TCALL Flipped Learning Online › 2020 › ... · • Flipped Learning & Gamification ... By the...
Transcript of TCALL Flipped Learning Online › 2020 › ... · • Flipped Learning & Gamification ... By the...
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Duren Thompson
• Adult Education & K‐12• Professional Developer• Online & Blended Learning• Adults with LD (and SPED)• Flipped Learning & Gamification
• Recent Presentations:• ESL Level : Supporting Preliterate/Non‐Literate Learners
• Using Blogs to Increase Rigor in Reading & Writing Instruction
• Enhancing Learner Critical Thinking in the Use of Social Media
• Creating Effective Educational Video
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Agenda
• Introductions & Overview
• What is Flipped Learning
• Transitioning from Face‐to‐face to Online
• Starting points for “Flipping” Online Learning• Pre‐work• Direct Instruction Engagement
• Accountability/Assessment
• Wrap up & Next Steps
Your main role for this webinar is “Online Learner”
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You can change your name in the Participant list by hovering over your name and clicking rename.
Type your questions in the chat:
Questions?
Reminders:
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Participant Window
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Introductions – About YOU
1. How many are ABE/HSE? How many are ESL Instructors?
2. How many are NEW to Online Learning?
3. How many are NEW to the Flipped Approach?
4. How many regularly assign “out‐of‐class work”?
and…
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Introductions – About YOU
1. How many are ABE/HSE? How many are ESL Instructors?
2. How many are NEW to Online Learning?
3. How many are NEW to the Flipped Approach?
4. How many regularly assign “out‐of‐class work”
and…how many are frankly skeptical? Anxious?Overwhelmed? Other feelings?
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Learning ‘spaces’ Vocabulary
Face‐to‐Face
• Classroom/Direct Instruction
• “Outside of Class”/Homework
Online
• Synchronous/Direct Instruction
• Asynchronous/Distance Learning
• Self‐directed Learning
Blended
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Flipped Approach Definition
Flipped Learning Network https://flippedlearning.org/
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.
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Flipped View of Learning ‘spaces’
SHARED Learning Space
• Classroom
• Synchronous
• “Direct Instruction”
INDIVIDUAL Learning Space
• Distance Learning (TWC)
• Asynchronous
• Self‐Directed Learning
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Pre-Session Assignments – Independent Learning
• Video: The Flipped Classroom Model http://youtu.be/ojiebVw8O0g
• Video: 8 Lessons Learned from Teaching Online
• Post/Send Thoughts
https://flipping4literacy.wordpress.com/tx‐3‐1‐20‐flipped‐learning‐pre‐work/
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1. About the Flipped Approach:What IS it? Why do it? Is it successful? How do I DO it, given my learners and situation? What if they don’t do the ‘homework?’
2. How to Apply the Flip in Online Settings?How can I make online direct instruction more engaging? What do they do before and after direct instruction? How does this work with existing DL in TX?
3. How to do the ‘Tech’ for the flip/online learning? How to solve issues in Tech Integration/Skills/AccessWhat are resources supporting this approach?
4. Other…
Why Are You Here? What DO You Want to Learn?
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Session Objectives
By the end of the workshop, you will:
• Be familiar with the key elements of the flipped approach
• Have a plan, grounded in your learners’ needs, to make the best you of direct learning (synchronous) learning time.
• Considered key elements of effective online instruction.
• Have explored technology tools/skills that support online learning and the flipped approach.
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Type your questions in the chat:
TQuestions?
