(Skkn mới nhất) exploiting the superiority of flipped classroom paradigm to improve the efficiency of looking back project lessons in global success english 10

ki en ki nh ng hi PART A: INTRODUCTION em I Rationale of the study Currently, with a view to promoting the quality of education, the new national curriculum has been conducting in general education program with the conversion from content-based approach method to students‟capability approach one There are, therefore, difficulties to overcome for both teachers and students We are having to be accustomed to new program structure, new content with a large volume of knowledge in a limited time w n lo ad th yj uy Especially, project-based teaching and learning is still an abstract term for most teachers and students in our school Although project work has been becoming an increasingly popular feature in recent years and students can perform their projects from start to finish with teachers‟ guidence, it is not perfect at all Therefore , designing effective project -based lectures is a big challenge ip la an lu va n Despite the awkwardness to cope with, both teachers and students are trying as hard as possible to figure out how to adapt to the situation And we have made endless efforts to find out the best solutions for our Looking back & project lessons As a result, we see that using flipped teaching model in these lessons is the best way Flipped classroom is a modern teaching model which is commonly used today in the world This model meets the requirements of innovating teaching methods in the direction of developing learners' competencies With the development in technology, we can make use of lots of classtools which can not only reduce the workload on teachers in class but also facilitate new and better means of learning for students ll fu oi m at nh z z vb jm ht k Having exploited and successfully applied flipped teaching model with the assistance of classtools such as recording video softwares, padlet, kahoot, nearpot, quizziz , we decided to choose the topic: “Exploiting the superiority of flipped classroom paradigm to improve the efficiency of Looking back & project lessons in Global Success English 10” for our experienced innovation In this study, we present project-based teaching in the Flipped classroom model in order to develop self- study competence for students at high school Of course, this study can‟t be perfect in limited time Therefore, we hope that the colleagues‟ contribution will make it more perfect L To take advantage of the superiority of flipped classroom paradigm to promote the quality of project lessons With this teaching model, we helped our students look back all contents on pronunciation, vocabulary and grammar of whole unit by m The purpose of this study was: co l gm II Aims of the study ki en ki nh ng providing them with video lectures and other learning materials As a result, students had chance to study at home thoroughly, they could master their knowledge, especially, they had time to discuss and perform their projects effectively hi em w To explore some classtools with a view to supporting project-based teaching in flipped classroom paradigm In order to have successful looking back & project lessons with flipped classroom model, we used recording solfwares to create Elearning lectures, we also used quizziz, Kahoot,Azota to create exercises for students to practise at home And these learning materials have been posted on Padlet or google drive where students can get easily and quickly n lo ad th yj uy ip To design effective project lesson plans in Global success English 10 In our research, we have designed video lectures for students‟ self -studying at home and we also created powerpoint lectures for teachers to carry out in class la an lu III Methods of the study va n During implementation process flipped classroom model, we have applied different methods as follows: Analytic method; Collecting method; Experimental method; Statistical method ll fu oi m IV Scope of the study nh at As we know, the Global success English 10 book has just been one of the official references for 10th grader students When approaching the new curriculum, we have faced so many difficulties in getting started with new themes, topics as well as new stuctures Project lesson is one of the most ambiguous contents in the new book Furthermore, for students in moutainous area with low quality like ours, it is much more difficult to deal with Therefore, we have tried our best to solve the problem by exploiting the strength of flipped classroom model with the suport of some class tools As a result, we have successfully executed Looking back and project lessons with flipped classroom model in classes: 10C8,10C10 at our school z z vb k jm ht m co l gm V New features in the study’s