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.
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.
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.
 |
| 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.
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