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Dr. Kate Mastruserio Reynolds
Mr. Travis Wilson
Qatar University
TESOL International Association
Convention, Toronto, Cana...
Session Objectives
 Participants will be able to
 Describe the flipped classroom
 Discuss the merits and effectiveness ...
What is the Flipped Classroom?
 How do you envision the Flipped
Classroom?
 How does it work?
 How does it differ from ...
What is the Flipped Classroom?
5
(Bishop & Verleger, 2013)
What is the Flipped Classroom?
 Video
7
https://www.youtube.com/watch?v=E_Z2U
qRguGk
How Effective are Flipped Classes on
Facilitating Students’ Learning?
 Preliminary research show enhanced learning on
 t...
Design Strategies for the Flipped Classroom
1. Reimagine your syllabus in terms of weekly learning flow
2. Require content...
Design Strategies for the Flipped Classroom
1. Reimagine your
syllabus in terms
of weekly
learning flow
 Rethink Space an...
Setting Up the Flip
 Share expectations with students
 Preparation for class: Reading and writing assignments and
other ...
Setting Up the Flip
 Train your learners to be successful in this new format
 Learning occurs best when people share the...
Design Strategies for the Flipped Classroom
2. Require content interaction,
class preparation activities,
prior to class m...
Developing Materials:
Setting Up the Flip
15
https://www.youtube.com/watch?v=IjUtSvGvB-0
Setting Up the Flip
 Build in accountability
 Reflect on the content of the readings through written comments and
questi...
Design Strategies for the Flipped Classroom:
More on the Use of Discussion Boards
 Discussion Boards parameters for
ELLs
...
Design Strategies for the Flipped Classroom
3. Use your class
management system for
previewing learners’
content comprehen...
Design Strategies for the Flipped Classroom
4. Devise in-classes interactive tasks
Ranking tasks Games
Values clarificatio...
Bloom's Ranking of Higher Order Thinking Skills
Low to High
Knowledge
List Name Identify Show Define Recognize Recall St...
Design Strategies for the Flipped Classroom
5. Employ mini lectures for
clarification of difficult
concepts or for
concept...
Design Strategies for the Flipped Classroom
6. Develop and acquire
materials for in-class
task use (i.e.,
manupulatives, c...
Challenges with Flipping
 Tips for overcoming challenges with the
flipping
 http://www.youtube.com/watch?v=
4JPdGlyt6gg
...
What changes will you make to your
teaching as a result of this session?
25
Conclusion
 Thank you for your attendance and participation.
26
References
 Arfstrom, K. M., & Network, P. D. F. L. A WHITE PAPER BASED ON THE LITERATURE REVIEW TITLED A REVIEW OF FLIPP...
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Flipped Classroom ESL

  1. 1. Dr. Kate Mastruserio Reynolds Mr. Travis Wilson Qatar University TESOL International Association Convention, Toronto, Canada March 26, 2015
  2. 2. Session Objectives  Participants will be able to  Describe the flipped classroom  Discuss the merits and effectiveness of flipped classes  Justify flipping classes in terms of students’ learning  Articulate design strategies necessary to flip a class  Outline tactics to overcome implementation issues/obstacles 3
  3. 3. What is the Flipped Classroom?  How do you envision the Flipped Classroom?  How does it work?  How does it differ from the traditional classroom environment? 4
  4. 4. What is the Flipped Classroom? 5 (Bishop & Verleger, 2013)
  5. 5. What is the Flipped Classroom?  Video 7 https://www.youtube.com/watch?v=E_Z2U qRguGk
  6. 6. How Effective are Flipped Classes on Facilitating Students’ Learning?  Preliminary research show enhanced learning on  task performance and increase students’ and professor’s morale (Papdopoulos & Roman, 2010).  test scores (Moravec, Williams, Aguilar-Roca, O’Dowd, 2010).  self-ratings of performance and engagement (Gannod, Burge & Helmick, 2008).  Warter-Perez & Dong’s (2012) research on faculty student interaction and active learning in the flipped classroom deepen learners’ comprehension in a Digital Engineering course.  In a comparative study of a flipped and traditional course taught by the same professor,  Johnson & Renner (2012) show no significant difference in test scores.  Talbert (n.d.) showed higher success on task performance in the flipped mode. 9
