Flipped classroom3
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Part 3 of a series on implementing a flipped classroom. This presentation discusses the outcomes gained at the completion of the year in a flipped classroom.
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1. Developing a course rationale that outlines beliefs, values and goals of the course.
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3. Determining scope and sequence of content, which involves deciding what to cover, how in-depth, and the order of topics based on factors like simplicity to complexity, prerequisites, or a spiral approach.
The document also examines frameworks for organizing a syllabus like situational, functional, topical, and skills-based approaches, and discusses developing instructional blocks and a scope and sequence plan to structure the course
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This presntation is based on chapter six of the book "Curriculum Development in Language Teaching" By: Jack C. Richards. Cambridge Language Education.
Assignement
This document provides an overview of different types of syllabi for English language education, including product-oriented, process-oriented, procedural, task-based, and negotiated syllabi. It discusses the characteristics of a good syllabus and explains key aspects of different syllabus types, such as how grammatical/structural and functional/notional syllabi are product-oriented and focus on language forms and functions. Process-oriented syllabi shift the focus from content to the learning process. Procedural syllabi emphasize logically arranged classroom activities. Task-based syllabi clearly state language tasks, while negotiated syllabi are developed through teacher-student negotiations.
Text-based syllabus design
A summary of the book, "Text-Based Syllabus Design"
by Susan Feez
April, 1998
http://www.amazon.com/Text-Based-Syllabus-Design-Susan/dp/1864083123
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1) Course development should combine linguistic forms, notions, functions, lexis and language skills in a systematic way that provides for generalization.
2) Inventories of grammatical topics, notions, functions and sociocultural contexts should be developed to provide appropriate sequencing and cultural contextualization.
3) Both discrete and holistic views are needed, as are accuracy and fluency. Various models are proposed to integrate these elements in a communicative syllabus.
Verletta White Breakout
This document discusses Universal Design for Learning (UDL) and its application in curriculum design in the Baltimore County Public Schools (BCPS). It provides an overview of UDL principles and guidelines for applying them to curriculum writing. The goal is to architect digital curriculum that provides equitable access to rigorous, relevant, and responsive instruction for all students through customized and personalized learning. Curriculum writers receive training on UDL concepts and how to choose materials, resources, and strategies that ensure diverse learners' access. Templates provide guidance on unit and lesson planning with UDL in mind.
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This session considers the probable future learning needs of students and teachers and how this could be represented in a school. If schools change, then how will school libraries change? Or how should school libraries change for the possible future? Do school libraries need to change? These questions will be part of the discussion leading to some suggestions for the future of teacher librarians and school libraries.
Become a leading learner. Connected learning: A Smart framework for educators
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
Teaching strategies for digital literacy
Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
Digital resources and apps for English k 6
Weblinks and apps for mobile devices to support reading through comprehension, phonics, visual literacy, vocabulary, writing, speaking for primary students
Stem or steam – setting the scene
This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
Step by step online learning for teachers
Online learning is one of the more easily accessed professional learning for teachers. With the requirement for all teachers to maintain Proficient Standard by participating in and logging at least 100 hours of professional learning activities over a 5-year period, a range of options will be needed.
This webinar will take participants through the steps in developing an eLearning course for teachers using a range of digital tools and an understanding of the requirements of the Proficient Teacher level.
This webinar will help you:
Design a course specific to Proficient Teacher level standard
Build an eLearning course
Build awareness of some digital tools and the core requirements of a successful adult learning course
Embed digital tools in the course
Step by step online learning for students
This was presented in a webinar with demonstrations on some tools and how to build an online course based on Stage 3 (Years 5 and 6) History unit - Australia as a Nation. Using online delivery can enhance or enable student learning. There are a range of pathways for online learning for students, whether it is totally online, blended or standalone activities.
The webinar took participants through the development and building of an online unit for students in a step by step process that participants could use later.
Online learning tutorials using web tools
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
Developing online tutorials: Using Office Mix
Using Microsoft PowerPoint 2013 or any newer version with Office Mix (a free add on), you can build interactive tutorials for students or staff. This webinar will provide a how to guide in developing online learning tutorials and ideas as to how they could be used.
