The document discusses the flipped classroom model and its benefits for language learning. It summarizes that the flipped classroom approach allows students to complete readings and videos outside of class, freeing up more class time for interactive activities and practice. This nurtures active learning while also promoting student autonomy and self-directed study. The document then outlines the goals and tasks for a project that aims to develop online language modules to supplement an Arabic basic course using this flipped model. Modules would target different proficiency levels and include listening, reading, and self-assessment activities for students to complete independently with guidance from teachers.
The document discusses the flipped classroom model and its benefits for language learning. It summarizes that the flipped classroom approach allows students to complete readings and videos outside of class, freeing up more class time for interactive activities and practice. This nurtures active learning while also promoting student autonomy and self-directed study. The document then outlines the goals and tasks for a project that aims to develop online language modules to supplement an Arabic basic course using this flipped model. Modules would target different proficiency levels and include listening, reading, and self-assessment activities for students to complete independently with guidance from teachers.
The document discusses the flipped classroom model and its benefits for language learning. It summarizes that the flipped classroom approach allows students to complete readings and videos outside of class, freeing up more class time for interactive activities and practice. This nurtures active learning while also promoting student autonomy and self-directed study. The document then outlines the goals and tasks for a project that aims to develop online language modules to supplement an Arabic basic course using this flipped model. Modules would target different proficiency levels and include listening, reading, and self-assessment activities for students to complete independently with guidance from teachers.
The document discusses the flipped classroom model and its benefits for language learning. It summarizes that the flipped classroom approach allows students to complete readings and videos outside of class, freeing up more class time for interactive activities and practice. This nurtures active learning while also promoting student autonomy and self-directed study. The document then outlines the goals and tasks for a project that aims to develop online language modules to supplement an Arabic basic course using this flipped model. Modules would target different proficiency levels and include listening, reading, and self-assessment activities for students to complete independently with guidance from teachers.
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Literature Review
The flipped classroom model is gaining attention among educational
leaders and teachers around the world. The amount of literature on the research of the impact of flipped classroom on the learning process has increased substantially in the past few years. Most of the findings of modern literatures of the flipped classroom seemed to be favorable towards adopting this approach, which calls for reversing the traditional lecture-based class into a student-centered class. According to Sophia and Flipped Learning Network, The number of teachers who have flipped a lesson in their classroom increased from 48% in 2012 to 78% in 2014. Of those teachers who flip, 96% said they would recommend the flipped classroom to a colleague. This proactive teaching strategy improves the quality and the efficiency of the teaching and learning process (Demski, 2013; EDUCAUSE Learning Initiative, 2012). Flipped classrooms that are successful embody these traits (Cohen & Brugar, 2013): 1. 2. 3. 4.
Students lead discussions in class of outside content studies and gain more knowledge. Students demonstrate high order thinking skills. Students apply content to contextually real situations. Students mentor and collaborate with one another and own the learning and can review
videos as needed. 5. Students ask deep questions and motivate one another and get to really build a relationship with the teacher. 6. Students engage in active learning and move from just sitting. In language teaching, lecture-based instruction can be boring and students tend to take a passive learning role. Those who are motivated and engaged will do well, but others will fail because they are engaged in an active
communicative learning environment. In a flipped classroom, students view
videos, complete tutorials, read texts outside classroom, allowing more time for oral production and interaction in class (Herreid & Schiller, 2013). Flipping the classroom can help nurture active learning, and can also demand more of both teachers and students (Berrett, 2012). Another important aspect of the flip class is that it promotes autonomous language learner training rather than a dramatic language improvement. Learners are responsible for reviewing online materials in a self-directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the collaborative classroom. (EDUCAUSE Learning Initiative, 2012). By shifting the passive lecture material to the at-home setting, students are given the chance to review those materials in the time and place that works best for their own needs, and to go back over important or unclear details as often as needed until theyre well understood. This use of class-time can create a classroom environment which uses collaborative and constructivist learning; blending with the direct instruction used outside the classroom (Tucker 2012). At the Defense Language Institute, the flip class will allow students to review content of language lesson before they come to class, and they can review material at home at their own pace. This will allow more time to interact to the teacher and to their peers using the target language while the teacher gets the opportunity to correct their mistakes.
