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Flipped classrooms in Chinese

March 4, 2015

This is from the Asia Society’s Chinese Language Matters newsletter, which is chock-full of useful information for teachers, administrators and parents of kids studying Chinese. I highly recommend signing up for it here;

Simple Machine

Flipping the Classroom Propels Learning

Launching a flipped classroom demands creativity and initiative. The payoff is cumulative. (Flickr/rowanbank)

By Heather Clydesdale

Steve Jobs described computers as “the equivalent of a bicycle for our minds.” Borrowing the Apple, Inc. founder and former CEO’s analogy, flipped learning is like a bicycle for the class: it applies simple mechanisms to take students and teachers further with less effort.

In flipped learning, students acquaint themselves with new content and practice skills ahead of class via activities developed by their teacher and posted online. When class convenes, time that once was consumed explaining fresh concepts can instead be used engaging in project-based activities. Wenping Chen, a Chinese teacher and teacher-educator, is a convert to the format, and so are her students. “The first year, I did not believe they [students] would do the preview,” she says. “They did. Some prefer it to a group setting. It does help me a lot.”

Chen’s endeavors are part of a larger initiative at her school, the Mandarin Language and Cultural Center (MLCC) in San Jose, California. Over the past three years, MLCC educators have made a concerted effort to flip their classrooms using three components: asynchronous online sessions, synchronous online sessions, and classroom sessions. “Kids can learn any time and at their own pace,” says MLCC principal, Jane Chen, describing asynchronous learning, where students log on and learn at their leisure.

MLCC teachers create the online programs for each unit of their Chinese Wonderland textbook. They use Weebly, a web-hosting service featuring a drag-and-drop builder for audio, pictures, and videos; and Quizlet, which facilitates making online flashcards. The resulting materials are suitable and simple to fabricate for entry-level classes where content focuses on daily life. Teachers also design language-based hot potato and other games to help students practice sentence patterns and prepare for a synchronous session, in which the teacher and students log on at a pre-set time and interact online.

“They are so into it,” says Yuchin Ho, describing both parent and student interest in synchronous sessions. Ho, a MLCC senior teacher and teacher-educator, uses AccuLive and Google Hangouts as platforms for her synchronous sessions, which are scheduled in consultation with parents. At a pre-set time, three or four students log on using their computer or tablet, and Ho drills them in a conversational style, giving instant feedback with respect to sentence structure, tone, pronunciation, and communication. Ho, who generally schedules a ten-minute preview and fifteen-minute review session each week, finds that her students respond best when she smiles at the camera on her computer instead of looking at the slides on the screen. She calls students by name and encourages them with praise, saying, “Even in the online class, the students still have interactions with you.”

See the full post here.

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