An online learning course with a flipped learning approach for intermediate English language learners
Course Foundation
Description of Context……………………………………………………………………………………………………………………………………….2
Belief Statements…………………………………………………………………………………………………………………………………………………2
Course Blueprint
Goals and Objectives……………………………………………………………………………………………………………………………………..…..4
Assessments………………………………………………………………………………………………………………………………………………….……..8
Scope & Sequence…………………………………………………………………………………………………………………………………….………10
Course Syllabus……………………………………………………………………………………………………………………………………………………12
Unit One Plan
Unit 1-3 Overview…………………………………………………………………………………………………………………………………..…………17
Unit Objective…………………………………………………………..………………………………………………………………………………………..18
Unit Assessment…………………………………………………….………………………………………………………………………………………….19
COURSE FOUNDATION
CONTEXT
In this course students will explore different aspects of social justice which include education, health and employment. This exploration will take place through a combination of reading, writing, speaking and listening activities. Students will encounter education, health and employment dilemmas and creative solutions. In addition, students will engage in reflective writing and speaking. It is intended for Upper Intermediate adult ESL learners attending an online learning program.
This course was originally designed for students from conflict and post conflict areas primarily Syria, Iraq and Afghanistan. The students were either displaced or refugees and their ages ranged between 18 and 35. Students were primarily located in Turkey or Syria; however, there were some students scattered throughout Europe and the Middle East. Most of the students had a bachelor’s or master’s degree and were interested in taking the IELTS or TOEFL exam. Although the original intent of the course was for a specific demographic, it is suitable for adult intermediate learners.
This is an online learning community utilizing a flipped classroom. Students will participate in various programs in the organization and join the English Program as an upper intermediate learner. This course will utilize a flipped classroom through Google Classroom. Students are expected to review material before class and engage in discussions based on the materials in the virtual classroom.
Initially, students take an entrance exam to determine their language level. The students are able to move to the next level once they complete all the lessons and successfully pass the midterm and final. In addition, students will complete formative assessments throughout the course. The student portfolios consist of essays, language goals and speaking samples which highlight the students’ language progression. Throughout the course the students and instructors work together to gather their submissions to create student portfolios. If students continue until they have passed the advanced level, then their portfolios are used as one of the tools to determine their eligibility for a scholarship.
BELIEF STATEMENTS
Language/Content
Belief One
The content of the curriculum should include a range of highly engaging topics which appeal to the personal interest and needs of the learners.
To prepare the students for the TOEFL or IELTS exam, the students will participate in practice speaking assessments on a variety of topics. In addition, students will be asked to complete short writing assignments and share their personal opinions or thoughts about the subject matter. Students will also have the opportunity to share their presentations with other tutor-student pairs. The curriculum will be loosely based off the feedback received from previous students.
Belief Two
It is important to include a range of activities within the curriculum that highlight all four skills. The students have a very limited amount of time per session.
Thus, I would like the students and tutors to truly maximize their time together without experiencing content overload. The students will use a flipped classroom to review the material.
Belief Three
It is important to include periods of creative silence and allow students enough time to gather their thoughts and articulate them in a meaningful manner.
Therefore, this will be a flipped classroom in which the students and teachers can review the details of the materials prior to meeting and spend their time reviewing, reflecting and discussing the suggested topics.
Belief Four
I would like the students to be able to engage in reflective thinking and participate in conversations about complex topics.
Throughout the course there will be suggested periods in which the tutors can use ambient music as a form of the participatory approach.
Belief Five
It is important that there is a consistent theme throughout the entire curriculum. There should be a sense of connection and flow within the course as well as a mini theme within each lesson.
There are many logistical issues which lead to inconsistencies between classes such as internet access and conflicting schedules. A sense of consistency and clear structural flow should be present throughout the course
Belief Six
Since all the classes take place online, it is important to include visual and auditory options within each lesson as well as simple writing or speaking activities.
To deal with some of the constraints of being in a virtual community tutors will have the option to share their screen to display the material via Google Classroom or an online whiteboard.
Learning Environment
Belief One
The classroom should be a learning laboratory in which the students discover the various rules, patterns and components of the language.
Through the use of a flipped classroom students will review the details of various grammar structures and identify them in reading and listening materials. During the tutorial, students will have the opportunity to ask clarification questions about these structures and utilize them in their speaking activities.
Belief Two
Students should have the opportunity to work together to explain and create in the target language.
To design a course that allows students to explore the language in various ways, I will include a different group/pair project two times throughout the course. These projects will be completed over the course of several weeks and the result will include a written and spoken presentation.
COURSE BLUEPRINT
GOALS AND OBJECTIVES
AWARENESS
Goal 1
Students will have an increased awareness of various topics pertaining to social justice and will be able to identify ways in which it relates to them personally.
Objective 1
Students will increase their vocabulary and be able to confidently engage in conversations highlighted in the curriculum.
Objective 2
Students will read a variety of text and listen to various selections related to social justice. Students will be able to discuss, write and reflect about these issues.
Objective 3
Students will complete a student portfolio which will include their language goals, an oral and written submission about a social justice topic and an essay.
TEACHER
Goal 1
The teacher will create a classroom in which students are encouraged to discover the varying components of grammar.
Objective 1
The teacher will provide the grammar information prior to the class through Google Classroom. In addition, the teacher will revisit the same grammar structure in class and allot time for students to ask clarifying questions.
Objective 2
The teacher will explain and model how to use the highlighted structure in written and oral submissions which are related to the lesson topic.
Goal 2
The teacher will create a classroom in which students are encouraged to use the target language to discuss complex topics.
Objective 1
The teacher will allot time for reflective thinking in each lesson. The teacher will require written or oral feedback on the lesson topic from the students.
Objective 2
The students will work on two major course projects and will present this information to their peers. The students will answer questions from their peers and the teacher after the presentation and participate in a group discussion.
Goal 3
The teacher will create a classroom in which students needs and feedback is addressed. Objective 1
The teacher will collect feedback from the students throughout the course. This feedback will be used to adjust the curriculum for the following term.
ATTITUDE
Goal 1
Students will have a sense of confidence and ease when engaging in conversations or public speaking.
Objective 1
Students will work to explore different techniques to improve their intonation, stress and rhythm. Students will listen to a range of speakers and engage in speaking activities in every class.
Objective 2
Students will submit an initial timed speaking evaluation and receive an assessment. Students will work to improve the assessment throughout the course. Students will submit a final speaking evaluation at the end of the course.
Goal 2
Students will have a sense of confidence and ease when completing written submissions. Objective 1
Students will work to explore different writing styles. Students will complete a persuasive, descriptive and reflective paragraph.
Objective 2
Students will submit an initial written evaluation and receive an assessment. Students will work to improve the assessment throughout the course. Students will submit a final written evaluation at the end of the course.
SKILLS
Goal 1
Students will be able to develop and present a short project to their peers.
Objective 1
Students will choose from a list of topics and conduct research on it. Students will create a written or oral submission along with a power point presentation. Students will submit this information to the teacher for edits. Students will submit the final revised version of the project and receive feedback from the teacher and the students.
Objective 2
Goal 2
Students will improve their writing and reading comprehension.
Objective 1
Students will complete a persuasive, reflective and descriptive essay during the course. In addition, students will complete a goal essay which students will revise numerous times based on the teacher’s edits. The goal essay will be added to the student portfolio.
Objective 2
Students will read a multitude of text during the course and complete comprehension questions. In addition, students will reflect on these readings through short written or oral responses.
KNOWLEDGE
Goal 1
Students will develop a deeper understanding of the subject matter.
Objective 1
Students will review all unit topic material prior to class and revisit material in class. Students will identify vocabulary and ask clarifying questions first. Then, students will complete listening and reading comprehension exercises and finally move into open ended discussions or reflections.
Objective 2
Students will choose one topic from the unit and complete further research on the topic. Students will analyze the lesson materials and research results. Students will present the information and provide a written and oral summary with anecdotal and fact-based evidence. In addition, students will lead a short discussion after their presentations.
ASSESSMENTS
Needs Assessment- Initial
The students will complete a goal essay during the first few weeks of the term. These initial needs assessments will allow the learners to articulate their language learning goals. This essay will consist of five paragraphs. The students will articulate various types of goals. Students will provide a detailed explanation of their goals, what obstacles they may face as they strive to achieve these goals and what strategies they plan to use to achieve these goals. The students will have the opportunity to receive feedback and editorial suggestions for their essay from their instructor. This assessment aligns with Goal 2 Under the Skills section in which students are expected to improve their writing comprehension.
Needs Assessment- Ongoing
Throughout the course the students will complete questionnaires or surveys in which they can express their personal thoughts and feelings about the course. These questionnaires/surveys will be shared with the curriculum development team and will be used to adjust the course as needed. Students will identify difficult material within the curriculum, request topics for future semesters, share thoughts or feelings about the format and length of the midterm and final as well as provide general comments or feedback about the course. This assessment aligns with Goal 3 under the Teacher section in which the teacher is expected to create a classroom that addresses the students’ needs and feedback
Learner Assessment – Diagnostic-During
Throughout the course students will be assigned several different types of essays. These diagnostic learner assessments will be completed after students have reviewed the components of an essay and reviewed the information on persuasive, reflective and descriptive essays. Students will have the opportunity to view examples of each writing type and discuss this information in class prior to completing the first draft of their writing assignment. After receiving feedback from the teacher, students will complete a second draft as well as a final draft. Only the first and final drafts will receive scores based on content, organization, vocabulary, mechanics and language use. This assessment aligns with Goal 2 Under the Attitude Section in which students are expected to have a sense of confidence and ease when completing written submissions.