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Pre-Session Assignments
• Video: The Flipped Classroom Model http://youtu.be/ojiebVw8O0g
• Video: 8 Lessons Learned from Teaching Online
• Post/Send Thoughts
https://flipping4literacy.wordpress.com/tx‐3‐1‐20‐flipped‐learning‐pre‐work/
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Sharing Video in Zoom with Soundhttps://cusps.zendesk.com/hc/en‐us/articles/115002628333‐How‐do‐I‐share‐a‐YouTube‐video‐in‐Zoom‐
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8 Lessons Learned from Teaching Online
LEARNER FOCUS
1. High Touch over High Tech
2. Digital Storytelling
3. Use Technology Intentionally
4. External Resources
5. Be Explicit
6. Fun and Unexpected
7. Login Regularly
8. Personal Feedback
Educause: https://youtu.be/Bp4BG4Me7TU
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Flipped View of Learning ‘spaces’
SHARED Learning Space
• Classroom
• Synchronous
• “Direct Instruction”
INDIVIDUAL Learning Space
• Distance Learning (TWC)
• Asynchronous
• Self‐Directed Learning
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Are You Already Using the Flipped Approach?
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What would your typical class ‘look like’ to an outside observer?
Typical “Shared Space” Class Structure
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What would your typical class ‘look like’ to an outside observer?
Typical In-Class Structure
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Lecture – Large group Q&A
What % of class time is spent in..
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Independent Work – Skills Practice
What % of class time is spent in..
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Complex Cognitive Tasks
What % of class time is spent in..
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Bloom’s Taxonomy (Revised, 2001)
Create
Evaluate
Analyze
Apply
Understand
Remember Lecture
Practice
Complex CognitiveTasks
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What would your typical class ‘look like’ to an outside observer?
YOUR Typical In-Class Structure
Lecture/New Content
Practice/Understanding
Complex Cognitive Tasks
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Typical In-Class Structure – K-12
Teaching for Rigor 2014 Marzano Research Labs
Lecture/New Content
Practice/Understanding
Complex Cognitive Tasks
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IN Class: ‘Direct Instruction’ • Introduce new concepts• Demonstrate new skills & processes• Review homework in large group• Assessment
OUT of Class: ‘Homework’ • Practice problems/worksheets• Write essays• Read chapter/answer questions• ‘Study for tests’
“Traditional” Instruction
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IN Class: ‘Direct Instruction’ • Introduce new concepts• Demonstrate new skills & processes• Review homework in large group• Assessment
OUT of Class: ‘Homework’ • Practice problems/worksheets• Write essays• Read chapter/answer questions• ‘Study for tests’
“Traditional” Instruction
Passive/Low Risk
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IN Class: ‘Direct Instruction’ • Introduce new concepts• Demonstrate new skills & processes• Review homework in large group• Assessment
OUT of Class: ‘Homework’ • Practice problems/worksheets• Write essays• Read chapter/answer questions• ‘Study for tests’
Typical Instruction
Passive/Low Risk
Active/High Risk
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Flipped View of Learning Spaces
SHARED Learning Space
• Classroom
• Synchronous
• Homework
INDIVIDUAL Learning Space
• Distance Learning (TWC)
• Asynchronous
• Self‐directed Learning
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Out of Class: ‘Focused Direct Instruction’ • Activate prior knowledge• Introduce new concepts• Demonstrate new skills & processes• Review ideas/previous concepts• ‘Intentional Content’
IN Class: Higher Level Cognitive Tasks • Practice problems/skills• Write/evaluate essays• Discuss/analyze readings• Apply to real‐world contexts• Access teacher/peer support
Flipped Instruction
Passive/Low Risk
Active/High Risk
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Out of Class: ‘Focused Direct Instruction’ • Activate prior knowledge• Introduce new concepts• Demonstrate new skills & processes• Review ideas/previous concepts• ‘Intentional Content’
IN Class: Higher Level Cognitive Tasks • Practice problems/skills• Write/evaluate essays• Discuss/analyze readings• Apply to real‐world contexts• Access teacher/peer support
Passive/Low Risk
Active/High Risk
Consider: How have YOU structured ‘Homework?’
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Are You Already Using the Flipped Approach?
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Want to TRY (elements of)the Flipped Learning Approach?
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Type your questions in the chat:
TQuestions?
