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Flip lesson!


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Presentation from TeachMeet City on 6th Sept 2011

Published in: Education

Flip lesson!

  1. 1. Scenario<br />LOTE / Language classes<br />Middle school<br />Compulsory subject 7-10<br />Listen if you want:<br />more emphasis on the ‘how’ of learning<br />your students to be more self-aware<br />a more individual approach to learning<br />
  2. 2. Problem<br />Teacher-centred subject<br />Content builds, not ‘topic’ based<br />Students rely heavily on teacher for information<br />
  3. 3. Action<br />Often I enable this reliance on the teacher!<br />How can we allow students to be more independent learners?<br />How can students acquire the skills to solve problems?<br />Wouldn’t it be great if students set their own lesson objectives?<br />
  4. 4. FLIP LESSONS!<br />Image Credit: jackhynes<br />
  5. 5. Isabelle Jones<br />Independence<br />Ownership<br />Motivation<br />
  6. 6. Chris Harte<br />Independent<br />Content – chuck out 1/3!<br />Learning rich<br />
  7. 7. FLIP stands for…<br />FLEXIBLE<br />LEARNER-LED<br />IN-TIME INTERVENTION<br />PERSONALISED<br />
  8. 8. FLEXIBLE<br />Teacher decides when a learner group needs breathing space and time to ‘catch-up’<br />Lessons can be used at any stage in a unit of work and aren’t specifically programmed.<br />Students are given the freedom to choose how they will spend the lesson.<br />
  9. 9. LEARNER-LED<br />Students spend time identifying their own strengths and areas for improvement.<br />First time<br />They can also set SMART goals<br />They should also say how they are going to improve by identifying activities that will help.<br />Subsequent lessons<br />“Today I am going to work on…by doing…”<br />
  10. 10. IN-TIME INTERVENTION<br />Students have now become more aware of where they’re having problems – before the test or next assessment.<br />The teacher can work with individual students or small groups on specific difficulties – e.g. grammar.<br />With big groups of students, it’s a good opportunity for informal assessment.<br />
  11. 11. PERSONALISED<br />Students are given some ideas on the types of activities they might choose during the lesson.<br />They are driving the learning and making it relevant to their goals.<br />The use of technology is a choice if the students wish.<br />After reflection, students should be more aware of what skills and strategies work for them.<br />
  12. 12. What does the lesson look like?<br />Students spend the first 10 minutes setting goals – identifying strengths and weaknesses.<br />They then decide on what they would like to work on and how they will do this.<br />Once a clear course of action is made, everyone starts working.<br />Naturally, students will find it helpful to work alone, in pairs or small groups.<br />Activities suggested (for languages) include:<br />
  13. 13. Activities<br />catch up with work missed through absence<br />go over something you didn't understand, make notes or ask for clarification<br />Revise vocab using Language Perfect<br />use some of the many online interactive websites available (see eCampus)<br />Make up a dialogue with a friend and practise saying it together<br />Find someone whose weakness is your strength and help them<br />Your own idea<br />
  14. 14. Observations<br />The teacher might notice a number of students working on the same grammar point – this is an opportunity to work with the small group to consolidate the knowledge.<br />More able students can investigate their interests with reading or listening material.<br />Students learn together and help one another with strategies to remember (yes, memorisation is important in a language!)<br />
  15. 15. The how of learning<br />Students will ideally become more aware of this process and how they learn.<br />
  16. 16. Self awareness<br />Image credit: escuchoelecodetuvoz<br />
  17. 17.
  18. 18. Conclusion<br />Image credit: Ennor<br />
  19. 19. What now?<br />Trial the FLIP approach with year 7-10 (at the moment it’s only been year 9)<br />Make it a whole-faculty strategy.<br />Keep ‘training’ the students to rely more on themselves and take ownership of their learning.<br />
  20. 20.<br />Thanks!<br />Unless specified otherwise, images used under a  Creative Commons Attribution 3.0 License<br />