基于翻转教学模式的PBL课程改革与建设伍忠杰.pdf
基于翻转教学模式的PBL课程改革与建设伍忠杰.pdf
基于翻转教学模式的PBL课程改革与建设 电子科技大学外国语学院 伍忠杰 2014年07月31日 RenéDescartes 思考de问题： 1. Project-based learning 2. Flipped teaching/learning PBL integrates knowing and doing. —Thom Markham (2011) The basis of PBL lies in the authenticity or real-life application of the research. The basis of PBL lies in the authenticity or real-life application of the research. ... Although projects are the primary vehicle for instruction in project-based commonly shared criteria learning, there are no for constitutes an what acceptable project. —Wikipedia PBL provides productive environments for the development of meta-cognition. —Downing et al. (2009) (Students) are able to see a purpose and find validation for what they are attempting. —Rosemary Jacklin (2008) Computer-based technologies integrated in project-based learning are particularly useful for constructive learning. —Roschelle et al. (2000) Students are expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesize and present their learning. —Wikipedia A project: Learning to excel rediscovering yourself approaching giants being a citizen cultivating leadership promoting honesty marketing your innovation deciding your career pursuing graduate study Based on 《新大学英语卓越篇》 Language learning is basically oriented towards not only language competence but also cultural awareness and critical thinking. Class time should be mostly devoted to learning use. Lectures in the form of video clips are necessary on language points, background information, grammar, knowledge about writing, preparing for tests, etc. Educational technologies have made it possible to learn a foreign language both in and out of class. Teacher’s role needs to be changed. MOOC (Massive Open Online Course) Flipping (Flipped learning/teaching/class/classroom) What is MOOC? 与传统课程相比，MOOC具有以下典型特征：一是高校、教师、学 生与投入等方面的规模化；二是学习对象、教学形式、课程内容、教 育理念等方面的开放性；三是随时随地、主动学习、数据挖掘等方面 的网络化；四是课程的组织方式、课程内容、学习方式、课程评价等 方面的创新性。 陈肖庚、王顶明 (2013) MOOC把费用昂贵、过程复杂的高等教育供给变得更加简单和低廉。 ... 对提供MOOC的高等院校而言，MOOC则被视为维持性创新，因为 MOOC可以被用来试验新形式的在线学习，从而改善已有的校园教育。 袁莉等(2014) MOOCs provide a new methodology and modality for teaching and learning. This newness does pose some problems for learners, but also provides for exciting new possibilities. Apostolos Koutropoulos(2012) A first-ever survey of MOOC professors This survey, conducted by The Chronicle of Higher Education in 2013, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded. A first-ever survey of MOOC professors This survey, conducted by The Chronicle of Higher Education in 2013, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded. A first-ever survey of MOOC professors This survey, conducted by The Chronicle of Higher Education in 2013, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded. A first-ever survey of MOOC professors This survey, conducted by The Chronicle of Higher Education in 2013, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded. A first-ever survey of MOOC professors This survey, conducted by The Chronicle of Higher Education in 2013, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded. In fifty years, if not much sooner, half of the roughly 4,500 colleges and universities now operating in the United States will have ceased to exist. ... Tens of thousands of professors will lose their jobs. ... ten years from now Harvard will enroll ten million students. Nathan Harden(2012) 未来的教育将会出现“教师明星化，课程精品化，内容模块化， 辅导分级化”的趋向。 ... 在线教育环境下，教师的需求量将越来越少，直至在竞争中只 留下少数明星教师，每位教师都有成千上万的学生。 伍民友，过敏意(2013) MOOCs Booming The total number of MOOCs: 2625 (June 2014), a 327% increase of MOOCs within ONLY 1 Year (June 2013 to June 2014). MOOCs Booming The total number of MOOCs: 2625 (June 2014), a 327% increase of MOOCs within ONLY 1 Year (June 2013 to June 2014). MOOCs and Beyond The Flipped Classroom IS: The Flipped Classroom IS: a means to increase interaction and personalized contact time between students and teachers. an environment where students take responsibility for their own learning. a classroom where the teacher is not the “sage on the stage”, but the “guide on the side”. a blending of direct instruction with constructivist learning. a class where all students are engaged in their learning. a place where all students can get a personalized education. The Flipped Classroom is NOT: The Flipped Classroom is NOT: a synonym for online videos. It is the interaction and the meaningful learning activities that occur during the face-toface time that is most important. The Flipped Classroom is NOT: a synonym for online videos. It is the interaction and the meaningful learning activities that occur during the face-toface time that is most important. about replacing teachers with videos. The Flipped Classroom is NOT: a synonym for online videos. It is the interaction and the meaningful learning activities that occur during the face-toface time that is most important. about replacing teachers with videos. an online course. The Flipped Classroom is NOT: a synonym for online