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Flipped presentation NCTE 2018


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Presentation on flipped learning with preservice English Teachers

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Flipped presentation NCTE 2018

  1. 1. Preservice English Teachers Flip the Teaching of Young Adult Literature Dr. Amy Piotrowski Utah State University - Uintah Basin
  2. 2. The Issue ● When teacher educators introduce technology and teaching methods that take advantage of technology, it can influence the ways preservice teachers plan on teaching in their future classrooms.
  3. 3. The Issue ● How to model technology integration and introduce preservice teachers to teaching methods that build a variety of literacy skills? One way is to introduce preservice teachers to flipped learning.
  4. 4. Relevant Research ● Baker coined term “flipped classroom” in 2000 when he gave students Power Point slides to read before class ● Bergmann and Sams call flipped learning a “flexible technique” to “maximize face-to-face time with students.” ● Often takes advantage of digital video and other digital resources to provide direct instruction in order to free up the teacher during class time.
  5. 5. Context of Study ● Two preservice secondary English teachers - Brian and Charlotte ● Undergraduate young adult literature course offered online to distance students at a land-grant research university
  6. 6. Context of Study ● Preservice teachers choose a young adult novel and made a flipped lesson video on that novel ● Preservice teachers wrote a lesson plan for their video lesson, created their video lesson, and then shared that video lesson with their classmates ● Preservice teachers wrote an end of semester reflection where they wrote about what they learned from creating this lesson
  7. 7. Brian - Traditional Literary Analysis ● Video lesson on Buried Onions by Gary Soto ● Lesson on characterization and character types ● Lesson designed to prepare students to write a literary analysis paper on one of the characters in the novel
  8. 8. Brian - Traditional Literary Analysis ● Brian discussed the importance of different types of characters in literature ● Explained how Eddie is a dynamic character, Angel is a flat character, Jose and Eddie are round characters, and Mr. Styles is a static character ● Connected these character types to characters in popular culture: Shrek is a round character and Scar (Lion King) is a static character; Batman is a protagonist while the Joker is an antagonist
  9. 9. Brian - Traditional Literary Analysis ● Brian spent the next part of the lesson introducing the literary analysis essay assignment - thesis statement and evidence supporting claims ● Essay is to explain the function the character has in the novel
  10. 10. Brian - Traditional Literary Analysis ● Lesson ended with prompts for students to write about after watching the video lesson: ○ Can a story function without a dynamic character? ○ Can the protagonist be a “bad” character? ○ Choose a favorite book and identify at least three character types in that book
  11. 11. Charlotte: Personalized Literature Learning ● Lesson video on Shadow and Bone by Leigh Bardugo ● Started lesson by introducing novel’s Russian and Ukrainian influences ● Got into a key theme in the novel by asking “Will you succumb to peer pressure or have courage to stand alone and be true to yourself?”
  12. 12. Charlotte: Personalized Literature Learning ● Discussed the friendship between Alina and Mal and how choices shape the kind of friend one is ● Read the poem “The Light in the Darkness” by Trevor Barlow as a way to introduce the idea that Alina must make choices between good and evil
  13. 13. Charlotte: Personalized Literature Learning ● Provided an anticipation guide: ○ When in danger, it is best to play it safe rather than take a risk ○ In a survival situation, one must make decisions that are best for themselves and those they love, even if harm may come to others as a result ○ If you disagree with those in power, it is better to remain silent than to speak out and risk punishment ○ Commitment to duty and honor should outweigh individual misgivings in times of moral crisis
  14. 14. Charlotte: Personalized Literature Learning ● Ended the video lesson with writing prompts for students to choose from and respond to: ○ Have you ever felt pressured by your peers? ○ Describe the struggle between light and dark. ○ Who was a friend who made a positive or negative impact on your life? How did you meet, and how did they impact your life?
  15. 15. Conclusions ● These flipped lessons took different approaches to literature instruction, showing that flipped learning can indeed be a flexible method ○ Brian said that he felt it was important for his students to learn how to write analytically and to learn that well written stories “involve more than a single character type” ○ Charlotte wanted to have students write about their feelings and experiences because that would make the novel “more meaningful” to her students
  16. 16. Conclusions ● Brian: “The ideas and constraints about the way to teach and the materials that are taught are constantly evolving” ● It is beneficial for preservice teachers to gain experience with technology tools and teaching methods that utilize these tools ● A YAL class can introduce preservice teachers to texts, teaching methods, and technology tools
  17. 17. Questions? ● Email: ● Twitter:@piotrowskiamy ● Website: