Flipping the classroom - Lindsay Warwick
She sees that some of. The benefits include students taking control of the learning process, it is very personalized and it helps the students to learn how to learn as well as enabling her to engage more in 1:1 learning. She has found that students are also more engaged with this system and in a 2012 study (Classroom Window) it was reported that 80% of students were more engaged by using the flipped classroom method.
Lindsay started to use this method, but at first it failed. It failed because students had a lack of study skills and were also unmotivated.
Lindsay was then forced to adopt a different approach that involved the students creating weekly objectives, checking each other's notes and setting individual deadlines. The 'naughty' students (i.e. those who hadn't watched the video) would be asked to watch the videos in class times, while the other students are involved in more interesting classroom tasks. This method means that the students quickly learn that it is better f or them to do the homework so they can use the class time more productively.
Lindsay has found that she has time with this method to spend time to help those students without sufficient study skills and help them become better at learning to learn.
The weekly objectives generally were set using 'can do' statements and gets them quickly working in pairs or small groups to discuss why these are important for them to learn how to do. She also gives them a checklist and the students tick the ones they think they need to know. This is used as the basis of the weekly timetable and it means the students feel the lessons are more relevant to what they would otherwise be. The weekly objectives then are explicit and they are shown how they can achieve them. Finally, the students are encouraged to talk about how they think they did.
To get the students to watch the video, she usually gives them a teaser. For example, she shows the students an email and asks the students to say what's wrong with it. After hearing their answers, she neither agrees or disagrees, but asks the students to watch the video to find out.
Another option is using a screenshot from the video, for example, Lily's surprise (http://m.youtube.com/#/watch?v=RY9kJEurNZo&desktop_uri=%2Fwatch%3Fv%3DRY9kJEurNZo ), encourages the students to watch the video and makes the videos more engaging.
Lindsay uses the method with a pre-intermediate class at the moment and has started a line of progression starting it off in class and then moving towards the students doing more at home. This seems t o be working so far, and the students are becoming better learners too. Her next step is to add an element of peer teaching into the process.