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Flipping AE: Examples
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Scenario #1
• Ruth teaches a High School Equivalency class:
• “Tomorrow we are going to talk about three‐dimensional shapes in geometry. Before next class, please read this sheet with definitions of the 5 most common 3‐D geometric shapes. Next to each definition, write down something in your home or community that you think has this shape and bring it back to class with you. Should take you maybe 15 minutes – tops!“
• Then, in class, she groups students together and has them compare the items they found for each shape – working together to address any they think don’t meet the definitions and why. Learners who did not complete the assignment are grouped together to complete the sheet using items found around the classroom.
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Scenario #2• Sara decides to start her flip with her highest level ESL learners in January.
• She searches out recordings in English on YouTube related to MLK, civil war, racism, civil rights – EL/Civics topics (see examples below), and assigns these high‐level learners to watch a video (5‐10 minutes long) at home before coming to class.
• She then designs discussion and independent learning activities for these higher level learners to complete as a group in class, based on the video assigned. This allows her to spend more one‐on‐one time with her lower level learners, while still being available for questions or issues her higher level learners may have.” [Learners who do not have access to watch the video at home are given the option of watching it at the class site before or after class or during a break.] • Martin Luther King, Jr. – Mini Bio http://youtu.be/3ank52Zi_S0
• MLK – I have a Dream – http://www.dailymotion.com/video/xghj4y_martin‐luther‐king‐jr‐i‐have‐a‐dream‐speech‐part‐1_news
• I have a Dream EF students http://www.youtube.com/watch?v=B0dSXfygVkg
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Scenario #3
Bob teaches a career‐path math class – he tells his students:
• “Outside of class, review this short slide show on fractions and time – fractional parts in hours, minutes, and seconds.” [Only 2 minutes long ‐ he created and made it available online – or students can request it in print format.]
• “On this Google Doc, take a quick 3 question short‐answer quiz on the material and submit it before class” [students can do this from any internet connected device – phone, library, home, or at the site before or after class].
• He strongly encourages learners to use the slide show to answer the quiz questions, as the goal is to know/be familiar with the information for class.
• In class, Bob shows survey results graphs, and leads a class discussion to clarify any issues. If something seems to be a problem for many learners, he plans a mini‐lecture/demo for that problem area. Then learners work in pairs to complete practice exercises about travel logistics for a Commercial truck driver, and time reporting on time cards.
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Scenario #4
Miguel is really interested in creating his own recordings. He really feels that his learners will be more motivated if *he* is the one delivering the recorded content.
• He decides to start with something fairly simple – with a buddy, he uses a cell phone to record a short video on how to register to vote – recording only his voice and his hands writing on the form.
• He keeps his video to under five minutes, and asks a group of higher level ESL students to review it IN class for their feedback. (Meanwhile, Bob works with other students on a different skill/topic).
• While positive, the students let him know that they’d like the video to be slower and to have some blank voting forms to fill out as they watch the video. They also say that they’d like to know more about voting in general – where to register, where and how to vote, etc.
• Bob loves this feedback, revises his video, and makes plans for another on where and how to vote. He plans to put them online, and have them available on DVD to take home – so that all students could have access to this information.
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• K‐12 Math and Science
• Post‐secondary
• Technologists (online video/class recording tools)
Recent Flipped Approach Proponents
Aaron Sams Jon Bergmann Salman Khan
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• Late 1800’s ‐ Harvard Law School Casebook Method, Christopher Langdell
• Differentiated/Individualized instruction
• Project‐based learning
• Active Learning
Flipped Approach NOT Really New
Flipped Learning Network (K‐12 & Post‐secondary)Current Flipped Learning Research, Reports, & Studies:
https://flippedlearning.org/research‐reports‐studies/
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Research for Flipped Approach and AE?
https://community.lincs.ed.gov
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Key Elements of the Flipped Approach
Individualized learning
Customized learning
Differentiated Learning
Supporting learners with different needs, at different entry skill levels
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Key Elements of the Flipped Approach
Encourage/support independent learning skills
Increase language exposure/practice time
Strengthen self‐discipline & Study skills
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Key Elements of the Flipped Approach
Higher order thinking skills
Critical thinking skills
Focus on applying knowledge in context
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Key Elements of the Flipped Approach
Strengthen technology skills
Leverage learner interest in technology
Make learning mobile, on demand, 24/7
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Also, if you have not done so, type Your Full Name in the Chat to get Credit for this session .
