A flipped learning model for TESOL pre-service teacher

education studentsHelen Thompson, Marion Engin

Outline

• Context• Module changes• Pedagogical rationale• Dilemmas• Teaching decisions: outside and inside classroom spaces • Example• Evaluation• Learning points

Our context

• Cross-department /faculty module• Linked to initial TESOL teaching award (Trinity Cert.TESOL)• First module focuses on English language and TESOL pedagogy• Teaching practice distant possibility at this stage

Module changes

• Previous iteration• Shorter language input sessions (1 hour ‘lecture’): Focus on language (larger groups)• Longer experiential sessions (2 hour workshops): Focus on pedagogy• Pre and post-lecture tasks linked to lectures as limited classroom time

for exploiting and consolidating input

Pedagogical rationale• "a pedagogical approach to blended learning in which the typical activities of classroom

lectures followed by homework in traditional teaching procedures are reversed in order, and often supplemented or integrated with instructional videos" (Hung, 2015, p. 81).

• A flipped learning allows students more control over "time, place, path and/or pace" (Staker & Horn, 2012, p.3).

• Students take responsibility for learning• Students better prepared for class - activates schemata• More time for in-class interactive activities• Leverages students' interest in mobile technological tools• Repository of input and materials for further study and revision

Dilemmas

• What should we ask students to do?• How much should we / can we ask them to do?• Should there be pre and post session activities?• What do we do if students don't do the pre-activities?• What will we do differently in class?

Teaching decisions: outside classActivities

• On-line discussion

• Tutor-made screencasts & videos with tasks

• Guided reading and activities• On-line quizzes

Aims

• To share experiences

• To introduce concepts & terminology, preparation, linking to real classroom practice

• To prepare and consolidate

Teaching decisions: Using classroomspaceActivities• Feedback on pre-session activities

• Interactive tasks / experiential activities / simulation / planning for teaching • Evaluation of tasks• Student presentations

Aims • To check understanding / to answer

questions• To apply theory to practice, to make

input meaningful, to share ideas and collaborate• To reflect critically on authentic

materials• To share ideas / to receive and give

feedback

Example: Phonology• Outside class: Video + task

Task 1: Watch this video for English language learners who are preparing to take an exam called "IELTS". What key pronunciation features are highlighted for learners to focus on? (1.23)

https://www.youtube.com/watch?v=T-uYzReetEI

In-class activities1. Feedback on flipped task2. Material evaluation (using input from video)

3. Activity preparation (aims, procedure)4. Presentation

Evaluation

Student comments• "The screencasts were really useful - like

having a lecture very clear"• "I think doing the quizzes helped a lot and

watching the videos"• "The post lecture activities worked better for

me as I was able to recap on what I'd done in class"

• "More verbal prompting for reading"• "Only do either post or pre activities because

both was too much"• "Go through set activities more in class"

Tutor comments• Some students very engaged, completed all

tasks• More effective teaching and learning of

practical applications• Some reluctance to carry out the pre-session

tasks & misunderstanding of flipped learning framework

• Some students assessment-driven, struggle with 'independent learning'

Learning points

• Make space for additional in-class orientation including modelling of procedures in flipped learning • Review and feedback on pre-session activities

in class important• Modify some tasks - short videos as pre-lesson

task, reading for post-lecture tasks• Comprehensive activity handbook - the big

picture

Features of an effective flipped learning cycle

Organisation Tasks The role of feedback

Easily accessible flipped tasks on a variety of devices

Lesson activities aim to elaborate on, extend the flipped input

Integration of flipped input into the lesson activities

Variety of interaction patterns in class activities

Very clear and explicit link between flipped input and in-class activities

Short, easy to access flipped activities

Guided flipped tasks with specific outcomes

Lesson activities at higher levels of Blooms taxonomy

Follow up on flipped activities and input- did you do it? was it useful?

In class: short peer check time followed by feedback

Feedback on lesson activities - link to flipped input

References

• HUNG, H.T., 2015. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), pp.81-96.

• STAKER, H. and HORN, M.B., 2012. Classifying K-12 Blended Learning. Innosight Institute.