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Extend and Engage
- 2. What does your classroom look like?
- 3. Students Needs vs. Data Driven
- 5. Flipping the ESL Classroom Have you thought about Flipping Your Class?
- 6. Flipping the ESL Classroom What is The Flipped Classroom? Breaking down classroom walls Create new opportunities to learn Microlearning
- 7. Flipping the ESL Classroom No flipped classrooms are identical…
- 8. Flipping the ESL Classroom FLIP represents the four pillars of the ideology • Flexible Learning Environments • Learning Culture • Intentional Content • Professional Educators
- 9. Flipping the ESL Classroom Flexible classroom environments “Controlled Chaos” Rearrangement of learning space, tailored to activity: Group work, pair work, independent study, performance, evaluation, research
- 10. Flipping the ESL Classroom Learning culture –a shift ‒ Instruction can take place outside of class time at each individual’s pace ‒ Class time is about… exploring topics deeper, assessing understanding, asking questions giving opportunities for students to apply concepts
- 11. Flipping the ESL Classroom -ED endings Video Learning Content: At home, students can watch video In the classroom, application activity
- 13. Another example…Count and non-count nouns
- 14. Flipping the ESL Classroom Intentional Content
- 15. Flipping the ESL Classroom What content should be taught in the classroom? • Communicative • Application of structures What content can (and should) be taught outside of the classroom? • Heavy cognitive load • Structures that some learners need repeated
- 17. LOOKS LIKE A LOT OF WORK… Do I have to create my own videos/ audios?
- 18. Flipping the ESL Classroom
- 19. Flipping the ESL Classroom
- 20. Flipping the ESL Classroom • Professional Educators • In the flipped model, teachers become more crucial • Flipping can be more demanding in the beginning • While less direct instruction, more planning on what to flip • During class time, observing, giving feedback, assessing
- 21. Flipping the ESL Classroom Explore-Flip-Apply ‒ Initial class exploration (activate background knowledge) In class teachers introduce the lesson with a situation Students work together in class and explore what they know Students study/learn concept or language at home through video or other media Next class meeting, students understanding and apply learning to situation
- 22. Flipping the ESL Classroom • EXPLORE Example • Teacher presents situation in class: How do you make a good argument in writing? • Students can get into groups and discuss, generate a list • Class reviews a list
- 23. Flipping the ESL Classroom
- 24. Flipping the ESL Classroom Example-Apply Back in class students could . . . • Generate an outline for the writing assignment, first in groups • Generate topics and outlines • Peer critique the outline
- 26. Flipping the ESL Classroom Example-Apply Back in class students could . . . • Create two conversations—one formal and one informal • Perform conversations
- 27. Flipping the ESL Classroom What we know about Flipping Flipping is blended learning at its best... Flexibility to layer a lesson
- 28. Flipping the ESL Classroom: Back Loading In class… Pre-speaking or pre-writing work Vocabulary work Group discussions
- 29. Flipping the ESL Classroom: Front Loading In class… Post-Reading Activities • Group activity/project • Extend the reading • Identify grammar structures and their functions
- 30. Flipping the ESL Classroom What we know about Flipping Flipping is blended learning at its best... Learners have increased learning opportunities
- 31. Flipping the ESL Classroom What we know about Flipping Flipping is blended learning at its best... Learners develop greater autonomy
- 32. Flipping the ESL Classroom What we know about Flipping Flipping is blended learning at its best... Lower levels of Bloom’s taxonomy are moved outside of the classroom (understanding and remembering) while upper levels (analyzing, applying, evaluating and creating) are explicitly worked on in the classroom.
- 33. Flipping the ESL Classroom What we know about Flipping Flipping is blended learning at its best... Appeal to digital natives
- 34. Flipping the ESL Classroom What we know about Flipping Flipping is blended learning at its best... Offers many advantages for teachers: Bridge experiences/expectations Stay more informed Be better informed Offers flexiblility Allows us to go back to a social, cooperative language classroom
- 35. 35 Flipping the ESL Classroom
- 36. Flipping Your ESL Class • Next Steps? • Choose materials with vibrant digital tools (publisher generated with videos, audios) • Utilize YouTube, TEDTalks, Khan Academy… • Review helpful resources: • http://flippedlearning.org • http://longmanhomeusa.com/blog/tag/Christina -Cavage/
- 37. Flipping Your ESL Class • Next Steps? • Think about integrating technology rather than using technology
- 38. Let’s hear . . .