  7. 7. Design Strategies for the Flipped Classroom 1. Reimagine your syllabus in terms of weekly learning flow 2. Require content interaction, or class preparation activities, prior to class meetings 3. Use your class management system for previewing and reviewing 4. Devise in-classes interactive tasks 5. Employ mini lectures for clarification of difficult concepts or for conceptual reinforcement 6. Develop and acquire materials for in-class task use (i.e., manipulatives, class sets of readings, videos, visuals, data sets, authentic material for analysis/critique, etc.) 10
  8. 8. Design Strategies for the Flipped Classroom 1. Reimagine your syllabus in terms of weekly learning flow  Rethink Space and Time: https://www.youtube.com/watch?v=BfsL bGgUMDU  Understanding by Design: http://www.youtube.com/watch?v=xk_YF gwR6pE 11
  9. 9. Setting Up the Flip  Share expectations with students  Preparation for class: Reading and writing assignments and other assigned activities must be completed prior to the first class meeting of the week.  You are expected to actively participate in all classes. Your participation is expected to indicate that you have done the readings and that you are applying the new ideas to your thinking.  Convince students this is an appropriate instructional approach/strategy. 12
  10. 10. Setting Up the Flip  Train your learners to be successful in this new format  Learning occurs best when people share their understandings, describe and negotiate the various aspects of those understandings, correct misunderstandings, and make new connections between ideas.  Teachers cannot enter the brains of their learners to view understandings, needs, ideas, etc. I need and want to hear your voices! Please help me to help you by asking questions, sharing comments, etc.  The way that I can best serve as a learning guide for you is to engage in topic-focused discussions based on the readings, your experiences, my experiences, materials, etc. Therefore, I have designed a course for you that allows you to read, process information, think, share, reprocess information, practice, correct misunderstandings, think, talk, etc. prior to assessments. 13
  11. 11. Design Strategies for the Flipped Classroom 2. Require content interaction, class preparation activities, prior to class meetings through  prereading and rereading of texts or associated readings;  watching videos;  listening to podcasts  discussions on a class management system (Blackboard, Desire to Learn (D2L), or Edmodo) 14
  12. 12. Developing Materials: Setting Up the Flip 15 https://www.youtube.com/watch?v=IjUtSvGvB-0
  13. 13. Setting Up the Flip  Build in accountability  Reflect on the content of the readings through written comments and questions on class management system. Discussion comments should be thoughtful responses to the readings and discussion questions posted by peers; they are not to be summaries of the readings, nor theses on the topic.  Please be reflective in order to create a class dialogue about what we are reading. Respond to 2 peers’ comments each week. Please see the rubric for electronic discussion standards of performance and grading criteria. You will receive points for the quantity and quantity of your responses and their thoughtfulness.  Important questions that arise from your discussion may become a focus for further classroom elaboration. Submit your reading response 24 hours prior to the first class meeting of each week and then respond to others’ comments intermittently throughout the week; readings are listed by date due in the attached schedule. 16
  14. 14. Design Strategies for the Flipped Classroom: More on the Use of Discussion Boards  Discussion Boards parameters for ELLs  Rely on learners’ background knowledge, common knowledge and background learning  Reading Responses and Reactions  Length  Depth  Grading/ Checklist  Timeliness  Sentence Frames  I think…, because….  This connects to  My opinion is  I agree/disagree  I like/dislike  I find this interesting, because… 17
  15. 15. Design Strategies for the Flipped Classroom 3. Use your class management system for previewing learners’ content comprehension in their discussions prior to meetings and following up with learners after meetings  Helps guide lesson planning! 18
  16. 16. Design Strategies for the Flipped Classroom 4. Devise in-classes interactive tasks Ranking tasks Games Values clarifications Discussions Calculations Simulations/Re- enactment Justifications Analysis Critiques Role play Jigsaw Problem solving Story creation Illustration/Design 19 Rethink your use of the textbook.
