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2017_Flipped Learning

Page history last edited by John Graney 3 years, 3 months ago

 

 

Flipped Learning in Language Teaching

 


 

 

Abstract

This five-week online workshop is designed for both those new to flipped learning and those who are already flipping their classes. In flipped learning, content delivery takes place outside of class freeing the instructor to focus class on interactive, collaborative projects and activities for maximum language acquisition in a meaningful context. Participants will practice with various video creation tools, gain skills in curating already existing media, and will learn how to effectively incorporate these resources into their teaching practices. Of course, whenever possible, the workshop employs a flipped approach!


Session Objectives

By the end of this workshop, participants will have

  • mastered the concepts underlying the flipped learning approach and how it differs from a flipped classroom 
  • had a hands-on experience on how to work with video creation tools
  • created an instructional video and uploaded it to an online repository and saved it as an mp4 on the computer
  • practiced editing video, adding captions, and creating user-friendly video lessons
  • practiced using accountability building sites like educannon, educaplay and edpuzzle 
  • developed expertise in deciding what to put on video – intentional content
  • seen examples of different types of flipped learning settings 
  • networked with other participants and shared plans for flipped lessons and projects
  • implemented a flipped lesson with students (if currently teaching) and posted about it in a forum
  • designed a plan for flipping one course or one segment of a course in the future

 

 

 

Target audience

 

Target audience: Teachers (K-12, higher education, adult education), online and traditional educators, course developers and curriculum coordinators, and program administrators.

 

 

 

 


Syllabus 

 

Weekly Content

 

Week 1   (Jan 8-14, 2017)

 Introductions and learning about Flipped Learning and our group tools

This week we’ll focus on getting to know each other, your interests in flipped learning, and learn about resources for this EVO session as well as in the professional literature of flipped learning. Here's what we'd like you to do…

  • Join our Google + Community, EVO 2017 Flipped Learning, where we can exchange introductions (you'll need to request a membership)

  • Discuss the reasons for exploring the flipped learning approach

  • Complete a brief survey to understand folks' experience with the four pillars of Flipped Learning.

  • Get familiar with ANVILL the website where our session materials, tasks and resources are located (see a screenshot; click this link to subscribe)

  • Read the FLN definition of Flipped Learning and the Checklist of Indicators

 

 

Week 2  (Jan 15-21, 2017)

 Pillar I: Intentional Content - Determining content and materials (curating/creatingvideos) - Deciding what to flip

During this week, participants will… 

  • Reflect on the pillar of Intentional Content and identify an area for flipping your teaching

  • Watch short video examples on choosing content to flip

  • What is the best use of precious face-to-face class time? Determine what aspects lend themselves best to out-of class vs. in-class portions of lesson.

    • Determine your needs for the out-of-class elements (video, text, online resources, introductory quiz) and what you need for individual instruction.

    • Decide on one or two in-class elements that will extend the out-of-class elements. These could include, but are not limited to: a project, jigsaw activity, student dictation, mind mapping, etc.  

  

 

Week 3   (Jan 22-28, 2017)

Pillar L: Learning Culture: Creating Flipped Learning Lessons

During this week, participants will…

  • Reflect on the pillar of Learning Culture and the teacher and learner’s role in the learning process

  • Study and share Flipped Learning model lesson plans from moderators or other sources

  • Create a flipped lesson plan with both out-of-class and in-class segments, and provide an accountability device to ensure learners complete the out-of-class assignment (describe one or two formative assessments to use during the lesson)

  • Visit Dan Spencer’s resources page to get ideas of places to visit, tools to use

 

 

 

Week 4  (Jan 29-Feb 4, 2017)

Pillar F: Flexible Environment: How flexible can we be in the classroom?

Review lesson plan and analyze using rubric 

During this week, participants will...

  • Reflect on the pillar of Flexible Environment and discuss how flexible you can make your environment for flipping. What opportunities and limitations are there for flexibility from flipping in your context?

  • Discuss ways to give students a variety of opportunities for showing content mastery within the FL environment.

  • Review lesson plan and analyze using rubric; view and comment on other participants’ video and/or fill in a peer formative assessment rubric

 

 

Week 5  (Feb 5-11, 2017)

Pillar P: Reflecting on the flipped learning to grow as a professional practitioner

During this week, participants will…

  • Write and post a rationale for the lesson that shows how the 11 indicators of the FLN Checklist are being taken into account

  • Reflect on changes in their perspectives on the role of teachers and learners

  • Make plans to collaborate/connect with other participants on flipped lessons & projects going forward

  • Evaluate the session using the official EVO form provided for this purpose.

 


Session Communication Tools

 

 

 

 


Sponsors

  • CALL-IS
  • Program Administrators
  • Teacher Education
  • Video and Digital Media

 

 

 


 

Join this session

 

 

 

The action starts on Jan 8, 2017.

 

To join this group:      

 

From January 1st:

 

  1. Go to: the Google+CommunityClick on "Join this Group". 
  2. Wait for your membership approval.  
  3. Join Anvill as explained in the section "Week1" above.

 

 

 


 


Moderators

Moderators: 

 

Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)  

Picture 

Graney, John

john.graney@sfcollege.edu

USA

John Graney has been an English language educator for 35 years and flipped his classes three years ago.  He currently teaches at Santa Fe College and has taught in university programs in the U.S. and Africa.  He also trained teachers in a refugee program in the Philippines and taught in China.

 

Fethi, Khalid

okelanguagecenter@gmail.com

Morocco

Khalid Fethi is an English language teacher and principal. He runs his own school: Oum El Koura language center, in Berkane -Morocco. He received his BA in English literature in 1995, his CELTA in 2010, in the UK and  e-moderator certificate in 2012, (IH london). He has been flipping his classes since 2013.

In 2015 and 2016, he co-moderated the EVO flipped learning session and participated at Michigan FlipCon 2015.

 

 

 

 

 

 

Magoto, Jeff

ylcdistance@gmail.com

U.S.A.

Jeff Magoto directs the Yamada Language Center at the University of Oregon and teaches CALL and Flipped Learning in the MATEFL program. He’s the co-author of ANVILL, a free, speech-based lesson authoring system used around the world. 

 

Coleman, Kevin

colemanprofesor@gmail.com

Colombia

Kevin Coleman is EFL Professor/Coordinator at Universidad del Norte, Barranquilla, Colombia. Kevin created and coordinates a workplace communication program for adult professionals.  Kevin is currently using “flipped” strategies in these ESP courses as a method to increase practice time for in-class meetings. 

 

Rodriguez Buitrago, Carolina  crbuitrago@gmail.com Colombia Carolina R. Buitrago works as a teacher educator at the Institución Universitaria Colombo Americana and at the MA program in ELT-ALE at Universidad de La Sabana in Chia, Colombia. Carolina has been flipping her blended and online MA classes for over two years and has recently started to work with flipped learning in her face-to-face courses. 

 

Ramírez, Martha contacto@martharamirez.com.co Colombia Martha Ramirez has an MA in Education from the Universidad de Los Andes (Bogotá, Colombia) with an emphasis on Bilingualism and Technology. She is currently the Head of the Languages Department at the Colegio San Mateo Apóstol (Bogotá, Colombia). As an independent academic consultant, Martha provides academic support for educational projects and workshops on current teaching trends. She is engaged in research regarding pronunciation pedagogy, flipped learning, and the use of ICTs in ELT.

 

 

 


 

 


 

 

 

 

 

 


 

 

 

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