Transcript Flipped Spanish Classroom

Pam Benton
Esther Gonzalez-Wright
Linda Santiago
Pinellas County Schools
St. Petersburg, FL
The Flipped World Languages
Classroom
•How did we get started?
•
What steps did we take?
•
We formed a PLC, inviting all
World Language Teachers in the
District (around 200)
A group of 12 met at one
teacher’s home at 6:00 p.m. on a
Monday night
The group finalized with 5
teachers
•
•
Flip Your Classroom: Reach Every Student In
Every Class Every Day
By Jonathan Bergmann & Aaron Sams, 2012
•What is the flipped Classroom?
Students master content at home & then use class time to
practice & SPEAK!!!
Teachers provide videos, PowerPoints, Readings, and explanations
for students to utilize in learning outside class time
#1
Students take detailed Cornell Notes including questions & a
reflection
#2
In class students turn in their notes & ask questions
#3
In class students complete listening, speaking,
reading & writing practice activities with help from
the teacher
#4
#5
Students participate in metacognition to reflect
on their own learning process
•How class time is used
Time
activity
5-15 min Bell work & warm-up
5-15 min Answer questions & hand in Cornell notes
35 min
Communicative activities, pairs & groups
25 min
Teacher assisted practice activities/projects
5 min
Wrap up/assign homework
•Where did we get our content resources?
Using our district-developed, standards-based curriculum maps…
•
We shared
PowerPoints and
other content-rich
resources that we
had created
ourselves
•
We used content
from YouTube
including Señor
Jordan videos
•
We used content
from our adopted
textbook series.
We uploaded items
to our MOODLE
pages for students
to access
•What are Cornell Notes?
An AVID note-taking system developed at Cornell—AKA Two-Column notes
Students identify what notes they
are taking at the top
They write main ideas in the left
column.
Students write supporting details,
examples, etc., in the right column.
At the bottom, students either
summarize the information or write
a reflection about their learning.
All notes are collected, graded and
then given back to students quickly
so that they may be used as a
reference.
Notes are worth a large portion of
the student grade
Cornell Notes Examples
•Sample Assignment
Spanish 3 Formal Commands
•
I’ve changed the instructions to
English because teachers of many
languages are attending this
workshop.
There are two brief YouTube videos
explaining how commands work
and the website offers a different
way of explaining the concepts
than the textbook or I take.
Be sure that the following questions are answered in your
notes:
•
•
I guided the information I wanted
them to glean from the input using
these questions.
Watch the following videos and view the following
webpage. Take notes. Feel free to watch them multiple
times and to pause and rewind as needed. Upload a copy
of your notes here.
http://www.youtube.com/watch?v=PKt9tPEBg-g
http://www.youtube.com/watch?v=t28Cs1ID6q0
http://www.studyspanish.com/lessons/procomm.htm
•
•
•
How do I form regular Ud. and Uds. commands? (Give at
least one example with AR, ER & IR verbs)
What are the Ud. and Uds. command forms of the following
irregular verbs: sacar, llegar, organizar, recoger, seguir, dar,
ir, ser?
What's the rule for placement of pronouns when the
sentence is negative?
Where do I place the pronouns if the sentence is positive?
What's the rule about placement of accent marks when the
sentence is positive and there's a pronoun?
•Sample Assignment
Spanish 3 Formal Commands: Student non-example
Note that this student completed
the notes ONLY by answering the
questions and he answered one of
the questions incorrectly.
I follow up in class by doing a
couple of things:
1.
Review the rule for placement
of accent marks on command
forms with everyone
2.
Show an example of
outstanding notes (see next
slide)
3.
Having a conversation with this
student individually on how to
beef up his notes to earn a
better grade
•Sample assignment
Spanish 3 Formal Commands: Student example
•Sample assignment
Spanish 3 Formal Commands: Student example
I’ll have an individual
conference to correct the
mistakes with this student
as I hand back the notes.
Now that I know that this
student clearly
understands the concept,
I can pair her with a
student who is a little
sketchy to do the practice
speaking activities so that
she can help the other
student.
Eat the pizza!
Eat it!
Don’t eat it!
Dance the tango!
Dance it!
Don’t dance it!
Write the e-mail!
Write it!
Don’t write it!
After answering questions and checking Cornell notes, I’d give students an activity
like this to do in table groups. I’d walk around and help them to be sure there is
clear understanding. Next they do written practice and then we’d do an activity
with the Sims in which they give commands to various people. The next activity is
to do the Scavenger Hunt Project writing directions for other groups and then
following them to find the hidden “treasure”.
•Problems & Solutions
What problems did we have and how did we solve them?
Availability
of technology to
students for use outside of
class
 Most
students in our inner
city, Title 1 schools had
access
 Public libraries, school
libraries & labs, classroom
computer/iPad/iPhone
•Problems & Solutions
What problems did we have and how did we solve them?
Students
who don’t do their homework
They
must do it during class while other
students participate in active practice
(class practice must be fun)
They must do it along with their other
homework the next night
Students
who go through the motions,
but don’t really try
Make
the Cornell notes worth a LOT of
points
Individual conferencing
•How we prepared the students for the flip…
Getting students ready was key to our success
Explain what the a
flipped class is and why
we think it’s a good idea:
generate excitement
Introduce the concept of
Cornell notes & model
note-taking
Practice watching
videos/PPTs and taking
Cornell notes together in
class
Constantly review
processes and share
best results with
students as examples
•Student feedback
Students are in
control of their
own learning.
They can listen or
watch as many
times as needed
to “get it” and
then they can go
to class and
participate in
structured and
free practice with
help from their
teacher and from
other students.
•Student feedback
Students
begin to feel
responsible
for their
own
learning.
They
identify how
they learn
and that
they are in
control.
•Student feedback
•Our results
Middle School T comparison
100
80
60
40
20
0
7th period
6th period
Flip
1st period
U7 List
U7 Read
U7 Vocab
U7 Gram
3rd Grd pd
4th grd pd
•Our results
Middle School H comparison
Impact of
native
speakers
100
80
60
40
20
0
1st period Flip
7th period
8th period
U7 List
U7 Read
U7 Vocab
U7 Writ
3rd Grd pd
4th grd pd
Our next step…
 FLIPPED CLASSROOM 2.0
 More teachers
 More students
 More classes
 More fun
 More time using the language
 More learning
 More sharing best practices
•Resources
What we have used so far…

Flip Your Classroom: Reach Every Student In Every Class Every Day
By Jonathan Bergmann & Aaron Sams, 2012

http://www.youtube.com/user/tontitofrito?feature=chclk
Sr. Jordan videos
Exprésate 1. Houghton-Mifflin School. 2006
Teacher created PowerPoints—web searches
YouTube videos—web searches