flip lesson!
DESCRIPTION
Presentation from TeachMeet City on 6th Sept 2011TRANSCRIPT
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
ProblemTeacher-centred
subject
Content builds, not ‘topic’ based
Students rely heavily on teacher for information
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
FLIP LESSONS!
Image Credit: jackhynes
Isabelle Jones
Independence
Ownership
Motivation
Independent
Content – chuck out 1/3!
Chris Harte
Learning rich
FLIP stands for…
FLEXIBLE
PERSONALISED
IN-TIME INTERVENTION
LEARNER-LED
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.
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
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.
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.
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:
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
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!)
The how of learning
Students will ideally
become more aware of this process and
how they learn.
Content
Practice
SkillsRecycle
Practice
Self awareness
Image credit: escuchoelecodetuvoz
Conclusion
Image credit: Ennor
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.
Thanks!
http://flavors.me/frose
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