SKKN APPLYING FLIPPED CLASSROOM TO ENHANCE STUDENTS’ PROACTIVENESS UNIT 4 LOOKING BACK AND PROJECT ENGLISH 11

Research purposes Applying the flipped classroom model to teaching English in order to developcooperative, active, proactive and creative abilities of students.. Research subjects - Theo

Subject: English Full name: Hoàng Thị Hà

Group: Literature – English

School: Phan Dang Luu high school

School year: 2021-2022

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

PHAN DANG LUU HIGH SCHOOL -o0o -

Topic:

APPLYING FLIPPED CLASSROOM TO ENHANCE STUDENTS’ PROACTIVENESS - UNIT 4- LOOKING BACK AND PROJECT -

ENGLISH 11

Order CONTENTS Pages

I.1 Reason for choosing topic “ Flipped classroom” 3

I.4 1 Group of theoretical research methods 4

PART II CONTENT OF THE EXPERIENTIAL INITIATIVE 4II.1 Theoretical basis of the experiential initiative 4II.2 The nature of the flipped classroom model 6II.3 The advantages and disadvantages of the flipped

classroom model

7

III.1 Analyze the content and objectives of the lesson 7

III 3 Assign learning tasks to students at home 8

III 3.2 The teacher's task when students study on their own 11

III 3.4 Comment, answer questions, expand and finalize

knowledge

12

PART VI REPERENCES 23 PART VII

PART I: INTRODUCTION

I.1 Reason for choosing topic “ Flipped classroom”

Innovating teaching methods is one of the important challenges of generaleducation reform as well as reform at the high school level Goals, programs,new teaching content requires the improvement of teaching methods as well asusing the new teaching methods In recent years, the high school has made greatefforts in the innovation of teaching methods and has achieved progress inpromoting students' positive attitude towards learning However, the traditionalteaching methods, especially the presentation method still occupies a leadingposition in teaching methods in high schools in general, limiting the promotion

of positive learning and creativity of the students

One of the basic orientations of education innovation is to move from an

academic, scholastic education, away from reality into an education focused on shaping the capacity to act and promoting the initiative and creativity of

learners Orientation is important for promoting innovative teaching methods forpositive learning, self-reliance and creative, action, capacity development and partnerships in the working capacity of learners It is also the international trend

in high school teaching methods reform

Students' learning power is not equal Many students cannot keep up with theirclassmates while some students absorb theory well Some students prefer topractice All of these factors lead to the fact that teachers do not have a lot oftime to pay attention to each student and quick learners will get bored withpassively listening to the teacher

In the context of the strong 4th technology revolution, teaching combined withthe use of information technology to promote learning outside the classroom is

an increasingly popular trend

In the year 2020, there was a profound impact of the COVID – 19 epidemic inthe world creating many global complications The epidemic has affected allaspects of social life, including educational activities in schools

Using the flipped classroom model is an innovative method of teaching Thismodel has fully exploited the advantages of information technology and helpedstudents learn online during the Covid - 19 epidemic, and contributed to solvingthe limitations of the traditional teaching model by "reversing" the process The

"reverse" here is understood as a change in pedagogical intentions and

strategies, which is reflected in the way of implementing content, teachingobjectives and teaching activities different from the traditional way of teachers

I.2 Research purposes

Applying the flipped classroom model to teaching English in order to developcooperative, active, proactive and creative abilities of students It ishypothesized that this model will contribute to innovating teaching methods andimprove the quality of subject teaching and learning, improve learningefficiency, help train and develop thinking as well as skills for learners

I.3 Research subjects

- Theory of the flipped classroom model

- The process of applying English teaching methods in high schools

-In the scope of this topic, I only study and apply the flipped classroom model inpreparing and teaching the progress of class for unit 4 -English 11- LessonLanguage and getting started

I.4 Research Methods

Use a combination of the following groups of methods:

