flip lesson!

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Scenario • Listen if you want: – more emphasis on the ‘how’ of learning – your students to be more self-aware – a more individual approach to LOTE / Language classes Middle school Compulsory subject 7-10

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Presentation from TeachMeet City on 6th Sept 2011

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Page 1: Flip lesson!

Scenario

• Listen if you want:– more emphasis on the ‘how’

of learning– your students to be more

self-aware– a more individual approach

to learning

LOTE / Language classesMiddle schoolCompulsory subject 7-10

Page 2: Flip lesson!

ProblemTeacher-centred

subject

Content builds, not ‘topic’ based

Students rely heavily on teacher for information

Page 3: Flip lesson!

How can we allow students to be more independent learners?

How can students acquire the skills to solve problems?

Often I enable this reliance on the teacher!

Wouldn’t it be great if students set their own lesson objectives?

Action

Page 4: Flip lesson!

FLIP LESSONS!

Image Credit: jackhynes

Page 5: Flip lesson!

Isabelle Jones

Independence

Ownership

Motivation

Page 6: Flip lesson!

Independent

Content – chuck out 1/3!

Chris Harte

Learning rich

Page 7: Flip lesson!

FLIP stands for…

FLEXIBLE

PERSONALISED

IN-TIME INTERVENTION

LEARNER-LED

Page 8: Flip lesson!

FLEXIBLETeacher decides when a learner group needs

breathing space and time to ‘catch-up’

Lessons can be used at any stage in a unit of work and aren’t specifically programmed.

Students are given the freedom to choose how they will spend the lesson.

Page 9: Flip lesson!

LEARNER-LEDStudents spend time identifying their own

strengths and areas for improvement.

They can also set SMART goals

They should also say how they are going to improve by identifying activities that will help.

“Today I am going to work on…by doing…”

First time

Subsequent lessons

Page 10: Flip lesson!

IN-TIME INTERVENTIONStudents have now become more aware of

where they’re having problems – before the test or next assessment.

The teacher can work with individual students or small groups on specific difficulties – e.g. grammar.

With big groups of students, it’s a good opportunity for informal assessment.

Page 11: Flip lesson!

PERSONALISEDStudents are given some ideas on the types of activities

they might choose during the lesson.

They are driving the learning and making it relevant to their goals.

The use of technology is a choice if the students wish.

After reflection, students should be more aware of what skills and strategies work for them.

Page 12: Flip lesson!

What does the lesson look like?

• Students spend the first 10 minutes setting goals – identifying strengths and weaknesses.

• They then decide on what they would like to work on and how they will do this.

• Once a clear course of action is made, everyone starts working.

• Naturally, students will find it helpful to work alone, in pairs or small groups.

• Activities suggested (for languages) include:

Page 13: Flip lesson!

Activities

• catch up with work missed through absence• go over something you didn't understand, make

notes or ask for clarification• Revise vocab using Language Perfect• use some of the many online interactive websites

available (see eCampus)• Make up a dialogue with a friend and practise saying

it together• Find someone whose weakness is your strength and

help them• Your own idea

Page 14: Flip lesson!

Observations

• The teacher might notice a number of students working on the same grammar point – this is an opportunity to work with the small group to consolidate the knowledge.

• More able students can investigate their interests with reading or listening material.

• Students learn together and help one another with strategies to remember (yes, memorisation is important in a language!)

Page 15: Flip lesson!

The how of learning

Students will ideally

become more aware of this process and

how they learn.

Content

Practice

SkillsRecycle

Practice

Page 16: Flip lesson!

Self awareness

Image credit: escuchoelecodetuvoz

Page 17: Flip lesson!
Page 18: Flip lesson!

Conclusion

Image credit: Ennor

Page 19: Flip lesson!

What now?

Trial the FLIP approach with year 7-10 (at the moment it’s only been year 9)

Make it a whole-faculty strategy.

Keep ‘training’ the students to rely more on themselves and take ownership of their learning.

Page 20: Flip lesson!

Thanks!

http://flavors.me/frose

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