A quick summary of #CELTAchat on Flipping CELTA:
Benefits, Questions and Concerns
Benefits
An innovative idea
Intrigued by the idea of spending more time on practice and reflection than input
Trainee led
Trainees watch/do sessions at the point of need
Questions
Are the input sessions shorter?
How long are they?
You could vary how flipped they are according to trainees needs. Would you say?
Some sessions may be better f2f?
Is hybrid the way to go with flexibility – flipped/f2f input?
Does flipping CELTA not mean setting learning outside class, followed by sessions to practice/clarify/deal with questions?
Are cultural implications taken into consideration? e.g. a context where teacher-led support is expected at first.
How do trainees take to it?
How do they get good demos of boardwork in context?
Is flipped CELTA the best of both worlds?
Does the pressure of an intensive course mean they skimp on reading/viewing input?
If input need to be online, it means initially someone needs to write it. Who?
Are input sessions shared? Created collaboratively? How does it work?
How do centres get trainees to understand and buy into the approach?
How are new trainers trained up for flipping? Is flipped CELTA for experienced tutors?
How is the course presented at interview if so many things: hybrid /flipped / f2f?
Concerns
We can’t just take f2f CELTA and flip it.
One of my misgivings – trainees often say a good thing about sessions is that we use techniques and general classroom management in them…
Other concerns (as a freelancer), getting paid for the time spent writing input and ownership of materials...
collated by @fionaljp
collated by @fionaljp
