Reflection Week 6th - Flipped Learning - Tools and Apps for Flipped Learning

 

Module 06: Flipped Learning - Tools and Apps for Flipped Learning

As usual, before the lesson on Sunday afternoon with the lecturer, I read the required document about Flipped Learning & Tools and Apps for Flipped Learning. Although I just had a little time for this reading, I found this Module topic this week really intriguing to me. Having read the material, and joined the Discussion forum I found “What is Flipped Learning? How many types of Flipped learning are there? What kind of tools and apps that I can use in the future…?” Actually, it’s really helpful to me, it seems to open my eye about teaching activities with tools and apps.

Time flies! and this module is the last one of the course Internet in Language Teaching. I am grateful for our lecturer – Ms. Lan Hường who has helped us a lot on the way to become modern teachers who are not afraid of technology, I want to say she is the one who “take our hands, open our minds” in this field of knowledge. Now, I find that this subject is not so tough as I thought at the beginning of the course, and all precious knowledge that I learn from this course will surely help me to improve my English classes.  

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Notes of our Team’s work on breakout zoom

ZOOM 5 - DISCUSSION - FLIPPED LESSON PLAN

*Nhung

Class Description:	15-20 grade-eleventh students – Elementary level
Subject / skill	Speaking lesson
Lesson Title	Save the environment

Objectives Provided materials and technology products, tools and apps (Condition), the 11-grade students (Audience) will be able to be aware of the environmental problems, develop their speaking and presentation skills, make use of technology in searching information about the topic, use technology to promote their learning language process (Behaviour) confidently and fluently (Degree).

Student Learning Resources before the lesson - Students will be divided to work in groups of four. - Each group will be assigned a specific aspect of the environmental pollution: air/ land/ noise / water pollution. Each group will be responsible for one kind of environmental pollution. - Next, the teacher can have students view the video/presentation with the topic: environmental pollution at: https://www.ted.com/topics/pollution Students can find more information about the topic environmental pollution at:  https://www.studysmarter.co.uk/explanations/environmental-science/pollution/environmental-pollution/   https://www.youtube.com/watch?v=ig3IyiKzxFI

Student Learning Activities before the lesson  Have students working in group then submit answers to the general questions  What is environmental pollution? Can you name some types of environmental pollution?  What kind of environmental problem does your group want to discuss detailedly about ? What are the impacts of this type of environmental pollution? What are the causes and solutions for this type of environmental pollution? - Each group prepares slides and presents their information to the class.

At class Procedure Instructions (step-by-step procedure) Group sts take turns make presentation about the topic that they had prepared at class  Giving Feedback & Assessment

Hà Learning objectives: students grade 10 can write a short paragraph about “how to have a good health by eating habit” -       Students read materials given from teacher, watch video about this topic -       Students find one of the most interesting them, work in pairs then write down on Kahood website  -       Other students will  give their own opinion, comment about sentences which are written on Kahood  -       Teachers give feedback to the presentation group and summarize the main contents, finally giving related homework to students.

Nga:  Context:  Teaching in a language center a class for 4 graders, level A1 learning based on Family and friends curriculum Topic: Country Flipped class: Before class: Students watch a video related to the topic and read a small passage about “My foreign friends” Students find some interesting facts on suggested countries (the USA, Egypt, Thailand, Australia, Brazil, Spain, Russia) In class: Discuss about some interesting information they found Practice a grammar structure: Where are you from? Role play as a foreigner and work in pairs to communicate with each other by using vocabs and structure which they learned in the lesson with at least two questions.   A concern: With primary students it is hard to apply flipped learning They have other extra classes They lack of technology skills and autonomy in learning

Huyền

Learning context:  A class of 7 adult learners who are at level A1 English proficiency.  They lack autonomy and are in dire need of teachers to guide them how to learn.  →  more scaffolding is provided Their learning contents consist of 6 sequences, each of which encompasses grammar, pronunciation, listening, reading and vocabulary.  Standard Inverted Classroom The learning content: Reading topic films  Before class, Students are asked to go into videos about different types of films  In class: they synthesize the topic-related vocabulary, do in-class exercises Work in groups, they will choose one type of film, find the corresponding movie, make presentations about that movie, using the vocabulary learned Teacher gives feedback

***Advantages:

• develop student’s autonomy in learning

• this approach suitable with learners who have high discipline

• students are better prepared to participate in meaningful discussions, apply concepts to real-world scenarios, and engage in problem-solving activities during class time. → deep understanding of the given concepts

• encourages the development of higher-order thinking skills such as critical thinking, analysis, synthesis, and evaluation. 

• save in-class time. Instead of attending passive lecturing, students can foster in-person sessions such as discussions, projects, experiments, or skill-building exercises.

***Disadvantages & Issues 

• This classroom is fine-tuned for those who have high autonomy. Students who have less autonomy will feel a great pressure. 

• How is Flipclassroom applied in grammar? Grammar is different from skills in that they have fixed formulas. If students are asked to prepare the lesson beforehand, there will be nothing to learn in class. 

• How can our teacher can well-apply flipped learning in the classroom with primary students?