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Teaching EAP Using Flipped Learning
and Web-based Tools
Teaching EAP Using flipped Learning and Web-based tools WebinarEnglish Online Inc.
is licensed under a Creative Commons Attribution--ShareAlike 4.0 International License
December 7 & 8, 2018This webinar will be recorded
Presenter: Pam Elalfy
Agenda
• Overview of Flipped Learning & EAP
• EAP: Traditional classroom Vs. Flipped
• Tools and Tips
• Example Tasks
• More Resources
• Questions/ Comments
Screenshots: Google mages
• It is simply “homework that is done
in class and classwork
that is done at home”.
• It is replacing teachers with videos.
• Students work in isolation.
• It makes the teacher’s job easier.
Misconceptions About Flipped
Learning
( Bergmann, Overmeyer& Willie, 2013)
Flipped Learning Is:
Moving direct instruction from the group learning
space ( classroom) to the individual learning space
(outside the classroom) where the students have
more time to engage in more dynamic and
interactive learning.
When the educator has more time to guide the
students to apply the learned concepts creatively.
( Kostka & Lockwood, 2015)
Flipped Learning Cont.
• It is a blending of direct instruction and constructivist learning.
• It is based and focused on 4 pillars:
F: Flexible environment
L: Learning culture
I: Intentional content
P: Professional educator( Flipped learning Network, 2014)
Flipped classroom: ( adapted from Bishop& Verleger, 2013)
EAP (English for Academic Purposes)
• Definition/ Common
Teaching methods
• Challenges in a traditional
classroom
Screenshots: Google mages
EAP: Traditional Classroom Vs. Flipped
Traditional Model
Outside class Flipped In class
Using Bloom’s Taxonomy, teachers can use a WebQuest strategy that guides
the students’ Learning through: Introduction, Task, Process, Evaluation, and
Conclusion.
Flipped Model
In class Outside class
Xristina la, Bloom's Taxonomy, CC BY-SA 3.0
Flipping an EAP Classroom
Outside Class
• e-Learning
• Self-directed learners
• Flexibility of time/ place of
learning
• Opportunity for in-depth
engagement with the
material/ course content
In Class
• Teachers monitor student
progress
• Teachers identify
knowledge gaps and
address problems through
hands-on activities.
• Opportunity to “create
learning connected
communities”
(Garrison & Kanuka, 2004)
• An educational website
• Fremium account
• Gamification tools
• Measures student progress
• Online discussions
• “Reflection in action” and
“reflection on action”
Free Web-based Tools
1) Edmodo
edmodo.com
2) Screencast-O-Matic
• Unlimited number
15 minute videos (webcam&
Screen recording)
• Easy to use
• mp4 files
www.screencast-o-matic.com
Example of Using Screencast-O-Matic in
Academic Research
(Kostka & Lockwood, 2014)
3) bubbl.us
• user-friendly
• collaborative tasks
• connect ideas
• create mind maps
bubbl.us
4) Padlet
• easy to use
• supports in-class activities
• synchronous and asynchronous activities
• 150- word limit per text box
padlet.com
Examples of Using Padlet in Academic
Reading/ Writing
padlet.com (Kostka& Lockwood)
5) Socrative Quizzes
• Interactive
• Marked automatically
• Collaborative
Socrative.com
Strategies for Pre-Class Tasks
• Watch a video using WSQ framework.
• Read an article/ book chapter related to the
content of the video(s).
WatchSummarize Question
( Soliman, 2016)
Strategies for Pre-Class Tasks cont.
• Students complete interactive exercises using Academic Word List.
https://www.examenglish.com/vocabulary/academic_word_list_group1.htm
http://www.englishvocabularyexercises.com/AWL/index.htm
• Students practice note taking/ summarizing/ paraphrasing answering interactive exercises based on articles/lectures.
http://www.uefap.com
(
Examples of In-Class Tasks
• Students design mind maps based on content they
have read/ listened to at home.
• Based on a peer-reviewed article, students work on
summarizing and synthesizing language chunks on
Padlet and discuss as a class.
In-Class Tasks Cont.
• Students complete a formative quiz on a reading/
writing content using Socrative quizzes.
• Group presentations tackling topics discussed in
online forum discussion(prior to class).
( Soliman, 2016)
After-Class Tasks
• Research article (summative assessment)
• Journal article review
• Presentation Forums
• Discussion Boards
• Recorded Video at the end of the course.
( Soliman, 2016)
More Helpful Websites/ Links
• The Internet Grammar of English
http://www.ucl.ac.uk/internet-grammar/
• Academic Phrasebank
http://www.phrasebank.manchester.ac.uk/
• Academic Listening
http://www.bbc.co.uk/
• Purdue Owl
https://owl.purdue.edu/owl/purdue_owl.html
• EAP Foundation
https://www.eapfoundation.com/
• Wordnik
https://www.wordnik.com/
Conclusion
Using flipped learning in an EAP Context:
• Students’ performance
• Students’ engagement
• Problem solving techniques
• Self-directed learning
• Collaboration abilities
References
• Bergmann, J., Overmyer, J., & Willie, B. (2013). The flipped class: Myth vs. reality. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php.
• Bishop, J. & Verleger, M. ( 2013). The flipped classroom: A survey of the research. American Society for Engineering Education.
• Flipped Learning Network ( FLN). ( 2014). The Four of F-L-I-P. Retrieved from http:// www.flippedlearning.org/definition
• Garrison, D., & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. Internet and Higher Education, 95-105.
• Kostka, I.& Brinks Lockwood, R.B. ( August 2015). What’s on the Internet for flipping English instruction? TESL-EJ 19.2
• Soliman, N. ( 2016). Teaching English for academic purposes via the flipped learning approach. Elsevier Ltd. Procedia - Social and Behavioral Sciences, 232, pp. 122 – 129
Have Questions?
Pam Elalfy
e-Volunteer Coordinator
English Online Inc.
Skype: EnglishOnlineMB7
E-mail: [email protected]
Blog: Teaching with Technology
To request a certificate of participation, please contact the e-volunteer coordinator within an hour after the webinar.
Join our team of e-Volunteers!
Pam Elalfye-Volunteer Coordinator
Skype: EnglishOnlineMB7
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