Learner Assessment- Progress
The students will complete two short projects during the course and present it to their peers and their teacher in order to receive peer-peer feedback and teacher –learner feedback. The project will entail choosing from a list of possible topics, conducting online research, creating a visual presentation or written essay and providing an oral summary. The presenter will create questions to help guide a discussion based on their presentation. The students will receive a grade based on the content, organization, language use, vocabulary and fluency. This assessment aligns with Goal 1 Under the Skills Section in which students are expected to conduct research on a topic, create a visual or written representation and provide an oral summary.
Learner Assessment- Achievement
Each student will complete a midterm and final which will include a reading and listening comprehension section as well as a guided writing component. The information included in both exams will be based on the lessons in the previous classes. Students will complete quizzes and a test review to prepare them for the exam. The scores for the midterm and final will be included in the students’ portfolio. This information along with the accompanying components of the portfolio will determine if the student moves to the next level. This assessment aligns with Goal 1 Under the Awareness Section in which students are expected to have an increased awareness of various topics pertaining to Social Justice.
Learner Assessment- Diagnostic-During
Students will participate in short discussions and complete reflective writing pieces based on the three main topics covered during the course. These activities will occur consistently throughout the course. The students are expected to display their understanding of the topic and engage in an ongoing discussion or critical writing in which they question or analyze the lesson topic. Students will be assessed informally and receive ongoing feedback from their teacher based on their ability to express their thoughts in a coherent manner using the target language. This assessment aligns with Goal 1 Under the Knowledge Section in which students are expected to have a deeper understanding of the subject manner.
The Umbrellas of Social Justice
Upper Intermediate English Course
(National Museum of African American History & Culture, 1950)
Mary McLeod Bethune: A Force for Change | National Museum of African American History & Culture.
In this course students will explore different aspects of social justice. This exploration will take place through a combination of reading, writing, speaking and listening activities. Students will encounter education, health and employment dilemmas and creative solutions. In addition, students will engage in reflective writing and speaking.
Online Learning Community-Flipped Classroom
(Wynter Oshiberu, 2016)
Students will participate in an online learning community and join the English Program as an upper intermediate learner. This course will utilize a flipped classroom through Google Classroom. Students are expected to review material before class and engage in discussions based on the materials in the virtual classroom.
Flipped Classroom Learning Approach
Students are expected to spend between 45 -60 minutes completing or reviewing class materials before the start of each class.
Take notes on the material
Prepare a list of questions to ask during class
Take note of unfamiliar words
Share details about the material in class
Share opinions and thoughts about the material in class
Classroom Expectations
Reflect on material
Participate in discussions
Engage in critical thinking
Review listening & writing material
Research, plan & share presentation
Provide peer feedback
Course Overview
Students will meet in the virtual classroom for an hour and a half once a week
Students have the option to join a weekly discussion class
Students have the option to join a study skills class (1rst, 4th, 8th, 12th week)
Request more information about the optional classes from your teacher
** Prior to class
***Homework
| Week 1 – Welcome Week | Week 2- Education- Technology |
Grammar ·review grammar from the previous semester** Writing ·share expectations/needs and interests for the class ·complete diagnostic written test* Listening ·listen to the expectations and requirements for a flipped classroom ·review the assessments, presentations, homework and material for class ·complete diagnostic listening test* Speaking ·share thoughts interest/needs and expectations ·complete diagnostic speaking test* | Listening ·listen to a speech about education and technology Writing ·write for 5 minutes about personal, professional and educational goals Speaking ·share thoughts about the speech Grammar ·focus on syntax sentence structure with coordinating conjunctions |
| Week 3 – Education- Deep Learning | Week 4 – Education- Innovation |
Reading ·read an article about education, deep learning and machine learning** Writing ·write notes for each section highlighting key points** Listening ·watch video about education, deep learning and machine learning Speaking | Reading ·read an article about innovations in education** Speaking ·practice giving short persuasive speech using stress and intonation to emphasize certain points Grammar ·useful words or phrases in persuasive speaking/writing |
| ·provide a short summary of the article · share how this impacts access to education Grammar ·explanation of reciprocal & reflexive verbs | Writing ·descriptive paragraph summarizing thoughts on education (technology, deep learning, innovation)*** |
| Week 5 – Presentation & Student Portfolios | Week 6 – Health- Work Life Balance |
| Speaking ·share presentations based on the positive or negative impacts of technology on education ·student led discussions Listening ·listen to peers share presentations Writing ·review/edit essays and assessments for student portfolio | Reading ·read a couple paragraphs or the entire article** Writing ·write for 5 minutes about work life balance Speaking ·discuss thoughts and opinions about work life balance Grammar ·review subject verb agreement irregularities |
