuallly) free, (mostly) authentic, and (wildly) diverse sources of listening and viewing material.

Equally as interesting is the choices learners have in responding to such material—and this is where things can get interesting in the FL classroom.

They can blog about it, they can audio journal about it, they can vLog about, or they can just sit with some classmates who are interested in similar material and talk about it.

If you're interested in helping your learners navigate the vast sea of podcasts (and related material) in a way that would be accessible and meaningful, then Scenario 3 of this Sunday's Flip-a-Thon is for you.

Please join us at 1600 GMT (11:00 AM Eastern, USA) and let us know what you think. Hope to see you there.

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Scenario 2 of this week's Flip-a-Thon speaks to a timely topic: graduation. The Doonesbury "text" we've been given to work with presents a "flipped" version of the traditional speech.

How will you coach students up to this advanced speaking task? What do you want them to bring to the in-class portion of the lesson.

Here's a pretty well-known beginning to a memorable one by the son of a Syrian immigrant: "…Truth be told I never graduated from college and this is the closest I've ever gotten to a graduation. Today I want to tell you 3 stories from my life."

It should be fun to work through this task with you. Your moderators are eager to plan alongside you -- let's see if 15 or 20 heads are better than one!

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Hello all. We're borrowing from "reality TV" during this Sunday's webcast. We're going to see if we can flip 4 lessons in 40 minutes (or less).

Our guest, longtime flipper +Kate Baker, has kindly agreed to lend her eyes and ears to our efforts.

Here's the first of 4 scenarios we'll be working on: You teach an intermediate ESL oral skills class in a program for immigrants and other recently arrived citizens at a local community college. You’ve recently read about Rudwan Dawod’s incredible journey to US citizenship. Your class is interested in immigration and American citizenship. You decide to ask Rudwan to come to your class and have a Q and A with your students. He accepts.

(See ANVILL for more details).

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Week 4's webcast is firmly grounded in using Flipping meaningfully and productively in language teaching. Robyn Brinks-Lockwood and +Martha Ramirez had a rich conversation about techniques for flipping, flexible environments, and specific approaches to flipping the 4 skills. You can watch the recording below.

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Welcome to our 5th and final week. Following our I-L-F-P interpretation of the pillars of FL Network, this week we'll be focusing on the "P", or professional educator and its indicators of availability, assessment, reflection, and collaboration. Quite a chunk of professionalism!

We thought we'd end the week with our own version of an "in-class flip" during the webcast on Sunday with our special guest, Kate Baker (details below).

As always, please use the space to reflect on our questions for the week:

1) How has this session affected your perception of the roles of teachers and learners in the language acquisition process?

2) What are some of the takeaways and/or epiphanies that you have had during the session? How do you think they'll impact your teaching?

Also, please fill out our session evaluation, linked here and on ANVILL:

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Apologies, all!
So engaging was +Ken Bauer's visit to our EVO FL community today that I neglected to click the record button, so there's no video of our Jan. 29 webcast.

We're hoping to connect with Ken again before our session is over and "re-interview" him, but in the meantime we can offer you a transcript of the chat window (on ANVILL) and a link to a podcast that Ken did last Fall on "Teaching in Higher Education" where he touched on some of the same issues as today, namely FL as a vehicle to qualitatively change the nature of interaction between teachers and learners. It's called, appropriately enough: Engage the Heart and Mind through the Connected Classroom.

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Vogue Magazine is famous for its interviews and profiles of celebrities. An interesting web offshoot of this is its You Tube series called "73 Questions" where they manage to "flip" the traditional interview by asking a lot of (mostly unrelated) questions in an incredibly short amount of time. 73 questions in 7 minutes in fact.

I train EFL teachers, mostly non-native speakers, so in classes like Pedagogical Grammar I like to approach our "rules learning" as both an opportunity for language practice and language investigation. The speed of these interviews and the randomness of the questions introduces some useful dissonance. By flipping some of the "pre-listening" stages (comprehension and application), class time can be spent on analysis and creation.

Here's an example (on this week's ANVILL- with Harry Potter star, Daniel Radcliffe.

I've only had the chance to try it once, but the results were positive. My students seemed to like the inductive approach to grammar learning and the idea of a "lost and found" approach to working with authentic materials.

You can see (in different stages of completion)
• the pre-class activity (made with the survey tool, Qualtrics), which focuses on listening for specific information (at a very fast rate).
• the in-class activity, which explores some of the patterns in the questions (use of conditionals, comparatives, etc.) Different content and different degrees of difficulty for different groups creates means some formative assessment challenges
• (a partial) post-task activity which guides students into the production of an inductive grammar presentation of their own that they will teach from

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