Task Analysis
Effective Language teaching involves integrating all language
modalities such as reading, writing, listening and speaking. Task analysis is an effective way to plan the teaching of language skills through breaking the tasks into more manageable tasks while considering the learning styles of the learners whither they are visual, auditory, or kinesthetic learners. Task analysis is also the process used to determine the content to include in the instruction. In order to design effective instructional tools the following factors are essential to this process, knowledge of the students, their tasks, and their learning environment. Task analysis comes as the right tool to guide us not only while preparing and designing the material and conduct feasibility test. I chose the topic analysis for my project. This type of analysis studies how students operate on the proposed FLIP curricula. It will be also use as a technique to discover the weaknesses of the material and the possibilities to improve them. The goal of my project is to create online interactive computer-based modules to be delivered as FLIP curricula in which students study beyond classroom hours. These technology based modules will help students acquire new language skills and boost the motivation levels of the students which will increase the language proficiency of the students. This flipped approach will help the student study at their own pace at home, while the classroom time is dedicated to practice the acquired language skills with the teachers and peers. The topic analysis will allow me to define cognitive knowledge since it defines the procedures, the rules, and the principles. When using flip classroom for language learners, one must assess the cognitive knowledge of the learner and teacher, gather facts about
the learner attitude towards technology, and define procedures and process. Therefore, after identifying the learners style, student will be advised to go through a diagnostic assessment session with the schools diagnostic assessment specialist in order to identify weaknesses. Based on the diagnostic assessment report, student will be referred to the project site and will be assigned lessons while targeting students weak skills. The project will consist of a web page containing several language modules. Each module will integrate all language skills to include listening and reading lessons. The student will be provided with a lesson plan to follow while preparing the lesson at home. Here is a layout of the tasks.
1. Task 1: Identifying students learning styles: (Learning style are determined during the first week of the Arabic program and made available to teaching teams.) a. Subtask: Consult the learning styles to tailor instructions and assigned proper tasks. 2. Task 2: Identify students weakness and level. a. Subtask: Student attends diagnostic assessment session with DA specialist. b.
Subtask: DA specialist provides thorough report identifying students
weakness and proficiency level according to the ILR scale.
3. Task 3: collect authentic teaching material
a. Subtask: Record audio passages for listening authentic material through creative common source and permitted sources. b.
Subtask: Capture videos for listening authentic material through creative
common source and permitted sources.
c. Subtask: Collect authentic reading material through creative common sources
and permitted sources. 4. Task 4: Organize material by ILR levels: a. Subtask: Identify lessons ILR level. b.
Subtask: Design tasks and activities for the collected material and upload it to UCAT.
c. Subtask: Verify that lesson is correlated with the objective of the unit, and able to target the weakness of the student. d.
Subtask: Assign lessons to student.
5. Task 4: Content delivery
a.Subtask: Software needed i.
Internet Browser: Availability of internet browser.
ii.
Audio player: Must have audio player installed to run the audio.
b.
Subtask: Delivery method:
i.
Content is made available on the Schools learning management
system, SAKAI.
6. Task 5: Students are assigned daily lesson
a. Subtask: Click the link to go to the chosen lesson slide web-based application. b.
Subtask: Navigate the lessons
i.
Complete lead in activity
ii.
Complete reading activity
iii.
Complete listening passage
iv.
Complete grammar review
7. Task 6: Start the self-evaluation tasks
a. Subtask: Click to display end of lesson quiz b.
Subtask: Choose from multiple choice
c. Subtask: Answer true or false questions
d.
