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Flipped-Learning-in-Language-Teaching-2023

Page history last edited by Diana K. Salazar 1 day, 9 hours ago Saved with comment

 

Flipped Learning in Language Teaching 2023

Reach Every Student

 

Abstract

This five-week online workshop is designed for those new to flipped learning and those already flipping their classes in a remote or face-to-face or hybrid environment. In flipped learning, the group learning space is revitalized and turned into a rich environment for students to engage actively and creatively with learning.

 

Session Objectives

By the end of this session, participants will haveSave and Continue

  • 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.

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

  • interacted with some of the leading international experts in the flipped learning movement through interview videos or guest speakers with Q&A sessions.

 

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, content based teachers, CLIL teachers in remote or face-to-face environments. This session is for online and classroom educators, as well as course developers, curriculum coordinators, and program administrators.

Syllabus

Weekly Content

Week 1   (January 9 -  15 2023)

Flipped Learning Basics and Session Methodology

 

This week we will focus on getting to know each other, your interest/experience in flipped learning, the definition and pillar definitions of Flipped Learning. 

 

  • 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.}

 

  • Read the FLN definition of Flipped Learning

  • Read the pillars and their checklist of Indicators.

  • Explore the reasons and justification of the flipped learning approach.

  • Task of the Week: Introduce yourself to the group--we encourage you to share an interactive poster of you and your teaching experience.

  • Why does Flexibility matter in FL? Identify empowerment (Innovator’s Mindset) as an important element within a flexible environment

  • Discuss ways in which as teachers you may have used some of the FL pillars in your teaching practice and how you would see them during class time.

 

 

Week 2  (Week 2: (January 14 - 22 2023)

Showing Flexibility through differentiation

How can our teaching flexibility involve all of our students’ voices?

During this week, participants will…

  • Understand that when working with Flipped Learning we take upon many other strategies, and approaches such as Differentiated instruction among others.

  • How flexibility and learning culture change when implementing elements from differentiated instruction such as:

    • The ABC+M of Motivation (Autonomy, belonging, competence and meaning)

    • Making a Student Variability Chart.

    • Building criteria for students rapport

  • Read two short academic articles on Flipped learning and how does it take elements from other teaching models and approaches.

  • Task of the Week: Make a Student Variability Chart and a mini-planner based on this chart to know how to build the learning path for them.

 

Week 3   (January 23 - 29 2023)

Determining what to teach and what to use

Now that I got to know my students, how do I design Flipped activities for a  lesson?

During this week, participants will…

  • Examine Flipped Learning resources and how they work on lesson plans from moderators or other sources, and analyze them using the Flipped Learning Indicators.

  • Discuss how to implement Bloom's taxonomy verbs into the design of materials.

  • Learn about SOFLA for the remote classroom (Synchronous Online Flipped Learning Approach) by watching a short video and reading an article (part 1)

  • Identify the most important elements from ongoing formative assessment

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

  • Answer a short quiz based on the pillars F-L-I (Flexible environment, learning culture and intentional content)

  • Task of the week: Create a flipped experience for a lesson keeping in mind if it is remote or face-to-face classroom.

 

Week 4  (January 30 - February 5 2023)

Putting it all together

From a flipped activity towards the building of a flipped lesson

 

During this week, participants will…

  • Reflect on your students’ needs for the content provided in the individual learning space (whether is video, a scaffolded reading or any other type of content for the individual space)

  • Playful learning and gamified experiences within flipped lessons

  • Design a lesson plan keeping in mind the taxonomy progression and how it is evident in the activities

  • Read and check SOFLA content and how to’s for implementing it in the remote classroom (part 2)

  • Task of the week: Create a 3 to 5 min video lesson for flipping content for a lesson keeping in mind types of video content

 

Week 5  (February 6 - 12)

In-Class Flip

Building classroom routine, flexibility and learning culture through stations

During this week, participants will…

  • 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.

  • Reflect on the standards of flipped learning as a way to improve practice and constantly self-evaluate. 

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

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

 

 

Media

 

Other Technology Tools

  • 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 (#FLEVO2022): Just in case you want to spread the word

  

Sponsors

CALL Interest Section of TESOL (CALL-IS) Jane Chien, Chair / December 1, 2022

 

  • Program Administrators

  • Teacher Education

  • Video and Digital Media

  • Screencast-o-matic

 

Join this session!

The action starts on Jan 9th, 2023.

But you can start exploring our pre-session activities as of January 2nd, 2022 

1. Use this Google Form to request membership: https://forms.gle/y3cgsEBbRdCqDeHr5  

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

 

Primary Contact:  Diana Katherine Salazar dianaksalazar21@gmail.com

 

Terms of Agreement (to be completed by Lead Moderators; please confirm by writing “I agree” in each item.)

Terms of Agreement for EVO Session Lead Moderators

Confirmation

  1. As Lead Moderator of my EVO session, I am responsible for making sure that first-time moderators in the session register for MOD PD on or before the due date (Oct. 16, 2022).

I agree

  1. As Lead Moderator of my EVO session, I am responsible for making sure that first-time moderators participate actively in MOD PD Oct. 16 - Nov. 13, 2022.

I agree

  1. As Lead Moderator of my EVO session, I affirm that moderators found lacking in completing the expectations and tasks in MOD PD will be removed from the session.

I agree

  1. I am available to engage actively in the EVO session I have agreed to co-moderate between January 9 and February 12, 2023. 

I agree

  1. I further understand that 

  • EVO sessions are free of advertising and commercial sponsorship;

  • EVO sessions are free and open to all;

  • No academic credit will be given for participation in EVO session.

I agree

 

Our Moderators

 

 Name Email  Location  Biodata   
Diana Katherine Salazar  dianaksalazar21@gmail.com  Colombia  Diana K. Salazar works as an EFL/ESL Teacher for English Reading and Writing at a private school in Bogota, Colombia; and a professor at Universidad de los Andes, trainer at UNICA University, and ISTE tutor for Santillana. She has been a moderator in this course for five years now.   
Gabriela  Garibotto 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 did action research on Flipped Learning and Learners’ autonomy at CAECE University, Buenos Aires, Argentina. She has been a moderator for this course for three years.   

Mike  Kenteris,

mrmike@kedu.gr  

facebook

https://twitter.com/kenteris

Greece Mike Kenteris has a Ph.D. in Mobile application design and context-aware computing (University of the Aegean, Greece). Since March 2000, he has owned an IT and Language training organization in Greece. As a passionate language educator, he believes in engaging his learners through the use of active learning approaches and technology. He has been a moderator for four years in this course. 

  

Esteemed and Ex-officio Moderators

Name

e-mail

Location

Biodata

 

Díaz, Juliana

julianadiaga@gmail.com

Colombia

Juliana Díaz 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.

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.

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. 

Magoto, Jeff

yamadalc@gmail.com

USA

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.

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.

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.

Sens, Aloisia 

a.sens@umwelt-campus.de

Germany

Aloisia Sens has studied French, English and Italian in Germany, Great Britain and France. Since 1996 she has taught French as a foreign language at Trier University for Applied Sciences at the Environmental Campus at Birkenfeld. She  participated in several EVO sessions  to be always up to date with the latest didactic methods.

 

 

 

CALL Interest Section of TESOL (CALL-IS)

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