I.4 1 Group of theoretical research methods

Collect, read, analyze and synthesize documents on teaching theory and

scientific documents related to the topic

Using a combination of methods of analysis, assessment, synthesis,

systematization, generalization, the study of documents related to the

innovation of teaching methods, teaching methods and modern teaching

techniques, reverse class model

Analyze the objectives and structure of the lesson content to apply teaching according to the appropriate and effective flipped classroom model

I.4.2 Group of practical research methods

+ Observe students' learning activities, discuss with teachers, attend class time+ Investigate the actual situation of applying active teaching methods, teachingmethods according to the flipped classroom model in teaching chemistry at highschools in the locality

+ Experimental pedagogical method, evaluating the effectiveness of using theflipped classroom model in high schools in the area

PART II: CONTENT OF THE EXPERIENTIAL INITIATIVE

II.1 Theoretical basis of the experiential initiative.

Overview of the traditional classroom and the flipped classroom

* Traditional classes:

In the traditional classroom, students go to school to listen to lectures passively

and this form is known by experts as Low thinking Then they go home to do

their homework and the process of doing the homework will be difficult if thestudents don't understand the lesson At this time, the parents will have to playthe role of reluctant teachers to help their children with homework and most of

them are not successful in this role, or it is very difficult because the parents arenot professional.

* Flipped classroom:

In the flipped classroom model, students watch lectures at home online, or ontape Classroom time will be devoted to collaborative activities that reinforceconcepts learned Students will be more active in learning and researchingtheory, they can access the lesson at any time, can stop the lecture, take notesand review it if needed (this is not possible if listen to the teacher teaching inclass)

E-Learning technology provides greater content exposure so that students betterunderstand the theory and are ready to participate in group lessons and advancedexercises at class time This makes learning more effective, increasingconfidence of learners The flipped classroom makes teaching student-centered.Class time is spent exploring topics in depth and creating interesting learningopportunities Online educational videos designed to deliver theory-focusedcontent In addition, the content of the flipped classroom can be built in manydifferent forms (it may even be possible to use the content of an externalprovider)

Flipped classrooms allow teachers to spend more time with individual studentswho haven't fully understood the lesson And in the classroom, students canactively lead the discussions This flipped classroom method is highly viable forstudents with self-directed learning, discipline, and will With the flippedclassroom, learning is guided by the teacher (through pre-prepared textbooks)The student's task is to self-study and search for information to reinforce thelearning This is a new model and enables students to do low level homework athome Then in class, the children are organized by teachers to interact and sharewith each other High-level exercises are also done in class with the help ofteachers and classmates

This way of learning requires students to use a lot of brain activity, so it is called

"High thinking" Thus, the higher-order tasks in the thinking ladder are

performed by both teachers and students This method does not allow students tosit and listen passively, thus reducing boredom However, in order for thereverse process to be successful, the E-Learning curriculum must be verymethodical and attractive to attract to enable students to focus on learningwithout distractions For that reason, this method must be closely tied to the E-Learning method Teachers must manage and evaluate the acquisition ofknowledge through small exercises accompanying the curriculum

According to Bishop & Verleger, this change can be summarized in graphicform

II.2 The nature of the flipped classroom model

According to Lage, “Inverting/reversing the class schedule is convertingclassroom activities outside the classroom and vice versa The flipped classroomchange the roles of teachers and students The nature of the flipped classroommodel is the direction to the goal of activating of students, focusing on theinteraction between students and learning environment in order to update andimprove knowledge from knowledge of students to knowledge that needs to bemastered Teachers must be able to create learning environments to promotecreativity in learning as well as create opportunities to train and developstudents' thinking Teachers need to clearly determine that teaching must bestudent-centered

II.3 The advantages and disadvantages of the flipped classroom model

+ Advantages

- Firstly: The most outstanding advantage is that students have the time andenvironment to learn knowledge they are interested in, and the amount ofknowledge they may gain is more than the traditional model

- Secondly: Students actively absorb lessons according to their appropriate timeschedule and increase students' independence and self-discipline Lectures areuploaded to the general Gmail of the class, or the Gmail of students a week inadvance, if you are free, you can study at that time

