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Flipping ESL Classrooms

Flipping ESL Classrooms. Lyn Buchheit, Linda Fellag, Girija Nagaswami. What does ‘flip’ mean?. F ocus on your L earners by I nvolving them in the P rocess. (Honeycutt 2013) Swapping ‘lecture’ time for ‘discussions’ and ‘hands-on practice’ time. ( Kachka 2012)

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Flipping ESL Classrooms

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  1. Flipping ESL Classrooms Lyn Buchheit, Linda Fellag, Girija Nagaswami

  2. What does ‘flip’ mean? • Focus on your Learners by Involving them in the Process. (Honeycutt 2013) • Swapping ‘lecture’ time for ‘discussions’ and ‘hands-on practice’ time. (Kachka 2012) • Students gain knowledge of content before class. • Students discuss content online before class. • Class time spent on discussions, learning new materials, practice, and individualized instruction.

  3. Why Flip?

  4. Advantages • Students learn at their own pace. • Students take ownership of the learning process. • Maximum participation and involvement. • Students teach students. • Builds a learning community beyond the classroom.

  5. Points to consider while blending/flipping • Students have to see the connection between the activities. • Have to plan the sequence of activities carefully-before class, during class, after class. • Not use technology for the sake of technology. • Consider carefully what to flip and how useful the flipping will be.

  6. Flipped Classroom Cycle BEFORE CLASS DURING CLASS AFTER CLASS

  7. Example 1 - Flipping • Pre-college Advanced ESL Reading/Writing • Overarching Themes: Juvenile Incarceration/ Alternatives, Recidivism, Fatherhood, Mentoring • Students will prepare for a Capstone expository research project, collect/discuss/assess secondary resources in databases, alternative sources such as videos, podcasts.

  8. Example 1 - Before Flipping • Students were collecting data independently in library databases. • The students were not sharing information that they had collected, but working independently attempting to integrate found materials, as well as classroom materials into a final research project. • Thus, the research projects often lacked multiple integrated source materials.

  9. Example 1 - Flipping

  10. Example 1 - Flipping

  11. Example 1 - After Flipping • Students, having discussed major themes and integration of materials in online platform, developed better integrated research projects. • Value added for weaker students who may have more problem seeing connection between source materials. • More time in class available for instruction on writing and development of project.

  12. Example 2 - Flipping • Pre-college Advanced Listening/speaking • Content-based course • Unit on global economics • Before flipping: • Several classes to explain difficult concepts • Students had to listen to lecture many times • Very little class time available for higher order discussions

  13. Example 2 - Flipping

  14. Example 2 - Flipping

  15. Example 2 – After Flipping • http://www.youtube.com/watch?v=h64RLDH10WI&feature=youtube_gdata_player • Class time used for: individual instruction discussions project work

  16. Example 3- Flipping • Freshman Composition • Thematic course: Diversity • Reading Circles & Capstone Project • Before flipping: • Many students didn’t keep up with assigned reading. • They struggled in isolation with difficult texts. • The instructor became “the best student in the class.” • Students often had difficulty meeting f2f outside class to develop projects. • Little class time was available for in-depth collaboration.

  17. Example 3 - Flipping

  18. Example 3 - Flipping

  19. Example 3 - Flipping http://screencast.com/t/rGRaDebd

  20. Example 3 - Flipping

  21. Example 3 – After Flipping • http://prezi.com/gyj5rjfuinzr/?utm_campaign=share&utm_medium=copy • Class time used for: Minimal introduction of Reading Circles Group discussion, collaboration Individualized instruction Group instruction, collaboration on project

  22. More Example Lessons: Comma use – Pre-college reading-writing • http://screencast.com/t/bpryQDWn Vocabulary – Pre-college reading-writing • http://screencast.com/t/HvmkVoQNt

  23. Students’ feedback • “In a classroom, a student can't remember every things that he/she have to do, or get ready for work they will be doing in the classroom, and Canvas make it easy for use to get ready for works that we will do in class and works that need to get done. it make it easy to communicate with your classmate and the teacher.” • “It offers students the chance to communicate and discuss about some specific topic after class time” • “Canvas heps us to come to class with a idea about the topic that we will to discuss in that day.”

  24. “Canvas that teacher gave really very good for me.i also liked the assignments that she gave on Canvas,it helps me much understand the lessons that in class we don't have time to discuss.”

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