Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice. How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity? This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.

1. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTCopyright Universityof Reading
ENCOURAGING STUDENTS TO LEARN DEEPLY AND BROADLY
TOOLS TO ENHANCE INDEPENDENCE AND TRANSFERABLE SKILLS IN AN IWLP
ITALIAN BEGINNER MODULE.
Ugo Marsili and Daniela Standen
AULC 2017
1
Institute Wide Language
Programme University of Reading

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BACKGROUND
The
students
The
Context
The
Teachers

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3
WHAT DOES LEARNING BROADLY AND
DEEPLY MEAN?
Broadly
• Beyond the textbook
• Beyond the language

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WHAT DOES LEARNING BROADLY AND
DEEPLY MEAN?
P. Ramsden, 1992
Bloom’s Taxonomy
Deeplearning
M. Prosser & K. Trigwell, 1999
J. Biggs, 2003
Deeply
P. Race, 2007

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FLIPPED LEARNING
The 4 Pillars of F-L-I-P
Flexible environment
Learning Culture
Intentional Content
Professional Educator
www.flippedlearning.org
Bergman and Sams (2012)

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SO IT’S JUST GIVING
STUDENTS SOME PREP WORK ……

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WHAT METHODOLOGY?
Enquiry based learning
Kahn, P. and O’Rourke K. (2004)
Active
Race, P. (2007)
Peer
Morley, J. and
Truscott S.
(2006)
Team
Based
Task
Based
Tweddell, S.
(2014)
Thornbury, S.
(2016)

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THE PROJECT – A DAY IN THE CITY
Marzano, R., Pickering D.
and Pollock J. (2001)

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PADLET – AN EXAMPLE

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PADLET – AN EXAMPLE

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QUIZLET

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STUDENTS’ PRESENTATIONS

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STUDENT EVALUATION
0
5
10
15
20
25
30
Finding out
about an
italian city
Working with
classmates
New
vocabulary
Liked
0
5
10
15
20
Team work Increased
confidence in
speaking
IT
Learnt
0
5
10
15
20
Nothing Group
dynamics
Time
consuming
Difficulties

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TEACHER REFLECTION
Learning
objectives

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CONCLUSION

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Thank you
Any questions?

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REFERENCES
• Bergman and Sams 2012. Flip your classroom: Reach Every Student in Every Class Every Day.
• Biggs, J. & Tang, C. 2011. Teaching for Quality Learning at University. 4th Ed. Maidenhead: Society for
Research in Higher Education and Open University Press.
• Flippedlearning.org: The Four Pillars of F-L-I-P
http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
• Kahn, P. and O’Rourke K. (2004 ) HEA Guide to Curriculum Design: Enquiry Based Learning,
Manchester University http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf
• Lockwood R. B. 2015. Starting to Flip pilF your Classroom While Overcoming the Challenges
https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&ved=0ahUKE
wjCpo_HqJjMAhUKOSYKHVqtC7oQFgg7MAY&url=http%3A%2F%2Feli.ua.edu%2Fflipping_esl_classro
oms_setesol.pptx&usg=AFQjCNETinbkQqC28vGMBp9g9EC-G_WXLQ
• Marzano, R. , Pickering D. and Pollock J. (2001) ClassroomInstruction thatworks - Research-Based Strategies
for IncreasingStudent Achievement
• Morley, J. and Truscott S. (2006) Incorporating peer assessment into tandem learning, the Language
Learning Journal, 33:1, 53-58
• Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education.
Buckingham: Society for Research into Higher Education; Open University Press.
• Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.
• Race, P. (2007). The lecturer’s toolkit: A practical guide to assessment, learning and teaching. 3rd Ed.
Abingdon; New York: Routledge.
• Thornbury, S. (2016)
http://nebula.wsimg.com/a8a2d834fb0c3db80a8370cae9124a8e?AccessKeyId=186A535D1BA4FC995A
73&disposition=0&alloworigin=1
• Tweddell, S. (2014) Team-Based Learning – Student Study Guide. University of Bradford