Subtask: Submit test
8. Task 7: Students Report about lesson learned in class.
a. Subtask: Teacher asks to demonstrate learned lesson in speaking, writing, or presentations demo. 9. Task 7: Feedback given a. Read feedback b.
Repeat task 6 as needed
Students are required to have access to computer at home and internet access. Basic computers skills are required to run the module lessons. These modules are designed to deliver tailored lessons to students who want to excel in the language. The proficiency level for the students is important since I am using topic analysis. The cognitive skills are detrimental in choosing the best activities that will suit the learners. The proposed lessons will boost students motivation levels due to many factors. Their attitudes towards learning the language will improve because they are able to take control of their learning process with the ability to review the lecture at their own pace. They will build on previously acquired knowledge, so these lessons will improve their language skills due to frequent exposure to the language. The lessons also satisfy needs of students with different learning styles. In conclusion, the topic analysis proved to be the right tool to outline my project and gave me great insights on how to design it.
Goals The goal of my project is to improve the Arabic language proficiency level for students studying Arabic at the Defense Language Institute (DLI). This can be done by supplementing the Arabic Basic Course with authentic listening and reading material delivered through and interactive mean. These file will be delivered using audio and video file uploaded to the schools learning management system, so students will not only cover the material at home, but they will be able to maximize the use of target language in class since they will have more time to practice. There are objectives involved and they range from cognitive to affective. As mentioned above, the primary goal is to boosts students proficiency levels; however, the teachers are also targeted as they will be trained on how to deliver the material to their students. DLI calls for the use of technology as an integral part of the language teaching, so this program will help minimize the impact of the lack of technology use.
Objectives The objectives and domain levels of the instructional tasks and topics. Topic/Task Identifying students learning styles (For Instructor to determine how the program can be suitable to students)
Identify students weakness and level.
(For teacher to determine which material to provide to students.) Prepare authentic teaching material
Organize material by ILR levels
Content delivery Students are assigned daily lesson according to course objectives.
Start the self-evaluation process
Report and provide feedback in a
communicative way in class.
Objective
Domain and level
Upon completion of the
students learning style survey, teacher will be able to analyze the learning preferences and adopt a proper teaching method while using the interactive tools. Upon completing this tasks teacher can rate the material and ensure students getting material appropriate to their level. By preparing the material teacher can ensure the content is available to students to study at home. By identifying the ILR levels, teachers will be able to assign content according to student level. By determining the delivery mean, students will be able to use proper tools. By identifying the objective of the lesson, teachers will be able to explain the lesson and activate students schemata and take control of the lesson. After completion of the evaluation process the student will be able to identify their knowledge of the Arabic language, and they will communicate properly with their teacher in class and inquire about what they missed at home. After reviewing lesson at home, students will communicate using target
References: Berrett, D. (2012). How Flipping the classroom can improve the traditional lecture. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857/ Cohen, S. and Brugar, K. (2013). I want that flipping the classroom. Middle Ground, April 2013. Retrieved from https://www.amle.org/portals/0/pdf/mg/apr2013.pdf. Demski, J. (2013). 6 Expert tips for flipping the classroom. Campus Technology. Retrieved from http://campustechnology.com/articles/2013/01/23/6-expert-tips-for-flippingthe-classroom.aspx EDUCAUSE Learning Initiative (2012). 7 things you should know about flipped classrooms. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7081.pdf. Herreid, C. F. & Schiller N. A. (2013), Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42 (5), 62-65. Retrieved from http://sciencecases.lib.buffalo.edu/cs/pdfs/Cases_Flipped_Classroom.pdf Tucker, B. (2012). The Flipped Classroom. Education Next, 12 (1). Retrieved from http://educationnext.org/the-flipped-classroom/
Sophia & Flipped Learning Network. (2014). Growth in flipped learning: Transitioning the focus from teachers to students for educational success. Retrieved fromhttp://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/New%20Flipclass %20Survey.pdf.