result L In fact , teachers and students are familiar with content-based approach method: students are provided with lectures in class, then assignment at home However, this traditional method can‟t help us have effective project lessons especially within 45 minutes Therefore, in this innovation, we are going to introduce a new solution to promote the effectiveness for project-based teaching Although flipped classroom model is not a new concept, how to exploit its superiority with the support of classtools to design effective lectures is a novel thing And in our study, we are going to introduce some project-based teaching samples which have been successfully experimented in our school ki en ki nh ng PART B: CONTENTS OF THE STUDY hi em I Theoritical background 1.The overview of traditional and flipped classroom w n lo ad th yj uy ip la an lu n va ll fu oi m at nh 1.1 Traditional classroom z z Throughout the ages, education and teaching have followed a repeated pattern The teacher is usually the source of knowledge who mediates information to his students in the classroom as well as encouraging them to attend to their homework In the traditional model, the teacher plays the critical role in the mediation of information and his existence is the premise that successful teachers based on In other words, he stands between the students and the knowledge Students have no (or little) knowledge about the subject when they come to class In class, they get taught all the knowledge, and it's often the basic knowledge about a subject At home, Students have to practise what they have studied in class again, it‟s called homework and the process of thoughts is mostly viewed after doing a test This traditional classroom model is considered as “Low thinking” vb k jm ht L m Flipped classroom is a 180 degree shift in “traditional” education With the flipped classroom, students have direct access to knowledge and the teacher serves as a coach and mentor With the flipped classroom model, students have to prepare their contact moments During contact moments teachers are able to zoom in on the application and deeper processing of the learning material co l gm 1.2 Flipped classroom ki en ki nh ng In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to the harder work of assimilating that knowledge, perhaps through problemsolving, discussion, or debates In terms of Bloom‟s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus, the term “flipped classroom.” hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht 1.3 Why flip the classroom? L The main thing is that students have to play an active role in preparing their homework If they don't, they get easily distracted It's like driving a car without knowing the rules, conclusion: a disaster We have to motivate our students to prepare our homework The homework we give our students has to be clear, it has to be understandable for everybody And we can create a video of ourselves in which we m 1.4 How to flip the classroom? co l gm As far as we know, interaction is a key element when flipping the classroom Students have prepared their homework and already have basic knowledge about the subject During class time, it's possible to dive deeper into the learning material and ask questions As teachers, we get to know what kind of difficulties students are dealing with and where to focus on Furthermore, the teacher can offer more challenges for students who easily cope with the learning materials The other way around, the teacher is able to offer other students more help when needed ki en ki nh ng explain a certain subject Then, share this with the students via classtools Finally, we are able to help students according to their needs In the short term, more efficient and effective completion of the contact time hi em Exploiting some classtools for teaching and learning in flipped classroom paradigm w n Nowadays, with the assistance of various classtools, it is easy for us to build up online or offline lectures for students to study at home, create quizzes or exams for them to practise Our tools are very user-friendly and has a lot of options to make it as personalized as possible We can create our own content and students can follow courses where we put on homework that students have to prepare As teachers, we are able to track the progress of students and view their results This makes it posible to have a clear idea of what the struggles are of our students and see what students struggle the most lo ad th yj uy ip la lu an 2.1 Exploiting Google form to survey and assess students‟ studying proccess va n In the real classroom setting, teachers face many obstacles in surveying and assessing students‟ performance One of the obstacles is that the teacher needs a lot of energy and time to survey and assess students‟ proficiency, especially in large classes Therefore, teachers and schools are looking for alternative learning assessment tools that are effective and easy to use Google Forms is a free online tool from Google which allows users to create forms, surveys, and quizzes as well as to collaboratively edit and share the forms with other people Teachers can use Google forms to survey and assess their students at the beginning of the class and gauge pre-existing knowledge Furthermore, Google forms can be used to give feedback to and receive feedback from students and parents Similarly, students can use Google forms to assess their own learning and set learning goals as well as to collect data for their research projects ll fu oi m at nh z z vb k jm ht L m Padlet can be used by students and by teachers Using Padlet in the classroom is easy We can install the Padlet app for Apple or for Android on our phone or just go to the Padlet website With Padlet we can create an online post-it board that we can share with any students or teachers we want Just give them the unique Padlet link or Qr code Padlet allows us to insert ideas anonymously or with our name It‟s easy to use and very handy Whoever has the Padlet board opened on his smartphone or computer, can see what‟s on it and what everyone is writing Students just have to take a device and start adding little sticky notes online They can see all the ideas gathered on the teacher board immediately by scanning the following Qr code : co l gm 2.2 Exploting Padlet or Google drive to create an online post-it board for sharing and discussing information ki en ki nh ng hi em w n lo ad th yj uy ip Students also get these materials and other learning references in Google drive via the Qr code: la an lu n va ll fu oi m at nh z 2.3 Exploiting Kahoot, Nearpot, Quizziz, or Azota to assign homework, test and assess students‟ learning process z vb k jm ht Kahoot, Nearpot, Quizziz and Azota are useful softwares that help teachers assign assignments, create exam questions, and grade online - offline exams quickly These tools develop powerful automation and customization features that are easy to use for all audiences They help teachers use their time and energy in new ways, reduce labour-intensive tasks Teachers could better spend their valuable time on impactful actions such as working more closely with individual students or creating more engaging lessons for their students Especially, Azota, Quizziz offer teachers automated test creation and assessment solutions, exam proctoring tools, and realtime student performance tracking All test results are stored and analysed on the Azota and Quizziz system, making management much more convenient for teachers and schools L m Nowadays, video content is a great asset for us to better present our lecture and reach our students On one hand, this format has great potential when it comes to describing our lecture in more detail as visual elements better convey a clear explanation co l gm 2.4 Exploiting recording video softwares to create videos of lectures for students‟ studying at home ki en ki nh ng Therefore, designing videos of lectures for students‟ studying at home in flipped classroom model is really integral Only by using recording slides show from powerpoint, using computer screen saving or using recording zoom tool, we can create video lectures easily, quickly but effectively Then these videos will be posted on padlet or google drive And only by scanning the Qr code or using the link the teacher gives, can students get the video lectures quickly and easily hi em w n lo ad The implementation process of flipped teaching th Flipped classroom process is implemented with the following steps yj uy Plan: Figure out which lesson we‟re going to flip Outline key learning outcomes and put together a lesson plan ip la an lu Record: Instead of teaching our lesson as usual, record a video We can this whenever we‟d like, just ensure that the lesson contains all of the elements we would have if we were doing it in the classroom in person Make it interesting and engaging n va ll fu oi m Share: Share the video with our students Explain that the video‟s content will be discussed and used in class at nh z Change: Now that our students have watched the lesson, they‟ll be primed to delved into the topic in more depth than they would otherwise be z vb ht k jm Group: A great way to explore the topic is to engage the class in group discussions Separate the students into smaller groups so that everyone‟s voice has a better chance of being heard, and questions are more likely to be asked Give each group a task and a goal to work towards m L co l gm Regroup: Get the class back together to share each group‟s work with the whole class Ask questions, offer opinions, encourage discussion ki en ki nh ng