Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Action Plan

1. Preparing students and teachers for flipped learning

A core group was formed and the members worked collaboratively to revise the existing drama module using the flipped learning approach. Detailed lesson plans and e-learning materials were developed accordingly.
Regular meetings were held to develop S4 teachers' confidence and professional capacity in adopting the flipped learning approach and the e-learning tools. Hands-on experience of using the various e-learning resources was provided and teachers’ questions concerning the design of the lessons and materials were also answered.
A lesson was conducted in the Multi-media Learning Centre (MMLC) so that students could try out using the essential e-learning tools and learn about the online self-access resources available in their class's drama website. The importance of completing the pre-lesson preparation tasks was emphasised in this lesson.

2. Implementing the module

i. Overview of the main tasks in the module

ii. Structure of the lessons in the flipped drama classroom: Example from the readers' theatre unit

Learning activities	Examples
Before the lesson
Pre-lesson preparation tasks Students viewed short videos and read assigned texts related to the topic. To demonstrate their learning, they completed an online worksheet and raised any questions they still had on the topic. Teachers inspected the students' responses and questions in order to give tailored feedback in the lesson.	Students.... read the readers' theatre script "The True Story of the Three Little Pigs" watch videos of readers' theatre performances answer questions and raise questions they still have on the online worksheet
During the lesson
1. Feedback and discussion based on the pre-lesson tasks Face-to-face class time started with discussions to address common errors, misconceptions, the questions students raised on the topic and the effort they put into the pre-lesson preparation tasks.	Peer instructions: Students pair up with someone with a different response in Q2 and try to convince each other to agree with their choice of answer Feedback on students' work and acknowledgement of students' effort Teacher addresses students' common errors in the online task and acknowledges students with good performance Debriefing by the teacher: What readers' theatre is and what makes a good performance
2. Group activities Students engaged in task-based active learning group activities which required them to collaborate and apply what they had learned. The teacher circulated in class providing timely support and feedback to facilitate deeper learning.	Preparing to perform an excerpt of a readers' theatre Groups annotate and rehearse an excerpt of a readers’ theatre script with appropriate intonation, phrasing and stresses in their lines. Group performance A few groups perform Classmates give feedback using the scoring sheet Teacher provides overall feedback Review the learning objectives of the lesson
After the lesson
After-class assignments Students reflected and recorded their own learning experience in the group reflection log. They also raised and responded to each other's questions and continued to engage in collaborative tasks to consolidate their learning on the topic.	Group work Complete the group reflection log Rehearse for readers' theatre competition Individual work Complete the pre-lesson preparation online task for the next unit

iii. Constant review of the lesson and material design

There were lesson observations and frequent communications between the core group and the S4 teachers at different stages of the implementation so that the core group could have a better understanding of the support their colleagues required and provide timely assistance to them.