Flipped classrooms, blended learning, online language teaching active_learning, blended_learning, constructivist, elt, flipped_classrooms, MOOC, online_teaching, project-based learning, scaffolding, situated learning, zpd

1. Flipped
classrooms
Sajjad Hemati Nourani
Dr. Nami
Requirement: Reidsema et al. (2017)

2. Intro:
The flipped class model is having a huge impact on learning across the globe.
Interdisciplinarity Research Technology And Learning
There is a growing body of research which is proving that when done well,
flipped classrooms are having a significant impact at every level and in every
conceivable discipline.
Nature of Learning
We’re living in a time when things are moving fast. The rules of the game are
changing. Science is changing. Technology is changing. Geo-politics is changing.
Learning fast is the only mode of survival. But here’s the crazy thing: our models
of learning have not kept up (Beverly and Etienne Wenger-Trayner, 2015).

3. John Dew.ey
If we teach today’s students as
we taught yesterday’s, we rob
them of tomorrow.

4. Flipped Classroom (FC)
The flipped class model describe as a type of blended learning (Abeysekera and Dawson
2015).
blended learning can be considered to be the marriage between “online
learning” and “on-campus face to face learning”
But What are the Differencess:

5. But What are the Differences:
In flipped classroom content
introduce before the class
in form of online content

6. Traditional Classrooms Flipped Classrooms
i. Teacher instructs at classroom
(lecture)
ii. Students follow the instruction
iii. Then doing homework at home
The teacher prepares the instruction in
form of electronic content (e.g. video,
podcast, interactive apps, vblogs)
Students take note simultaneously
during the session
(mostly unprepared)
- Study at their own pace at home
- More class time for (discussion,
analysing, and debate)
Increase students exposure
Focus on summative assessment
(mostly due to the lack of time)
More time for group work, peer work,
hands on project.
+ Formative assessment
monitor student learning and provide ongoing feedback

7. Learning on your terms:

8. Traditional Classrooms Flipped Classrooms
Running on short schedules
Increase students exposure to
Language But at the same time needs
more effort for monitoring
Students are hard to control during
instruction, and they might miss some
points.
Needs motivated students
The nature of the class is more creative
and require critical thinking
Board and marker.
(lecture based)
Require technological literacy.
Posting links, designing tasks
sometimes creating contents and modifying them takes time

9. Traditional Classrooms Flipped Classrooms
Teacher-centeredness Learner-centerness
(also make learning central)
Lecture is the main source of
content
Foster independent learning
&
Individualized learning
One pace for eveyone Students learn at varying speed.
(provide opportunity to review)

10. Often with traditional teaching,
where the passive phase
is carried out in the classroom,
learning outcomes are poor. E.g.
69% Graduate 31% don’t
Only 69% of students who start high school fnish four
years later.

11. Amont of time allocated to student on their own

12. Why do we Flipped?
• student-centred approach
• Parents can be involved
• More time for hands on project and group work
• pace of learning
• students can situate their learning in terms of what they need to know
• Students associate value in what they are learning because they have taken
responsibility for, and control over their learning.
• problem-solving knowledge and skills.

13. Why Flipping might flop?Not be successful .What can goes wrong?
 Time-consuming
 Technology (access) is not available in students hands
 Teacher training missing
 Unrealistic expectations
 Lack of parental support

14. Tell me and I forget, teach me
and I may remember,
involve me and I learn.
Benjamin Franklin's

15. People generally remember activities:
Read
Hear
View imange
Watch videos
Attend field, sites
Watch a demonstration
Participate in hands-on workshops
Design collaborative lessons
Stimulate, modol, or experience a lesson
Design perform a presentation. Do the real thing
People are able to (learning outcomes)
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and
Hear
.70% of what they say
And write
90% of what
they do.
Define, list, describe, and
explain
Dmonstrate,
apply,
practice
Analyze
Define
Create
evaluate
Source: Transparent Language #TLedWebinars

16. There are a range of pedagogies that
emphasise active learning
 Project-based learning (PBL)
 Constructivist
 Problem-based learning
 inquiry-based learning
 team-based learning
 Situated learning
 Technology assisted
 Distributed scaffolding
 Collaborative learning (or Team-based learning)
 SCALE-UP (Student-Centered Active Learning Environment with Upsidedown Pedagogies)

17. constructivist
• By its very definition the FC is constructivist. we require students to
become actively involved in their learning rather than passively
recipients of information.
• Constructivist learning (Table 2.1) are that:
1. Knowledge is socially constructed
2. We have to respect and validate what learners know
3. Learning has to be situated in learners’ experiences (all stages),
4. Meaning is mutually constructed

18. Teachers may still provide some scaffolding in
this process
scaffolding is the support given to a
student by an instructor throughout the
learning process.
Scaffolding is breaking up the learning into
chunks and providing a tool, or structure, with
each chunk.
modify their language to match the language
level of students.
adjusts his/her instruction to the level of the
student.

19. Flipped classrooms, scaffolding, ZPD
scaffolding is (technique) erected to support the building
process, but then removed when it is no longer needed.