II Practical background hi em Difficulties in teaching English in Dong Hieu high school Every English teachers are aware of the main objective of teaching English is helping students to improve communicative competence through four skills (Listening Speaking - Reading - Writing ) However, it is not easy to have expected results in Dong hieu high school where most students have low quality.They lack basic and necessary knowledge on phonetics, vocabularies and grammatical structures They have no confidence to communicate in class Therefore, it is really challenging for us to have interesting and effective lessons in which students can apply their knowledge into writing, listening , speaking , especially in the last lesson - Looking back and Project of Global success English 10 book w n lo ad th yj uy ip la an lu Difficulties in teaching and learning Looking back & Project lessons of Global success English 10 at school va n Looking back & Project is the synthetic period with all knowledge, skills of the whole unit Therefore, it is difficult for teachers and students to implement the lesson efectively within the limited time -45 mintues As we see that, the main elements of the lesson, which values “learning by doing”, center on students looking for solutions to non-trivial problems by asking and refining questions, debating ideas, making predictions, designing and planning experiments, collecting and analyzing data, drawing conclusions, communicating ideas to others, and creating artifacts Other key features include collaboration between students and multi-discipline investigations that relate to the real world Practicing project-based learning at school aligns what students are learning with the needs of the modern workplace, making it a desirable objective for schools to pursue Yet, a large number of failed attempts lead a growing number of teachers to give up on the practice altogether The two most significant challenges are teamwork, an important skill that holds the potential for conflict and free-riding by students, and the difficulty experienced by teachers and students in adapting to non-traditional teaching and learning roles Other important challenges include demanding workloads for teachers and students, a superficial gain of content knowledge, lack of clear implementation guidelines, lack of focus on identified learning outcomes, a lack of trained personnel that can lead project-based learning , and lack of adequate professional development to train project-based learning ll fu oi m at nh z z vb k jm ht m L co l gm These are achieved results from teachers and students’ survey at high schools in Nghe an province: ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht Difficulties in applying equipments and facilities of teachers and students into teaching and learning process m L co l gm Technology is perhaps the strongest factor shaping the educational landscape today As many other schools, ours is showing support for increased levels of technology in the classroom by providing television sets, projects, enhancing internet connectivity, and implementing programs designed to improve computer literacy for both teachers and students Although teachers generally appreciate the benefits of educational technologies, they often find smooth and effective integration of new educational technologies challenging From acquisition of new technology equipment to adaptation of curricula and teaching techniques to incorporate new educational tools, technology integration presents significant challenges to teachers at each level of school systems Imagine that, in a lesson, when teachers want to provide studetns with online learning materials or use online classtools to implement an activity, it takes time for students to access to In addition, it is also time consuming for students to use these tools to complete their tasks As a result, students have no time to discuss with ki en ki nh ng their friends and teachers have no time to check, give out comments and evaluate student‟s performance hi em III Findings of the study w Reality of teaching and learning Looking back & project lessons in Dong Hieu high school before applying flipped classroom n lo ad The results from the pre-questionaire that motivation of students in Dong Hieu high school was rather low In fact, most of them were urged to learn English just because it was a compulsory subject in the syllabus and the final examination th yj uy Besides, the new syllabus which consists of a large volume of knowledge and skill is really challenging to them From the survey result, most of our students (72,4%) found it difficult to complete effectively contents, activities given in Looking back & project ip la an lu n va ll fu oi m at nh z z vb jm ht k And they supposed there was so much knowledge, skill