123 using PowerPoint for learning
There are a wide range of presentation or multimedia tools for educators – possibly the most ubiquitous is PowerPoint. We have all heard of the concept of “death by PowerPoint” and as a linear presentation tool, there are many examples of this around. This session will outline how PowerPoint can be used creatively and with a more individualised focus on learning. The key is not in the tool, but in the learning design and creative use of a digital tool.
Flipped classroom tools
Part 4 of a series on implementing a flipped classroom. This presentation outlines the major digital tools used in one classroom for 1 year.
Developing learning capacity for teachers
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Integrating digital literacy and inquiry learning
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
Assessment for learning with rubrics
A toolkit that includes a range of assessment strategies is a must for every teacher! Rubrics can provide great feedback to students about their learning and areas for development for them to focus on. A good rubric can be both an assessment strategy for learning and of learning. This session will overview the types of rubrics that can be used and how to develop a set of criteria, supporting statements and assessment values for your students.
Empowering student learning through sustained inquiry
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Tools, strategies and resource for digital citizenship
This document provides an overview of digital citizenship resources including websites, tools, strategies, and activities. It discusses the purpose of digital citizenship education in schools and outlines three webinars on the topic, including what digital citizenship is, engaging teaching resources and strategies, and how to design a digital citizenship program. The document then lists and provides links to numerous digital citizenship resources such as games, videos, lesson plans, and tips for staying safe online.
Digital citizenship @ your school
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
To flip or not to flip
Is the question to flip or not? Or is the question - how do you provide quality learning experiences to maximise time? This presentation explores the whys and some hows of flipping learning. It also transfers this concept of a flipped classroom to a school library. Presented in 2013 at UQ Library cyberschool conference.
Core digital learning tools for your classroom
Selecting resources and tools for learning is an ever changing task for educators. This session will share core information resources and tools that support a holistic implementation of digital literacy in your classroom.
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Flipped classroom3
- 1. June Wall Consultant in eLearning and Libraries june@junewall.com.au A YEAR IN A FLIPPED CLASSROOM. PART 3: TOTALLY FLIPPED © June Wall Consultancy Note: Many of these slides had additional resources shown throughout the presentation that are unable to be included in this environment
- 2. TOTALLY FLIPPED… A LOOK AT ONE FLIPPED CLASSROOM AND THE CURRICULUM DEVELOPMENT UTILISED TO BE SUCCESSFUL.
- 3. CURRICULUM DEVELOPMENT Normal pattern based on discrete entities Core – culture and diversity Options – specific content focus x 2 Pattern developed on concepts integrated across units Core – cultural diversity, religion and some aspects of gender Options – choice of range of content that includes generic concepts
- 9. FOCUS FOR LEARNING PATH Cultural diversity and how it affects school demographic – need for religious aspect, gender differences highlighted Options to be as cross concept or discipline as possible
- 10. BUILDING BLOCKS Content structure Extras? Digital Literacy | ACARA Capabilities Assessment frequency and type Class structure / management – Term 1, Terms 2 to 4
- 11. TERM 1 Whole class focus on skills e.g. notetaking, video making, Collaborative work space – wiki – Across Term 1 lessons used for students presenting cultural issues, teaching others through quizzes, etc
- 12. TERM 2 - 4 Semester 2 activities Online / blended learning component
- 15. CO + FC = E3 Where: CO = Curriculum outcomes FC = Flipped Classroom E3 = Equal access, engagement, enquiry
- 16. WHAT DID THE CLASSROOM LOOK LIKE? Individualised learning Peer teaching Jigsaw methodology 1:1 discussion with teacher Small groups when needed Technology rich but NOT the focus
- 17. Term 1 Term 3 and 4
- 18. ASSESSMENT Then Research Oral Portfolio Exam Future Research Oral Portfolio
- 19. THANK YOU … CONTACT DETAILS © June Wall Consultancy Email: june@junewall.com.au Twitter: @junewall Facebook: https://www.facebook.com/junewallconsultancy