Transcript Project I-DEA - North Seattle College

Project I-DEA
Transforming the classroom
for lower levels of ESL
Kim Chapman & Adria Katka
North Seattle College
SBCTC: May 2014
What is different about I-DEA?
Traditional ESL Class
I-DEA Class
 Introduce content in class,
 Flipped class model –
practice at home
 Content supports
language/grammar topics
 Class moves together
through course content
Introduce content at home,
practice in class
 Language supports content
themes
 Online course allows for
self-pacing and selfdirection
Flipped & Blended Approach
 Flipped class model extends the classroom
 Online class – Students learn fundamental language and
concepts
 Face-to-face (F2F) class – Students work in a group/team
setting to practice and apply language and concepts
 Online and F2F elements are blended
 Introduce topic online
 Practice in F2F class
 Additional practice / assessment / extension online
Three Circular Interlocking Arrows by JoBrad
Content-Based Instruction
 Diverse content themes – e.g.,
 Career exploration / job search / interview skills
 Communication – interpersonal, cross-cultural, presentation
 Life and well-being – time management, financial literacy
 Community – civics, environment
 Strong content focus engages students and holds attention by
building practical skills across aspects of their lives
 Social – personal & community
 Professional – academic & work
Differentiated Learning
 Online component offers flexibility for students
 Control pace
 Repeat
 Review
 Content provides something for everyone, depending on
background/experience with:
 Language
 Content
 Tech tools
What are students doing?
Example Strand: Professional and Social Interpersonal Communication
What is
interpersonal
communication?
Vocabulary: Seasonal job fair
• Why are interpersonal communication skills important?
• How and how often do you use these skills?
Verbal &
nonverbal
communication
Vocabulary: Nonverbal communication
• What kind of information comes from nonverbal and verbal cues?
• How can you check your understanding and ask for help if you need it?
Advocating for self Vocabulary:Verb + preposition phrases (get along with, talk to _ about)
• How can you tell others what you need/want?
• How can you tell others what you can/cannot do?
Resolving conflict Vocabulary: Understanding conflicts & problems
/ solving problems • Understanding a problem is the first step to finding a solution.
• How can I solve this problem?
• How can I make suggestions to help others solve problems?
Strand assessment
• Review/summarize tips
• Apply tips to realistic situations
What does it look like?
What are students saying?
 Video: Student reflections by two Quarter 3 students
 Amado
 “I wish the I-DEA class continued – not just three quarters.”
 “In the past, I never didn’t use a computer. Now, I can do it. I can make a
PowerPoint presentation.”
 If this class, I-DEA class, changed for regular class, I think everybody
want to learning English. They can improve English fast – very fast.”
 Loan
 “I feeling strong and powerful when I talk another person communicate.”
 “I like both [face-to-face and online class] because I learning how to
computer together grammar.”
Thank you.
Kim Chapman
Dean, Basic and Transitional Studies Division
North Seattle College
[email protected]
Adria Katka
ESL Instructor
North Seattle College
[email protected]