2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese Instruction

Blended Learning and Flipped Instruction in K-12 Chinese Instruction

CHEYENNE ZHANG MATTHEWSON Lakeside School ADAM ROSS Chinese American International School

What is “Blended Learning”?

Blended learning is a formal educa1on in which a student learns… §  at least in part through online learning § with some element of student control over 1me, place, path, and/or pace

§  at least in part in a supervised brick-‐and-‐mortar loca1on away from home

§ modali1es along each student’s learning path within a course or subject are connected to provide an integrated experience

What is a “Flipped Classroom”?

A flipped classroom is a course or subject in which students participate in online learning of new material in place of traditional homework, and then attend a brick-or-mortal school for face-to-face, teacher-guided practice or projects, with an emphasis on engaging in student-centered activities.

Flipped Classrooms, visualized

Source: Knewton http://www.knewton.com/flipped-classroom/

One Force behind the Concept of Flipped Classroom

In May of 2011, Bill Gates visited Steve Jobs at his Palo Alto home.

“Jobs asked some questions about education, and Gates sketched out his vision of what schools in the future would be like, with students watching lectures and video lessons on their own while using classroom time for discussions and problem solving.”

- Steve Jobs by Walter Isaacson, p. 553

Flipped Classrooms, a metaphor...

Pros for Flipped Classrooms

§  Students can do basic learning at their own pace.

§  Students who need more help can get it during class pair/group work.

§ Allows opportunities for students who are absent to not get disconnected. Students can always review flipped material as needed.

§  Students won’t “get stuck” doing traditional homework at home. They will be doing the equivalent of “homework” in class, with the teacher available to help as needed.

Pros for Flipped Classrooms

§ Kids come with better questions when they come for extra help, rather than just saying “I don’t understand.”

§ Easier to track who is more prepared and who is not. Kids DO have the motivation not to appear like fools and are more likely to come prepared.

§ Didn’t expect that kids think that we care about their learning – students actually say that since we spend so much time compiling these resources.

Challenges of Flipped Classrooms § Making videos is time consuming, and

teachers have to fight against perfectionist qualities to complete videos when one is getting started.

§ Teachers making this leap into flipping the classroom should anticipate how much time and effort it takes to “bump up our game” in this way.

Challenges of Flipped Classrooms

§ Making sure that students master their learning can sometimes be challenging.

§  Some students may need more scaffolding in class and extra help out of class.

§ Going deeper into topics won’t work if students haven’t mastered the basics.

§  Some students don’t watch with as much intention, and don’t necessarily get as much out of the videos as those who really focus on the content.

Important Components of Flipped Lessons

§  Imperative to have a short check-up to keep students accountable, i.e., short quizzes, check-ups or other formative assessment.

§  It is useful to manage flipped units via an LMS (Learning Management System).

CAIS DCI Digital Chinese Initiatives Project

§  Flipped Classroom Videos to Review and Augment Chinese Language Content

§ Online Assessment Tasks to Check Understanding, often involving spoken work

§  “10 Important Sentence Patterns” and Videos for Remedial Work on Common Student Errors

§ Work with 4th Grade Math curriculum

§  Flipped Unit for 8th Grade Chinese

Blended Content for the DCI Project at CAIS

§  Flipped Classroom Videos on Vimeo

§  Google Docs/Forms

§  Student Assessments – creating sound files on Vocaroo, Quizlet practice, etc.

§  Learning Management Systems §  Edmodo §  Google Classroom §  Haiku

Benefits of a Blended Approach § More opportuni1es for input, review and remedia1on.

§  Students are required to produce more output in Chinese

§  Students can use laptops/iPads for useful prac1ce

•  Students prac1ce to become how to become beIer Digital Ci1zens

Benefits of a Blended Approach § Research has shown students with differing learning styles can benefit from a variety of approaches, and student can pace how much, when and how oNen they take in, though these benefits actually are are difficult to measure.

§ Parents can have some sense of what their children are working on in Chinese.

Blended Learning Transforming Classroom Work

§  The more that students can engage with material at home via online modules, the more teachers can design student-‐centered task-‐based learning in the classroom.

§ Online learning does not subs1tute for classroom teaching, but allows it to be REDEFINED and MODIFIED in ways that can be quite transforma1onal

§  SAMR Model

Tools for Video Making

¡ Camtasia Studio


¡ Educreations (iPad App)


¡ SMART Recorder for SmartBoards


¡ MS Power Point

Lakeside Chinese Sample Video - Grammar

Follow-up At-Home Practice for 除了…以外 Video Translate Chinese sentences into English and English sentences in Chinese.