- Thirdly: Students exchange and ask more questions With the traditional classmodel, students are often worried about taking notes for fear that they will havethat information in the test; As for the "reversed classroom", because thestudents had put in effort to learn the previous lesson, there was a lot ofknowledge that made them curious, wonder, and dig deeper

- Fourthly: Enhance teamwork skills When the teacher assigns lessons to eachgroup, the students of that group will have to work together and learn a lot ontheir own

- Fifthly: Teachers can support students individually, or in groups whencommunicating with them online

- And the final advantages I would like to mention is that students can studyanytime, anywhere and with any device as long as that device can be online such

as smartphone, tablet, or desktop computer connected to the Internet

- Thirdly: Many students do not have high self-discipline, do not have the habit

of studying according to this model, so they will face difficulties and even

neglect to prepare lessons before coming to class

- Fourthly: Changing the role from imparting to guiding is perhaps the biggest barrier for each teacher personally

- Finally: The flipped classroom model is not applicable to all teaching content,

so teachers need to be selective when using this model

PART III STEP TO TAKE

III.1-Analyze the content and objectives of the lesson

Content analysis:

- In each lesson, the teacher must distinguish what is easy and what is difficult

- Classify knowledge to focus on or not focus on

Goal Analysis:

- When developing lessons or learning materials at home, teachers focus onawareness and understanding (i.e Low Level Objectives).

- In class, teacher can then spend time understanding the goals at a high level ofthinking, related to the central and difficult knowledge of the lesson

III 2- Develop the lesson plan

- Plan to guide students to study at home: Build video lectures, learningmaterials, Self-study guide sheet, self-study assessment plan of students

- Classroom teaching plan: the classroom teaching plan is the same as before,except that we will focus on difficult goals, the goal of developing high-levelthinking

III 3- Assign learning tasks to students at home

III 3.1- Students' tasks: Watch lectures, read materials, perform learning tasks,

do assessment tests

III 3.2- The teacher's task when students study on their own: guide, check, seestudents' feedback before conducting learning in class to see what problemsstudents have that they want to discuss This enables teachers to adjust thelesson plan to build learning in the classroom

And these are ASSIGNMENTS I send to students to self-study at home

( This study guide has been recorded and put into E-learning lecture)

III 3.3-Implement the lesson plan in class:

There are 4 operations:

- The teacher will comment on students' self-study process (based on thestudent's learning results, the results of the tests to assess whether the studentshave really participated in the self-study process at home)

- Students present their learning results (if requested by the teacher)

- The teacher organizes materials for students to discuss problems that exist inthe self-study section (the problems that the teacher has synthesized in step 3)

- Teachers let students do exercises to apply, practice, and develop high-levelthinking skills

III 3.4- Comment, answer questions, expand and finalize knowledge

- The teacher will comment again on the students' self-study results

- The teacher answered questions about the shortcomings after the students'discussion in class

- The teacher will expand and deepen the key and difficult knowledge of thelesson

- Closing the whole lesson

III 3.5 Assign homework to students

Take tests to consolidate your expanded, deepened, and focused knowledgeAssign tasks to the next class

III.3.6 Applied Lessons

Below is a teaching plans and illustration pictures made during the time of myresearch at Phan Dang Luu High School and two places students came toexperience their voluntary activities

UNIT 4: CARING FOR THOSE IN NEED

Teaching date: 2/3/2022Teacher: Hoàng Thị Hà Class: 11A4

I AIMS/OBJECTIVES OF THE LESSON

Language focus:

- To help students revise what they have learned in unit 4

- To give them a chance to do a small project in which they can develop theirspeaking skills

Skills

- To promote Ss to develop their skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

Attitudes

- To encourage Ss to work harder

- To provide Ss some motivation

II PREPARATION

Teacher

- Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

Students

- Read through English Unit 4 - Looking back and Project

III PROCEDURE

1 Class organization (1 minute)

2 Check up (5 minutes) Play a game

3 New lesson (37 minutes)

- Show the pictures on the screen

- Divide the class into two teams

- Explain the rules:

Keys

1- The dumb

- Check and give the keys on slide show

- Then teacher leads in the lesson

2 The handicapped/ Children/ people with physical impairment

3- The blind/ people withvisual impairment

UNIT 4: CARING FOR THOSE IN NEED

LOOKING BACK & PROJECT

- GIVING FEEDBACK: (8min)

- Comment on the students' self-study process

(based on the student's learning results, the

results of the tests to assess whether the

students have really participated in the

self-study process at home) or not

- Ask students present their learning results

Some vocabulary, The past and present

perfect tenses

EXERCISES FOR CHECKING (10 min)

- Let students do exercises to apply, practice,

and develop high-level thinking skills for

2- disable (v) – disabled(a)

– disablement (n)3- donate (v) donation (n)

donor(n)

4- Integrate (v)

Integration(n)

Disrespectable (a)

Disrespectfully(adv)

2- Write structures and tell

the usages of the simple past and present perfect tenses

 The simple past tense:

S + Ved/ V2

 The present perfect tense:

S + have/has + P2

THE RULES OF THE GAME

There are 10 questions in the game, In turn, each team

answersthe question in random You will get 10 points for

a correct answer

If who has incorrect answer will stopthem game

The others go on answering the questions

Who has more correct answers will be the winner

CHOOSE THE BEST ANSWER

1 Everyone can help the needy by making a

to a charity organisation

A donate B donation C donor D

donating

2:Mark the letter A, B, C, or D to indicate the

word whose underlined part differs from the

other three in pronunciation in each of the

following questions

A secondary B complimentary

B C vocabulary D supplementary

3 : Mr Green (teach) English in this school

since he ( graduate) from the university in

1986

4- It is now over seventy years since

Lindbergh across the Atlantic

A has been flying B flew

B C had flown D has flown

5- This year, so far, we £16,000 and are still

counting

A are raising B have been raised

B C have raised D raised

6 Last Sunday, Texas-based game-fans The

Speed Gamers…… in a charity activity to

donate money to relief organizations

A have participated B participated

C had participated D.were participating

7 Not only disabled people but also …………

ones can csontribute to our community by

Suggested answer

1- B donation

2- C vocabulary3- has taught/ graduated4- B flew

5 C have raised

6 B participated

7 non-disabled

8 A deafening

9 D disabilities

doing voluntary work.

8 Mark the letter A, B, C, or D to indicate theword whose underlined part differs from theother three in pronunciation in each of thefollowing questions

- Check the key with the whole class

PART III: (10min)

CONDUCT A SURVEY AND REPORT THE FINDINGS

- Divide class into two teams, Team 1 do asurvey at home and report their findings to theclass

- Team 2 will conduct a survey in the class -The survey with 3 questions

Question 1- Have you ever taken part involuntary work? / Have you ever donevoluntary work/ activities?

 Yes, …

Question 2: Can you tell me The reason whyyou took part in voluntary work?/ Why did you

SPEED

Question 3- what did you do?/ Can you tell

me what did you do specially?

 No…

Question 2: Tell me the reason why you didn’t

do volunteer work?

Question 3: If you have chance, what you will

do to help the disadvantaged in our

community? / who you will help?

- Ask some representatives of team 1 to do a

survey at the class

- 4 minutes for a team

- Give comments after the conversation

Students report the findings to the class

The representative of team

1 presents what have beenprepared at home according

to Organized Activities Suggested report of Team1

I have interviewed about

PART IV (10 minutes)

PRESENTATION:

There are some images of the survey

The representatives of team 2

do the survey at the class

The representatives of twoteams come to the board andpresent their projects

These are some images of thepresentation

- Ask representatives of two teams to present

their projects before class (4 minutes for each

team)

- Remark on their pepration, content of the

presentation, and performance

This is the link to video of Team 1’s the

- Remark on their prepration, content of the

presentation, and performances

- The teacher sums up 4 parts of the

competitions, comments and congratulates the

winning team

1- Start up2- Overcoming obstacle3- Speed up

4- Finish