in Looking back & Project that they couldn‟t perform in a 45 - minute period In each lesson, they had to revise and practise knowledge on pronunciation, vocabulary and gammar structures related to the whole unit As a result, they had no time to discuss, prepare and present their project products This is survey result: m co l gm L 10 ki en ki nh ng say any more words, they need to sit down T-S hi em - The last student standing wins the game w n * Teacher: lo ad - Invites 10 Ss to form a circle and stand at a center with a ball th yj uy ip - Explains the game rules to Ss la an lu n va ll fu oi m at z z vb k jm ht **** Teacher praises the Ss with the most words and the most interesting words/ phrases nh ** Ss as instructed m co l gm L 33 ki en ki nh LOOKI To help NG students BACK revise /kl/, /pl/, /gr/ and /pr/ mins ng PRONUNCIATION hi em Listen ,repeat and write down the sentences to resise consonant blends /kl/, /pl/, /gr/ or /pr/ w T-S n lo ad th yj uy ip la an lu * Teacher: va - asks Ss to listen to the recording and repeat after hearing individually n S-S fu ll T-S m oi - aks individual Ss to write the words with the consonant blends on the board at nh z vb k jm ht l gm **** Teacher goes round to offer help and collect common mistakes if Ss have to correct as a class z ** Ss as instructed m co Key: L Clean the green plane toy, please Grass is growing on the ground Click the button to start the program To help students VOCABULARY AND GRAMMAR 10 mins 34 ki en ki nh ng hi revise words and phrases related to human activities and the environment, which they have learnt in the unit em Take part to the Quizziz to review words, phrases and grammar on passive voice, ‘will’ vs ‘be going to’ T-S w S n lo * Teacher asks Ss to work in groups to the quizziz ad S-S T-S th **** Teacher checks the answers in quizziz system yj uy ip la an lu n va To help Ss revise will and be going to and the passive voice ** Ss as instructed ll fu oi m Qr code to enter the quizziz: at nh z z vb 22 mins m co l L - gives Ss a checklist for peer and self-assessment and explains that they will have to tick the appropriate items while listening to their classmates‟ presentations and write comments if they have any (The presenters should complete their self-assessment checklist after completing their presentation) T-S gm * Teacher: k jm ht PROJEC To provide an T opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation - goes through the criteria for 35 ki en ki nh ng assessing their talk to make sure Ss are familiar with them hi em S-S w n lo - invites two or three groups to give their presentations and encourages the rest of the class to ask questions at the end S-S T-S ad th ** Ss as instructed yj *** Ss make questions after each presentation uy ip la **** Teacher: lu an - gives praises and feedback after each presentation and gives marks for their presentation as part of their continuous assessment n va ll fu oi m at nh z z vb - asks Ss to complete the selfassessment table, identifies any difficulties and weak areas and suggests further practice for individual Ss mins co l gm Teacher asks: What have you learnt today? T-S k - Revise the consonant blends /kl/, /pl/, /gr/ and /pr/ m L - To prepare for the next lesson WRAP-UP jm ht CONSO - To LIDATI consolidate ON what students have learnt in the lesson - Revise words/ phrases related to the topic Humans and the environment - Revise will and be going to and passive voice Homework: - Exercises in the workbook 36 ki en ki nh ng - prepare for Unit lesson hi em w For more information of our Project -based teaching samples with the application of flipped classroom model and students‟ projects, scan the following Qr code: n lo ad th yj uy ip la an lu n va ll fu m oi These are some images of student’s presentation their projects in class: at nh z z vb k jm ht m co l gm L Project on Vietnamese family day of Group 4- 10C8- Donghieu high school 37 ki en ki nh ng hi em w n lo ad th yj uy ip la an lu va n Project on Traditional music of Group 4- 10C10- Donghieu high school ll fu oi m at nh z z vb k jm ht m co l gm L 38 ki en ki nh ng hi em w n lo ad th yj uy Project on Volunteer a project of Group 2- 10C8- Donghieu high school ip la an lu V Experiment‟s result n va Having applied flipped classroom model in Looking back and project in English 10 for more than one term, I see that it brings to my lectures much effectiveness Not only does it add students‟ interest but it helps my students improve lots of skills as well The result of these investigations is counted up with the following survey content: ll fu oi m nh at SURVEY ON URGENCY AND FEASIBILITY OF TEACHING EXPERIENCE z z The aim of the survey vb jm ht The survey has conducted to teachers in high schools in Nghe An and to students in Donghieu high school with the aim