{"id":1478,"date":"2017-08-03T14:58:04","date_gmt":"2017-08-03T13:58:04","guid":{"rendered":"http:\/\/blogs.reading.ac.uk\/engage-in-teaching-and-learning\/?p=1478"},"modified":"2019-10-04T15:25:32","modified_gmt":"2019-10-04T15:25:32","slug":"applying-flipped-learning-to-an-iwlp-italian-stage-3-module-creating-a-deep-learning-environment-by-daniela-standen-fhea","status":"publish","type":"post","link":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2017\/08\/03\/applying-flipped-learning-to-an-iwlp-italian-stage-3-module-creating-a-deep-learning-environment-by-daniela-standen-fhea\/","title":{"rendered":"Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA"},"content":{"rendered":"<p>For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann &amp; Sams, 2012) and it has been expanding into higher education. The principal premise is that instruction moves outside of the classroom and class time is freed up for practice and application.<\/p>\n<p>To start with it, adoption of Flipped Learning, was a response to a perceived lack of time in class both from my point of view and the students\u2019, and Flipped Learning seemed to provide the answer to stretching time. However, after a while I realised that the potential for this pedagogy could be much greater and that it could create a learning environment that could lead students to learn deeply: i.e. going beyond recalling facts, using instead their underlying knowledge and applying it to problems and situations, to understand the bigger picture (Biggs and Tang, 2011:26-31; Brinks Lockwood, 2014).<\/p>\n<p>In the last year I had the opportunity of reviewing IWLP Italian stage 3, a module that had not been taught for a few years. I chose Flipped Learning as a pedagogy and used Exploratory Practice (Allwright, 2003) as a research framework to understand if Flipped Learning could indeed deliver an environment that encourages deep learning and a teacher focused on making students independent learners, but most importantly if the students perceived these changes.<\/p>\n<p>If you are interested in knowing more about how I got on and what I found out, here is a short video:<\/p>\n<p><iframe loading=\"lazy\" width=\"800\" height=\"600\" src=\"https:\/\/www.youtube.com\/embed\/qY-UflWWDeI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<p>References and useful websites:<\/p>\n<p>Allwright, D. 2003, <em>Exploratory Practice: rethinking practitioner research in language teaching, <\/em>Language Teaching Research vol. 7, no.2, pp.113-141<\/p>\n<p>Bergman and Sams 2012. Flip your classroom: Reach Every Student in Every Class Every Day. Eugene, Or.: International Society for Technology in Education.<\/p>\n<p>Biggs, J. &amp; Tang, C. 2011. Teaching for Quality Learning at University. 4th Ed. Maidenhead: Society for Research in Higher Education and Open University Press.<\/p>\n<p>Brinks Lockwood, R. 2014, Flip It! Strategies for the EFL Classroom. \/uSA: The University of Mitchigan Press.<\/p>\n<p><a href=\"http:\/\/www.flippedlearning.org\/\">www.flippedlearning.org<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann &amp; Sams, 2012) and it has been expanding into higher education. The principal premise is that instruction moves outside of the classroom and class time is freed up for practice and [&hellip;]<\/p>\n","protected":false},"author":124,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"categories":[204,9],"tags":[16,199],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/1478"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=1478"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/1478\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=1478"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/categories?post=1478"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/tags?post=1478"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}