FLIPPING IT. Reversed Instruction in the Foreign language classroom. Joan Chevalier Department of Languages and Cultures United States Naval Academy

Transcription

1 FLIPPING IT Reversed Instruction in the Foreign language classroom Joan Chevalier Department of Languages and Cultures United States Naval Academy 2

2 Reverse instruction Blended instruction Backwards teaching Vodcasting 3

3 The Daily Telegraph, 12 Sept The Economist, 17 Sept National Education Assoc., 30 Sept USA Today, 6 Oct Education Next, Winter 2012 Chronicle of Higher Education, Jan 5,

4 What is it? 5

5 vodcasting 6

6 Why flip? 7

7 Gives learner control over information. Frees up class time for developing active mastery. Teacher is able to give students more individualized attention. 8

8 What is isn t: 9

9 Not just out of class lectures. 10

10 Not replacing teachers with videos. 11

11 Not an online course. 12

12 Benefits: 13

13 Students take responsibility for their own learning. 14

14 Students have control over the pace of instruction. 15

15 Students are more engaged in the learning process. 16

16 Role of instructor changes 17

17 18

18 19

19 Role of student changes 20

20 Students are active learners rather than passive listeners. 21

21 Class time is used more productively: 22

22 Student-centered learning. 23

23 Contextualized task-based learning. 24

24 Collaborative problem solving. 25

25 Research 26

26 University of Miami Study (2000) Macroeconomics: 200 students: Student satisfaction rating 3.9 out of 5 Instructors reported increased motivation of students and observed that students take ownership of their learning 27

27 2012 survey of 500 K-12 instructors -66% reported an increase in standardized test scores -80% improvement in students attitude towards learning 28

28 Reversed instruction in foreign language? 29

29 What I did 30

30 First semester third-year course United States Naval Academy 46 video lectures power point with sound. Recorded using Tegrity vodcasting software Each 5-15 minutes in length. Content: vocabulary, case grammar, verb conjugation, phraseologisms. 31

31 rationale 32

32 First semester third-year course United States Naval Academy 92 classroom hours of instruction per year! 184 hours of classroom instruction. 32 students in two sections 33

33 Foreign languages ranked by level of difficulty for native speaker of English ( Category I: Languages closely cognate with English. French, Italian, Portuguese, Romanian, Spanish, Swedish, Dutch, Norwegian, Afrikaans, etc Category II: Languages with significant linguistic and/or cultural differences from English: Albanian, Amharic, Azerbaijani, Bulgarian, Finnish, Greek, Hebrew, Hindi, Hungarian, Icelandic, Khmer, Latvian, Nepali, Polish, Russian, Serbian, Tagalog, Thai, Turkish, Urdu, Vietnamese, Zulu, etc. Category III: Languages that are exceptionally difficult for native English speakers to learn to speak and/or read: Arabic, Chinese, Japanese, Korean # of contact hours required for advanced proficiency

34 35

35 questions -Can students learn grammar and vocabulary from a vodcast? -Would vodcasting enhance students learning experience? -If yes, how? -How would students respond? 36

36 questions -How would vodcasting change the classroom experience both for teacher and learner? -Is it an effective tool for fostering the development of active language skills? 37

37 examples: 38

38 мини-лекция 2-3 новые слова часть первая linking constructions 39

39 фразиологизм Ломать голову над чем -то. Lit. to break one s head over something Rack one s brains over. Не ломай голову над русской грамматикой. 40

40 Я понял. Ты не сможешь прийти. Я понял, что ты не сможешь прийти. I understand. You can t come. I understand that you can t come. 41

41 Я рад(а). Я рад. Ты пришёл. Я рад, что ты пришёл. I am glad. I am glad. You have arrived. I am glad that you have arrived. 42

42 short form adjectives + verbs that take cases other than accusative: instrumental Кем ты недоволен? Whom are you dissatisfied with? Я не доволен тобой. I am dissatisfied with you. Чем вы расстроены? What are you upset with? Я расстроен своим результатом. I am upset with my result. 43

43 short form adjectives + verbs that take cases other than accusative -I am satisfied. You have understood everything. -I am satisfied that you have understood everyting. 44

44 linking pronoun то, что nominative genitive dative accusative instrumental prepositional то того тому то тем том 45

45 short form adjectives + verbs that take cases other than accusative: instrumental: доволен чем/кем -I am satisfied. Я доволен. -You have understood everything. Ты всё понял. -I am satisfied that you have understood everything. Я доволен тем, что ты всё понял. 46

46 short form adjectives + verbs that take cases other than accusative: instrumental: расстроен чем/кем -You are upset. Tы расстроен. -Ivan lost the keys. Иван потерял ключи. -You are upset that Ivan lost the keys. Tы расстроен тем, что Иван потерял ключи. 47

47 Results 48

48 questions: -Can students learn grammar and vocabulary from a vodcast? -Would vodcasting enhance students learning experience? -If yes, how? -How would students respond? 49

49 Flipped foreign language classroom -Enhances teaching aimed at fostering functional proficiency: -In class the focus shifts from form to meaning, from grammar to lexicon. -Facilitates a task-based approach emphasizing language production and communication. 50

50 Flipped foreign language classroom -Facilitates a learner-centered approach. -The role of the instructor shifts from language instructor to: facilitator motivator organizer discussion leader cultural expert 51

51 Sample activities in a flipped foreign language classroom -contextualized lexical focus brainstorming, listing fact finding sequencing, classifying, matching problem solving story-telling 52

52 Downsides 53

53 Final thoughts Pedagogy should drive technology use not the other way around. 54

54 Sources 55

55 Alvarez, Brenda (2011, September 30). Flipping the Classroom: Homework in Class, Lessons at Home. National Educational Association. Retreived August, 1, 2012, from flipping-the-classroom-homework-in-class-lessons-at-home-2 Flipped Learning Survey (2012, June 14-21). ClassroomWindow, Flipped Learning Network, Retrieved August, 20, 2012 from flippedlearning.org. Flipping the Classroom (2011, September 17). The Economist. Retrieved July, 15, 2012, from Foreign Language Continuum (2005) Foreign Service Institute. Lage, Maureen, Glenn Platt, Michael Treglia (2000). Inverting the Classroom: A gateway to Creating an Inclusive Learning Environment, Journal of Economic Education, Vol. 31, Issue 1, Pink, Daniel (2012, September 12). Flip-thinking the new buzz word sweeping the US, The Daily Telegraph, Retrieved July 1, 2012, from Tank-Flip-thinking-the-new-buzz-word-sweeping-the-US.html Toppo, Greg (2011, October 6). Flipped classrooms take advantage of technology, USA Today, Retrieved July 10, 2012, from Tucker, Bill (Winter 2012). The Flipped Classroom, EducationNext, Retrieved 56 July 15, 2012, from