The Flipped Curriculum

1. The Flipped Curriculum http://teachers.schooloftefl.com Click for more readings Click for more readings

2. A Question to Begin What would the flipped version of this conference be like? A café / A hangout

3. Schools without Walls

4. The Memoires of Jesse James "I remember all those thousands of hours that I spent in grade school watching the clock, waiting for recess or lunch or to go home. Waiting: for anything but school. My teachers could easily have ridden with Jesse James for all the time they stole from me." Richard Brautigan

5. Learn on your own THEN Learn together

6. Two Conditions for a Flipped Curriculum 1. The Teacher is “out of the way” - a self directed learning focus • There is no rush. -The learning emerges on its own

7. The Premise / The Promise

8. The Fisch Flip “The idea behind the videos was to flip it. The students can watch it outside of class, pause it, replay it, view it several times, even mute me if they want,” says Fisch, who emphasises that he didn’t come up with the idea, nor is he the only teacher in the country giving it a try. “That allows us to work on what we used to do as homework when I’m they’re to help students and they’re there to help each other.”

9. A Comparison Flipped Traditional

10. An Example: EnglishCentral

11. A practical example (in ELT) • Students study a video practicing giving directions / transitions. • Teacher monitors, facilitates, assesses • Classroom: - Performance based activities (retell / redo) - Activities to address problems - Assessment

12. The “Upside Down Lessons

13. How can you flip - what you do?

14. This isn’t Teaching!? No, it isn’t. That’s the point. It is learning NOT Teaching.

15. What about Classroom management? This is the anecdote to classroom management problems! Students that are involved and active are much less to cause trouble or be off task. Get them involved and active and your teaching life will be much easier!

16. My superiors will never buy this! Get reading! Support your arguments with research and use a soft sell. Pitch it as “for the benefit of the student” and it will sell itself. Take baby steps, one week, one unit at a time. Show off your student’s accomplishments!

17. The parents definitely won’t! Yes they will, once their children return home full of talk about class and excited about their next project or activity! Parents will understand once they see the results.

18. How do you assess this? Easily. Use rubrics and better if they are developed with/by the students. Focus on functional based assessment, what the students accomplished and can do. Keep tracking sheets and records – let the students do the work by filling them out!

19. My class has too many levels for this to work! That’s precisely the greatest reason to use it! Students learn by teaching and sharing with each other actively. Other students are great scaffolds and mentors. Don’t underestimate your students as teachers!

20. Isn’t this too much work? Like anything, it takes time/effort to start up. But in terms of delivery, once it is started, it is vastly easier and less stressful than direct instruction. The pressure is “off” the teacher. In fact the pressure is “off” everywhere.

21. How do I start? Be the guide on the side NOT the sage on the stage. Ask students what they want to learn. Step back, make the students the focus of attention.

22. How do I start? Start with Production. Flip your lesson and deliver it upside down. Don’t get hung up on specific “outcomes”. Ask yourself, “are they learning?”.

23. How do I start? Start experimenting with your GOOD classes. Take a risk and give students the materials and see what they can do with the briefest of instruction/outline. Consciously rein your teaching in and imagine your class as a living space and not a working space.

24. Suggested “Discovery” Finch, Andrew, “TEACHERS – WHO NEEDS THEM?: ROLES AND EXPECTATIONS IN THE LANGUAGE CLASSROOM” Illych, Ivan, After Deschooling, What? Postman, Teaching as a Subversive Activity Rogers, Carl, On Becoming a Person Bruner, Jerome S., The Process of Education Christensen, Clayton M., Disrupting Class Bradburn, Kris, How to Prevent Another DaVinci Kohn, Alfie, It’s not what we teach, it’s what they learn Ranciere, Jacques, The Ignorant Schoolmaster Littky, Dennis, New Ideas Ackoff, Russell L. & Greenberg, Daniel, Turning Learning Right Side Up. Holt, John, How Children Fail Nunan, David, The Learner Centered Curriculum Neill, A. S. , Summerhill Gatto, John Taylor, Why Schools Don’t Educate

25. Prompts "the function of a child is to live his own life — not the life that his anxious parents think he should live, not a life according to the purpose of an educator who thinks he knows best.“ “I’d rather graduate a happy street sweeper than a thousand neurotic prime ministers.” -- A.S. Neill

26. Prompts “the objective of education is learning NOT teaching.” “Don’t let your schooling get in the way of your education” Samuel Clements

27. Prompts "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught."    -- Oscar Wilde “You can't learn in school what the world is going to do next year.” -- Henry Ford

28. Prompts "I hear and I forget; I see and I remember; I do and I understand.” Chinese proverb “Give a man a fish; you have fed him for today. Teach a man to fish; and you have fed him for a lifetime”

29. Prompts “Personally, I am always ready to learn, although I do not always like being taught.” - Winston Churchill “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” - Albert Einstein

30. Prompts “The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.” • CarlRogers “You cannot teach a man anything. You can only help him discover it within himself.” - Galileo Galilei

31. Prompts “The art of teaching is the art of assisting discovery.” - Mark Van Doren “The biggest enemy to learning is the talking teacher.” - John Holt

32. Prompts "The things we know best are the things we haven't been taught. • Marquis de Luc Vauvenargues “If you want to know the taste of a pear, you must change the pear by eating it yourself. . . . If you want to know the theory and methods of revolution, you must take part in revolution. All genuine knowledge originates in direct experience. - Mao Zedong

33. http://teflist.com http://eflclassroom.ning.com http://ddeubel.edublogs.org