Flipping classroom some experiments with university and k 12 classes
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Flipping classroom : some experiments with university and k-12 classes. Alessandra Giglio [email protected] www.alessandragiglio.com. In this presentation :. We will try to answer to some questions that can rise when talking about flipped learning.

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Flipping classroom : some experiments with university and k-12 classes

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Flipping classroom some experiments with university and k 12 classes

Flippingclassroom: some experiments with university and k-12 classes

Alessandra Giglio

[email protected]

www.alessandragiglio.com


In this presentation

In thispresentation:

We will try to answer to some questions that can rise when talking about flipped learning.

  • What do you exactly mean with «flipping the classroom»?

  • How can you apply it to a foreign language teaching context?

  • Which are the first results of such a case study?


Flipping the classroom a definition

Flipping the Classroom: a Definition

The Flipped Classroom is one of the emerging technologies in education.

http://www.nmc.org/

Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

(Flipped Learning Network, 2014)


Flipped classroom a brief history

FlippedClassroom: a Brief History

Bergman and Sams were surely helped by the rising success of

http://www.youtube.com

And, in the meanwhile, another interesting phenomenon was taking place

http://goo.gl/4q9f5v

http://goo.gl/eJ8L3g


Flipped classroom putting it simple

FlippedClassroom: puttingitsimple

http://www.slu.edu


Flipped classroom side effects

FlippedClassroom: side effects

  • Student at the very center of their learning process

  • Use of Open Educational Resources in teaching

  • Developement of students’ technical and personal skills

http://goo.gl/Djq1Yo

http://goo.gl/7YMc9R

http://goo.gl/R0ZnPA


A case s tudy an italian for foreigners course

A Case Study: an Italian for Foreigners Course

  • Level: Italian for Absolute and False Beginners (A1 and A2 ECFR levels)

  • Structure of the course: 15 units of work (depending on the 15 units of the course textbook AND the term schedule)

  • Methodology: Communicative Approach


The course syllabus

The Course Syllabus

The Traditional Course

The Flipped Course

http://goo.gl/gfcky8

http://goo.gl/pl25gk


The flipped courses some info

The Flipped Courses: Some Info

Dalarna University, Sweden

Deledda International (K-12) School, Italy

Academic year 2013-2014 (no previous experience of Beginners courses)

8 students, from both Middle and High School

Presence of a control group

  • Fall & Spring terms 2013; Spring term 2014 (previously, it was organized in an online, blended methodology)

  • 56 students, age 19-65

  • No control group


Student satisfaction questionnaire

StudentSatisfactionQuestionnaire

Pros

Cons

Students think it takes more time to study

(K-12) Students find it hard to «balance the flipped method class with my other traditional classes»

  • Enthusiasm and motivation in the course

  • Students like the coursestructure and the unitsschemas to follow

  • Students likepre-recorded video to be watchedseveraltimes and at home (savinglesson time for languagecommunication)

  • No technicaldifficultiesrelated to the flippedmethod

Flippedmethodhas to be

implemented in the whole

educational context


Summative results

SummativeResults

  • Similar outcome between «flipped» and control groups: written and oral skills seem to be developed at the same level

  • Grammar and morphosyntactic competences seem to be better developed by the «flipped» group

  • Only the «flipped» group developed technical and social skills

Thanks to the videos?


Conclusions

Conclusions

The flipped learning methodology applied to the Italian for Beginner course seems to give similar learning outcomes comparing to traditional methods of teaching; however, it presents interesting surplus values such as the development of collaborative and social skills, more motivation on students and technology competences, that are key for the new millennium, lifelong learning panorama.

Students seem to enjoy this sort of method, since it gives them more freedom to study at their own rhythm and according to their style of knowledge acquisition, as also Gardner’s Multiple Intelligences Theory (Gardner, 1983) suggested. Moreover, such a methodology allows the real, in-contexts and situational use of the target language, that also the communicative approach has been promoting for decades.


References

References

  • Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™, www.flippedlearning.org/(accessed on 22/05/2014)

  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basics.


Flipping classroom some experiments with university and k 12 classes

Alessandra Giglio

[email protected]

www.alessandragiglio.com


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