| Week 7 – Midterm Review | Week 8 – Midterm Review |
| Review class work from weeks 2-6 | Complete Midterm |
| Week 9 – Health- Lifestyle Choices | Week 10 – Health- Awareness |
| Writing ·write about relaxing/stress relieving activities** Listening ·listen to the short film happiness and health Grammar ·present progressive Speaking ·share thoughts about the film ·answer discussion questions | Reading ·read an article about health education ** Writing ·answer several comprehension questions about the article ·free write for 5 minutes Speaking ·review short persuasive speech using stress and intonation to emphasize certain points Grammar ·review how to form sentences with Hope, Want & Plan |
| Week 11 – Presentation & Student Portfolios | Week 12- Employment Innovation |
| Speaking ·share presentations on one of the health topics ·student led presentations Listening ·listen to peers share presentations Writing ·review/edit essays and assessments for the student portfolio | Writing ·identify the main idea of the clip ·summarize the key points in 3-4 sentences Listening ·watch a clip about refugee startups· complete discussion questions Speaking ·share opinions about startups ·complete discussion questions |
| Week 13 – Employment- Economic Independence | Week 14 – Employment- SocialEntrepreneurship |
Reading ·review an article about a business academy for women & the youth** Speaking ·share opinions about the importance of economic independence & job security for young adults Grammar ·conditional forms zero-three Writing ·write a paragraph explaining views on economic independence*** | Speaking ·share thoughts about starting a business Listening ·listen to a clip about the growth of social entrepreneurship in India Grammar ·review parallel structure, singular plural nouns and the use of articles Writing ·construct 2-3 paragraphs describing personal startup ideas *** |
| Week 15 – Final Review | Week 16 – Final |
| Review class work from weeks 9-14 | Complete final exam |
(Wynter Oshiberu, 2018)
UNIT PLAN
UNIT 1-3 OVERVIEW
Unit1 Education
This unit will cover various aspects of education including the use of technology, deep learning techniques and innovation. Students will utilize reading, audio, and visual materials to explore the topics.
Unit 2 Health
This unit will cover various aspects of health including work life balance, lifestyle choices and health awareness. Students will utilize reading, audio, and visual materials to explore the topics.
Unit 3 Employment
This unit will cover various aspects of employment including the role of innovation, economic independence and social entrepreneurship. Students will utilize reading, audio, and visual materials to explore the topics.
Presentations
Students are responsible for two projects throughout the course. Students will present their projects to their peers after conducting research. The projects will include a visual component, a written summary and an oral presentation. In addition, students will lead a 2–4-minute discussion at the close of their presentation.
Student Portfolios
Students will complete writing and speaking submissions throughout the course which will be included in their portfolios.
UNIT 1 GOALS & OBJECTIVES
Students will increase their vocabulary and be able to confidently engage in conversations highlighted in the curriculum.
Students will read a variety of text and listen to various selections related to social justice. Students will be able to discuss, write and reflect on these issues.
Students will work to explore different techniques to improve their intonation, stress and rhythm. Students will listen to a range of speakers and engage in speaking activities in class.
Students will work to explore different writing styles. Students will complete a descriptive paragraph.
Students will read a multitude of text during the course and complete comprehension questions. In addition, students will reflect on these readings through short written or oral responses.
The first Unit in the course is focused on Education and consists of three sections Technology, Deep Learning and Innovation. This unit occurs in the first quarter of the 16-week course immediately after the introduction week. This unit takes an in-depth look at various aspects of education and ways in which alternative techniques impact the access and quality of education globally. After completing this unit students explore various components of health and employment.
This unit is the first in a sixteen-week course which consists of three units. The course covers Education, Health and Employment. In unit one the students are expected to complete listening, reading and writing activities on the topic matters before each class session. In order to successfully complete the flipped course students are expected to spend 45-60 minutes preparing for class. During the class students will engage in a wide range of activities such as giving persuasive speeches, summarizing listening clips and writing descriptive paragraphs. The listening and reading material for this course is based on information from popular news sites. After this unit is complete students will share presentations on education, participate in peer feedback and update their portfolios. The student portfolios will include sample speaking and writing submissions from unit one.
ASSESSMENTS
Students will complete a series of written and spoken assessments throughout the course. Students are expected to complete all the following tasks by the end of the course and receive 75% or higher in order to move to the advanced level.
Ongoing Assessments
5% Reflective essay
5% Persuasive essay
5% Reflective discussions
Summative Assessments
10% Student Portfolios
15% Presentations
5% Peer feedback
This course includes three units which are focused on highlighting dilemmas and creative solutions within common elements of society. The goal is for the instructor to provide a sense of authenticity while facilitating each lesson with structure and sequential order.
The only thing left for you to do is …..
W Wanderland 