Presentation from TeachMeet City on 6th Sept 2011

1. Scenario LOTE / Language classes Middle school Compulsory subject 7-10 Listen if you want: more emphasis on the ‘how’ of learning your students to be more self-aware a more individual approach to learning

2. Problem Teacher-centred subject Content builds, not ‘topic’ based Students rely heavily on teacher for information

3. Action Often I enable this reliance on the teacher! How can we allow students to be more independent learners? How can students acquire the skills to solve problems? Wouldn’t it be great if students set their own lesson objectives?

4. FLIP LESSONS! Image Credit: jackhynes

5. Isabelle Jones Independence Ownership Motivation

6. Chris Harte Independent Content – chuck out 1/3! Learning rich

7. FLIP stands for… FLEXIBLE LEARNER-LED IN-TIME INTERVENTION PERSONALISED

8. FLEXIBLE Teacher decides when a learner group needs breathing space and time to ‘catch-up’ Lessons can be used at any stage in a unit of work and aren’t specifically programmed. Students are given the freedom to choose how they will spend the lesson.

9. LEARNER-LED Students spend time identifying their own strengths and areas for improvement. First time They can also set SMART goals They should also say how they are going to improve by identifying activities that will help. Subsequent lessons “Today I am going to work on…by doing…”

10. IN-TIME INTERVENTION Students have now become more aware of where they’re having problems – before the test or next assessment. The teacher can work with individual students or small groups on specific difficulties – e.g. grammar. With big groups of students, it’s a good opportunity for informal assessment.

11. PERSONALISED Students are given some ideas on the types of activities they might choose during the lesson. They are driving the learning and making it relevant to their goals. The use of technology is a choice if the students wish. After reflection, students should be more aware of what skills and strategies work for them.

12. What does the lesson look like? Students spend the first 10 minutes setting goals – identifying strengths and weaknesses. They then decide on what they would like to work on and how they will do this. Once a clear course of action is made, everyone starts working. Naturally, students will find it helpful to work alone, in pairs or small groups. Activities suggested (for languages) include:

13. Activities catch up with work missed through absence go over something you didn't understand, make notes or ask for clarification Revise vocab using Language Perfect use some of the many online interactive websites available (see eCampus) Make up a dialogue with a friend and practise saying it together Find someone whose weakness is your strength and help them Your own idea

14. Observations The teacher might notice a number of students working on the same grammar point – this is an opportunity to work with the small group to consolidate the knowledge. More able students can investigate their interests with reading or listening material. Students learn together and help one another with strategies to remember (yes, memorisation is important in a language!)

15. The how of learning Students will ideally become more aware of this process and how they learn.

16. Self awareness Image credit: escuchoelecodetuvoz

18. Conclusion Image credit: Ennor

19. What now? Trial the FLIP approach with year 7-10 (at the moment it’s only been year 9) Make it a whole-faculty strategy. Keep ‘training’ the students to rely more on themselves and take ownership of their learning.

20. http://flavors.me/frose Thanks! Unless specified otherwise, images used under a Creative Commons Attribution 3.0 License