Preparatory Year - Teachers’ Support Newsletter February—March 2013 Issue# 9

Maximizing Class Time

Flipped Classrooms Flipped Classrooms—What is it?

Flipped Teaching what educators are saying...

Good Teaching

Feedback: Read it or Hear it?

Staff Development in the English Dept.

T-Zone

Announcement—BUE & AUC

Prof. Shadia Fahim Newsletter Director—Head of English Department Aya Elshahawi, Marwa Atieya, Dr. Rania Khalil Prep Year Core Group—English Department Dr. Rania Khalil Preparatory Year Coordinator– English Department Editing, Design and Layout

Inside this Issue. . .

The flipped classroom is a model of teaching in which a student’s homework

is the traditional lecture viewed outside of class on a podcast or video. Then

class time is spent on inquiry-based learning .

In simple terms, flipping the classroom refers to using classroom lecture time

for hands-on practice time.

Flipping uses technology to enhance lecturing and help the instructor avoid

passive, one-way teaching.

Flipping the classroom also makes differentiating instruction based on

students’ needs easier because everyone does not necessarily need to do the

same task in class (Liles, 2012).

The increase of teacher-student interaction during class time is what

characterizes its success (White, 2011).

Jonathan Bergmann and Aaron Sams of Woodland Park, are most often

credited with coining the phrase flipped classroom in 2007 (White, 2011).

Liles, M. (2012, April 10). [Web log message]. Retrieved from http://blog.discoveryeducation.com/blog/2012/04/10/flip-your-

classroom-with-discovery-education/

White, D. (2011). Literature justification for blended/reverse instruction. Unpublished raw data, Liberty University, Lynchburg,

Virginia.

1- What is

it?

2- How does it

work?

3- Who is

doing it?

Flipped Teaching - what educators are saying . . . We must empower students to become intelligent researchers and investigators of information, harnessing the power of the internet and their global community, to

learn in ways the traditional classroom could never have granted them. Simultaneously, we must use the flipped classroom as a medium for critical think-

ing and information assimilation.

Ramsey Musallam Sept. 15, 2011 TechSmith's "Top 20 Educators to Watch."

Clearly, I am a proponent of the flipped learning strategy. I see this as the bridge

to the learner-centered, inquiry-driven, problem-based class of the future. This has the greatest chance to change education. Jonathon Bergman (Education Con-

sultant) http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning

April 15, 2012.

"the Flipped Classroom isn't a methodology. It's an ideology." In other words,

there isn't a single method that is everything to everyone, or an all-exhaustive list of bullet points that will spoon-feed you everything you need to know. For some,

the vagueness of the previous sentences will be frustrating, but trust me, this is a

good thing! It means the flipped classroom philosophy is fluid and adaptable. It means that when done the right way, it can positively impact student learning

regardless of the subject or classroom. Brian Bennett June 13, 2012

http://www.forbes.com/sites/pascalemmanuelgobry/2012/12/11/what-is-the-flipped-classroom-model-and-

why-is-it-amazing-with-infographic/

http://www.brianbennett.org/blog/the-flipped-classroom-hits-russia/

Good Teaching

by Dr. Pauline Ghenghesh

Teachers are always grumbling that time is not on their

side. Therefore, knowing how to maximize class time is

imperative for good teaching and learning to take place.

The following tips may come in handy:

If teachers are to meet their objectives, it is imperative that

classes start and end on time.

Teachers should be properly prepared for their classes with

carefully thought out lesson plans so that no time is wasted dwindling over what needs to be done.

Use a variety of teaching strategies that will maximize

classroom time.

Integrating skills in the classroom.

Write on the white board the activities to be covered during

the session and the length of time allocated for each activity.

Put strong and weak students together for pair work or

group work activities, so that the strong students can help the weak.

Pre-reading/listening/writing activities, Internet searches

and preparation for short talks, can be done at home.

Activities for further practice and to reinforce the learning

objectives can be given for homework as part of student’s

independent learning.

Utilizing e-learning in an interesting and effective way to

develop the skills in English.

The Classroom Management Booklet for the English Department (2011/2012) has tips for teaching multi-level

groups, teaching large groups and managing instructional

time.

Idea introduced by

Prof. Shadia Fahim

Compiled by Dr. Rania Khalil

References:

http://www.forbes.com/sites/pascalemmanuelgobry/2012/12/11/what-is-the-flipped-classroom-model-and-

why-is-it-amazing-with-infographic/

http://www.skillstutor.com/hmh/site/skillstutor/Home/Best_Practices/flipped_classroom/

what_educators_are_saying https://docs.google.com/document/d/1IOI5-tXZvOEVCFhoN5hlsccnRa-

8_77nx3GDdB6C-tE/edit?pli=1 http://www.brianbennett.org/

Evans, C. and Palacios, D. (2010). Using Audio to Enhance Learner Feedback . International Conference on

Education and Management Technology. 148-151.

Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research. 77 (1). 81-112.

Liles, M. (2012, April 10). [Web log message]. Retrieved from http://blog.discoveryeducation.com/

blog/2012/04/10/flip-your-classroom-with-discovery-education/

Wepner, Shelley B., Valmont, William J., & Thurlow, Richard (2000). Linking Literacy and Technology

Guide for Classrooms. Newark, Delaware: International Reading Association.

White, D. (2011). Literature justification for blended/reverse instruction. Unpublished raw data, Liberty

University, Lynchburg, Virginia.

University of Northern Colorado http://www.flippedclassroom.com/help/definitions.php Page 1

Feedback: Read it or Hear it?

Preparatory Year Support— Teachers’ Support Newsletter cont.

