Skip to main content

Using TED-Ed in the Flipped Classroom

To follow up on my flipped classroom introduction, I created my first TED-Ed lesson. As I debated what to create a lesson about I started to think about the last time I had a flipped classroom. My first and only experiences with Flipped Classrooms happened while I was living and teaching in China. 

Students working on Flipped Classroom Assignments in my office at Shenyang Normal University

 The courses I taught were for second language users who were studying to be teachers of English as a foreign language in China. I relied on the flipped classroom to get through a higher quantity of dense materials. 

One of the weaknesses that my students had was their listening ability. Students had strong reactions to this video but also had difficulty understanding the fast-paced spoken language. For whatever reason I didn't use TED-Ed lessons in China and I wish I had, thus I created this lesson with a video I had used previously in my methodology course in China.

Student-Teacher Discussions

Even though the intended audience is not in New York or even in the US, I still would use our standards and performance indicators. For this specific lesson I chose two performance indicators: one for listening and one for the discussion.

1. Performance Indicator - ESL.C.9-12.1.1.1: Students identify and use reading and listening strategies to make text comprehensible and meaningful.

2. Performance Indicator - ESL.C.9-12.3.1.7: Students engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express, and to interpret opinions and evaluations about a variety of experiences, ideas, and information.

 As for the assessment portion of the lesson, I would use their responses to the discussion questions more than the multiple choice or cloze that I created using the TED-Ed lesson builder. The listening questions I created could be answered by repeated listening or using closed captioning, therefore their validity as a measure of listening ability is minimal. The goal was more so to force students to watch the video (more than once) and pay attention.

The discussion questions I would use in class to build a larger oral discussion. Since students could have the text in front of them, they would have something to start with in an in-class discussion. I would use anecdotal evidence to see if students have met the second objective.

Overall, I like how this short lesson has turned out. If only I had created it at the time of the course, but now I have it for next time! Hindsight is always 20-20.
Labels:

Comments

  1. UnknownOctober 29, 2017 at 4:34 PM

    It always stinks when you wish you had the perfect lesson too late. Fortunately, you won't have to feel that way again when it comes to having the TED Lesson in your toolkit.

    ReplyDelete

Post a Comment

Popular posts from this blog

Mod 3: An Overabundance of Chalboards: Where are the netizens?

Coming back to teaching in the States has been in some ways very relieving. Youtube isn't blocked. I can access my g-mail. Internet speeds are fast. And I am no longer covered in chalk. If you take a look at the picture you will notice lots of things, but I want to focus on the large green monstrosity in the center of the image. China has one of the largest populations on the planet. It also has some of the most cell phone dependent people I have met in my life. Not a day went by where I didn't witness someone run into something or someone, trip, or fall because of their focus and dedication to whatever was happening on their phone. So how come a country with billions of people and a culture full of dedicated cell phone users has no technology in their classrooms? Now that isn't true of every school or every classroom. The universities I taught in had projectors and occasionally internet access. Training schools are also well equipped. For the most part, however, most o...
8 comments
Read more

Digital Native, Digital Immigrant, or Some Combination Thereof?

What is a digital native? A digital immigrant? In his article, Digital Natives, Digital Immigrants Part 1 , Marc Prensky identifies the new generation of students as "native speakers" of the digital language of computers, video games, and the internet. Prensky labels those of us who were not born into the digital world but have dabbled in it as digital immigrants. His article explains that teachers, as digital immigrants, have to adjust in order to teach their digital native students. This is not the first time I have heard of the digital immigrant vs. digital native argument, as a teacher of mostly K-3 graders I am significantly more advanced in years. My students were born in a different time, things have certainly changed since I was a Kindergartner. Students are now required to use technology at younger ages. Often times we assume they come to us with knowledge of technology and computers that they don't have. Yes, they maybe be digital natives but that doesn...
2 comments
Read more

Using Blogs in the Classroom to Meet Learning Standards

Mod 2: Joining the Blogosphere It has been more than three years since I taught under the Common Core. Syncing back up has been a concern of mine as I rejoin the NYS K-12 TESOL gig. Not only am I jumping back into the Common Core, I am also jumping into early elementary, something I've not done full time before. Kindergarten and first grade are a bit intimidating but I am looking forward to the challenge. One of the things I have always wanted to do with young learners is to blog and Tweet. Blogging has many benefits. In my opinion, having younger students blog gives them ownership over their learning, something they may not generally have at their level when so much is decided for them. Mrs.Davison is a Kindergarten teacher who is blogging and tweeting with her class. She has some neat ideas about how to use blogs in the classroom. She uses part of her blog to track where visitors are signing on from and has met curriculum goals like geography with her blog. Integrating an...
7 comments
Read more