Flipping French Class
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Transcript Flipping French Class
Flipping
French: A
Middle School
Experience
Action Research Project!
Action Research: What did I do?
My Philosophy
Create your own lessons your personal touch.
Change your role. You are
now the coach, tutor and
expert
Give students choice =
Differentiate
Be flexible
WHY FLIP TEACHING &
PROJECT-BASED LEARNING?
Lessons are learned at the student’s own pace
Former Homework is done at the start of class:
only minutes are used
Students choose projects for learning in-depth
that
(1) interest them;
(2) are based on individual learning styles;
(3) allow them to learn individually or in groups; and
(4) that frees up the teacher for focused “tutoring”
time in class.
Students pick a project
Or in a group . . .
Whether working alone . . .
Students work according to their own
learning styles!
BLOOM’S TAXONOMY OF 21ST CENTURY LEARNING
The Choice Board: Students
pick from the board
A
Create a play,
puppet show, or
film
B
Write a story &
make it into a
presentation
C
Complete book
activities & write
a review
D
Create an online
movie critic show
E
Create a comic
strip
F
Make, give &
express results of
a survey
Differentiation: A Learning Center for Exploring French Literature
Toni Theisen, Communiqué (6) retrieved from
http://www.sedl.org/loteced/communique/n06.pdf
Students have and follow their
rubrics
My schedule for a flipped class
Each day starts with a Review Opening Activity or quiz (on
vocabulary or structure)
Each day then continues with student project work
Your role: EXPERT ~ relax, interact, teach, support, and enjoy
the engagement of your class
My Action Research Project
Who: 7th Grade French Students
F-Block Flipped (after standard
instruction)
B-Block all standard Instruction
The data. . .
Students completed a survey about their use of
time on activities and homework.
Question 1:
Did students have
access to the Internet
from home?
If not, could Internet
access be provided?
Student Internet Access
In the seventh grade ALL students reported
regular access to the Internet via some method.
Students had access in the following ways:
Home computers
iPods
Smartphones
Tablets
Kindle Fire
When students arrive in class, the lesson is projected
on the board while I check homework completion.
Question 2:
Would class behavioral
interventions be changed by
flipping?
Points assigned for:
Warnings
Detentions
Sent to office
Calls Home
Homework completion &
behavioral intervention
Questions 3 & 4:
Would student performance
change on standard quizzes
for language structure?
Would student performance
change on writing prompts?
Student Quizzes & Writing
What online tools can I use?
Wikispaces (mine is http://mme-dill.wikispaces.com
http://edmodo.com
Blogs (e.g Blogspot.com or wordpress.com)
Google Docs
Moodle
Delicious.com
Voicebox.com
Smilebox.com
And many more
(see Beach R., et. al. Teaching Writing Using Blogs, wikis, and other
digital tools)
Thanks for looking at my
research.
Questions?
About the lessons?
About making your own presentations?
About using a wiki?
About projects?
About assessments ~ projects, rubrics, tests . . .
QU’EST-CE QUE VOUS EN PENSEZ?
Ellen Dill, professeur de français, AMS 2012