Yearly Archives: 2017

Free workshop announcement from ITI for October and November

ITI is offering ELT teachers with free workshops on different topics. For Saturday afternoons in October and November, the following workshops are announced:

Workshop Presenters Timetable

SATURDAY 21st October

SATURDAY 4th November
13.30 – 14.30:  USING INTERACTIVE VIDEOS (Cigdem)

SUNDAY  5th November

SATURDAY 11th November
13.30 – 14.30:  CREATIVE WRITING (Nedla)

SATURDAY 18th November
13.30 – 14.30:  PHONOLOGY / LISTENING (Hessam)

SATURDAY 25th November
13.30 – 14.30:  ERROR CORRECTION (Kamal)

SATURDAY 4th November
13.30 – 14.30:  TRAINING LEARNERS TO LEARN (Tyler)

For online registration, they give this link and warn teachers to check the website of the institution for any possible time and topic changes.

I hope you get the opportunity to join these free workshops and enjoy each of them.


The flipped classroom article

This is my new post after a long break. There was a serious technical problem about my blog and it took a long time to get it fixed. In my previous post, I wrote about the classroom management course that I flipped. The article describing the flipping process and comparing the flipped and the non-flipped classes has recently been published in the Journal of Educational Technology and Society. Here is the abstract of the article:

Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey

The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 preservice teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs’ perceptions of the flipped classroom were also positive.

You can read the full article here.