Flipped classroom model, a rising trend

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[.]

FLIPPED CLASSROOM MODEL, A RISING TREND

Nguyen Thi Hang

Thuyloi University, email: nguyenhang@tlu.edu.vn

1 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

student-centered 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)

2 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

3 FINDINGS

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,

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 hard-to-be-understood information, which converts the classroom into an environment in which active learning takes place The classroom now becomes more student-centered

Figure 1 Definition of flipped-classroom

(From

https://facultyinnovate.utexas.edu/flipped-classroom)

3.2 Traditional and flipped teaching

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

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 2 Traditional vs flipped classroom

From

https://www.slu.edu/cttl/resources/flipped-classroom-resources.php

3.3 Benefits and challenges

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

long-term learning, according to an article on

Vanderbilt University Center for Teaching

3.3.2 Challenges

Teachers need to plan in detail what to do 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 do anything and may be left behind in the class

3.3 The 4-step guide to flipping classroom

There are 4 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

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

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

user-friendly 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

Teachers should adopt certain checking and monitoring techniques effectively in the class as well as encourage learners’ autonomy and spend time giving feedbacks

4 CONCLUSION

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

5 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), 4 (1)

[2] Başal, A (2012) The Use of Flipped Classroom in Foreign Language Teaching

The 3 rd 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

under-performing students International journal

of learning and teaching, 3(2)

[5] Nouri, J (2016) The flipped classroom: for active, effective and increased

learning-especially 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