1 / 17

MFLA 2013--- 12 de octubre

MFLA 2013--- 12 de octubre. Introduction . Crystal Dunkin--- crystal.dunkin @ smrhs.org @ senoradunkin MEAD fellow 2013-14 (MFLA & NECTFL) St. Mary’s Ryken High School, Leonardtown, MD Started at CCBOE Spanish 3 H iPad 1 to 1 initiative. Thanks MFLA for your nomination!!. Go Knights!.

river
Download Presentation

MFLA 2013--- 12 de octubre

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MFLA 2013--- 12 de octubre

  2. Introduction Crystal Dunkin--- crystal.dunkin@smrhs.org @senoradunkin MEAD fellow 2013-14 (MFLA & NECTFL) St. Mary’s Ryken High School, Leonardtown, MD Started at CCBOE Spanish 3 H iPad 1 to 1 initiative Thanks MFLA for your nomination!! Go Knights!

  3. Why I started flipping? • Continue to grow without me being there • Buzz word • A lot of talk, little actual application • Khan academy • Other teachers etc.

  4. “The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it. The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort. “ ~EDUCASE.edu Source

  5. What is it? Great infographic www.knewton.com/ flipped-classroom/

  6. Flipping?! How does it work? http://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

  7. http://ctl.utexas.edu/teaching/flipping_a_class/what_is_flippedhttp://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

  8. Okay… so what do you actually do? Students watch a video at home the night (or two before). 5-7 minutes in length *can be made from your already made PPTs, with or without your face on it. *can be videos of your previous lectures (or record this years lectures for use next year!) *can come from Youtube *I post in iTUNES U.

  9. In class Warm up- more interactive, more time dedicated to them Discussion board entry- Write about your childhood, respond to someone elses post. Ask each other questions. Go to ComidaKraft.com, find a recipe (yay reading!) and post it while describing the dish in Spanish (yay writing!) While kids worked on it, I was able to ask them questions (yay speaking!) Zachary Jones- pelipareja, twiccinarios Tell your buddy a recap of the video

  10. After the warm up… • Students have time to ask follow up questions • Mini-comprehension quiz • I allow students to use their notes • Quick feedback for students to determine if they understand the topic • May or may not go in gradebook • Give students a chance to re-ask follow up questions after the quiz • May not always know what they think they know • Quia.com–instantly scores= 1 on 1 follow up • Note: my response may be to re-watch the video!

  11. Activity • can be done as a class or individually (great time for 1 on 1-speaking, questions etc) • Differs among teachers and class days • Historia de Juan packet-preterito- individual • Cloze • Watch video on niños de la calle • Read an article • Day in the life paper • Salsa making- commands • Allows me a chance to assess informally and correct as needed!

  12. That night… • Re-watch video and complete homework activities as needed • Google voice phone call • Studyspanish.com • Workbook pages • Directions on how to make a pb&j

  13. Pros- initial reflection • Relationships • more time with students individually! • Differentiation • Videos can be stopped over and over! • Absent students • More time for speaking/writing/reading/listening in class • Allows me a chance to combine more culture with grammar

  14. Cons- initial reflection • Communicate effectively • How to make the video • Explain everything (app) • Show me (app) • Sock puppets (app) • Screencast-o-matic • Record a lecture in class • Youtube--- do I add captions?

  15. FAQ • How do I know my students watch the video? • What if they don’t have internet? • Is it a lot of work? I’m busy and don’t have a ton of time? • I’m not tech-savvy… how can I do this? • Do I have to make the video? Can’t I just use someone else's? • How often do you do this? • Aren’t you the teacher? Shouldn’t you be teaching?

  16. Resources: Posted on WikiSpace for you! • http://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped • http://spanishflippedclass.blogspot.com • Sophia.org • Has flipped classroom certification • Flipped class network • Youtube • Twitter #fliplang #flipchat • Webinars

  17. Thanks for coming! Crystal.dunkin@smrhs.org @senoradunkin See you in Boston!

More Related