Microsoft Word 34 Nguyen Thi Hang doc Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN 978 604 82 2981 8 622 FLIPPED CLASSROOM MODEL, A RISING TREND Nguyen Thi Hang Thuyloi University, email nguy[.]
Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 FLIPPED CLASSROOM MODEL, A RISING TREND Nguyen Thi Hang Thuyloi University, email: nguyenhang@tlu.edu.vn INTRODUCTION In the 21st century with technical booming, it has been widely encouraged that the integration of technology should be included into teaching A great number of teachers are gradually taking this innovative achievement to improve their teaching methods and language teachers are no exception Meanwhile, “higher education has been pressured to shift towards more flexible, effective, active, and studentcentered teaching strategies that mitigate the limitations of traditional transmittal models of education” (Nouri, 2016) This leads to the rise of a teaching strategy named ‘flipped teaching’ which has rapidly gained popularity among teachers (Lo and Hew, 2017) usually in the form of lecture videos or power point slides The class hour is just spent for a number of follow-up activities (Brame, 2013) In flipped classrooms the students obtained their lessons online in the form of a video or power point for prior preparation, then apply their knowledge in classroom activities In a flipped classroom, the time spent in class is seen to take more significance than the videos recorded Now, it gives room for engaging activities, discussing, and working on the hardto-be-understood information, which converts the classroom into an environment in which active learning takes place The classroom now becomes more student-centered METHODOLOGY This secondary research is primarily based on researcher’s experience and a qualitative synthesis of all related papers on flipped classroom and serves as one of the material sources for the teachers and educators FINDINGS Figure Definition of flipped-classroom (From https://facultyinnovate.utexas.edu/flippedclassroom) 3.2 Traditional and flipped teaching 3.1 What is flipped classroom? The flipped classroom instruction model was introduced by Jonathan Bergman and Aaron Sams in 2007 to provide instruction to secondary students who were missing class and missing instruction Flipped teaching, also called ‘flipped classroom’ or ‘inverted classroom’ (Strayer, 2009), a form of blended learning, is described as a reversal of traditional teaching, in which students first get access to the new material outside their class, Bergmann and Sams (2012) suggested several major differences between traditional and flipped model In the traditional model, students usually come to the class with some confusion about homework problems from the previous lesson The teachers are typically the central focus of a lesson and present new content for a number of minutes and spend the rest of the class hours with practice 622 Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 In the flipped model, the time is totally restructured Students need to ask questions about the content that was delivered before the class, so these questions would be addressed during the first few minutes of lessons This allows students to clear up misunderstanding before they come to practice session and more extensive follow-up activities Figure Traditional vs flipped classroom From https://www.slu.edu/cttl/resources/flippedclassroom-resources.php 3.3 Benefits and challenges 3.3.2 Challenges Teachers need to plan in detail what to inside and outside the class and selecting appropriate activities and making it an online learning material can take time The teacher should also think carefully about how to integrate outside and inside smoothly (Başal, 2012) The activities should be various to address the needs of all learners These may provide rich learning opportunities for all students with different learning styles Technology can be also an obstacle to teachers because they must prepare videos and online materials and send them to the learning management system Teachers cannot surely check all their students’ beforehand watching Some may not anything and may be left behind in the class 3.3 The 4-step guide to flipping classroom 3.3.1 Benefits - Flipped classes allow students to consume lecture materials at their own pace Unlike traditional lectures in which students have to keep pace with the instructor’s lecture, students in flipped classrooms can rewind and replay the video as many times as needed in order to improve their understanding of difficult concepts - A growing number of studies show that flipped classroom scenarios can improve students’ achievement because they prefer listening and watching flipped classroom online lecture recordings rather than reading books or printed materials helping students develop their analysis and critical thinking (Albalawi, 2018) According to a research by the Flipped Learning Network, 71% of the teachers who flipped their classes noticed improved grades, and 80% reported improved student attitudes as a result Reviewing materials beforehand and turning a lecture into an interactive working session yields statistically significant improvement in engagement and test scores and overall longterm learning, according to an article on Vanderbilt University Center for Teaching There are main steps to flip the classroom (adapted from Dunn, 2014) - Step 1: Plan- Figure out which lesson in particular you want to flip Outline the key learning outcomes and a lesson plan - Step 2: Record - Instead of teaching this lesson in-person, make a video Make sure it contains all the key elements which should be mentioned in the classroom - Step 3: Share - Send the video to the students Use a Learning Management System (LMS), a software platform that allows to present all the learning and teaching activities and materials delivered over the Internet, to the students in an organized way - Step 4: Group - An effective way to discuss the topic in the class is to separate into groups where students are given a task to perform 3.4 Learning Management System 3.4.1 Flipgrid Flipgrid is the leading video discussion platform where students can join an online classroom to watch videos as well as share 623 Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 and record their responses easily Teachers could create many grids for different classes; each grid is seen as one class with students’ accounts 3.4.2 Youtube Teachers should adopt certain checking and monitoring techniques effectively in the class as well as encourage learners’ autonomy and spend time giving feedbacks CONCLUSION Youtube is a website designed for sharing videos Millions of users around the world have created accounts on the site that allows them to upload videos that anyone can watch Video files can be very large By posting a video on YouTube, users can share a video simply by sending others a url ‘link’ Or they can use their own channel as a platform for a play list so that viewers can watch videos easily 3.4.3 Google Classroom Google Classroom is a web-based learning environment When logging into Google Classroom, students can collaborate with their peers and teachers Google Classroom offers a digital safe space for students to view class announcements, access posted course content, view posted assignments, and turn in completed work 3.4.4 Canvas Canvas is the learning management system It's easy to learn and free for teachers Canvas is known for its userfriendly online environment and ability to easily connect instructors and students both in and out of the classroom It includes basic LMS functionality for managing enrollments, sharing documents, submitting assignments, and assigning grades, as well as personalized features for individual students 3.5 Recommendations - Teachers need to be more sensitive on their students’s needs and interests by selecting appropriate topics to record videos - Lecturers in the recording materials need to consider their voice to be audible and clear - Both teachers and learners should make sure to have Internet access and master technology Flipped teaching method may be evaluated as an extra educational opportunity available and a number of language educators would probably agree that using flipped teaching in the classroom would be beneficial to both teachers and learners, so this can be an alternative technique in the teaching and learning REFERENCES [1] Albalawi, A (2018) The effect of using flipped classroom in teaching calculus on students’ achievement International Journal of Research in Education and Science (IJRES), (1) [2] Başal, A (2012) The Use of Flipped Classroom in Foreign Language Teaching The 3rd Black Sea ELT Conference “Technology: a bridge to Language Learning”, 8-12 [3] Bergmann, J & Sams, A (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day Washington, DC: International Society for Technology in Education [4] Lo, C K & Hew, K F (2017) Using “first principles of instruction” to design mathematics flipped classroom for underperforming students International journal of learning and teaching, 3(2) [5] Nouri, J (2016) The flipped classroom: for active, effective and increased learningespecially for low achievers International journal of educational technology in higher Education, 13 (33) [6] Strayer, J (2009) Inverting the classroom: A study of the learning environment when an intelligent tutoring system is used to help students learn Lightning Source Incorporated 624 ... as an extra educational opportunity available and a number of language educators would probably agree that using flipped teaching in the classroom would be beneficial to both teachers and learners,... class and selecting appropriate activities and making it an online learning material can take time The teacher should also think carefully about how to integrate outside and inside smoothly (Başal,... own channel as a platform for a play list so that viewers can watch videos easily 3.4.3 Google Classroom Google Classroom is a web-based learning environment When logging into Google Classroom,