The attendees were Melody (陳美麗老師), Chris (林詠梅老師), Ching-ru (戴靜燸老師), and Crystal (黃心如老師). They are referred to as "students" in the first part below.
Part One
Teaching reading.
Pre-presentation:
1. Greeting.
2. Warm-up: 1) Do you enjoy coming to school? Why or why not?
2) What is your ideal class like? (Ans: Interesting. Informative.)
3) What do you think the lesson "Flipped Classroom" is about? What does flip mean?
Presentation
1. Students read the three-paragraph article in two minutes and find out the main idea of each paragraph.
2. Discuss the main idea of each paragraph. Put what the students say on the blackboard.
E.g. Main idea of
the 1st paragraph: definition of the flipped classroom.
the 2nd paragraph: comparison between the traditional classroom and the flipped classroom
the 3rd paragraph: pros and cons
3. Discuss the details paragraph by paragraph
First paragraph:
--Q & A based on the content 1) What does a flipped classroom look like?
2) What are some important components of such a class? (Ans: teacher-made videos, discussion)
3) What other terms are used for this approach? (Ans: backwards classroom, reverse instruction, flipping the classroom, and reverse teaching)
--The language:
1) Clarify the meaning of some words which are new to students.
2) Ask the students what new language items they've learned from this paragraph.
Second paragraph
--Q & A based on the content
1) What's the difference between traditional teaching and flip teaching? We discussed this in terms of the teacher and the students respectively. As the students gave the answer, I put them in the diagram on the blackboard.
What do students do?
| Out of class | In class | |
| Traditional teaching | ||
| Flip teaching |
What do teachers do?
| Out of class | In class | |
| Traditional teaching | ||
| Flip teaching |
Third paragraph:
--Q & A based on the content
1) What are the advantages of flip teaching?
2) What are some problems?
Post-presentation
Discussion: 1) As a student, would you like to be taught this way? Why or why not?
2) What kind of training do you think a teacher using this method needs?
************
Part Two
Implementaion of the approach in teaching "I Have a Dream"
Before class:
1. Have students watch at home videos on the playlist, which includes videos not only of Martin Luther King delivering the landmark speech but also about background information, such as the bus boycott, the Ku Klux Klan, the Little Rock Nine, etc. If there are too many videos, the class can be divided into groups and each group is assigned a specific video to watch.
2. Have students read the text of the speech and articles about Martin Luther King and the civil rights movement.
In class:
1. Q & A about the speech.
2. Have students work as groups to produce the timeline of Martin Luther King's life.
3. Have students deliver their favorite part of the speech in front of the class.
4. Have students work as groups to write the scripts based on the video they watched at home for a short skit, which they will act out.
5. Discuss the metaphors used in the speech.
6. Discuss the components of an effective persuasive speech.
7. Discuss the racial issues in Taiwan.
8. Have students give a short talk about their own dream.
********
During our discussion, we found some possible problems implementing in English class:
1. What if students don't watch the video(s) or read the speech at home? Of course, there are ways to check, but it involves technology, which not every teacher is familiar with.
2. To design classroom activities based on what students were asked to do at home is a challenge. For example, besides what I mentioned above, what else can students do with the text of "I Have a Dream" in class? In language class, language is not only the means but the content for learning. Activities that get students to use the language they are supposed to have learned on their own at home are needed. Is translation a good activity for this purpose?
*****************
The text I used in today's workshop:
Flip teaching (or flipped classroom) is a form of blended learning which 1encompasses any use of technology to 2leverage 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.
The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class. Students would then be assigned an assessment for homework to demonstrate their mastery of the topic. In flip teaching, the student first studies the topic by himself, typically using video lessons created by the instructor, or shared by another educator, such as those provided by the Khan Academy. In the classroom, the pupil then tries to apply the knowledge by solving problems and doing practical work. The role of the classroom teacher is then to tutor the student when they become stuck, rather than to 3impart the initial lesson. This allows time inside the class to be used for additional learning-based activities, including use of differentiated instruction and project-based learning.
Flip teaching allows more hands-on time with the instructor guiding the students, allowing them to assist the students when they are assimilating information and creating new ideas (upper end of Bloom's Taxonomy). Flipping the classroom has also proved to lessen the drop out rate among students, and an increase in the amount of information that the students learn. Many people speculate that flipping the classroom would be harmful to students who do not have access to the internet outside of school. However, many teachers have found ways around this by burning CDs, and giving out thumb drives with the videos on it.
Adapted from Wikipedia (http://en.wikipedia.org/wiki/Flip_teaching)
******* After the text, the definitions of the three vocabulary words are listed. For each word, I put down the definition and example sentence(s) from five different dictionaries so that the teachers can compare.
Vocabulary
- encompass [vt] (formal)
Macmillan: to include a lot of people or things
The student debates will encompass a range of subjects.
Oxford: to include a large number or range of things
The job encompasses a wide range of responsibilities
The group encompasses all ages.
Longman to include a wide range of ideas, subjects, etc.
The study encompasses social, political, and economical aspects of the situation.
Cambridge to include, especially a variety of things
The festival is to encompass everything from music, theatre and ballet to literature, cinema and the visual arts.
Merriam-Webster online to include
<a plan that encompasses a number of aims>
- 1. leverage [vt] (business (M)/technical(L)/specialized(C))
Macmillan: to borrow money to buy a business, hoping that the business will make enough profit to pay the interest on the money that is borrowed
Oxford (Only lists it as a noun)
Longman to make money available, using a particular method
using public funds to leverage private investment
Cambridge to use borrowed money to buy a company
leveraged The company is highly leveraged and struggling with interest payments.
Merriam-Webster online to use for gain
<shamelessly leverage the system to their advantage>
The company wants to leverage its brands more effectively
<a reality show contestant who’s trying to leverage her 15 minutes of fame>
- 2. impart [vt] (formal)
Macmillan: to give something such as information, knowledge, or beliefs to someone
Oxford to pass information, knowledge etc. to other people [SYN] convey
Longman to give information, knowledge, wisdom etc. to someone
She had information that she couldn’t wait to impart. (Exams)
Cambridge to communicate information to someone
to impart the bad news
I was rather quiet as I didn’t feel I had much wisdom to impart on the subject.
Merriam-Webster online to communicate the knowledge of DISCLOSE
<imparted my scheme to no one>
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