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Flipped_Learning_in_language_teaching

Page history last edited by julianadiaga@... 10 months, 3 weeks ago

Flipped Learning in Language Teaching

 

Reach Every Student

 

Abstract

This five-week online workshop is designed for both those new to flipped learning and those who are already flipping their classes. The goal of flipped learning is to reach every student every day in a meaningful way. In flipped learning, the group learning space is revitalized and turned into a fertile environment for students to engage actively and creatively with learning. Thus, participants in the session will gain further insight into the concepts and processes of flipped learning in order to transform their pedagogical practice and will also learn about tools to enhance direct instruction and individual learning. Of course, whenever possible, the workshop employs a flipped approach!

 

Session Objectives

By the end of this session, participants will have

  • mastered the concepts underlying the flipped learning approach and how it differs from a flipped classroom.

  • seen examples of flipped learning in different contexts and at different levels of expertise when flipping (flipped classroom 101, flipped learning, in-class flip, etc.)

  • designed a plan for flipping one course (or section or lesson) and adapted their materials.

  • implemented a flipped lesson with students and shared their reflections on a forum.

  • networked with other participants and shared flipped lesson plans and projects.

  • interacted with some of the leading international experts in the flipped learning movement during our weekly webcasts.

 

 

Target audience

 

Target audience: This session is for both teachers that are completely new to flipped learning as well as teachers that are already flipping in K-12, higher education, and/or adult education. This session is for online and classroom educators, as well as course developers, curriculum coordinators, and program administrators.

 


 

Syllabus

Weekly Content

 

Week 1   (Jan 11-Jan 18, 2020)

Introductions, Flipped Learning Basics, and Our Session Tools

This week we will focus on getting to know each other, your interest/experience 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 Session -- this link will take you to a Google form where we’ll ask your name, email address, and some questions about your familiarity with Flipped Learning.
    • We’ll use this information to send you an invitation to Canvas, the learning management system we’re using for this session. (Alternatively, you can email  us your name and email address and we’ll sign you up.)
  • Once you get an invitation to join our session on Canvas, please respond to it. After creating an account, you'll be able to access all of our session content, including discussions, weekly tasks, questions for reflection, and resources such as links to our Sunday live sessions.
  • Introduce yourself to the group--we encourage you to share a 1-2 minute video.
  • Read the FLN definition of Flipped Learning and the Checklist of Indicators.
  • Explore the reasons and justification of the flipped learning approach.
  • Read about Mindsets (Fixed vs. Growth), ask questions and reflect on a forum.

 

Week 2  (Jan 19-Jan 25, 2020)

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

Review lesson plans and analyze using a rubric

During this week, participants will...

  • Reflect on the pillar of Flexible Environment. What opportunities and limitations for flexibility does flipped learning create in your context?

  • Read about Mindsets (Fixed vs. Growth and Innovators’), ask questions and reflect on a forum.
  • Determine what aspects lend themselves best to out-of-class vs. in-class portions of a lesson. What is the best use of precious face-to-face class time?
  • Discuss ways to give students a variety of opportunities for showing content mastery within the FL environment.

  • Review lesson planning alternatives when flipping your lessons.

 

Week 3   (Jan 27-Feb 2, 2020)

Pillar L: Learning Culture: Creating Flipped Learning Lessons

During this week, participants will…

  • Reflect on the Learning Culture pillar. How does the flipped learning framework change the teacher and learners' roles?

  • Examine Flipped Learning model lesson plans from moderators or other sources, and analyze them using the Flipped Learning Indicators.

  • Create a flipped lesson plan that includes: out-of-class segment, in-class segment, as well as an accountability device to ensure learners complete the out-of-class assignment.

  • Include one or two formative assessments to use during the lesson you created.

  • Discuss the use of Bloom’s taxonomy in flipped learning. 

 

Week 4  (Feb 2-Feb 8, 2020)

Pillar I: Intentional Content - What to flip? Determine the best content to flip

During this week, participants will…

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

  • Know the advantages and disadvantages of creation versus curation of content

  • Reflect on your students’ needs for the content provided in the individual learning space.

  • Reflect and decide on the types of activities to be carried out in the group learning space as a continuation of those planned for the individual space.  

  • Discuss the use of Bloom’s taxonomy in flipped learning.  

 

Week 5  (Feb 9-Feb 16, 2020)

Pillar P: Reflect on how Flipped Learning can help you grow as a professional practitioner

During this week, participants will…

  • Post a rationale for the lesson that shows how the 11 indicators of the FLN Checklist have been taken into account.

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

  • Connect with other participants and make plans to collaborate on flipped lessons & projects.

  • Discuss opportunities to continue enriching the flipped learning experience by collaborating with others via existing networks, conferences, blogs, and Twitter accounts.