20. Distributed scaffolding: Puntambekar and Kolodner (2005)
as an approach to support hands-on inquiry learning
in a classroom in a distributed, multi-agent way. They
found that providing students with multiple forms of
support and multiple learning opportunities was
able to help them to learn science from design
activities. Support can be from people such as
facilitators or peers, software, learning
environments, and other resources. We include
this method as a prompt for the FC design to
consider the various ways that learning can be
facilitated.

21. Project-based learning (PBL)
Most project-based courses generally require students to refine their understanding
of a problem and its solutions using such techniques.
 The difference in the FC is that this validation of the learners’ capacity to know
 solicit learner perspectives - try to obtain knowkedge form others-
 trust their judgement
 respect their beliefs
happens continually at every level of activity, in every session.
students learn by actively engaging in real- world and personally meaningful projects.
PBL uses a complex, real-world project to engage students in collaborative problem-
solving overseen by facilitators and sometimes experts. Knowledge and skills are
acquired just in time, or previously acquired and built on.

22. FC sources of authority in FC includes:
•MOOC component
•external information sources,
•teaching staff
•cultural barriers

23. MOOC
(Massive open online course) component
They’re a form of distance learning delivered online.
Unlike conventional courses, MOOCs can often have an
unlimited number of students. They often provide
plenty of course material like texts, activities and
videos. Some even offer forums to allow you to interact
with other students.
M MASSIVE Thousands of participants
O OPEN Free of charge
O ONLINE Do it anywhere, any time
C COURSE Collaboration, assessment, certificate upon completion

24. MOOC components:

25. SCALE-UP
(Student-Centered Active Learning Environment with
Upsidedown Pedagogies)
Is a collaborative learning method that facilitates purposeful
interactions between students by setting short, thought-provoking
tasks. It is a FC approach, content is delivered outside formal class time
and students given the responsibility for self-directed learning, that
specifies round tables of nine students, thus providing flexibility as
smaller groups of three may interact as necessary.

26. Technology assisted:
Technology can assist teachers with providing content information.
The Internet has made many different types of delivery possible:
text, videos, podcasts, and interactive tools for students to do their
own research and learning or to annotate provided content. It is
possible to use technology to enable the sharing of information
and collaboration thus facilitating collaborative learning. If your
cohort is not physically on-campus then designing for online
collaboration will be essential.

27. Activity-based learning
Activity-based learning enables more open-ended
and self-paced learning. Increasingly, students will
use an e-portfolio to document their learning
achievements and to plan their next steps from both a
career and learning perspective. Students will come
together to work on projects in multi-age settings,
working with mentors, often from industry. Their e-
portfolio will be the sum total of these experiences,
demonstrating achievement of fundamental
knowledge and the ability to apply such knowledge
in complex situations.

28. A project-driven curriculum
• could be radically different from what we now think of as normal We
currently focus on bodies of knowledge that must be first pre-loaded into
students’ brains. Once that is complete, students can do some
application and practice, with a capstone project (experience,
culminating) seen as the final step of integration of the body of
knowledge.
• In a project-driven curriculum, every project should be an embodiment
of all of the required graduate outcomes…
• define the problem,
• apply a systematic problemsolving process,
• use modelling tools as required,
• manage the project as a team,
• communicate effectively with the client and,
• learn online and from mentors and teammates and constantly reflect
about one’s own learning.

29. Outcomes
Learning Objectives:
• the purpose of the course
• level at which the student is working (i.e. novice, expert)
• the assessment that will be set to measure
A Shared Understanding: to stablish Learning Partnership
• The facilitator must therefore understand what students already know
• facilitate the connection to the new knowledge
• If there is a need for developing a shared understanding can be factored
• where the connection is established and questions are asked and answered.
(so in this way theknowledge gap between students and the facilitator should be minimised)
Ownership of Learning: (willingness)
• can be simply explained as a conscious decision on the part of the student
to participate fully in the FC.
• engage with pre-learning to a degree that allows them to take full
advantage of the following flipped activity.
• Students associate value in what they are learning because they have taken
responsibility for, and control over their learning.

30. Evidence of success include shorter-term
outputs or longer-term outcomes.
• Outputs:
• Levels of attendance,
• Online activity (frequency and duration),
• Assessment results,
• Artefacts created
• Student retention.
• Outcomes:
• Change in student attitudes,
• Development of skills,
• Application of learning in other courses
• Cognitive recognition of learning.

31. • Requiring learners to take more responsibility for their learning;
• Providing opportunities:
for students to negotiate and co-construct meaning with peers (Baxter Magolda 2012);
• Challenging students :
through activities such as problem- or project-based work and enquiry-based learning methods;
• Providing opportunities: for personalised feedback;
• Opportunities: to adjust teaching based on student responses;
• Providing g facilitation: techniques to engage students;
• Increasing opportunities: for formative assessment and feedback (Nicol and Miiligan2006).
Expectations for both educators and learners, such as:

32. Screen capture technology (SCT)
Screen capture technology (sometimes referred to as
screen cast technology or screen cast software) is
different from lecture capture technology. Lecture
capture technology is used to record an actual
lecture. In most cases, it includes some real video of
the tutor delivering the lecture along with any slides
that the tutor is showing to the audience. Lecture
capture recordings tend to be longer and are
achieved by such tools as TechSmith.

34. The
EndThanks for watching