Introduction

Giving feedback on writing is an essential step in promoting the learning process in any ESL/EFL classroom. Thus, ways of giving

feedback have to be carefully considered by the teachers to achieve their goals in ensuring an effective learning process for the

students. Accordingly, it is always the role of educators to search for enhanced ways to communicate helpful feedback. Feedback has

progressed into many forms, ending recently with a useful integration of the advancement and widespread of technology which introduced

new forms of giving feedback such as audio feedback. As stated by Evans and Palacios (2010), some educators now prefer speaking

rather than writing their feedback. This study will examine the potential benefits of audio feedback as opposed to written feedback from

both the students’ and teachers’ perspectives.

Research questions

In an attempt to discover the potential benefits of audio feedback as opposed to written feedback from both the students’ and teachers’

perspectives, the following research questions were set:

What are the students’ perceptions about the audio feedback they receive on their essays in comparison to the written feedback?

What are teachers’ opinions about the audio feedback technique in comparison to written feedback technique?

Does audio feedback improve the quality of feedback received by the students?

Which of the two types of feedback is preferred: audio or written?

Methodology

The participants in this research are 31 intermediate undergraduate students at the British University in Egypt. The research used two

writing tasks to compare audio and written feedback: the first one was corrected using traditional written feedback whereas the second

was corrected using audio feedback. Then, a questionnaire was distributed to the students and an interview was conducted with the three

teachers involved in the study to compare their reactions on both types of feedback. Prior to giving the audio feedback to the students, the

three teachers were familiarized with the recording programme, required time length and focus of the feedback.

Results

An analysis of the students’ questionnaires, as well as the teachers’ interviews revealed the following:

1. Students’ overall perception towards audio feedback

77% of the students preferred receiving audio feedback and found it more detailed, 80% found it useful in improving the overall writing

process, and 91% found it to be more personal than written feedback. When asked to choose between the two feedback techniques, 58%

of the students preferred using a blended approach of audio and written feedback, 32% chose audio feedback as their preference and 10%

chose written feedback.

2. Teachers’ overall perception towards audio feedback

The teachers stated some benefits and drawbacks for using audio feedback. The drawbacks included technological obstacles such as

recording and uploading heavy audio files, time-consumption, initial confusion as to how to organize the feedback. However, they stated

that it gets easier with practice. As for the benefits, the teachers found audio feedback to be more personal, genuine and more accessible.

Also, its different nature was more appealing to students who prefer all new technological trends.

Implications for future research

For more conclusive results, a long-term study with a larger number of participants needs to be conducted along with a comparative study

between a low- proficiency English level and a higher one. A deep analysis for students’ multiple writing drafts would reveal which

aspects of writing have been improved, as well as conducting follow-up interviews with the students.

Conclusion

Audio feedback can be one of the beneficial alternatives of the traditional written comments in red that students have been given for years.

Audio feedback can reflect the technological advancements which when integrated in the learning and teaching process will be an

addition for both teachers and students.

By Mona Gobba, Yasmine Shehata, Marwa Atieya 46th IATEFL Conference and Exhibition Proceedings Glasgow - Scotland

Page 2

Staff Development in the English Department

Peter Lucantoni

Cambridge University Press

Preparatory Year Support— Teachers’ Support Newsletter cont.

T– Zone For a class to be considered successful, it should have at least the following 3 elements:

1. A supportive and friendly classroom atmosphere i.e. free of negativity.

2. A set of realistic goals for students. Students' expectations of how quickly they should progress may be at

odds with the reality of learning another language.

3. Regularly review the language studied in class. This will both consolidate the language and demonstrate to

students their progress.

By Aya Elshahawi

On Sunday the 27th of January, 2013, Mr. Peter Lucantoni a Teacher Trainer for Cambridge University Press and residing in Cyprus accepted the English Department’s invitation to come to the BUE to give three presentations to teachers in the English Department. Peter

Lucantoni, has had a long career in English language teaching and teacher training in Europe and the Middle East. He is the author and

co-author of several popular coursebooks for students, including IGCSE English as a Second Language Levels 1 and 2, and IGCSE English as a Second Language Exam Preparation Guide, both published by Cambridge University Press. He wrote the English as a Sec-

ond Language title in the Teaching and Assessing Skills series for Cambridge International Examinations, and has also had coursebooks

published by Longman, Macmillan, Garnet and Hodder Murray. Peter is an Educational Consultant and Teacher Trainer for Cambridge University Press, and he regularly speaks at ELT conferences and trains teachers internationally in both the public and private sectors.

He is a course tutor for Cambridge CELTYL, CELTA & DELTA, and is an assessor for Cambridge CELTYL.

Accompanying Mr. Lucantoni were Mr. Julian Eynon, The Regional Manager for CUP who is based in Dubai, and Mr. Mahmoud Fawzy from the Educational Services Department in Cairo.

The Vice President of the BUE, Professor Leslie Croxford, Mr. Kevin Millam, Mrs. Lynn Barbee and the Staff Development Coordinators

for the Faculties were also invited to attend this Professional Development Day in the English Department.

The Programme of the Day: 0930-1100 Workshop 1: Speaking skills 1100-1130 Break 1130-1300 Workshop 2: Multilevel groups 1300-1400 Lunch 1400-1530 Workshop 3: Integrating skills 1530-1600 Round-up, Q/A

Clockwise: Peter Lucantoni, Prof. Shadia Fahim, Emily Wallace, Nesreen

Fakhr, Lynn Barbee, Abeer Allam, Marwa Atieya, Peter Magdy,

Sherine El-Liethy, Lesley Forsythe.

Announcement Presentation Exchange Day

24th March 2013 English Department

BUE & AUC Page 3