of k - Investigaging the novelty, scientificity, creativity of suggested solutions in the teaching experience 2.1 Survey content The survey method focuses on two main problems: - The urgency of suggested solutions to current research problems - The feasibility of suggested solutions to current research problems 39 L Content and method of survey m As a result, the figures from the survey help us see the teaching and learning situation in high school in Nghe An; evaluate the efficiency of the teaching sollutions;make suitable adjustments for our study co l gm - Investigaging the urgency and feasibility of the teaching experience ki en ki nh ng Solution 1: Apply flipped classroom model to improve the efficiency of Looking back and Project lessons in English 10 hi em Solution 2: Use classtools as fadlet, google drive to create forum to share learning materials for students‟ self-studying w n Solution 3: Use Quizziz, Kahoot, Azota to assign homework on phonetic, vocalbulary and grammar structures or to test, assess students‟ competence lo ad th Solution 4: Use Slideshow recorder, zoom recorder or computer screen recorder in designing E-learning lectures for students‟ self -study at home yj uy Each solution has a corresponding question with choices: ip la + The urgency: Not urgent at all /Little urgent / Urgent / Really urgent 2.2 Survey method and grading scale an lu + The feasibility: Not feasible at all /Little feasible / Feasible / Really feasible va n We have carried out the survey by having students and teachers in Nghe an the questionaire table with 4-level point scale: ll fu oi m - Not urgent at all /Little urgent / Urgent / Really urgent - Not feasible at all /Little feasible / Feasible / Really feasible at nh Point scale Level Not urgent (Not feasible) Little urgent (Little feasible) Urgent (Feasible) Really urgent (Really feasible) z N z vb k jm ht - 31 Teachers in high schools from Quynh luu, Thai hoa, Nghia dan, Tan ki, Anh son, Que phong in Nghe An province - 87 students from Dong hieu upper secondary school (44 students in 10C8; 43 students in 10C10) 40 L We have executed the survey on the situation of teaching and learning Looking back & Project lessons in English 10; the novelty of using flipped classroom; the urgency and feasibility of suggested solutions in the research to the following objects: m Survey scope co l gm In order to the survey, we used google form and Excel and the average point X is calculated by Excel software ki en ki nh ng Objects hi N Number em Teachers from high schools in Nghe an 31 Students in 10C8 from Dong hieu high school Students in 10C10 from Dong hieu high school 44 w n 43 lo ad ∑ 118 th yj Survey result on the urgency and feasibility of suggested solutions in the teaching experience uy ip 4.1 The urgency of the research la an lu Before applying flipped classroom model, most of students find it difficult to complete all tasks in the lesson 72,4% students in the two class agree that they can‟t finish activities their teacher assign and the other ones (27,6% students) can complete these activities but with low effectiveness n va ll fu oi m at nh z z vb k jm ht gm m co l Besides, many teachers agree on the point that it is difficult to teach Looking back & Project lessons because of new structure, large volume of knowledge and skills , time limitation L 41 ki en ki nh ng hi em w n lo ad th yj uy ip la And we also achieved the positive results from both the students and teachers‟ survey on the urgency of the study: an lu Average Rank 452 3.59 3.65 3.26 419 3.33 435.5 3.46 Number Score Number Score Number Score Number Score 101 404 14 42 0 87 348 33 99 12 at 460 68 272 39 117 11 22 0 411 98 392 21 0 70.8 283.2 18.6 55.8 4.6 9.2 0.2 0.2 nh z ∑ Not urgent oi z vb k jm ht Average Little urgent m Urgent ll Solution Solution Solution Solution Realy urgent fu Solution n No va Evaluation level m co l gm L 42 ki en ki nh ng From the chart, we see that most teachers and students suppose that suggested solutions in the research is really urgent and urgent These figures show the urgency of our solutions in the study is really possitive hi em 4.2 The feasibbility of the research w n The feasibility of our research is demonstrated in the following investigtions lo ad There are 93,5% teachers suppose that it is necessary to apply digital technology to create learning materials for students to study at home which can support Looking back & project in class effectively: th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht gm m L 43 co l And after carrying out flipped classroom paradigm with the support of E-learning lectures teachers have provided, most students in the classes (10C8 and 10C10) find that they can complete Looking back & Project lessons easily and effectively Not only they control their learning, revise