1. 除了我弟弟以外，我们家谁都不玩电子游戏。

2. 除了我弟弟，我们家谁都喜欢看电视。

3. 除了两件毛衣，我还买了一条裤子和一双鞋子。

4. We all went to the movies except for my mom.

5. In addition to playing soccer and football, I also swam and played golf last weekend.

6. Other than hello and goodbye, I can’t say anything in Spanish.

Class Practice – scaffolding upward Complete the following sentences based on your own experience:

1. 除了中文以外，我____________________________________。

2. 除了西雅图以外，我__________________________________。

3. 除了湖畔学校以外，__________________________________。

4. ________________________，他还喜欢吃印度菜和墨西哥菜。

5. ________________________，他都没去过外国的地方旅行。

6. _________________________，我什么都不想吃。

Pair Work Practice - students creating with language Use 除了…以外 to make a statement for each of the following situation.

1. You little brother is the only person in your family who can speak Chinese.

2. Everyone in your family likes to watch TV except for your sister.

3. Last night your mom is the only one who hasn’t seen the movie.

4. Your grandpa can speak several foreign languages including Japanese, German and French.

5. You only have one male teacher this year, Mr. Smith.

6. Everyone watched Super Bowl, but not Zhang Laoshi. It’s because she doesn’t know anything about American football!

Lakeside Chinese Sample Video – Giving Direc1ons

¡ 从湖畔学校到Helene Madison 游泳池怎么走？

Lakeside Chinese Follow-up At-Home Practice

Lakeside Chinese Meaningful Practice in Class You are staying at the San Francisco Hilton near Chinatown. You are going to give directions to a nearby destination from the Hilton to your partner, but not reveal the destination. Your partner will follow your directions on their own map. Yell out 到了！when your partner successfully identifies where you have directed him/her.

Sample Video – CAIS 4th Grade Math

Flipped Classroom in Action

Positive Outcomes in our Flipped Classrooms ¡  Good feedback from students – students find it fun to engage in and reinforce their learning using online tools

¡  Parent tracking and opportuni1es for parents to help their kids review at home…even if they don’t speak Chinese.

¡ More opportuni1es for student prac1ce outside of the classroom, and to take more direct ownership in their learning.

¡  Students are becoming more familiar with using tech to support their learning.

¡  Our classes genuinely feel more student-‐centered.

Ques1ons and Discussion

Online Resources for Flipping the Classroom & Blended Learning

Heather Clydesdale, Asia Society Chinese Language Matters “Simple Machine” (“Flipping the Classroom Propels Learning” Part 1 of 2) http://asiasociety.org/china-learning-initiatives/simple-machine “Flipped Learning in Motion” (“Flipping the Classroom Propels Learning” Part 2 of 2) http://asiasociety.org/china-learning-initiatives/flipped-learning-motion The above two articles quote extensively from Chinese teachers who have flipped their classes, and serve as good food for thought for working toward creating a flipped Chinese lesson. Dean N. Shimamoto, University of Hawaii “The Flipped Classroom: Traditional Education Turned Upside-Down” http://www.kokuamai.com/test/flipped/ This is a project of a former University of Hawaii graduate student, and is an excellent resource to begin planning for flipping a class. Many links to other useful tools and resources.


Flipped Institute “How to Flip Your Classroom” http://flippedinstitute.org/how-to-flip Includes many useful PDF guides on various topics pertaining to flipping one’s class. Flipped Learning Network http://flippedlearning.org/ The FLN hosts an annual conference on Flipped Learning in July. FlippedClass.com, Flipped Learning Toolkit: http://flippedclass.com/learntoflip/flipped-learning-toolkit/ Several “flipped videos” for teachers about flipping one’s classroom, by Jon Bergmann and Aaron Sams, who were among the first teachers in the US to flip their classes.


Knewton Flipped Classroom Infographic http://www.knewton.com/flipped-classroom/ Infographic on flipped classrooms, potentially useful to share with students and parents. Blended Learning from the Clayton Christensen Institute http://www.christenseninstitute.org/blended-learning/ Resources on blended learning models, with downloadable worksheets for educators. Blended Learning MOOC from the Khan Academy and the Clayton Christensen Institute https://www.khanacademy.org/partner-content/ssf-cci/ Video series on implementing blended learning models in school programs.

谢谢！ Cheyenne Zhang Matthewson [email protected] Adam Ross [email protected]

2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese Instruction

Education

Transcript of 2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese Instruction