Encouraging Students to Learn Deeply and Broadly

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT Copyright University of Reading

ENCOURAGING STUDENTS TO LEARN DEEPLY AND BROADLY TOOLS TO ENHANCE INDEPENDENCE AND TRANSFERABLE SKILLS IN AN IWLP ITALIAN BEGINNER MODULE.

Ugo Marsili and Daniela Standen

AULC 2017

1

Institute Wide Language Programme University of Reading

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT

BACKGROUND

The students

The Context

The Teachers


3

WHAT DOES LEARNING BROADLY AND DEEPLY MEAN?

Broadly • Beyond the textbook

• Beyond the language


4

WHAT DOES LEARNING BROADLY AND DEEPLY MEAN?

P. Ramsden, 1992

Bloom’s Taxonomy

De

ep

learn

ing

M. Prosser & K. Trigwell, 1999

J. Biggs, 2003

Deeply

P. Race, 2007



6

FLIPPED LEARNING

The 4 Pillars of F-L-I-P

Flexible environment

Learning Culture

Intentional Content

Professional Educator www.flippedlearning.org

Bergman and Sams (2012)


7

SO IT’S JUST GIVING STUDENTS SOME PREP WORK ……


WHAT METHODOLOGY?

Enquiry based learning

Kahn, P. and O’Rourke K. (2004)

Active

Race, P. (2007)

Peer

Morley, J. and

Truscott S.

(2006)

Team Based

Task Based

Tweddell, S.

(2014)

Thornbury, S.

(2016)


9

THE PROJECT – A DAY IN THE CITY

Marzano, R., Pickering D. and Pollock J. (2001)


10

PADLET – AN EXAMPLE


11

PADLET – AN EXAMPLE


12

QUIZLET


13

STUDENTS’ PRESENTATIONS


14

STUDENT EVALUATION

0

5

10

15

20

25

30

Finding outabout anitalian city

Working withclassmates

Newvocabulary

Liked

0

5

10

15

20

Team work Increasedconfidence in

speaking

IT

Learnt

0

5

10

15

20

Nothing Groupdynamics

Timeconsuming

Difficulties


15

TEACHER REFLECTION

Learning objectives


16

CONCLUSION


17

Thank you

Any questions?


REFERENCES

• Bergman and Sams 2012. Flip your classroom: Reach Every Student in Every Class Every Day.

• Biggs, J. & Tang, C. 2011. Teaching for Quality Learning at University. 4th Ed. Maidenhead: Society for Research in Higher Education and Open University Press.

• Flippedlearning.org: The Four Pillars of F-L-I-P

http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf

• Kahn, P. and O’Rourke K. (2004 ) HEA Guide to Curriculum Design: Enquiry Based Learning,

Manchester University http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf

• Lockwood R. B. 2015. Starting to Flip pilF your Classroom While Overcoming the Challenges

https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&ved=0ahUKE

wjCpo_HqJjMAhUKOSYKHVqtC7oQFgg7MAY&url=http%3A%2F%2Feli.ua.edu%2Fflipping_esl_classro

oms_setesol.pptx&usg=AFQjCNETinbkQqC28vGMBp9g9EC-G_WXLQ

• Marzano, R. , Pickering D. and Pollock J. (2001) Classroom Instruction that works - Research-Based Strategies for Increasing Student Achievement

• Morley, J. and Truscott S. (2006) Incorporating peer assessment into tandem learning, the Language

Learning Journal, 33:1, 53-58

• Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Society for Research into Higher Education; Open University Press.

• Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.

• Race, P. (2007). The lecturer’s toolkit: A practical guide to assessment, learning and teaching. 3rd Ed. Abingdon; New York: Routledge.

• Thornbury, S. (2016)

http://nebula.wsimg.com/a8a2d834fb0c3db80a8370cae9124a8e?AccessKeyId=186A535D1BA4FC995A

73&disposition=0&alloworigin=1

• Tweddell, S. (2014) Team-Based Learning – Student Study Guide. University of Bradford

http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf

http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf

https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&ved=0ahUKEwjCpo_HqJjMAhUKOSYKHVqtC7oQFgg7MAY&url=http://eli.ua.edu/flipping_esl_classrooms_setesol.pptx&usg=AFQjCNETinbkQqC28vGMBp9g9EC-G_WXLQ





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