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Copy of The Flipped Classroom & MOOCs (Session 7)

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YuJung Han

on 13 March 2013

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Transcript of Copy of The Flipped Classroom & MOOCs (Session 7)

Experience a Flipped Classroom and Evaluate it for language teaching Students Will Be Able To: Participate in DL session: http://cfltmooc.weebly.com/discussion-board.html#/news/ Identify the essential elements of Team-Based Learning The Flipped Classroom Massive Open Online Courses Session 7 AHT 5011 (Dr. Fuchs) To gain a better understanding of the concepts of the Massive Open Online Course (MOOC) and the Flipped Classroom and applications in language teaching through DLs' synthesis of the online posts, interactive activities, and follow-up discussions Session 7: MOOCs
& The Flipped Classrooms Yu Jung Han
Bruce Tung 1. Massive Online Open Course Mini-MOOC (mOOC) What do you think about it? http://cfltmooc.weebly.com/ Enough Input?
Interaction?
Digital Activism to learn? DQ 1: 21st Century Education & MOOC Can MOOCs become an educational utopia by providing ideal and ubiquitous environment for education? Or just another fad that vanishes as quickly as it came? ”Many shortcomings with the current education system, and MOOCs seem to hold most of the answers.
- Yael, Julie, Megan, Michael H, Michael A, and Rickey Some pointed out positive aspects of MOOCs. And of course, there were doubts. "Cannot provide students with valuable factors involved with learning such as interaction, feedback and also motivation matters a lot"
- Niove, Nathalie, Karen, and Amber Other aspects also addressed. *More ideal when teaching adults or high school students - Bree
*It is not to replace the classroom or to replace teachers - Ezra
*MOOCs in language teaching: social networking is the key - Hallie General Consensus MOOCs will stay, but they won’t replace current education system. Example 1: Fundamentals of Online Education: Planning and Application (started on Jan. 28, 2013; Carolin & Yu Jung enrolled)
Course closed after only a couple of weeks Example 2: E-learning and Digital Cultures (Yu Jung enrolled)
- Participants are still communicating on FB even though course has already ended The Flipped Classroom DQ 2: How would you go about flipping your language classroom? In the Classroom: Issues & Concerns about FC Team-Based Learning (TBL) Group Activity 2: Teams in TBL (3 min) Group Activity 3: TBL in K-12? Online Encyclopedia: “Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of technology to leverage the learning in a classroom, so a teacher can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher-created videos that students view outside of class time. It is also known as backwards classroom, reverse instruction, flipping the classroom, and reverse teaching.”
(http://en.wikipedia.org/wiki/Flip_teaching) * videocast/podcast via class blog (multimodal) - grammar/vocabulary (Kathryn, Meghan, Michael A, Amber, Aya)
- content delivery (Nathalie, Aya - CBI)
- self-assessment quiz (Sunyu, Bree, Amanda)
- lesson preview / scaffold (Niove) - collaboration (Amber, Karen, Yael, Bree, Julie)
- group/team activities to apply understanding (Sunyu, Amanda)
- listening/speaking practice (Michael A, Meghan)
- S conference for individual problems (Kathryn)
- differentiated instruction (Niove) * digitized primary sources - letters, photos, newspaer (Yael)
* discussion forum (Hallie)
* cassette tape / Walkman (Michael H)
* "don't even exist yet" (Ezra) - combined with other teaching models (Kathryn, Meghan)
- as review 1x/wk or 1x/mo (Yael)

K-12 ELLs (Kathryn) CLP (Michael A)
College (Maria) ESP (Michael H)

“FC will be one of the most successful approaches in education” (Sunyu) Application of FC: - digital source of input may affect intake/uptake? (Kathryn, Meghan)
- student motivation (Hallie, Rickey)
- not doing “homework” (Nathalie, Maria, Karen) Solution? - do the flipped homework /watch video in class (Aya) Differentiated instruction, according to Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” Group Activity 1: 4 Elements of TBL (7 min) If you watched the 12-minute video on TBL, join your team for online discussion in your private team lounge:

http://todaysmeet.com/tblteam1
http://todaysmeet.com/tblteam2
http://todaysmeet.com/tblteam3
http://todaysmeet.com/tblteam4

as a group, post your answers to the MOOC discussion forum: http://cfltmooc.weebly.com/discussion-board.html#/news/
1. list the 4 elements of TBL
2. which is the most important? explain why in a sentence "One of the components of TBL is having permanent teams. I think mixing team members is beneficial since it allows each student to interact with different classmates. Is there specific reasons for why TBL should have permanent teams?" -Aya In pairs, discuss whether TBL should have permanent teams, then go to this link for a quick poll:

http://cfltmooc.weebly.com/dq-synthesis.html "How can this model work in a high school or younger language classroom or with students who are different levels?" - Amber, Kathryn Discuss in your UAB Project Group, and post your group answer to the MOOC discussion forum:
http://cfltmooc.weebly.com/discussion-board.html#/news/ Thank you!
Danke!
¡gracias!
merci! Outside the Classroom:
Full transcript