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Having your Say : Flipping Oral Skills into a Collaborative, Motivational, and Learner- Centered Course
“Revolutionizing Learning to Enhance Student Success.”
- Janene van Loon MA
- Law English Coordinator and Lecturer
- LL.B. programme
- International and European Law
University of Groningen
The Language Centre
Ideal Learning Environment?
Typical University Lecture Hall and Classroom Traditional Didactic Approach
Assumption: My job is to talk. Your role is to listen. PLEASE LET ME KNOW IF YOU FINISH FIRST!
And if you don’t listen…..
Confucius • I hear and I forget. • I see and I remember. • I do and I understand.
Picture source:
https://www.flickr.com/photos/rob_web/466866299
What is flipping the classroom?
Why an alternative method?
Discussion methods are superior to lectures in: • students’ retention of information at the end of the
course, • transfer of knowledge to new situations, • development of problem solving.
A SYNTHESIS FROM THE FOLLOWING SOURCES: Bligh, D.A. 2000. Factors Affecting Student’s Attention. In: What’s the use of Lectures? San Francisco, CA: Jossey Bass
Publishers, 2000. p.51.
Effect of intervention and discussion on attention decline during lecture. McKeachy, W.J. Teaching Tips: Strategies, Research
and Theories for College and University Teachers. (10th Edition). Boston: Houghton Mifflin, 1999.
The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.
– Preparation is done at home. – In-class time is devoted to exercises, projects, or discussions.
“You see there is no ONE way to flip a class and in this lies one of the great strengths of this methodology.” Peer Instruction is, of course, our favorite way to flip the classroom. However, we are also big fans of Team-BasedLearning and Project-Based Learning.” Bergman and Sams, Authors Flip Your Classroom
Misconceptions of Flipping
Content coverage will be sacrificed
A fad that will go away Students staring at a computer in class
Students working without structure
Teachers replaced by videos
A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
Contrast with Traditional Model
Pre Class
Students prepare
for lecture
In Class
Instructor
lectures on
mostly pre
class
material
Post/Pre Class
Students
apply lecture thru
HW
prepare for next
class
Students receive
feedback on HW
a day or week
later (not in real
time)
Traditional
Pre Class
Students are held
accountable to
learn new course
material
In Class
Class debriefs
pre-class work
Instructor
provides real-
time feedback
on in-class
assignments
Post/Pre Class
Students
finish in-class
assignments
prepare for next
class
Flipped
FROM THE STUDENT’S perspective
Meaningful Hands-on Learning Better Learning Retention Material that is more
easily reviewable. Students better prepared
for Class
Skills Expanded in-Class
Several Ways to Learn the Material
Meaningful Peer-to-Peer Interaction
Meaningful Instructor Interaction
Instructor more aware of Student Abilities
Easier to Catch Up on Missed Material
Students able to Go at Own Pace
A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
FROM THE INSTRUCTOR’S perspective
Dimnished Lecture Prep Time
Greater Student-Friendly Instruction (pre class)
Able to develop better Application-type activities In
Class Reach Different Level Students at Same Time
A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
Changes…
A SYNTHESIS FROM THE FOLLOWING SOURCE: Teaching for Quality Learning at University, Third Edition. John Biggs and Catherine Tang Open University Press, New York,
2007.
From To Coverage mode Assignment/Task Centred Mode What am I going to teach? What do I want the students to learn? I must cover … They must do… Teaching Tasks Learning Tasks Monologue Dialogue Teach content Engagement with content/class as assess for mastery dialogue/assess for deep learning
LL.B International Law Oral Skills
LL.B Programme • 1st year students • CEFR C1/C2, TOEFL 92, IELTS 6.5, CAE, CPE, IB or EB diploma, SAT,
IGCSE .
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Challenges • Limited development formal academic speaking • Diverse English levels
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Teacher Heavy
Students?
Picture source:
http://www.businessinsider.com/spoon-university-raises-2-million-to-take-on-the-food-network-with-an-army-
of-college-students-2015-7?international=true&r=US&IR=T
Motivation
Space Law Conference
• Team Work • Student Autonomy
Legal Discussion Topics • Team work
• Exam Preparation
Presentation • Filmed
• Reflection
Final Exam • Pairs Oral Exam
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Flipped Classroom
1. Preparation is done at home.
2. In-class time is devoted to exercises, projects, or discussions.
Study-related Discussion Topics • Before class students prepare: International and European Law preparation
document containing video links and articles with preparatory questions
• In-class group or pair activities
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In-class Activities • Version 1 Assign 1-2 questions per group and ask them to discuss it for 5-10
minutes. Convene a plenary session in which each team will report back on the results of its discussion and answer questions and comments from the rest of the group. Repeat.
• Version 2 Assign teams. Each team will discuss 4 chosen questions. A plenary session will then focus on the main outcomes of these team discussions.
• Version 3 “Mini-debate/Triangle Debate” Prior to class, divide students into debate teams. Teams need: opening and concluding speaker. Debate cross-fire.
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Filmed Individual Persuasive Presentation • Topic related to International and European Law • 7 minute + 5 minute Q&A • Filmed • Student Self-reflection
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Class engagement - Presentation Feedback
• Teacher Feedback • Student audience feedback
– Delivery – Power Point – Question and Answer – Sign posting – Range – General Overview
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Conference
Space Law Conference • The conference agenda is provided with the intention of offering a draft treaty
for private property in space to the UN. • Students and assigned to a country with their own “secret agenda” • All preparation and “wheeling and dealing” is done outside of class.
Picture source: http://www.munsc.si/news/two-day-conference-on-the-future-challenges-of-space-law/
Teachers Responses
“ When the students were doing the conference I could sit and take notes on their use of English and give
feedback” “ The students outdid
themselves with research, preparation, and conducting the conference”
“Some students applied their previous conference skills
and guided the other students in their demeanor”
“A completely successful project. The students
learned so much”
A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
“Fantastic”
Oral Exam • Pairs • 20 minutes • 2 examiners • Audio recorded and archived • C1/C2 pass level
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In conclusion…
Discussion Groups