all knowledge of the whole unit thoroughly but they also develop lots of skills such as: self -study skill, collabration skill, communication skill, critical thinking skill and so on ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht gm m co l As a result, the majority of teachers and students have positive attitude toward the feasibility of our teaching experience This can be proved with the following results: L Evaluation level N Solution Solution Solution Solution Solution Average Realy feasible Feasible Little feasible Not feasible ∑ Average Rank Number Score Number Score Number Score Number Score 100 400 21 0 423 3.36 98 392 18 54 451 3.58 82 328 23 69 0 403 3.2 89 356 18 54 0 412 3.27 73.8 295.2 13.2 39.6 1.4 2.8 0.2 422.25 3.35 44 ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht gm m co l In conclusion, As can be seen from the chart that the solutions we have suggested in our teaching experience show high urgency and feasility There are most of the teachers and students in survey objects supposing that our research is really urgent and feasible for teaching and learning English in the new curriculum L PART C: CONCLUSION Flipped classroom model has attempted to address these challenges by allocating more class time for active learning approaches and by leveraging accessibility to advanced technologies to support a blended learning approach A typical flipped classroom approach provides students with access to online video lectures prior to inclass sessions so that students are prepared to participate in more interactive and higher-order activities such as problem solving, discussions, and debates Have been exploiting the superiority of flipped classroom paradigm to improve the efficiency of Looking back & project lessons in Global Success English 10 , we see that most of 45 ki en ki nh ng students are involved in the activities and enjoy themselves They can learn themselves how to work co-operately in groups Besides, students have chance to develop social skill, independent learning skill, critical thinking skill, information exploitation skill and so on Especially, flipped classroom helps them practise in fields that they are struggled and it also helps them control their learning, create qualified learning projects hi em w n lo ad In short, our study has suggested solutions to teach Looking back and Project lessons in Global success English 10 effectively by applying flipped classroom model We also give out lesson plan samples of project tasked-base with the support of classtools which help build up interesting and qualified lectures We hope our research with lecture samples from Unit to Unit of English 10 will become useful materials for both teachers and students Only by scanning the following Qr codes, you can get all of our teaching materials: th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht gm m co l Finally, we also hope to be consulted to make our teaching experience more perfectly so that it can be used as references for both teachers and students during their teaching and studying L 46 ki en ki nh ng hi em PART D: REFERENCES -Improved Internet Access: Case Study of Developing Countries Journal of Education for Business, 6(13), 203-216 w n lo ad -Arnold-Garza, S (2014) The flipped classroom teaching model and its use for information literacyinstruction Communications in Information Literacy, 8(1), 7-22 https://doi.org/10.15760/comminfolit.2014.8.1.161 th yj uy ip la -Bergmann, J., & Sams, A (2013) Flip your students‟ learning Educational leadership, 70(6), 16-20 an lu n va -Bhattacharjee, J (2015) Constructivist Approach to Learning an Effective Approach of Teaching Learning International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS), I(VI), 65-74 ll fu oi m at nh -Collingbourne, L., & Seah, W.K.G (2015) Teaching Project Management using a Real-World Group Project Presented at the IEEE Frontiers in Education Conference (FIE), Texas, USA z z vb k jm ht https://doi.org/10.1109/FIE.2015.7344301 -Enhancing Academic Practice London, UK: Routledge Taylor and France Group - Gary, W., & Min, Y (2017) Using ICT to Facilitate Instant and Asynchronous Feedback for Students‟Learning Engagement and Improvements Emerging Practices in Scholarship of Learning and Teaching in aDigital Era, L -Colis, B., and Mooner, J (2001) Flexible Learning in a Digital World: Experiences and Expectations London: Kogan- page m -Carroll, B., On Line Courses Components Increase Flexibility of On-Campus Courses Online Classroom, H.W.W: lson Co, 2003 co -Carroll, B (2003) Going hybrid: Online course components increase flexibility of on-campus courses Online Classroom, p 4, l gm -Cameron, C., and others Blended Learning Technologies in ESL Courses: A Reflexive Enquiry School of Languages and Linguistics Ascilite (2009)