EXTENDING THE FLIPPED CLASSROOM INTO LITERACY

CLASSES

Vicki Scullion

John Unger

Georgia Gwinnett College

ARE THESE YOUR STUDENTS?

Grazer, B. (Producer), & Coolidge, M. (Director). (1985). Real Genius [Motion picture]. United States: TriStar Pictures.

Real Genius

WHAT IS A FLIPPED CLASSROOM?

A Flipped Classroom is:• Watching Lecture Videos at Home

AND• Working Problems in the Classroom

Works great for math and science because:• Concepts are introduced in lecture• Practice is assigned as homework

BUT IN ENGLISH CLASSES…

English classes already have• Less Lecturing• More class discussion• More reading required• Long term writing required

However, some topics work great in a flipped classroom• grammar• citing sources• literary devices• plagiarism• rhetorical styles

SO FOR CERTAIN TOPICS…

Students watch a lecture for homework

During class time, teachers facilitate active, engaging lessons that reinforce the curriculum concepts introduced in the homework

ARE YOU KIDDING?Click icon to add picture

You want me to tape a lecture for homework

AND

write an engaging lesson plan?

OF COURSE NOT!

Many universities make lectures available to educators to use

The Khan Academy is a wonderful source of free lectures

Teachers all over the world post lectures and mini-lessons on YouTube

A cautionary note or two…• Watch the entire video before you assign it • Make sure that the video teaches the curriculum points you

want students to learn.

WHAT TOPICS ARE AVAILABLE?

In YouTube, use keywords to search for videos on whatever topic you plan to teach. In minutes, you can locate videos on anything from Alliteration, Citing Sources, Clichés, Emily Dickinson (both biographical and poem analysis), English Language Learner topics, Literary Concepts, Nonfiction Writing, Plagiarism, Punctuation to Vocabulary and Witticisms.

The Khan Academy offers over 4,000 free videos in a variety of subjects.

VIDE O H.W. ASSIG NE DNOW WHAT?

The FUN part! Now you have the opportunity to design a lesson that is ENGAGING, PERFORMANCE-BASED, COOPERATIVE, BASED ON REAL-WORLD TASKS, RELEVANT TO STUDENTS, and BASED ON YOUR CURRICULUM.

EAP0082 Speaking and Listening

Objectives: Students will be able to identify pronunciation and intonation errors in their own speech.

Homework Video:

Mister Duncan’s Lesson on Intonation

Misterduncan England. (2010, Jan. 29). Learning English – Lesson Twenty Eight (Intonation) [Video File]. Retrieved from http://www.youtube.com/watch?v=GPcBJfBTlNo

AN EXAMPLE THAT REALLY WORKED IN OUR CLASSROOM

Identifying Pronunciation and Intonation in Speech

Evaluate your spontaneous video for pronunciation and intonation. Use the notes you took while watching the homework video on intonation to help you remember the differences between the two concepts.Pronunciation: List 3 words or phrases that you pronounced correctly. List 3 words or phrases that you pronounced incorrectly. Circle the part of the word where you noticed the error.Intonation: List one sentence in which your intonation was perfect. Explain why your intonation was perfect for this sentence. List one sentence in which your intonation was incorrect. Explain why the intonation didn’t match what you were trying to say.

LET’S BRAINSTORM!

Let’s break up into groups of 4 or so, and brainstorm active teaching strategies that a professor might use to develop student understanding of a concept presented in a homework video. Remember, your goal is to engage and motivate your students to want to learn the content. Engaged students keep their cell phones in their pockets and their brains in focus.

DID YOU THINK OF THESE?

The Jigsaw Method (Divide and Conquer)

Writing Workshop (Watch homework videos about rhetorical styles and the writing process. When students write in class, you can catch mistakes such as not answering the prompt before the first draft is submitted.)

Literature Circles (In groups, analyze a reading based on the specific video homework. For example, analyze “Jabberwocky” for imagery and alliteration.)

Designing Graphic Organizers (Make sense of reading/writing by creating concrete visuals such as flowcharts, outlines, webs, matrices, etc.)

Presentations (Have groups of students produce the homework videos for next semester.)

Games that promote retention of vocabulary and literacy concepts (Password, Jeopardy, etc.)

THE RESULTS?

The assigned homework is relevant to the objectives.

Students don’t do the active portion of the lesson by themselves at home. In class, they can get immediate feedback from you and their peers. This avoids student error and the need to re-teach important concepts.

You end up with a classroom full of students who are actively engaged in learning!

QUESTIONS?

THANK YOU!

If you would like more information, please contact:

• Vicki Scullion at vscullio@ggc.edu• John Unger at junger@ggc.edu