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

 


 

Session Communication Tools

  • ANVILLScreencasts, lessons, materials, and resources

  • ZoomWeekly video conferences with moderators and guests (real time)

  • Other Technology Tools for Video Creation and Editing:

  • Screencast-o-maticScreenFlowCamtasia, H5PExplain Everything (iOS), Quicktime; Screencast.com with Camtasia or Snagit, or Sophia.org for video storage and playing and more; and innovative uses of slideshow software, like Powerpoint and Keynote

  • Response systems: Menti, Go formative, Kahoot, Socrative, Polldaddy, Padlet, Thinglink, Nearpod, Piktochart, learningapps.org.

  • Twitter (#FLEVO2020): Just in case you want to spread the word

 


 

Potential Sponsors

  • CALL-IS

  • Program Administrators

  • Teacher Education

  • Video and Digital Media

  • Screencast-o-matic

 

 


 

Join this session!

The action starts on Jan 11, 2020.

But you can start exploring our pre-session activities as of January 4th, 2020. 

 


 

To join this EVO session:

 


 

Starting January 1st:

 

1. Use this Google Form to request membership: https://tinyurl.com/flevo2020-signup

2. Wait for your invitation from canvas.instructure.com

3. Create an account and join our session at: https://canvas.instructure.com/courses/1725292

 

 

 

 


 

 

Moderators 

Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)

Picture

Magoto, Jeff

yamadalc@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.

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 currently teaches at Universidad de Los Andes. As an independent consultant, Martha provides academic support for educational projects and workshops on current teaching trends. She is engaged in research regarding growth mindset and her insterests include pronunciation pedagogy, flipped learning, and the use of ICTs in ELT.

Díaz, Juliana

julianadiaga@gmail.com

Colombia

JulianaDíaz works as a level coordinator and researcher in the Department of Foreign Languages and Cultures at Universidad de La Sabana. She has been teaching for 9 years and flipping for her face-to-face courses at this university for 4 years.Her research interests are Flipped Learning methodology, writing process and autonomy.

11043117_10153730631773712_7098932271119058264_n.jpg

 

Salazar, Diana K

dianaksalazar21@gmail.com

Colombia

Diana K. Salazar works as the Head of the Foreign Language Department at Saint Matthew School in Bogota and also teaches at the Language Center from Sergio Arboleda University. She has been teaching for 10 years, implementing elements from different teaching paradigms and methods. Her areas of research in Applied Linguistics are identity and teacher education. With Flipping, she is currently at a padawan status but hopes to keep on sharing her experiences to the teaching community and grow stronger with the flipping force.

 

 

 

 

 

Garibotto, Gabriela

gabygaribottoteacher@gmail.com

Argentina

Gabriela Garibotto is an ESL teacher at secondary and primary schools in Argentina. She has been teaching English for 17 years now. She started flipping her English classes in 2018 after attending the EVO Session 2018. She did action research on Flipped Learning and Learners’ autonomy at CAECE University, Buenos Aires, Argentina. She isa member of the Asociacion Argentina de Profesores de Buenos Aires (APIBA) and moderator of the Ed Tech Sig (special interest group). Her research interests are flipped learning, social and emotional learning and mindfulness.

Kenteris, 
Mike 

mrmike@kedu.gr 
facebook
twitter

Greece

Mike Kenteris has a PhD in Mobile application design and context-aware computing from the University of the Aegean (Greece). Since March 2000, he has a privately owned IT and Language training organisation (LTO) on Lesvos island (Greece). As a passionate English as a foreign language educator he believes in engaging his learners through the use of active learning approaches and technology as a tool to succeed in achieving learning outcomes. His current research interests include Gamification in LTO and of course Flipped learning. 

 

 

Esteemed Emeritus Moderators

 

Fethi, Khalid

okelanguagecenter@gmail.com

Morocco

Director and Principal  of the Oum El Koura Language Center in Berkane, Morocco

Marshall, Helaine

helaine.marshall@gmail.com

USA

Associate Professor of Education and Director of Language Education Programs at Long Island University-Hudson.

 

Coleman, Kevin

@ProfeKevin on Twitter

University Blog

Curated Flipped Content

colemanprofesor@gmail.com


Colombia

Kevin Coleman is a passionate teacher, presenter, and teacher trainer. Flipped Learning has been a journey and a way of life for 5 years, in varying contexts in Colombia and Online. In his opinion, flipped learning is a common sense way to build relationships and take care of each individual learner.

Graney, John john.graney@sfcollege.edu USA John Graney is a recently retired English language educator who flipped his classes a few years ago.  He taught at Santa Fe College. He also taught in university programs in the U.S. and Africa and trained teachers in a refugee program in the Philippines and China.

 

 

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