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DorotaWerbińska,Successfulforeignlanguageteachinginaglobalizedworld
–encouragingself-assessment(formingdyadsinwhichstudentsshowand
explaintheirmapstotheirpartners,whichhelpsthemappreciateanother
understandingofanissue,orreassesstheirownunderstanding),
–recognizingstudents’erroneousconceptionsofthings(ateacher’sanalyses
ofstudents’explanationsandcapturingtheirerrors),
–recognizingstudents’giftedness(comparingmapscreatedbydiferentstu-
dentsintermsoforiginality,creativity,precisionofexpression,quantityof
information,mannerofcombininginformation,etc.[Hayetal.2008].
Inaway,conceptualmapscanservetwobasicfunctionsinlanguageteaching:
toprovidealearningtoolandtoserveasanassessmenttool.Thefirstfunction
isparticularlysignificantindevelopingpre-serviceteachers’reflection,sharing
knowledgeorcreatingnewknowledge.Thesecondfunctionmakesroomfor
anewformofassessment.Thiskindofassessmentcancheckstructuralfeatures
ofaconceptualmapcreatedbyastudentonthebasisof,forexample,anumber
ofgeneratedcategories,anumberofconnectionsineachcategory,oranumber
ofwordsinthegeneratedconnections.Moreover,theapplicationofaconceptual
mapasassessmentmakestheassessmentofconceptualfeaturesofamappo-
ssible,whichequalstheassessmentofstudents’progressinhigher-orderthinking
anddeeplearning.Inthisway,instructorscanobtaininsightabouttheirstudents’
learning(Dotheyunderstandconceptsbelongingtoagivencategory?),theirkno-
wledgecreation(Didtheycreatenewconceptsinagivencategory?),structures
ofconnections(Arethelinesbetweenthecategoriesexpressedbyappropriate
wordsandexpressions?),achoiceofwords(Aretheconnectionsbetweentheca-
tegoriesexpressedbyappropriateandexpressions?),thewaysofconnectingthe
providedconceptswithacentralproblem(Doesthestudent-generatedcontent
refertothecentralproblem?).
3.2.Theflippedclassroom
Thebasicfeatureoftheflippedclassroomisthereversalofatraditionallesson
schemewhichnormallyincludesthreePelements:teacher’spresentationofnew
material(Presentation),guidedandreproductiveactivitiesbystudents(Practice),
students’creativeproduction(Production).Intheflippedclassroom,teacherand
students’rolesarereversedandthereisachangetotherelativeuseofin-classand
out-of-classtime[Lo2018].Thetimeofnewcontentpresentationistransferredto
out-of-school,oftentimestechnological,contextinwhichstudentsareresponsible
forlearningnewcontentbeforeaclass.Thisusuallyhappensthroughreading
atextseveraltimes,watchinginstructionalvideoswithaninstructor’sexplana-
tions,autonomousatemptstounderstandaproblemfacilitatedbyonlinequiz-
zesprovidinginstantcomputerizedfeedback.Inotherwords,whatusuallytook
placeatschoolhappensinanout-of-classenvironmentnow.Together,thetwo
learningcontextscanbedescribedas1)out-of-classindividualizedcomputer-
