Flipped French Classroom: What I have done and what I have learned

Flipping my classroom has been flippin' fantastic.

In today's educational setting of student-centred learning, integrating the flipped learning concept into my classroom has given me such an appreciation of what it means for all of my students to have access to the curriculum.

For those who are unsure of the term, 'flipped learning' or the 'flipped classroom' turns traditional content learning on its head, by getting students to access the content out of the classroom (generally through videos at home) and completing exercises and tasks in the classroom. Ideally, this means that all students can complete their homework by themselves, and can bring in questions to ask the teacher. When the students come to class, they can complete tasks, projects and exercises with the aid of the teacher and their peers.

So, I had a Year 9 French class whom I thought would be the perfect guinea pigs for flipped learning...

Madame, are you Youtube famous? The kids started to cotton on that I have a Youtube channel which I use distribute the videos for homework, and although 'no', I am not Youtube famous, it has been an easy platform to upload my videos and easy access for all students at my school. You can also create playlists for your videos so that students can watch beyond the set video.

I would set the homework to be completed over a one week period. Year 9's, especially at our school, have a ton of commitments! I asked them to watch the grammar video and take detailed notes in the course of a week. It is never my intention to 'dumb down' the work, but to ensure that they are coached on how to prioritise and schedule their work to be done. I have had some great conversations with my Year 9's on using their calendars and organising their schedules to get their work done.

At the start of each week for 1 period, my students would come in to the classroom and sit at a levelled table:

Classroom instructions for flipped learning

Madame, how did I go? Can you work this out with me? Questions and on task conversations were flying around the classroom. Students had their devices open and were completing levelled activities using editable Google Slides. Once an activity was complete, they submitted their work and moved up to the next level. Their enthusiasm was inspiring!

This enthusiasm continued over the course of the term. Yes - some students came into class not having watched the video. They watched the video in class. Yes - some students were tired and confused on the content. They asked other students for help or asked questions in class. Yes - some students were so advanced that I had to form creative tasks for them prior to class or on the fly. Awesome.
The one common thread was that ALL students could access and interact with the content at their own level.

So what have I learned from this initial flipped learning experience?
1) That students do want more guidance. This term, I will still use the flipped learning for grammar with my Year 9's, however I am going to trial embedding the video in to a Google Form and writing some reflection questions for the students to answer. I will then also know who has completed the homework and when.

2) I asked my students to complete a survey, and be brutally honest... there was a unanimous vote that my videos were WAY too long! It is good to understand what kind of media students are familiar with in this day and age. Vlogging, memes, vines... these are all new methods of communication. A 15-20 minute lecture just doesn't cut it anymore. My plan is to make 5 minute videos with more oral content over the holidays, and we'll see how that goes!

3) Flipped learning has awarded me more time to focus on the communicative classroom. By getting the passive content off the board, I can spend more time in class using French by talking and interacting with my students. I plan to spend at least one period a week solely on communicative tasks with my Year 9's. I mean, we learn a language to hopefully be able to speak it one day, yeah?

4) It has opened great conversations with my colleagues from different departments. So many teachers have come up to me and told me great ways of how they might do something similar for science, maths... It is stimulating for us teachers to try new methods, too.

Are you implementing flipped learning or have thought about doing it? Please comment below and let me know your thoughts/methods!

NB: I always forget to take photos of my classroom's in session. I will endeavour to do this in term 3!

Methods to my teaching madness?

We're already starting week 4 in Victorian High Schools... where has the time gone? Now that 3 weeks has passed, I am finally taking a breather to reflect on some goals I had constructed coming into the year.

After a crazy 2017 year - graduating from Masters and working in various schools - it was a nice thought to be starting a new school year. I goals for 2018 were to implement better classroom organisation, increase class participation, and use technology in a smarter way. Over the school holidays, I decided to therefore focus on three programs/methods: (1) Google Classroom, (2) the Flipped classroom, and (3) AIM-based learning.

(1) Google Classroom
Late last year, I overheard some Science teachers talking through the assessments their students were using on Google Classroom (full-time eavesdropper right here). I realised that my school, was a 'Google School'! Yes, Google has officially branded education.

Google Classroom almost mirrors the Facebook look. You post information on a forum, within which students can comment and interact. You can post assessments, which allows for students' own copies, and which a teacher can provide feedback on almost immediately. It also seamlessly works with Youtube and other Google programs, such as Google slides which you can use to make interactive worksheets.

I have also realised that the students love using Google Classroom. Everything is in the one place (no so many bits of paper), and they receive emails to alert them of homework and assessment tasks. For me, there is a quick marking scheme, and if I have created a Google Form, the marks can be automatically uploaded (easy!!).

