What Are My Needs as An English Language Teacher? HALINA OSTAŃKOWICZ - BAZAN POLAND January 2015

Where? Traditional classroom layoutModern classroom

How ? Blended Learning

 A flipped class is one that inverts the typical cycle of content acquisition and application so that  Students gain the necessary knowledge before class, and  Instructors guide students to actively and interactively clarify and apply that knowledge during class.  Like the better classes have always done, this approach supports instructors playing their most important role of guiding their students to deeper thinking and higher levels of application. A flipped class keeps student learning at the heart of instruction.

Flipped Classroom

What is Different about A Flipped Classroom?

 Students learn to explore topics more deeply and broadly.  As a result of students accepting responsibility, interacting meaningfully and often with their instructor and peers, and generating and giving frequent feedback, they gain a richer understanding of the content and how to apply it.  Students are more active participants in learning.  The student role shifts from passive recipient to active constructor of knowledge, giving them opportunities to practice using the intellectual tools of the discipline.  Interaction increases and students learn from one another.  Students work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge together inside and outside the classroom.  Instructors and students generate more feedback.  With more opportunities for students to apply their knowledge and therefore demonstrate their ability to use it, gaps in their understanding become visible to both themselves and the instructor.

OLD (Before the Flip) NEW ( After the Flip) Before Class Students assigned something to read Students guided through learning module that asks and collects questions. Instructor prepares lecture. Instructor prepares learning opportunities. Beginning of Class Students have limited information about what to expect. Students have specific questions in mind to guide their learning Instructor makes general assumption about what is helpful. I nstructor can anticipate where students need the most help. During Class Students try to follow along. Students practice performing the skills they are expected to learn. Instructor tries to get through all the material. Instructor guides the process with feedback and mini-lectures. After Class Students attempt the homework, usually with delayed feedback. Students continue applying their knowledge skills after clarification and feedback. Instructor grades past work. Instructor posts any additional explanations and resources as necessary and grades higher quality work. Office Hours Students want confirmation about what to study. Students are equipped to seek help where they know they need it. Instructor often repeats what was in lecture. I nstructor continues guiding students toward deeper understanding.

Traditional Setting Read more: learning.html  MOST STUDENTS AND TEACHERS TAKE THE TRADITIONAL CLASSROOM ENVIRONMENT BENEFICIAL FOR LEARNING  WHY?  BECAUSE THEY CAN INTERACT WITH THE INSTRUCTOR AND THEIR SCHOOLMATES.  PARTICULARLY FOR PEOPLE WHO LEARN BETTER THROUGH COOPERATIVE ACTIONS AND GROUP STUDY.  THE POSSIBILITY, OF ASKING QUESTIONS AND RECEIVING IMMEDIATE ANSWERS, IS SIGNIFICANT.

 Students assigned something to learn  Students guided through a learning module that asks and collects questions.  The instructor prepares lecture.  The instructor sets up learning opportunities.  Beginning of Class  Students have limited information about what to expect.  Students receive specific questions in mind to guide their learning

What's Different About the Flipped Class? OLD (Before the Flip) Lecture with audience.png NEW (After the Flip) Collab-in-class-with-board.png The instructor makes general assumption about what is  An instructor can anticipate where students need the most help.  During Class Students try to follow along. Students practice performing the skills they are expected to learn. The teacher tries to come through all the stuff. The teacher conducts the process with feedback and mini-lectures.  After Class Students attempt the homework, usually with delayed feedback. Students continue applying their knowledge, skills after clarification and feedback. Instructor grades past work. The instructor posts any additional explanations and resources as necessary and grades higher quality work.  Office Hours Students want confirmation about what to study. Students are equipped to seek assistance where they know they need it The instructor often repeats what was in the lecture. The instructor continues guiding students toward deeper understanding.

Technology-Enhanced Learning  Whether it be through textbooks made possible through the invention of the printing press, an overhead projector, a filmstrip, or an online simulation, teachers have always looked to technology to provide students with higher quality learning experiences.  Innovations in content delivery, assessment methods, and adaptive learning are changing education in the 21st century.  New technologies are enhancing our understanding of how students learn and providing instructors the ability to customize course materials and create personalized learning experiences tailored to students’ individual needs.  Emerging online learning models encourage students to be more active participants in their own learning - allowing them to not just be content consumers, but content creators as well.

Multimedia Tools What? Why? Where? When? For Whom?

The conventional educational framework, consists of two main entities: Learner and Educator. The communication between these two entities is basically a one way process. EducatorInformation Learner Number 1: The conventional educational framework

The Conventional Education Framework  Educator normally plays the role as information provider who delivers conceptual knowledge to the learners. The learner is the receiver of this knowledge, but how and how much they could really absorb is merely answered.  There is no mechanism to effectively aid the learner to process and comprehend these abundant information and knowledge.  The effectiveness of the education in this setting is questionable.

Number 2: Multimedia re-engages and accelerates the education process Multimedia has the capability to empower the constructivist approach for learning through collaborations, self-explorations, simulations, models and creating media rich study materials. Pictures, video and sounds are incorporated in a structured manner facilitating the learning of new knowledge much more effectively.

 Computer based multimedia courseware has rewired the education process by giving the students opportunity to demonstrate their understanding and ideas.  With multimedia computer tools, such as media editors, the learners can engage in more creative work encouraging innovations.  The interactive visual representations enable students to communicate their ideas more effectively in an informative manner.

 The multimedia education tool shall provide an environment for collaboration among the intended users, both learners and educators.  Simultaneous access to a multimedia resources (video clip, audio segment, picture, etc.) by multiple users is essential for collaborating learning and teaching.  The insertion of multimedia technology as an instructional tool allows the educators to "deliver" knowledge more dynamically through media rich course materials,  And hence encourages the students to learn more effectively by matching their diverse learning patterns and instructional needs.

The Applications of Multimedia in Education  Multimedia technology plays an important role in the education and training because of its ability to provide a virtual environment for learners to effectively acquire knowledge.  With audio and optical effects, multimedia enhances the computer simulation of the real life consequences. It holds the potential to transform the classroom from a physical world to an unlimited imaginary virtual environment.  Multimedia simulations can now set the learners in an environment where they can discover, explore more knowledge actively.  Visual and audio can powerfully affect the learners' processing of information. This has also given a chance and new life to the physically handicapped learner in accessing electronic information.

 I need to learn how to teach with technology.  I am taking the course Teaching with Technology to improve my teaching skills. Created by Dr. Nellie Deutsch  I do not have sufficient computing knowledge, training and skills in graphic design, computer programming and authoring multimedia courseware.  For me, it is essential to be retrained in order to have a better result of adopting the new technology.  To absorb and handle these new technologies, might not be an easy task for elderly teachers like myself

Thank you for watching. Halina Ostańkowicz – Bazan January 2015 Poland