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1. A Case Study Investigation of Year 8 Students' Experiences with Online Learning Through the Padlet App in a State-Maintained Girls' Grammar School.

Author

Cleary, Caolain J.

Subjects
*ONLINE education, *DIGITAL learning, *STUDENT engagement, *GRAMMAR, *CLASSROOMS
Abstract

If the past two years have proven anything, it is that students today hold a tremendous capacity to adapt to incredibly difficult learning environments. This paper explores student learning experiences in one such learning environment, the period of online learning that occurred between January and March 2021 due to COVID-19-related school closures. Investigating the effectiveness of the digital learning platform Padlet in terms of student engagement with the Latin curriculum and its cultivation of Latin comprehension skills, this case study of Year 8 students in a state-maintained girls' grammar school demonstrates the value of collaborative, discussion-based approaches to remote teaching. The value of digital learning platforms in our post-pandemic educational environment is demonstrated in its potential to bridge the communicative gap felt by many students when taught online, simulating the lively classroom climate which so often generates exciting and effective learning opportunities for each student. As this paper demonstrates, digital learning platforms hold the potential not only to assist educators in coping with the challenges of remote learning, but also to extend student learning in ways once considered unimaginable beyond the realms of the physical classroom. As a result, this paper argues that the position of such platforms in the post-pandemic classroom must be advocated and supported further. [ABSTRACT FROM AUTHOR]

Published
2022
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2. Thinking outside the box - Digitale Grammatikvermittlung im Flipped Classroom

Author

Sander, A.M. (Alicia) and Universitäts- und Landesbibliothek Münster

Subjects
435 Grammar of standard German, Grammatikunterricht, handlungsbezogen, digital, handlungsbezogener Grammatikunterricht, umgedrehter Unterricht, Flipped Classroom, Flipped-Classroom-Modell, Flipped Classroom Model, digital education, grammar, ddc:370, Grammar of standard German, 370 Education, ddc:435, Education
Abstract

Digitale Medien sind aus dem gesellschaftlichen Leben nicht mehr wegzudenken. Auch in Schule und Unterricht steigt die Relevanz digitaler Lernformate weiter an. Die Seminararbeit greift diese Bewegung auf, indem sie der Frage nachgeht, welche Chancen und Grenzen das digital gestützte Flipped-Classroom-Modell für den handlungsbezogenen Grammatikunterricht bietet. Dazu werden zunächst zentrale Prinzipien handlungsbezogenen Grammatikunterrichts erläutert und der Flipped-Classroom-Ansatz mit seinen Gestaltungsmerkmalen, Gewinnen und Herausforderungen dargestellt. Der Entwurf einer konstruierten Unterrichtsstunde zum Thema 'Steigerung von Adjektiven - Form und Funktion von Komparativ und Superlativ' dient als konkretes Anwendungsbeispiel des Flipped-Classroom-Ansatzes auf handlungsbezogenen Grammatikunterricht. Während SchülerInnenaktivierung und Binnendifferenzierung als besondere Gewinne des Konzepts hervorgehoben werden können, scheint die eher deduktive Herangehensweise bei der Wissensvermittlung weniger gut zur problemorientierten Ausrichtung des handlungsbezogenen Grammatikunterrichts zu passen., Digital media have become an integral part of social life. The relevance of digital learning formats is also increasing in schools and classrooms. The seminar paper takes up this movement by exploring the question of what opportunities and limitations the digitally supported flipped classroom model offers for activity-based grammar teaching. To this end, central principles of activity-based grammar teaching are first explained and the flipped classroom approach is presented with its design features, gains and challenges. The design of a constructed lesson on 'Increasing adjectives - form and function of comparative and superlative' serves as a concrete example of application of the flipped classroom approach to action-based grammar teaching. While student activation and internal differentiation can be highlighted as particular gains of the concept, the rather deductive approach to knowledge transfer seems to fit less well with the problem-oriented orientation of activity-based grammar teaching., 1 Einleitung ..... 1 2 Handlungsbezogener Grammatikunterricht ..... 2 2.1 Form folgt Funktion ..... 3 2.2 Binnendifferenzierung ..... 4 2.3 ‚Echte‘ Handlungssituationen ..... 4 2.4 Innerfachliche und überfachliche Bezüge ..... 5 2.5 Fachliche Fundierung ..... 5 3 Flipped Classroom ..... 5 3.1 Historie & Problematik ..... 5 3.2 Das Flipped-Classroom-Modell als didaktisches Konzept ..... 6 3.3 Lernvideos als digitales Medium im Flipped Classroom ..... 8 3.4 Gewinne & Chancen ..... 9 3.5 Defizite & Herausforderungen ..... 13 4 ‚Flipped Grammatikunterricht‘ – Ein Anwendungsbeispiel ..... 14 4.1 Unterrichtsentwurf zum Thema Steigerung von Adjektiven – Form und Funktion von Komparativ und Superlativ nach dem Flipped-Classroom-Modell ..... 15 4.2 Methodisch-didaktischer Kommentar ..... 18 5 Kritische Reflexion: Chancen & Grenzen des Flipped Classroom-Modells für den handlungsbezogenen Grammatikunterricht ..... 20 6 Fazit ..... 21 7 Literaturverzeichnis ..... 22 Anhang ..... I

Published
2022
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