So far, the sole issue is where the grades are stored. At my school, I also communicate with parents through our Intranet, and therefore must post grades and comments on the school system. This means creating multiple entries - from Google Classroom, to my assessment log, to the SIMON intranet. This seems to be the only downfall so far...

I have decided to start the Google Classroom course online (offered through Google, of course) during the Easter holidays. I will post about this course when I commence.

(2) The Flipped Classroom
I can be quite a chatty bot and can rush through content too, so another aim was to reduce the teacher talk in my classroom. As a French teacher, there can be a fair amount of lecture delivery in the classroom - especially in the grammar domain. The big issue is, if a few students don't understand what you talking about, then they miss the entire delivery! 'So why not turn them into videos!' I thought.

Each Saturday, I have been creating content-rich videos based on grammar topics that I would have usually taught on the board in class. Especially for my Year 10's, who head out of the class for conversation, I am asking them to watch the video at home and then come into class with questions and ready to work with me on the video topic.

Unexpectedly, I had one Year 8 student who was absent for the whole of week 3. When he walked into the classroom on Friday, while I was testing the rest of the class, I got him to log into Google Classroom and watch the video on the current topic. If I didn't have that resource at my fingertips, I'm not sure what I would have had anything for him to do at that time?

I have also realised that my students are respondent to myself being the deliverer of the content in the videos. I guess students like to work with THEIR teacher, not usually a stranger. However, this means that if I make a video for every topic across my 4 years... will there be time for sleep? An issue to contemplate!

(3) AIM-based learning
As a LOTE teacher, I want my classroom to be hyper-communicative! 'Please speak French with me children!'

Mid-2016, I head over to Canada to see 'first-hand' the immersive classroom method, called AIM. As it is a very expensive program that my school does not use, I have decided to implement certain methods and ideas from AIM into my classroom. The first lesson is all about teaching the students, in French, that the expectation is to speak only French in the classroom. You accompany the language with gesture and language repetition. La classe commence en français...

I had two very different responses from my classes. The first were highly engaged, hanging on every word. I was amazed at how much they just wanted to be immersed in the language, and then wanted to involve themselves also. My second class, however, was completely different. The kids were turning to each other and saying, 'What the hell is she saying?', 'Miss, we don't speak French', 'This is stupid.' After a few lessons, I very quickly realised that the 2nd classroom had become less communicative...

I have decided to use this as an interesting measure. How much more might my 1st class learn and/or be able to speak by the end of the semester, in comparison to my 2nd? I will write a more detailed blog post about this test in June, and I will have to think of a few more assessments.

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Quite frankly, I am exhausted, however I am also inspired. We will soon see for just how long I can keep some of my more wacky ideas going, and how long my students will also feel engaged with these methods. Only time will tell...

French Teacher Resource: Create your own French Advent Wreath

The start of December entices me to share the Christmas spirit with all. Today in class, there has been carol singing, talk of French Christmas traditions, and crafting!

The final weeks of school can be a bit hectic, and depending on your class, I know that many Year 7 and 8 students love a bit of crafting. As they all said to me today, it reminds them of being back in Primary School. Even the disruptive boys pitched in.

Naturally, I would never leave an opportunity to send the kids home with a French tradition to practice with their families. So this year, I have helped them create their own couronnes de l'avent,  French Advent wreaths. For those new to the tradition, you place 4 candles on a horizontal Christmas wreath, and light each candle each Sunday leading up to Christmas.

Here are some of their creations:

The activity takes approximately 2 x 50 minute periods for students to complete. I pre-printed coloured sheets with holly leaves, stars, and snowflakes for them to easily cut out. I also provided the paper plates, glue, scissors, fluffy baubles etc. as most students don't have these items in high school. They can be bought cheaply at the Reject Shop.

Download the activity sheet here. As I work at a Catholic school, I have highlighted the significance of the four candles for Advent.

This activity was a huge hit, with little preparation time. And most importantly, so relaxing and enjoyable for myself as a teacher.

Let me know if you give it a try! Amusez-vous bien!

Language Podcasts that I'm loving

I find podcasts to be great resources - for use in the classroom, or just for interesting listening on the way to work or while I do the dishes...

Here is a list of podcasts that I'm currently using for classroom resources and also for my own entertainment. What are you listening to?

French language fix

• Podcast Français Authentique - Johan Tekfak

One of the best structured podcasts that I've come across. Johan conducts the entire podcast all in French for second language learners, usually concentrating on discourse and colloquialisms. I particularly enjoy listening to the idiomatic expressions, one of the most difficult aspects to learn for non-natives! 

• RFI - Journal en français facile

Great way to keep up-to-date with French current affairs, and easy to share with senior year students. The episodes are also nice and snappy. 

• SBS en français

I just like to support the SBS, but also, there are episodes on Australian current affairs in French, film reviews, and French events that are happening across the country.

