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Maximizing the Effectiveness of Instruction through Autonomous Learning and Flipped-Classroom
MethodAnjel Tozcu, Ph.D.
DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER
Self-determination Theory
• Self-Determination Theory (SDT) is a broad framework for the study of human motivation and personality. It articulates a meta-theory for framing motivational studies, intrinsic and varied extrinsic sources of motivation, and their role in cognitive and social development of individuals (Ryan and Deci, 2000).
DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER
Self-determination theory
•Making responsible choices•Relating well to others•Displaying capabilities in effective and healthy ways.
DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER
Self-determination theory
• There is significant connection between self-determination and student motivation.
• Motivation is related to whether the students have opportunities to be autonomous to take important academic decisions.
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Autonomous Learning
• Real autonomy is achievable if language learners can manage on their own in the real world.
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The Flipped Classroom Model
The benefits of the flipped classroom model to maximize student learning outcomes:
•Encouraging higher student engagement•Fostering independent learning•Making best use of classroom time•Making learning central, than teaching
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The Flipped Classroom Model
• More benefits of the flipped classroom model to maximize student learning outcomes:
• Deep learning• Active participation• Learning from each other
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The Flipped Classroom Model
Before the class (from Bloom’s Taxonomy):
•Applying•Understanding •Remembering
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The Flipped Classroom Model
During the class (adapted from the Bloom’s taxonomy):
•Creating•Synthesizing•Analyzing
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The Flipped Classroom Model
• The Traditional Classroom -> Lecture by the Teacher today
Teacher Role: Central
• The Flipped Classroom -> Activities by the Students today
Teacher Role: Guide on the side
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The Flipped Classroom Model
• Students practice applying the skills expected of them to learn
• The Teacher guides the educational process
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The Flipped Classroom Model
• Students continue applying knowledge and skills to more complex tasks.
• Students work individually or in small groups to solve problems or collaborate on projects.
• The Teacher posts any additional resources to help students.
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The Flipped Classroom Model
Reading:•The Teacher assigns the reading topic•The Teacher provides two general comprehension questions•Students come to class with 2-3 comprehension questions•Task-based/problem solving activities follow
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The Flipped Classroom Model
Listening:•The teacher provides topic-related audios•The teacher provides two general comprehension questions•Students come to class with 2-3 comprehension questions•Task-based/problem solving activities follow •
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The Flipped Classroom Model
Current Events:
•Students select news of their choice•Overnight preparation lead to meaningful and extended discourse in the classroom the next day
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The Flipped Classroom Model
The Application of Debate:
•Students select relevant debate topics•Overnight preparation lead to meaningful and extended discussions in the classroom the next day
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The Flipped Classroom Model
Vocabulary:• Content relevant vocabulary• Assign lesson related vocabulary prior tothe lesson and have students study them
• Students go over vocabulary and havepractice with them before coming to class
•Do activities the next day by using the vocabulary
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References
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER
DISCLAIMER
• This presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U. S. Government, or the Department of the Army.
• All material displayed within this presentation is for educational purposes only.
• All third party information featured in the presentation slides remain the intellectual property of their respective originators. All use of information is done under the fair use copyright principal, and the author(s) of this presentation do not assert any claim of copyright for any quotation, statistic, fact, figure, data or any other content that has been sourced from the public domain.
• The content of this presentation is the sole responsibility of [Anjel Tozcu, Ph.D. / presenter].
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Contact Information
Anjel Tozcu, Ph.D.Professor, Second Language Acquisition & TeachingAcademic SpecialistDefense Language Institute Foreign Language CenterMonterey, CA [email protected]