videos. It is the interaction and the meaningful learning activities that occur during the face-toface time that is most important. about replacing teachers with videos. an online course. (students) spending the entire class staring at a computer screen. The Flipped Classroom is NOT: a synonym for online videos. It is the interaction and the meaningful learning activities that occur during the face-toface time that is most important. about replacing teachers with videos. an online course. (students) spending the entire class staring at a computer screen. (students) working in isolation. A method of teaching that turns the traditional classroom on its head. Why I Flipped My Classroom Before flipping After flipping • 90% of class time spent on delivery and • 90% of class time spent on application of review on content; content • 10% of class time spent on application; • 10% of class time spent on delivery of content; • Teaching to the middle level students; • All students engaged and challenged. • Higher level students not challenged; • Struggling students not receiving enough remediation. Humanize the classroom Traditional Now Most of the teachers’ time is spent on 100% of their time with their students. doing lectures, grading tests, etc. Maybe 5% of their time is on sitting next to their students and actually working with them. Flipped Learning method Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge. After accessing this content, students are asked to reflect upon what they have learned and organize questions and areas of confusion. Students then log in to the website to post their questions. The instructor sorts through these questions prior to class, organizes them, and develops class material and scenarios that address the various areas of confusion. In class, the instructor uses a Socratic method of teaching, where questions and problems are posed and students work together to answer the questions or solve the problems. The role of the instructor is to listen to conversations and engage with individuals and groups as needed. — Dr. Eric Mazur (Harvard University) Class video Video lecture In front of a white board Animation Lectures on texts, writing, translating, etc. are made as mini video lessons for students to learn according to their individual needs before class and/or after class for revision. The video lectures should be followed by exercises to consolidate learning, questions to encourage exploration, and topics for discussion. Video lessons are delivered in the form of one-to-one conversations, aided by callouts, marks, graphics, video clips, audio files, etc. Class time is mainly spent on the use/application of language. video lessons online exercises Reading comprehension Language consolidation Skill and thinking development hands-on tasks presentation Vocabulary building-up listening & retelling discussion reflection challenging writing games simulation Unit One: Rediscovering Yourself Before class Input: read a poem; Output: write (by simulating) a poem Input: watch P1 text videos; Output: answer/reflect on questions Activity: share the poems written by the students. (group and class) Activity: read the story of Colonel Sanders and plan your “actions”. (group) In class Activity: discuss about P1 by way of comprehension questions. (pair) Activity: enhance and enlarge vocabulary through word games. Activity: speak on a diagram. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, For out in the world we find Success begins with a fellow’s will; It’s all in the state of mind. If you think you are outclassed, you are. You’ve got to think high to rise. You’ve got to be sure of yourself before You can ever win a prize. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, For out in the world we find Success begins with a fellow’s will; It’s all in the state of mind. If you think you are outclassed, you are. You’ve got to think high to rise. You’ve got to be sure of yourself before You can ever win a prize. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, If you think ___________________________, you are. For out in the world we find If you think ___________________________, you ____________. Success with a fellow’s will; If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. You’ve got to think high to rise. You’ve got to be sure of yourself before You can ever win a prize. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we find If you think ___________________________, you ____________. Success with a fellow’s will; If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. You’ve got to think high to rise. You’ve got to be sure of yourself before You can ever win a prize. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we findchallenges you ____________. you can’t confront can’t If you think ___________________________, Success with a fellow’s will; If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. You’ve got to think high to rise. You’ve got to be sure of yourself before You can ever win a prize. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we findchallenges you ____________. you can’t confront can’t If you think ___________________________, Success with a fellow’s will; prove yourself, it’s too risky If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. You’ve got to think high to rise. You’ve got to be sure of yourself before You can ever win a prize. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we findchallenges you ____________. you can’t confront can’t If you think ___________________________, Success with a fellow’s will; prove yourself, it’s too risky If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. If you think you are. You’ve got to___________________________, think high to rise. If you think ___________________________, you ____________. You’ve got to be sure of yourself before If you’d like to ___________________________, but think ______________________, can aever winyou a prize. It’sYou almost cinch won’t. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we findchallenges you ____________. you can’t confront can’t If you think ___________________________, Success with a fellow’s will; prove yourself, it’s too risky If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. If you think you in to love you are. You’ve got to___________________________, thinkare high rise. If you think ___________________________, you ____________. You’ve got to be sure of yourself before If you’d like to ___________________________, but think ______________________, can aever winyou a prize. It’sYou almost cinch won’t. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we findchallenges you ____________. you can’t confront can’t If you think ___________________________, Success with a fellow’s will; prove yourself, it’s too risky If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. If you think you in to love you are. You’ve got to___________________________, thinkare high rise. If you think ___________________________, you ____________. it’s too hard to express it, won’t You’ve got to be sure of yourself before If you’d like to ___________________________, but think ______________________, can aever winyou a prize. It’sYou almost cinch won’t. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. The Man Who Thinks He Can Walter D. Wintel If you think you are beaten, you are. If you think you dare not, you don’t. If you’d like to win, but think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost, you are weak If you think ___________________________, you are. For out in the world we findchallenges you ____________. you can’t confront can’t If you think ___________________________, Success with a fellow’s will; prove yourself, it’s too risky If you’d like begins to ___________________________, but think ____________, It’s all in theyou state of mind. It’s almost a cinch won’t. If you think you are outclassed, you are. If you think you in to love you are. You’ve got to___________________________, thinkare high rise. If you think ___________________________, you ____________. it’s too hard to express it, won’t You’ve got to be sure of yourself before get your love, your beloved may say no If you’d like to ___________________________, but think ______________________, can aever winyou a prize. It’sYou almost cinch won’t. Life’s battles don’t always go To the stronger or faster man; But sooner or later the man who wins Is the one who thinks he can. Passage 1: Find Your Inner Einstein U01_P1: Lead-in U01_P1: Para01 U01_P1: Para02 U01_P1: Para03 U01_P1: Para04 U01_P1: Para05-06 U01_P1: Para07 U01_P1: Para08-09 U01_P1: Para10-11 MS PowerPoint (as the background) MS PowerPoint (as the background) Camtasia Studio (for video processing) MS PowerPoint (as the background) Camtasia Studio (for video processing) Photo Shop / Paint Shop (for graphic processing) MS PowerPoint (as the background) Camtasia Studio (for video processing) Photo Shop / Paint Shop (for graphic processing) Adobe Audition (for audio processing) MS PowerPoint (as the background) Camtasia Studio (for video processing) Photo Shop (for graphic processing) Adobe Audition (for audio processing) Wacom Pen and Touch Tablet (optional) 1. Script (content design, effects, etc.) 2. Audio (recordings) 3. Video (clips) 4. Web platform / App 5. Application to the course (experiment, research) 6. Modification Blend learning with the application of technologies. Meet the needs for individual learning. Develop students’ autonomy. Encourage researches on new models of language learning. ... What if students don’t want to learn online? What if no obvious results show from learning this way? What if teachers shake their heads? What if ... What if students don’t want to learn online? What if no obvious results show from learning this way? What if teachers shake their heads? What if ... Enormous effort on lesson design and development, and huge investment of time, but lots of fun when the work is well done. Thank You! QUESTIONS ARE WELCOME.