Editor's Notes
- Teaching has evolved in my 25 years…audiocassettes, overhead projectors to smart boards, smart phones and an overwhelming amount of digital contents. I have always been drawn to the technology because I have seen how captivating it can be for all kinds of students—young, old, traditional, non-traditional. Working through all this isn’t easy, how can we give our students what they need but still keep up? It’s a matter of deciding, deciding how we want our classrooms to look...
- So, how do you want your classroom to look? If you are like me, we aim for a collaborative, communicative environment where students can ‘experiment’ and take risks with language, apply, synthesize and evaluate. However, we are also in this culture of assessment—pressure to provide evidence of learning
- So, we want real results..we want to see learning, but how can we build a collaborate environment, give our students what they need, and still provide the results?
- Perhaps the integration of technology. When I say integration, I mean not simply using technology for technologies sake, but effectviely integrating it. This integration for me, takes place OUTSIDE of the classroom. Research tells us integrating technology allows students to simply learn better—bring greater learner gains, and providing the results we need. Technology can facilitate this learning, if it’s done with PURPOSE. How can we do that?
- One way to effectively do this is by FLIPping. This term is thrown around a lot these days. But what really is flipping?
- It’s really about breaking down the classroom walls…creating more opportunities for learning. These learning opportunities are presented in small chuncks or doses, often referred to as microlearning. What is microlearning? While the term may seem new to you, the concept is not. Students learn best when content is presented in small chunks. Think of YouTube and Khan Academy. The success of these sites speaks directly to their appeal to digital natives—learning in bite-sized pieces for those ever-dwindling attention spans for traditional lectures. Recent research indicates that exposing students to new content in small doses is the most effective for learners today. Yet, while traditional learning methods are decreasing, media consumption is rapidly increasing for learners of all ages. Thus, the success of Khan Academy and TedEd. So, what about our ESL learners? How can we provide more microlearning for them? Why not FLIP? Flipping, recognizes learning can happen outside of the classroom, direct instruction can be given outside fo the classroom, students can access instruction wherever and whenever, studnets can access it many time, and then the classroom becomes a place to apply new skills, engage with peers, provide individualizes support. Flipping blends the social nature of the classroom with a digital envvironment, free of distractions, one that encourages autonomy and self directed learning. So, let’s break it down deeper..
- First, it’s important to note that no two flipped classroom look identical…my own class even looks fdifferent day to day, skill to skill. And that is what makes Flipping an ideaology rather than a methodology. It’s a belief system—a belief system that students should be exposed to learning opportunities OUTSIDE of the classroom. This belief system is build upon 4 pillars
- Coined by Jonathan Bergmann and Aaron Samms—FLIP is an acronym—each letter representing a pillar. F= flexible learning environment, L= learning culture I= Intentional content P= professional educators. Understanding these pillars helps to see how you can effectively flip your language class, and increase learner gains for your students. Let’s break down each one, and I will highlight examples.
- Flexible Environments in a flipped model not only refers to the physical learning spaces, i.e. small groups, pair work, but also refers to the flexibility the instructor has with what content will be taught in the classroom and what content should be taught outside of the classroom. This is especially critical in an ESL classroom. Take a listening activity for example…we may only have enough time in a F2F class to play it once. However, how many of our students will need to hear it again? And again? A great number. In the flipped model, we have the flexibility to offer that listening outside of the physical classroom. Students especially those who require more coginitive work, are able to listen again and again, without distractions. This not only ensure our students will interact with the cotnent, but they will do so in a much deepr way than if we were simply playing it in class once. This is what flexibility means in a flipped model. I think of it this way...those language structures that require a greater coginitive load on the studnets part, should be place OUTSIDE of the classrom. That flexibility gives me greater flexibility in the classroom. My classroom can really focus on collaboration and application.
