Pub Date : 2021-08-31DOI: 10.4135/9781483318332.n155
Gülçin Zeybek
It is known that the next generation grows intertwined with technology, can easily communicate with peers all over the world, adapt to new technological tools very quickly, and is fond of independence. For these reasons, it has become impossible to prepare the next generation for the future with the traditional education system. In a world where digital technology dominates our lives, the flipped learning model has emerged. In this model, the student performs cognitive activities on lower levels such as acquisition information and understanding before the course. The course focuses on higher level cognitive activities such as practice, analysis, evaluation, and synthesis with the support of peers and teachers. Thus, students are transformed from individuals informed by their teachers to individuals who reach information and take it to the next step. In this chapter, the flipped learning model was introduced; its benefits and limitations, researches about the model, recommendations for implementation are discussed.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-3146-4.ch004
Yalçın Di̇lekli̇
Project-based learning (PBL) is a teaching approach designed for active learning processes. In PBL, students produce solutions to real-life problems. While they are trying to find solutions for a defined problem, they collect, classify, and comprehend data. As PBL is a student-centred approach; it is motivational because it appeals to the students' personal differences and supports students' socialization, thinking, and self-regulation skills. PBL focuses on individual differences in a learning process whereas the evaluation of the PBL focuses on multiple points of view. Some of the basic evaluation techniques are performance-based assessment, portfolio, journal, authentic assessment (rubric). There are 13 different project-based learning approaches including community studies, designing technological gadgets, environmental projects, expeditionary projects, field study, foxfire approach, micro-society studies, museum approach, problem-based approach, project approach in early childhood education, senior project approach, service learning, and work-based learning approaches.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-3146-4.ch006
Gökhan Kayır
Task-based language teaching is one of the newest language teaching models and has popularity among language teachers as it brings real-life situations to the classroom. Based on main principles of communicative language teaching approach, the method provides student-centered, flexible, and authentic real-life classroom environments. Not only the output but also input and learning processes are important for the teachers using this approach. Students are in the center of teaching and learning process, while the teachers are mentor and facilitator. The TBLT uses educational tasks to teach a language. Educational tasks are duties that are structured for an educational purpose. Each task has a language focus that can be assessed. As a result, having the flexibility and being a student-centered approach, TBLT will be used and adapted by many language instructors.
{"title":"Task-Based Language Teaching","authors":"Gökhan Kayır","doi":"10.4018/978-1-7998-3146-4.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-3146-4.ch006","url":null,"abstract":"Task-based language teaching is one of the newest language teaching models and has popularity among language teachers as it brings real-life situations to the classroom. Based on main principles of communicative language teaching approach, the method provides student-centered, flexible, and authentic real-life classroom environments. Not only the output but also input and learning processes are important for the teachers using this approach. Students are in the center of teaching and learning process, while the teachers are mentor and facilitator. The TBLT uses educational tasks to teach a language. Educational tasks are duties that are structured for an educational purpose. Each task has a language focus that can be assessed. As a result, having the flexibility and being a student-centered approach, TBLT will be used and adapted by many language instructors.","PeriodicalId":406411,"journal":{"name":"Paradigm Shifts in 21st Century Teaching and Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124215668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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