Listening task resources

• Learn French with daily podcasts - Louis from Daily French Pod
• Learn French by Podcast - Hugh Nagle

I have used these podcasts for years to create listening comprehension tasks. Louis' podcast is conducted all in French, and is usually a monologue where he provides great description and uses heaps of synonyms - particularly important vocab skills for the senior years.

Hugh Nagle's podcast is bilingual and always starts with a dialogue. Excellent practice for the VCAA listening comprehension task, and there are 100's of episodes focusing on the VCAA topics.

Teacher 'gas-bagging' time

• Teachers Talking Teachers - CatFish Education (Pete and John)

These NSW teachers create such good banter around current topics in pedagogy and teaching. Each episode is based on two scholarly articles and there is plenty of opinion mixed with discussion based on the papers you should be keeping up to date with. 

French cultural curiosities

• The New Paris Podcast - Lindsey Tramuta and Alice Cavanagh

What I enjoy most about this podcast is that the interviewees are generally expats living in Paris, which I think is most relevant in today's international Paris scene. So far this podcast is at its humble beginnings, but their topics on identity and gastronomy (two of my favourite topics!) have been well discussed.

• Pardon My French - Garance Doré

I feel sassy listening to this podcast (so branchée), but Garance is just personable and lovely. She discusses the everyday issues, or vie quotidienne, of French culture - from dating, to fashion, to the environment. The podcast feels authentic from a Frenchy perspective, and also highly engaging with interviews conducted in an open and relaxed style. Episodes released every Thursday - definitely needs your attention!

• The Earful Tower - Oliver Gee

This podcast is usually quite 'tongue in cheek', as is self evident from its entitled pun. I've mainly followed its Facebook posts over the years, but I've now just realised how good the podcast is! The episodes are about anything French - everything is allowed. 

Linguistic loving

• Lingthusiasm - Gretchen McCulloch and Lauren Gawne

Lauren, originally from Melbourne, and Gretchen have excitingly geeky conversations about language. Coming from someone (myself) who loves to discuss the complexities of language - from crazy syntax to discourse variants - this podcast keeps me so engaged. As a French teacher, I find it a necessity to stay engaged with linguistics, as you need to keep perspective on the languages you teach. How does French fit into the linguistic world? What are its variants? How diverse is the speech community? etc. etc. I love the study of linguistics for all these reasons and more. 

French Teacher Resource: Les Maisons Merveilleuses

I have constructed some super fun resources and activities for the topic on 'houses', focusing on culture, text-types and communication. I have tried these activities with four different classes now, in both year 7 and year 8.
With 3 x 50 minute classes per week, the following activities can take 2-3 weeks to complete in total. The whole unit is delivered over approximately 7 weeks.

Once students have learned basic vocabulary on the house and where you live ('la maison' et 'où on habite'), it's time for some fun inquiry-based and project-based work.

Here are the order of events, connected to Victorian Curriculum points:

1) Introduce students to the tasks, and show them the final product (with success criteria). Access task instructions here.

2) Students are presented with different and interesting French cultural homes (PPT). Depending on the class, I'll either get them to discuss what they like/don't like between slides or at the end of the PPT. Sometimes I'll get students to read out the information from the PPT too.

Communicating (Socialising)Interact with peers and teacher to exchange information and opinions, talk about self, family, friends and interests, and express feelings, likes and dislikes (VCFRC091)

3) Students choose a French cultural home to base their own home off. They start to produce a digital floorplan. (Individually or pairs is optimal, if they are in 3's someone always seems to do much less work). You can walk around the room and ask them to decision-make in French together, e.g. je veux un jardin, une grande chambre...

Communicating (Informing)Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms (VCFRC095)Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating (VCFRC092)

4) Students produce a labelled advertisement for their home, with pictures from the internet.
- If you haven't covered the bilingual component yet, you can ask them to produce a bilingual advertisement.

"They create their own texts, mainly using the present tense of regular and common irregular verbs, enriched by the use of adjectives and adverbs."

5) Students blu-tac their advertisement on the wall/board. Once all students are done, give them a survey sheet (le sondage) to survey every one's hard work. Collect the results and create charts for future use (Excel spreadsheet).

Communicating (Informing)Locate factual information from a range of texts and resources and use the information in new ways (VCFRC094)

6) Students participate in the housing auction (see 'Les règles aux enchères'). (Students don't actually win and take-home each other's work. It's just a fun idea!)
Some students try to 'play-off' each other, which is just amazing, because they are yelling French numbers at each other without even realising the effort!
You really have to calm down the room between each sale though, it can get quite loud in the auction room. I usually preface the auction by saying that auction rooms are 'quiet' rooms.
Access the paddles here. I glue them onto large paddlepop sticks.

