Ms Winnie Choi and Mr Angus Chan, both English teachers from Tung Wah Group of Hospitals Mrs. Fung Wong Fung Ting College, joined our roundtable event this year to give us a context-specific presentation on how they adopted the flipped learning approach in an average class, a less able class and a more able class. 

Winnie briefly introduces the flipped learning approach. Based on that approach, she explains how she designed a flipped learning unit in her average class by following the four stages of planning, preparation, in-class activities and post-class activities. Angus picks up the presentation to share how he flipped his writing lessons while at the same time addressing learner diversity. At the end of their presentation, they share some useful apps and tips to help you and your students get started with flipped learning. 

You can catch a quick intro on the right for a ‘trailer’ introduction of their talk. Or, head straight to their entire sharing session down below.

Winnie and Angus’s Micro-Introduction

(length: 05:22)

Winnie and Angus’s “Coping with Constant Change” Sharing Session

(length: 01:03:00)

Outline of Winnie and Angus’s Sharing Session

“Learning Discussion and Writing Skills through Flipped Learning”

Introduction 00:00 – 01:06
  • self-introduction
  • rundown
01:06 – 05:00 what is flipped learning?    Mentimeter
05:00 – 08:05 traditional classroom vs flipped classroom

Ms Winne Choi:

Flipped Lesson Design (average Class)

08:05 – 09:28
  • class background
  • timeline of a learning unit: planning, preparation, in-class activities, post-class activities
09:28 – 11:40

lesson design stage 1: planning

  • topic choice
  • expected learning outcome
11:40 – 22:43

lesson design stage 2: preparation

  • content knowledge
  • flipped learning materials
  • understanding checking activity
  • role play discussion activity and student work




22:43 – 27:47

lesson design stage 3: in-class activities

  • ice-breaking activity
  • understanding checking activity
  • role play discussion activity
  • post-activity task



Mr Angus Chan:

Flipped Writing Lessons for Learner Diversity
(Less Able Class; More Able Class)

27:47 – 31:22
  • student profile
  • flipped lesson design
31:22 – 33:00
  • focuses of flipped lesson
  • blog entry writing task
33:00 – 37:41

how to cater for learning diversity

  • visual aids
  • differentiated materials, such as videos and quizzes
37:41 – 43:57

how to cater for learning diversity in writing activity

  • for less able class: information research activity + blog entry writing task
  • for more able class: thoughts sharing activity + blog entry writing task



Flipped Learning Tools 44:04 – 53:19
  • to create video with subtitles: Kapwing
  • to watch video with questions: Edpuzzle
  • to arouse students’ interest: Fakewhats
  • to curate learning materials: Wakelet
  • to assign learning activities: PowerLesson (PowerPad)






Challenges and Solutions 53:19 – 57:51
  • common challenges students encountered
  • recommended e-learning tools
  • reflection on flipped lessons
Conclusion 57:51 – 58:34 why is flipped learning worth practicing?
Discussion 58:34 – 01:02:51


  1. Are those e-resources recommended free to use?
  2. How to create flipped learning materials?
  3. How many accounts do students need to access those e-resources?
  4. What is the difference between Google Classroom and PowerLesson?
  5. Is the flipped teaching approach adopted throughout the whole school year? How long does it take to get started?
  6. How can teachers sustain positive emotions in the classroom while differentiating students with different language proficiency?