  17. 17. Bloom's Ranking of Higher Order Thinking Skills Low to High Knowledge List Name Identify Show Define Recognize Recall State Visualize Comprehension Summarize Explain Interpret Describe Compare Paraphrase Differentiate Demonstrate Classify  Application Solve Illustrate Calculate Use Interpret Relate Manipulate Apply Modify  Analysis Analyze Organize Deduce Contrast Compare Distinguish Discuss Plan Devise  Synthesis Design Hypothesize Support Schematize Write Report Justify  Evaluation  Evaluate Choose Estimate Judge Defend Criticize Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive Domain.New York: David McKay Company.
  18. 18. Design Strategies for the Flipped Classroom 5. Employ mini lectures for clarification of difficult concepts or for conceptual reinforcement 21
  19. 19. Design Strategies for the Flipped Classroom 6. Develop and acquire materials for in-class task use (i.e., manupulatives, class sets of readings, videos, visuals, data sets, authentic material for analysis/critique, etc.) 22
  20. 20. Challenges with Flipping  Tips for overcoming challenges with the flipping  http://www.youtube.com/watch?v= 4JPdGlyt6gg  Students do not complete the pre- meeting work  http://www.youtube.com/watch?v= g1MKpyVPilI  Noisy Classes:  http://www.youtube.com/watch?v= u086rr7SRso  http://www.youtube.com/watch?v= gsJ2-gLtSgY  Learners who don’t like learning like this… “You’re not teaching us!” 24
  21. 21. What changes will you make to your teaching as a result of this session? 25
  22. 22. Conclusion  Thank you for your attendance and participation. 26
  23. 23. References  Arfstrom, K. M., & Network, P. D. F. L. A WHITE PAPER BASED ON THE LITERATURE REVIEW TITLED A REVIEW OF FLIPPED LEARNING.  Arnold-Garza, S. (2014). The flipped classroom Assessing an innovative teaching model for effective and engaging library instruction. College & Research Libraries News, 75(1), 10-13.  Ash, K. (2012). Educators Evaluate'Flipped Classrooms'. Education Week, 32, s6-8.  Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.  Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Ed, Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857/  Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of the research. (#6219) In ASEE National Conference Proceedings, Atlanta, GA.  Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.  Gannod, G., Burge, J., & Helmick, M. (2008). Using the inverted classroom to teach software engineering. In W. Schäfer, M.B. Dwyer, & V. Gruhn (Eds.), ICSE ‘08: Proceedings of the 30th International Conference on Software Engineering (pp. 777-786). Leipsig, Germany.  McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., ME, L. M. G., Esserman, D. A., & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med, 89, 00-00.  Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D.K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE Life Sci Educ 9, 473-480. DOI: 10-1187/cbe.10  Papdapoulos, C., & Roman, A.S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. American Society for Engineering Statistics. Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC, October 2010.  Ray, B. B., & Powell, A. (2014). Preparing to Teach with Flipped Classroom in Teacher Preparation Programs. Promoting Active Learning Through the Flipped Classroom Model, 1.  Talbert, R. (n.d.) Inverting the linear algebra classroom. Submitted for publication.  Talley, C. P., & Scherer, S. (2013). The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures and Practice Testing in a" Flipped" STEM Course. The Journal of Negro Education, 82(3), 339-347.  Warter-Perez, N. & Dong, J. (April 2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. Paper presented at ASEE PSW Section Conference, California Polytechnic State University, San Luis Obispo.  Zimmaro, D., Corliss, S. B., & Ebbeler, J. (2013). Using Lecture Capture to Create a Blended Learning Experience: Investigating Student Learning in a Flipped, Large Enrollment Course. Echo360. 27

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