Flipped Language Classroom Guide
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This document discusses the flipped classroom model of instruction. In a traditional classroom, students receive instruction at school through lectures and do homework practice at home. In a flipped classroom, students watch video lectures at home for homework, then practice and apply the lessons in class with teacher guidance. The flipped model promotes learner autonomy and allows class time to be used for active learning activities instead of passive lecture. The document provides examples of online platforms and resources that can be used to deliver video lessons and complete work. It poses questions to encourage readers to consider how flipped learning could work in their own teaching contexts.
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Flipped Language Classroom Guide
- 1. Flipping the language classroom Jo Gakonga
- 2. About me, about you...
- 12. Lovett, Meyer, and Thille (2008) on-line delivery face to face delivery
- 13. Lovett, Meyer, and Thille (2008) on-line delivery ‘flipped’ delivery 15 weeks 7.5 weeks
- 15. Potential benefits Come to class ‘ready’
- 16. Potential benefits ‘Frees up’ time in class for practice
- 18. No internet access No internet?
- 19. They don’t/ won’t do the work/ watch the videos..
- 20. More work for teacher...
- 23. Thoughts….. Work through the lesson… What would you do in class afterwards? Would this work in your context? Do you like these resources? Is it too much? What would be enough?
- 24. How to use Blendspace
- 25. Practical ideas Vocabulary Using Quizlet - make your own or use/ edit other people’s https://quizlet.com/leosel
- 26. Practical ideas Vicki Hollett’s ‘Simple English Videos’ http://www.simpleenglishvideos.com/
- 27. Practical ideas Listening http://www.elllo.org/ Try some of these - how could you use them after listening in class? Advantages of doing this rather than listening IN class?
- 28. Your turn!
- 29. Any questions?
Editor's Notes
- 10 mins
- In relation to Bloom’s taxonomy (Bloom et al 1956), this allows the class time to be utilised for tasks requiring higher order thinking skills (analysing, evaluation and creation) at a time when the teacher’s help is available.
- This approach is deeply grounded in social constructivism, Vygotsky contending that education is not imitation, but is the development of higher psychological functions through the use of language to mediate understanding (Vygotsky 1978). Providing opportunities for learners to construct new knowledge and cement understanding of new concepts as they are processed in talk with others is therefore an essential part of learning and is a central tenet of the ‘flipped’ approach.
- 15 weeksone group were taught using only on-line methods and the second were taught using a hybrid methodology, accessing on-line presentations as well as twice weekly 50 minute face to face collaborative sessions, the course being only seven and a half weeks in comparison to the 15 week on-line course. Although both groups of students studied for a similar amount of time per week, the hybrid group did as well or better than their on-line only counterparts, despite the fact that the hybrid group had had only half as much study time, showing a very significant advantage to this form of learning. Additionally, when students were tested six months later, the hybrid group seemed to show better retention of learning
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- how would you incorporate this as a flipped example? brainstorm...
- they look through - as a jigsaw listening? in groups?