You can change your name in the Participant list by hovering over your name and clicking rename.
Type Questions in the chat:
Questions? (and Reminders)
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Getting Started
What are your next 1‐3 steps?
Ok to start SMALL!
Plan for challenges.
First steps may not LOOK like a ‘flip’ at all!
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Flipped & Video Resources
https://flipping4literacy.wordpress.com/
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Tools and Resources from the TX Webinar
• WhatsApp, Remind (Wonderful teacher‐experience WhatsApp ESL discussion on LINCS https://community.lincs.ed.gov/discussion/whatsapp‐more‐adult‐learners )
• Google Drive, Google Forms (also Docs, Sheets and Slides)
• Poll EveryWhere
• Kahoot, Quizziz, Quizlet, EDPuzzle• Padlet, Instagram, Wordpress
• CommonLit, Readworks, The Times in Plain English,
• NewseumED, Wonderopolis, PBS Learning Media
• Google Classroom, SeeSaw
Materials for the 4‐2‐20 Creating Effective Educational Video webinar
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Learn More; Join the LINCS Community!
• Participate in the Community: https://community.lincs.ed.gov
• Access the Learning Portal: http://lincs.ed.gov/courses
• Search the Resource Collection: http://lincs.ed.gov/collections
• Follow the latest updates: @LINCS_ED
• Join our professional group: LINCS_ED
• Watch webinar archives and more: LincsEd
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MYTHS about the Flipped Approach
Educause (2012). 7 things you should know about…the flipped classroom. Educause.http://net.educause.edu/ir/library/pdf/eli7081.pdf
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Myth #1The Flipped Approach Requires Video
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Myth #2I need to Flip my entire class
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Myth #3There is only ONE way to flip a class.
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Myth #4Flipping reduces the need for a Teacher
(or face to face time or teacher expertise)
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Myth #5Students will not do work outside of class.
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Myth #6Students will love this – no lectures!
(using tech, no lectures, active learning in-class)
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Myth #7Students don’t have internet access
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Tech Access Support for AE Learners
https://tcall.tamu.edu/COVID‐AEL.htm
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Getting Started with the Flip
What are your next 1‐3 steps?
Consider:
• Audience (specific class/learners)
• Goals
Note specific steps
What barriers or challenges might you face?
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Flip Quick Review – KEY Points
• Shift passive/direct instruction outside the classroom(listening/viewing/silent reading). Focus on key concepts.
• Outside of class work should be non‐threatening (learners should not be worried about getting it “wrong”)
• In‐class should focus on practice/application with support
• Keep things learner‐centered, ‘active’ learning.
• Creating video is NOT required (and NOT hard).
• Use the Tech available to you/your learners (be creative!)
• Take it slow, don’t give up!
You are a pioneer – Flipping is cutting edge in AE
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1. About the Flipped Approach (the Flip) What IS it? Why do it? Is it successful?
2. How to Apply the Flip in AE settingsHow do I DO it, given my learners and situation?What if they don’t do the ‘homework?’
3. How Technology Fits into the Flip? How to solve issues in Tech Integration/Skills/AccessWhat are resources supporting the use of tech in AE?
4. Other…
So – did you meet your goals?
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Wrap Up – What’s Next?
More Follow Up Tasks:
1) DO something:‐ Carry out your plan
‐Make a new plan ortry something else
2) Share it!! Report out on Texas online discussionsOr e‐mail to [email protected] I’ll post it on LINCS
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Type your questions in the chat:
TQuestions?
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Zoom Breakout Rooms Demo – Host/Teacherhttps://support.zoom.us/hc/en‐us/articles/206476313‐Managing‐Breakout‐Rooms
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Zoom Breakout Rooms Demo - Student
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Duren J Thompson
Zoom screen shots “between speakers”or when no one’s video is turned on