Understanding (Systems of language)Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation (VCFRU102)

7) I have also created a homework task to ensure students are reflecting on the tasks from a culture and identity perspective. Also great as a post-vocab task for consolidation and for re-inforcing numeracy skills.

Communicating (Reflecting)Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity(VCFRC101)

Amusez-vous bien! Please write your comments below on any ideas or suggestions for improvements, or your experiences teaching this unit of work.
Feel free to adapt any of the attached resources, and feel free to send them back to me.

Access curriculum documents here

French Obsessions: Coffee-table books to start French conversations

As a neurotic librophile, I take great pride in showing off beautifully binded, exquisitly hard-covered books that I am passionate about - mainly on the topic of France (French language spruiking to the next level).

Placing some interesting French culture books on my coffee table can inspire some wonderful conversations with friends and family. I have sourced all the delicious hard-back copies of my books on rotation:

French Women Don’t Get Fat – Mireille Giuliano 

As Mireille Guiliano states, it's a book about helping women feel bien dans sa peau. In other words, a book about understanding the true pleasures of eating (that's my mantra!). It's almost a pre-successor of the mindfulness movement or 'slow eating'. I also find that talking about 'French diets' brings up the conversation on French wine - the famous French Paradox. 

The French Paradox concerns the fact that although the French seem to consume a high-fat diet, there is low incidence of heart disease... so maybe c'est grâce au vin rouge, n'est-ce pas? (And all French people crossed their fingers in hope.) Based on studies around this 'catch phrase', the minor study on the Mediterranean diet with "moderate consumption" of wine took hold as social truth for good heart health. To cut a long story short, look up scientist 'Serge Renaud' for a good food chat on this topic.

The Little Prince – Antoine de Saint-Exupéry

Just the teacher in me wants everyone to discuss the pure genius of Le Petit Prince. From simple childhood souvenirs to a discussion on how the Little Prince shows us how we have lost our childhood imaginations and our abilities to look beyond our adult restrictions. I no-one at the table has yet read the Little Prince, ask them to draw you a sheep!

It's also a great read for any friends who come over with children. A great chance to read them a passage and share a few beautiful quotes from Saint-Exupery:

"On ne voit bien qu'avec le cœur, l'essentiel est invisible pour les yeux."
"All grown-ups were once children... but only few of them remember it."
“It is the time you have wasted for your rose that makes your rose so important.” 

Toujours Tingo - Adam Jacot de Boinod

I came across this book in a second-hand bookstore years ago, and it has been the start of so many great conversations about idiomatic expressions and colloquialisms. 

Some of my favourite topics on French language expressions are the amount of vocabulary around 'cows' - ah la vache, vachement bien, parler comme une vache espagnol...  

How about the French vegetabl-isms. Tu es choux, faire le poireau, être en rang d'oignon...

And finish up by being stood up by un lapin.

The New Paris - Lindsey Tramuta

Most of us foreigners have a romantic notice of Paris as it has been through history - the gothic architecture, Haussmanian buildings, Hemingway's Paris,  the French Revolution... but what about the revolutionary movements of today?

Especially as a Melbournian, a topic that always come up is the quality of coffee in Paris. The New Paris has a wonderful podcast which interviews local Parisians about new and upcoming issues. Have a listen to the coffee conversation about the new movement in Paris for improving the daily 'grind'.

How to be Parisian (wherever you are) - Sophie Mas, Audrey Diwan, Caroline de Maigret, Anne Berest

Everyone loves to discuss stereotypical French dress. From the mariniere, to the beret with boots and a cigarette. It's a beautiful book which talks about the stereotypical modern day Parisian woman from a Parisian woman's perspective, scattered with gorgeous photos, articles and poems. 

However, a conversation on French stereotypes opens a larger conversation on which stereotypes really exist in France. You have the turtleneck and man bag kind of man, to the sports clothes and runners kind of man. The simple-dressed, plain coloured woman, to the high-heeled, fine labelled woman. 

Books from your own French travels

There is nothing quite like your own travel collection to spark a good conversation. On my coffee table at the moment, I have maps of Lyon where my partner and I lived for a year. We have so many fond memories of our time in Lyon, and we just love the city and its beautiful streets. 

Not only do I love the impressionist paintings in the Orsay, but the book comes with a hilarious personal travel story... 

What is on your coffee table?

French Teacher Resource: Verb cheat sheets

My more advanced students like to understand that grammar rules can be finite.

For most students at school, they feel that the amount of verbal conjugations and mood/tenses that they have to learn will go on forever! To help them consolidate their learning, and also as a visual aid, I give my students a copy of the following documents.

The first verb document shows the different verbal moods visually, and how they are made up of tenses. This helps students to see how language is constructed in moods of speech and time.

The second verb document is a consolidated list of verbal conjugations. This also helps them to see the difference in simple and complex verbal constructions.

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