Akademik Veri Yönetim Sistemi
Kaçar I. G. (Yürütücü), Karakuş E., Aysan Şahintaş Z.
Erasmus Projesi, 2018 - 2021
The Flipped Impact project aimed to address the following objectives initially: a) to promote the language skills and multiliteracies b) to provide students with basic and transversal skills c) to provide anopportunity for differentiated teaching/learning for a range of learners d) to improve K-12 learners’ level of English language, learning motivation and engagement in learning e) to enhance intercultural awarenessand diversity f) increase schools’ European dimension by promoting close relationships among students and teachers g) devise education tools and methodologies related technologies that would providelearning opportunities in K-12 schools. Taking into consideration all the abovementioned aims, the project achieved the following outcomes. The K-12 students developed and enhanced their digital literacy skillsthrough the project involvement through the activities in the face-to-face and online Learning/Teaching/Training (LTT) activities. They developed autonomous learning strategies through their flipped courseengagement. They promoted their transversal skills such as intrapersonal and interpersonal skills and global citizenship through their engagement in the LTT activities. They had an opportunity to experiencedifferentiated teaching activities. They also enhanced their intercultural awareness and diversity. Apart from these gains, the K-12 students also experienced a variety of learning modes in the projectindividual,self-paced, interactive and collaborative learning during the project. From the pre-service teachers’ perspectives, the project involvement promoted their technological pedagogical content knowledge and digitalcompetence, contributing to their professional development in general. Within the scope of the project, they designed and implemented flipped lesson plans and classroom activities in their practicum classes,which helped them enhance their teacher agency. They learned how to integrate effective technology-mediated flipped classroom practices to their local English as a Foreign Language (EFL) teaching contextswithin a socio-constructive framework. They developed their intercultural awareness and diversity through their involvement in the preparation and implementation of the LTTs via collaborating with the pre-serviceteachers from other partner countries. Scholars enhanced the effectiveness of the practicum courses where the technology-mediated flipped activities were integrated and the impact of the flipped activity/lessondesign and implementations on the professional development of the pre-service teachers through the cooperation between partner countries and they gained insights into the implementation of flipped classroomsin EFL teaching. During the project three hands-on workshops were conducted for teachers/pre-service teachers at the local level and for teachers at other local schools. To illustrate, the pre-service teachers onthe Turkish team conducted one face-to-face workshop (in December 2019) and an online workshop in June 2021 for the pre-service teachers at METU and the other English teachers in Turkey. Pre-serviceteachers, English teachers and academics from METU and other universities participated in both face-to-face and online flipped learning workshops, Also, the Dutch NHL University team organized one workshopon flipped learning for the Lithuanian K-12 English teachers during the face-to-face LTT in Lithuania. All the project objectives initially stated in the project document were achieved. During the project threeintellectual outputs were planned:
a) A flipped kit that guides teachers to design effective flipped classes (, as planned in the project proposal, the flipped kit (originally prepared in English) was translated into the local languages of all the partnercountries)
b) A freely available online research paper which will contribute to the knowledge of scholars and the practices of teachers
c) A freely available web page that will display all the project documents including flipped learning materials and introduce the project internationally.
All the intellectual outputs were produced in the project. In addition There was one more extra output in the study produced in addition to all the other three intellectual outputs: The Flipped Impact Online Suite(an interactive resource). It is a coherent model of a. ready-to-use Flipped courses on the different English tenses and intercultural vocabulary, b. a set of meaningful online collaborative activities in whichstudents can demonstrate what they have learnt via the flipped material c. Online course and manuals for preservice teachers on how to develop and organize flipped learning trajectories in lock-down situations.For the website of the Flipped Impact Suite, see: https://www.myschoolsnetwork.com/projects/ flipped-impact-suite/page/22791
Justification of the extra intellectual output:
The material is virtual but tangible in the sense that it is freely accessible via the link. The underlying approach is explained in the Flipped Impact Suite and underpinned by research and thorough testing phases.In addition the approach contains two learning trajectories to demonstrate that the approach is replicable. The FI Suite fits within the project because of its use of and research into Flipped material, yet it isinnovative in the sense that the additional element of Flipped Learning in a wholly online setting is implemented and explored. Preservice teachers from all four participating countries have played an importantrole in the development of the Flipped material and the execution of the intercultural online LTT’s. The model, as developed within Flipped Impact, will play a role in the curriculum of at least one teacher trainingdepartment and has the potential of being implemented within any teacher training department with a keen and serious interest in innovative, interactive and engaging language education. With NHL Stenden inthe lead, preservice teachers from Lithuania, Turkey, Spain and the Netherlands collaborated to develop the extra output called the Flipped Suite in order to address in an innovative and appropriate way thechallenges arising from the pandemic. The preservice students collaborated in creating the Flipped Courses to be studied in a pre-class setting. In addition they collaborated in creating the meaningful in-classactivities for the Dutch online LTT and for the Spanish online LTT. There was a natural need for this international collaboration in the sense that both the Flipped Courses and the two meaningful online activitieshad an international nature, focusing on history and culture of the participating countries. There is also one article produced by the NHL Stenden University as a team called "Cross-border interaction with flippedlearning" as the connection for the dissemination purposes of this extra intellectual output produced as a result of the collaboration of all four project partners. The article is acccessible viahttps://www.myschoolsnetwork.com/projects/ flipped-impact-suite/page/22791. Apart from that one international book chapter was published by the project coordinator Dr. Işıl Günseli Kaçar on the pilot phase ofthe project for dissemination purposes:
Kaçar, I.G. (2020). Prospective Turkish EFL teachers’ and K-12 students’ perspectives on the flipped classroom. In Z.S.Genç and I.G. Kaçar (Eds.), TESOL in the 21st century: Challenges and opportunities (pp.349-395). Peter Lang. (ISNB: 978-3-631-8285-0).
The full chapter is uploaded to the project's results portal. The abstract of the chapter is available below:
Abstract:
In the 21st century, the shift from traditional to student-centered learning environments paves the way for innovative technology-integrated teaching/learning models such as flipped classrooms. This qualitativeexploratory case study investigated English as a Foreign Language (EFL) K-12 students’ and preservice teachers’ perspectives on flipped grammar experiences from the socio-constructive perspective in termsof cognitive, affective, and behavioral dimensions. Twenty Turkish K-12 students at an urban private middle school and eight EFL preservice teachers at a state university participated in the study. It wasconducted as a pilot study within the framework of an ongoing KA-201 Erasmus+ project called Flipped Impact during the 2018 and 2019 academic year. The data were collected via semi-structured interviewswith the preservice teachers, focus group interviews with the K-12 students, preservice teachers’ reflective journals, and the open-ended online Google forms for K-12 student evaluations. Content analysis wasemployed in the data analysis. The findings indicated that both K-12 students and preservice teachers tended to develop positive perceptions regarding the flipped classroom experience with certain pedagogicaland technological challenges. They also revealed that the flipped model stimulated K-12 students’ classroom engagement and preservice teachers’ professional development.
Key words: Flipped classroom, EFL grammar, case study, interaction, active learning, engagement, pre-service teachers’ perspectives, K-12 students’ perspectives