- The learning culture represents the second pillar of the FLIPped model. The learning culture in a flipped model requires a shift, a teaching and learning paradigm shift. The focus moves away from the teacher “delivering” instruction, to the teacher truly facilitating instruction. While this may not sound new to many of us in ESL, there are some critical features of this pillar. First, teachers need to be aware of what they want to flip and how that content should be delivered so students can apply learning in the classroom environment. When choosing what to flip, we saw last month that we need to consider cognitive load. What are those concepts, skills that some students need more time to process? Once we have selected something to flip, we need to decide how we want to deliver it to our students. We want our students to be active learners. I have found the more I have my students “do”, they more active they are. Secondly, for students to take an active role in the learning process the task needs to be practical, yet measure the skill taught outside the classroom. Creating in-class activities that measured students understanding of the concept, but are also reasonable for the class time, and achievable based on the learning that takes place outside of the classroom is a critical component of the learning culture. Lastly, the content must be approachable and meaningful for the learners. Students need to see the instruction that is done outside of the classroom is meaningful for what will be expected of them to do in the classroom. So often I see teachers giving online tasks to students that have no connection to what happens in the classroom. Tasks, like all tasks in language instruction, need to have meaning for our students, and they need to be able to see the connections. LETS Look at an example:
- In the class, you can informally assess, and students can collaborate on newly learned knowledge—they can make a true connection to the new knowledge
- This is a video from Next Generation grammar—our Grammar coach, Jennifer, explains count and noncoutn nouns. Students can watch as many times as they like. They can complete online activities to self assess. Then, imagine all the great, fun, engaging things you can do in class—I usually bring in pictures of grocery items, and have students place in piles—or have students create a meal and separate the list by count and noncount
- Intentional content is all about choosing the best content to be delivered in the classroom, and the best content to be delivered outside of the classroom. In a typical classroom today, we often teach new language structures or functions in the classroom and assign homework in which students have to apply, evaluate or create with the new language. However, flipping is all about taking the learning, the new content, outside of the classroom. Consider Bloom’s Taxonomy for a minute.
- We often work on the lower levels of Bloom’s in class: Remembering and Understanding while we leave the Applying, Analyzing and Creating for outside of class. In a Flipped Classroom, Remembering and Understanding are moved outside of the classroom– leaving room for Creating, Analyzing and Applying in the classroom. You may be thinking, “Don’t students need instructors to explain new structures and concepts?” Absolutely. However, many digital tools allow us to do this quite easily. So, what content should be moved outside of the classroom? What content would benefit students greatly to hear again and again? In class, we often only have ‘time’ to explain things once or twice. However, if we moved this outside of the classroom, students could get the repetition so many of them need. Should all new content be moved outside of the classroom? Absolutely not! That again, is where the I comes in. It must be intentional. Start small. Use the wealth of resources that already exist… Khan Academy, YouTube, TeacherTube, TedEd, MyEnglishLab. Intentionally selecting the best content will not only free up your class time to really apply learning, but it will also greatly benefit your students. They will develop greater learner autonomy.
- For students to learn the difference between modals is often tricky…why not allow students to practice this outside fo the classroom?
- Start small. Use the welath of resources that already exist. Khan Academy, YouTube, TeacherTube, TED ED, MYEnglish Lab. Intentionally selecting the best content will not only free up your class time to really apply learning, but it will also greatly benefit your students. They will develop greater learner autonomy.
- This type of learning is very appealing to all generations, but especially our digital natives and those looking to develop their digital literacy skills
- In order to make these informed decisions, it takes a professional educator. That is our last pillar. A professional educator, one who knows his/her students, as well as the areas that may require more time, more drills and more access, is the most critical pillar of the FLIPped classroom. While using myEnglish lab and the Grammar Coach may support the classroom teacher, it takes a professional teacher to effectively facilitate learning in and out of the classroom. Learning to balance and control the dynamic classroom and digital environment is key. Only YOU know what your students need..you understand what would be doable for them in and out of the classroom.
- A great example of microlearning…learning in small chunks
- Here’s another example…we may explore modals in class, but do students really have the time to learn and master the pronunciation, especially the reduced pronunciation? In the digital environment, students can do just that.
- Layering is about building from rembering to synthesizing
- deciding what to FLIP—You have two choices—you can front load, or you can back load. Back loading is about preparing students to do the online work in class. Imagine you want students to read something, at home, or listen to something. Maybe you do some brainstorming on the topic, or prevocabulary work. Then students read or listen online. They interact with the content. Now that same lesson can be front loaded.
- You can have students read or listen to something at home, and then come back in the classroom and complete a more complex task using the information they gained through the digital experience. Front and back loading, and using a combination of both, offers educators flexibility in how they design their course lessons. What is important to remember—both of these create more opportunities for learning to occur—not reinforcement, but real learning.
- Breaking down those classroom walls, and creating extended learning opportunities allows students to work at their pace, and interact with content deeper. We know in these cases, learning increases.
- These students are surrounded by technology, and expect to have multi resources, with multimedia. A traditional textbook just doesn’t work for them.
- In the end, Flipping is about this trinity—face to face learning, independent learning and collaboration. Where these intersect is where learners have more learning opportunities. And, that is what it is really all about—extending learning, creating more opportunities, so our students succeed. Even on the days I feel tired and old, and question why my old grammar chart won’t cut it anymoe, I realize this shift has to happen. Our students are changing, we also need to make a change.