Education Faculty Lecturer, Dr Nosisi Dlamini has been making use of the Flipped Classroom approach to teach her 2nd Year ELT 211 students. The Flipped Classroom approach is conducted in three (3) phases: pre-, during, and post- lecture:
- Students receive PowerPoint lecture slides or notes, videos and other multimedia course materialto engage with before the lecture.
- During the lecture, the students’ understanding is deepened through activities such as material developments, problem-solving, presentations, role play, inquiry-based learning, and simulations.
- After the lecture, students engage in scenario-based activities.
Students were required to create a Phonics activity for their Foundation Phase learners. This exercise was based on Jolly Phonics, a Phonics Programme used in Foundation Phase classrooms. Prior to the lecture, students received notes, a video and an action sheet on Jolly Phonics, via the iKamva platform. During the lecture, they collaboratively created Jolly Phonics resources in preparation for a microteaching session. After the lecture, students were given a scenario-based activity relating to phonics instruction and the South African context.
Storytelling exercises with embedded rubric
- Pre-lecture: Students created their own story for their Grade 1 learners for practical verbal story-telling sessions, using the provided rubric. This exercise allowedstudents the opportunity for experiential learning, relevant to a South African Grade 1 classroom context.
- During: Story-telling sessions were conducted in class. Students toldtheir individual stories, while the rest of the class conducted a peer-marking using the rubric provided.
- Post-lecture: Students developed final versions of their stories, including the new information and feedback from the live story-telling sessions.