Flipped learning involves leveraging e-learning technologies to provide students with content prior to the lesson so that in the group context more time can be spent in group activities (Johnson and Renner, 2012). This promotes a collaborative learning environment in the classroom (Jarvela, Volet and Jarvenoja, 2010, Stahl, 2012). The aim of flipped learning is to develop an active learning environment within the classroom without sacrificing the coverage of content (Strayer, 2007). The impact is to develop in the student active learning, social learning and creative learning skills (Miltbrandt, 2004).
Flipped learning shifts learning from the group learning space and into the private learning space (Hamdan, McKnight, McKnight and Arfstrom, 2013). The student is able to access the learning material developed by the teacher anytime and anywhere and are expected to have engaged with the material before they enter the group learning space. This provides the opportunity for the educator to shift from providing content to facilitating active learning activities and coaching students. A constructivist learning environment is produced (Baker,2011).
The flipped classroom is founded on four precepts (Hamdan, McKnight, McKnight and Arfstrom, 2013). The first is that it requires a flexible environment populated with a wide range of learning modes. This will often require a reorientation of the physical space in order to facilitate these different learning modes. The learning environment may become more ‘chaotic and noisy’ (Hamdan, McKnight, McKnight and Arfstrom, 2013, p. 5). The process of assessment and timelines for learning needs to be flexible (Hamdan, McKnight, McKnight and Arfstrom, 2013). Assessment instruments may need to be ...
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...is approach, the flip classroom is combined with Freire’s problem solving approach for second language learners (Marshall and DeCapua, 2013). The students are presented with a stimulus at the beginning of the session such as a photo or a story. The students explore the problem presented in the stimuli and how it relates to them. They are then required to bring to the problem the knowledge and understanding that they possess. Gaps in their understanding are revealed through peer interaction. The learners are then presented with the resource that they will need to explore in their own time and how it might assist them in bridging the identified gaps. This approach can be used to explore the cultural dissonance and discomfort that an ESL learner might experience. The active learning that is promoted improves the second language acquisition (Gass and Mackey, 20006).
5. Gibbons, Pauline. Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann, 2002. Print.
In the article Should Colleges Really Eliminate the College Lecture? by Christine Gross-Loh, Loh discusses the relevance of traditional college lectures and how it could become obsolete in the near future. She explains how a “flipped classroom” could be more beneficial in terms of academics and show improvements in students learning abilities.
The technique relies on a holistic approach that adopts instructions that allow students to actively participate in the learning process. This is easier for children that feel that the society appreciates their diversity through bilingualism and biliteracy. The society and parents need to encourage children to take up bilingual classes because they offer a lot of benefit to the society through favoring critical thinking, rationality, and sensitivity to other cultures, empathy, and detached or balanced awareness. However, Sonia Nieto mirrors a society that is made to fake being American and become ashamed of their family. It helps appreciate that it is not by choice that anyone speaks any other language as the first language and that the society and community influence the language of choice. Therefore, bilingualism cannot be detached from any community that freely promotes and accommodate the language spoken by the other community. Children and community members learn each other’s language without disregarding each other favoring effective learning that influences bilingualism and biliteracy in the long
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
Ovando, C. J., Combs, M.C., & Collier, V.P. (2006) Bilingual & ESL classrooms: Teaching multicultural contexts. New York, NY. McGraw-Hill
The idea of a flipped classroom originally came about in the 1980s when Eric Mazur developed a computer-based instruction to guide students through the lessons outside of his class. He did this because he felt his students needed him most during the class time (Schultz, 2014). Through time the idea of the flipped classroom has continued to be expanded on. In 2000, Lage, Platt, and Treglia published a study titled “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” This study stated that different learning styles are no longer limited by time constraints or the possible loss of content. According to Lage, Platt, and Treglia, “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom” (Lage, Platt, & Treglia, 2000, p. 32). Lage, Platt, and Treglia wanted to reach students with different learning styles by providing options for the students to use in learning outside of class and to increase their interaction with the students and teacher inside of class
The cultural and linguistic student is a resource of knowledge and information many educators do not utilize. Understanding the student’s culture, beliefs, and experiences is important when structuring lessons, which assist in the success of the language learner. The classroom teacher accomplishes this through reflective action as teaching methods and strategies are revisited and evaluated to match the ELL student’s capabilities. The ELL student is not only intelligent, but he or she has many interesting things to teach us explained Berg (2014). Dr. Strickland asserted a child’s diverse language does not relate to competence (Laureate Education, Inc. 2014s). As diversity is the new norm, the educational setting must be prepared to be as well.
When observing and studying ELLs, there are many advantages and disadvantages in a classroom and school for these students. In the classroom, ELL students have many individual opportunities to develop their literacy, especially in small reading groups. English learners also, are pulled aside by an ESL teacher during class hours to focus on reading and writing skills of English. According to Netten, Droop, and Verhoeven (2010), reading is “an activity which benefits from practice” (414). Many of these students struggle to become literate at a young age, but the more practice they receive the better they will become when focusing on developing literacy. Also, ELL students have an advantage when learning two languages because this makes them bilingual. The goal of bilingual education is to develop
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
Pritchard, A. (2008). Ways of learning: Learning theories and learning styles in the classroom. New York, NY: Taylor & Francis e-Library.
Hotle and Garrow drawing from Wilson note that “[the present] “technologically savvy [generation]…expect faculty to incorporate technology into their teaching” (1), with one approach being “the flipped classroom…[which] promote[s] the use of technology as well as active and collaborative learning in the classroom” (1); contrary to the traditional classroom which does not incorporate technology but rather “an in-class lecture and out-of-class problem solving” (1). Hotle and Garrow propose to “compare student performance and opinions in the flipped and traditional classrooms [by] using advanced data collection techniques” (2), to understand students’ preference, performance, time management and perception of benefits and disadvantages in a flipped or traditional classroom (2). Hotle and
Author A. C. McLean, in Destroying the Teacher, indicates that fear is a negative factor in the classroom, preventing or hindering students from learning. He asserts that ESL students will learn more effectively if there is a reduction of coercion by the teacher. At the training center where I volunteer, the trainees come from another culture to begin a two-year training program. Prior to coming they have had very little or no exposure to Americans or Europeans.
Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
With the advent of modern technology, a forceful impact of this technology has been observed in nearly all walks of modern day life. With the increasing access to these facilities, the lives of modern-day human beings have changed so dramatically that in many cases a reversal towards the old ways of life seems apparently impossible. Similar is the case with the process of education. In general the concept of e-learning has modified learning modes and behaviors to a much greater extent. It has...