One of the biggest considerations when you flip learning is how to best use class time. When I first started flipping classes, most of my attention was focused on the individual space (in my case the instructional videos my students watch and the accountability tasks they do) Although it’s important that this side of FL is well thought out and presented, the group space is where all the magic happens…
It didn’t take me long to realise this and as soon as I did, I turned my attention to thinking about how best to make the most of it.
As a big fan of cooperative learning, I’ve been trying to incorporate some of the cooperative learning strategies my students are already familiar with to practise content delivered in the individual space. Some of you will already know that one of my favourites involves nothing more than a ball of wool (no it’s not knitting, although I have been known to knit the odd thing) Flipped learning meets cooperative learning #1: the spider’s web
I am also a fan of using student-generated material and when I heard Tatiana Golechkova’s talk on Using student-generated activities in class: problems and solutions at IATEFL 2018 I immediately thought “group space.”
Usually I post about tried and tested (by me) activities, but, I have to admit I haven’t tried this one yet. However, I thought it was such a good idea for a group space activity that I’d share it anyway.
Students create and share quizzes to practise target language.
After checking understanding of content delivered in the individual space and clarifying any doubts in the group space, students work in teams to create a quiz based on the target content to test their peers’ understanding.
Students should be familiar with types of questions they can ask. You can provide models of questions depending on the content. You may want each team to prepare different kinds of quizzes e.g multiple choice, matching, closed test, true/false, fill in the blanks, open-ended questions…or all teams to prepare quizzes which include a variety of question types.
Your role will be to monitor, advise and guide students to create appropriate quiz questions.
When all teams are happy with their quiz, they can share with their peers. I suggest setting up different stations for each quiz which teams move around, completing their classmates’ quizzes. You can set a time limit if time is limited or allow teams to work at their own pace.
For the answers, I suggest:
- teams hand in their team answer sheet to the relevant station for correction at the end of the activity and each team member of that station can correct the other team’s answers
- if you think it is more opportune that students receive immediate feedback, teams can prepare an answer sheet for their quiz which is made available when a team completes the quiz at that station.
One alternative is for students to create a digital quiz using a tool like Google Forms. Students can then create the quizzes in teams, pairs or individually and they can be easily shared with the class. Think about how many different quizzes you will have for one content area!
Another alternative is for students to create quizzes on different content. My idea is to use this activity to revise for the end of year exams. One team, for example, creates a quiz on the present simple, one on the present continuous, one on the past simple etc… When teams have created the quizzes, they can move through the different stations revising content from the whole year.
Another option is to provide students with a rubric for creating the quizzes and to give them a mark for their quiz as part of their formative assessment. I think this is a good idea anyway even if you don’t grade their quizzes, as clear guidelines (the rubric) help students to create high quality material. Rubrics can also be used for peer evaluation of quizzes. Is the quiz too / very / quite easy/difficult? Are the instructions easy to understand? Are the examples clear? etc…
I would also encourage students to leave their doubts/questions about the content at the station for their “expert” peers to resolve after the quizzes have been completed.
If you choose to set up this activity as a cooperative learning activity rather than a traditional group activity (as I intend to), students should be clear of their respective roles and responsibilities within the team and a rubric provided for self and peer evaluation not only of the final product (the quiz) but the effectiveness of their teamwork. As a number of teachers at my school use cooperative learning strategies and activities in class, my students are already familiar with expectations regarding teamwork and the protocol for self and peer evaluation. Also the teams, and individual roles within teams are established at the beginning of every term.
If you choose to integrate cooperative learning into your classes I highly recommend investing time in setting it up and preparing students for it in order to achieve optimal results. It is not something most students will do well without the appropriate “training.”
As I said, this activity is not tried and tested yet, but soon will be. Stay posted for an update 😉 In the meantime I highly recommend Tatiana Golechkova’s talk which considers both the advantages and disadvantages of using student generated materials in class, An evaluation of the use of student-generated materials by H Brown 2013 and Use of Student-Generated Questions in the Classroom teachingonpurpose.org 2016.