Encouraging Students to Learn Deeply and Broadly
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The document discusses the importance of deep and broad learning in an Italian beginner module at the University of Reading, emphasizing the role of effective methodologies such as flipped learning and inquiry-based learning. Various tools and student evaluation methods are presented to enhance independence and transferable skills. The document concludes by reflecting on the learning objectives and provides references for further reading.
Encouraging Students to Learn Deeply and Broadly
- 1. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTCopyright Universityof Reading ENCOURAGING STUDENTS TO LEARN DEEPLY AND BROADLY TOOLS TO ENHANCE INDEPENDENCE AND TRANSFERABLE SKILLS IN AN IWLP ITALIAN BEGINNER MODULE. Ugo Marsili and Daniela Standen AULC 2017 1 Institute Wide Language Programme University of Reading
- 2. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT BACKGROUND The students The Context The Teachers
- 3. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 3 WHAT DOES LEARNING BROADLY AND DEEPLY MEAN? Broadly • Beyond the textbook • Beyond the language
- 4. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 4 WHAT DOES LEARNING BROADLY AND DEEPLY MEAN? P. Ramsden, 1992 Bloom’s Taxonomy Deeplearning M. Prosser & K. Trigwell, 1999 J. Biggs, 2003 Deeply P. Race, 2007
- 5. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
- 6. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 6 FLIPPED LEARNING The 4 Pillars of F-L-I-P Flexible environment Learning Culture Intentional Content Professional Educator www.flippedlearning.org Bergman and Sams (2012)
- 7. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 7 SO IT’S JUST GIVING STUDENTS SOME PREP WORK ……
- 8. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT WHAT METHODOLOGY? Enquiry based learning Kahn, P. and O’Rourke K. (2004) Active Race, P. (2007) Peer Morley, J. and Truscott S. (2006) Team Based Task Based Tweddell, S. (2014) Thornbury, S. (2016)
- 9. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 9 THE PROJECT – A DAY IN THE CITY Marzano, R., Pickering D. and Pollock J. (2001)
- 10. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 10 PADLET – AN EXAMPLE
- 11. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 11 PADLET – AN EXAMPLE
- 12. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 12 QUIZLET
- 13. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 13 STUDENTS’ PRESENTATIONS
- 14. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 14 STUDENT EVALUATION 0 5 10 15 20 25 30 Finding out about an italian city Working with classmates New vocabulary Liked 0 5 10 15 20 Team work Increased confidence in speaking IT Learnt 0 5 10 15 20 Nothing Group dynamics Time consuming Difficulties
- 15. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 15 TEACHER REFLECTION Learning objectives
- 16. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 16 CONCLUSION
- 17. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 17 Thank you Any questions?
- 18. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT REFERENCES • Bergman and Sams 2012. Flip your classroom: Reach Every Student in Every Class Every Day. • Biggs, J. & Tang, C. 2011. Teaching for Quality Learning at University. 4th Ed. Maidenhead: Society for Research in Higher Education and Open University Press. • Flippedlearning.org: The Four Pillars of F-L-I-P http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf • Kahn, P. and O’Rourke K. (2004 ) HEA Guide to Curriculum Design: Enquiry Based Learning, Manchester University http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf • Lockwood R. B. 2015. Starting to Flip pilF your Classroom While Overcoming the Challenges https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&ved=0ahUKE wjCpo_HqJjMAhUKOSYKHVqtC7oQFgg7MAY&url=http%3A%2F%2Feli.ua.edu%2Fflipping_esl_classro oms_setesol.pptx&usg=AFQjCNETinbkQqC28vGMBp9g9EC-G_WXLQ • Marzano, R. , Pickering D. and Pollock J. (2001) ClassroomInstruction thatworks - Research-Based Strategies for IncreasingStudent Achievement • Morley, J. and Truscott S. (2006) Incorporating peer assessment into tandem learning, the Language Learning Journal, 33:1, 53-58 • Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Society for Research into Higher Education; Open University Press. • Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge. • Race, P. (2007). The lecturer’s toolkit: A practical guide to assessment, learning and teaching. 3rd Ed. Abingdon; New York: Routledge. • Thornbury, S. (2016) http://nebula.wsimg.com/a8a2d834fb0c3db80a8370cae9124a8e?AccessKeyId=186A535D1BA4FC995A 73&disposition=0&alloworigin=1 • Tweddell, S. (2014) Team-Based Learning – Student Study Guide. University of Bradford