Category Archives: 21st Century Learning

The flipped classroom article

This is my new post after a long break. There was a serious technical problem about my blog and it took a long time to get it fixed. In my previous post, I wrote about the classroom management course that I flipped. The article describing the flipping process and comparing the flipped and the non-flipped classes has recently been published in the Journal of Educational Technology and Society. Here is the abstract of the article:

Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey

ABSTRACT
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 preservice teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs’ perceptions of the flipped classroom were also positive.

You can read the full article here.

Flipping a teacher education course

In one of my previous posts, I wrote about Blended Learning and Flipped Classroom.  For the last two years, I have been flipping the Classroom Management course  I offer in my department (ELT).  Last year I offered the course in four sections but applied the flipped model only to one group. I collected data to measure the effectiveness of the flipped classroom against a traditionally taught classroom. Data analysis revealed better learning outcomes for students in the flipped classroom and their perceptions of the flipped classroom were quite positive (I wrote an article about this study and will share it here when it gets published- it is in the process of publication). Thus, this semester, I apply the flipped model to all groups.

Content of the Classroom Management Course was  traditionally covered by lectures. Students came to class having read the assigned chapters and they listened to the lectures usually delivered using power-point slides.  Due to the limited class time and crowded classes, not much time could be allocated for practice-based activities- which are actually must for developing classroom management skills.

Now, in the flipped model, students watch video lectures created by me and shared on Edmodo before coming to each class. All theory is covered in those video lectures. They also do an online quiz that matches the content of the video shared. Face to face classroom time is now spent carrying out practice-based interactive tasks- in pairs or groups- such as offering solutions to classroom management related problems presented in case scenarios, designing newsletters or role-playing teacher-parent meetings. This way, students have the opportunity of dealing with real classroom problems and applying their theoretical knowledge into practice.

To create videos, I used Present.me– an online service that allows users combine online presentations with audio and video streams and create links for the viewers. 

The following is the introductory video I shared with the students about their flipped course.

Here is one of my lecture videos.

I am planning to flip more courses in the coming years as I personally experience its advantages for both my teaching and students’ learning. I also recommend it to all teacher educators who are to offer theory-based courses in their departments.

I finally invite my students who are engaged in flipped learning in the Classroom Management course to share their experiences in and perceptions about it as a comment to this post.

Thank you.

 

The first publication of the new year- Podcasting

Our chapter ‘The effects of podcasting on Turkish pre-service teachers’ foreign language anxiety and attitudes towards technology’ has recently been published as a book chapter. You can view the scanned pages here.

The chapter reports the findings of a study focusing on the use of podcasts with pre-service teachers of English.

For citation, please use the following:

Atay, D. & Kurt, G. (2016). The effects of podcasting on Turkish pre-service teachers’ foreign language anxiety and attitudes towards technology. In M. Rahman (Ed.), Integrating technology and culture: Strategies and innovations in ELT (pp. 152-170). Jaipur: Yking Books.

Kahoot!

In this post, I want to introduce Kahoot!- a program to create game-like quizzes. I learned Kahoot! from one of my friends, Celile Gürsu, an instructor at Sabancı University. I have introduced it to my students in the department and they loved it.

[caption id="attachment_323" align="alignnone" width="604"]kahoot22 getkahoot.com[/caption]

First, let’s learn more about Kahoot!

As a teacher, when you want to create a game of Kahoot! you visit getkahoot.com and create your free account. When signed in, you see three different types of Kahoot! Quiz, Discussion and Survey. This video shows how to create a Kahoot!.

While creating a Kahoot! you  can add images, screenshots, and videos; set a time limit for each question to create excitement among the students; and have different answer options ranging from Yes/No to 2-3- or 4-option multiple choice questions with potential answers. You can also use Kahoots created by other people.

[caption id="attachment_321" align="alignnone" width="604"]screenshot2 An example question with four possible answers[/caption]

screen1 screen1

To play it in the class, you choose your Kahoot! and launch it. A game pin will be created. To play Kahoot! students do not need to create an account. They just go to kahoot.it using their mobile devices and enter the game pin, write a nickname and will join.

[caption id="attachment_322" align="alignnone" width="604"]kahoot11 The page used by students to enter the game pin[/caption]

When all students join, you start the game. Be ready to have a lot of fun. Here is the video showing students playing it.

In the Task-based Instruction course, we used Kahoot! as a pre-reading activity to give learners a reason to read the text. The text was about whales and had some factual information about them. Before reading, students played Kahoot! about whales and then read the text to check their answers and/or learn more about them.

In this video, we see how the teacher uses Kahoot! for review and how her students’ participation and engagement level increases. You can hear students’ own opinions about it.

In this article, you can read about alternative ways to use Kahoot! The article recommends teachers to use Kahoot! to introduce a new concept/topic; to reinforce knowledge; to encourage reflection and peer-led discussion; to connect classes globally; and to encourage learners to prepare their own Kahoots.

I hope you try Kahoot! in your class and have a lot of fun with your students!

Mobile Learning

Recently I have been interested in mobile learning and teaching and reading relevant sources. I came across an online available edited book: Mobile Learning: A handbook for educators and trainers. There are 20 chapters focusing on different aspects of mobile learning and teaching.

Inside the book, for its scope, the following is written:

“Emphasising the issues of usability, accessibility, evaluation and effectiveness,

and illustrated by case studies drawn from contemporary projects from around the

world, this book considers:

the fundamentals of mobile technologies and devices

the educational foundations of modern networked learning

the issues that underpin mobile learning and make it accessible for all users

the challenges of making mobile learning a substantial and sustainable component in colleges, universities and corporations. 

implications and issues for the future.”

21st Century Learning

In my methodology courses I always mention 21st century learning and emphasise the need to change the way we teach. Here are some sources explaining what is 21st century learning and discussing how actually classrooms should look like today.

On the website called Partnership for 21st Century Skills,  you can find plenty of sources explaining 21st century learning. The following graph illustrates the Framework for 21st century Learning, as explained on the website.

rainbow_081110

You can also find pdf documents on various aspects of 21st century learning. This document is specifically about 21st century learning in relation to foreign language teaching.

This blog post tells about 14 things that are obsolete in 21st century schools.

Here you can find a document listing 10 ideas for 21st century education.

This article writes about how 21st century classrooms should look like.