(Skkn 2023) exploiting the superiority of flipped classroom paradigm to improve the efficiency of looking back project lessons in global success english 10

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 c

PART A: INTRODUCTION

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

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

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

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

II Aims of the study

The purpose of this study was:

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

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

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 E-learning 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

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

III Methods of the study

During implementation process flipped classroom model, we have applied different methods as follows: Analytic method; Collecting method; Experimental method; Statistical method

IV Scope of the study

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

V New features in the study’s result

In fact , teachers and students are familiar with content-based approach method: students are provided with lectures in class, then do 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

PART B: CONTENTS OF THE STUDY

1.2 Flipped classroom

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

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 do the harder work of assimilating that knowledge, perhaps through solving, 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

problem-in which “first exposure” occurs via lecture problem-in class, with students assimilatproblem-ing knowledge through homework; thus, the term “flipped classroom.”

1.3 Why flip the classroom?

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

1.4 How to flip the classroom?

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

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

2 Exploiting some classtools for teaching and learning in flipped classroom paradigm 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

2.1 Exploiting Google form to survey and assess students‟ studying proccess

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

2.2 Exploting Padlet or Google drive to create an online post-it board for sharing and discussing information

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 :

Students also get these materials and other learning references in Google drive via the

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 real-time 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

2.4 Exploiting recording video softwares to create videos of lectures for students‟ studying at home

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

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

3 The implementation process of flipped teaching

Flipped classroom process is implemented with the following steps

Regroup:

Get the class back together to share each group‟s work with the whole class Ask questions, offer opinions, encourage discussion

II Practical background

1 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

2 Difficulties in teaching and learning Looking back & Project lessons of Global success English 10 at school

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

These are achieved results from teachers and students’ survey at high schools in Nghe an province:

3 Difficulties in applying equipments and facilities of teachers and students into teaching and learning process

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

their friends and teachers have no time to check, give out comments and evaluate student‟s performance

III Findings of the study

1 Reality of teaching and learning Looking back & project lessons in Dong Hieu high school before applying flipped classroom

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

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

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:

2 Feasibility of using Flipped classroom model in Looking back &Project lessons Having applied Flipped classroom model to teach Looking back & project lessons in Dong Hieu high school, we got lots of positive feedbacks from students Most of them (97,7%) could solve the difficulties they had during Looking back & Project They found it easier to do their tasks and have more time to practice effectively Therefore, they felt classroom time more interesting

Moreover, flipped classroom model helped students develop independent learning skills, improve self study skill, critical thinking skill, collaboration skill, information exploitation skill, presentation skill and so on

Especially, with the support of E-learning lectures which we have provided, our students could revise and practise all contents of the unit easily and effectively They could master their knowledge, control their learning, therefore they felt more confident to involve in learning activities in class

Especially, with this teaching paradigm, teachers spent less time introducing new topics and spent more time for students‟ perfomances and had more time for teacher

to give out evaluation as well

IV Solutions

1 Applying flipped teaching method to improve the efficiency of Looking back & Project lessons in Global success English 10

1.1 The organizational principles of teaching in flipped classroom

Flipped Classroom: Inverting or flipping a class is a blended learning approach that intentionally moves lectures, content and asynchronous activities into an online and out-of-class learning environment Instructors can use face-to-face class time for active learning methods that increase student engagement, deepen understanding of concepts and advance mastery of skills A successful flipped classroom follows the following principles:

 Provide opportunity for students to gain first exposure prior to class

 Provide an incentive for students to prepare for class

 Provide a mechanism to assess student understanding

 Provide clear connection between in-class and out-of-class activities

 Provide clearly defined and well-structured flipped classroom activities

 Provide adequate time for students to carry out their assignments

 Provide facilitation and guidance that supports a learning community

 Provide prompt and adaptive feedback on group and project work

 Provide technologies familiar and easy to access

Nine design principles of the flipped classrooms

1.2 The preparation and implementation process of lesson plan in flipped classroom

In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom Often when

teachers are planning to flip a class they focus all their attention on planning the activities that the students will do in class and on what the students will do online to prepare for that active learning in class However, there are two other aspects of the flipped-class design that require planning: how the activities will be introduced to the students and how the instructor and the students will know that they have adequately prepared for the in-class experience And the design process of lesson plan in flipped classroom can be illustated with the following figure:

A planning model for flipped classes

Introduce the task: The goal of this stage of the flipped class is to maximize student participation/readiness for the activities they will be doing online and in-class Instructors should introduce the tasks by clearly explaining their expectations for what the students will be doing and the amount of time the students will need to invest to

be ready for the class activity Explaining what they will be doing and why being prepared for the in-class activities is also important For some students, active learning in the classroom will be a new experience so a “no surprises” approach can reduce possible anxiety about a more participatory approach to learning

Out-of-class task: Carefully consider the choice of media for the online activities and materials Instructors can create their own materials such as narrated PowerPoints, screencasts and podcasts, or reuse online content such as websites, readings and videos Video content should be concise no more than 10-15 minute segments and

it can be helpful to students if there are guiding questions or prompts to help them recognize the keys objectives of the preparatory work If teachers include an online means for students to submit questions about difficult concepts or other questions, they can use some class time to discuss these issues

Assess the learning: Before the in-class session both the instructor and the students can benefit from knowing if the students are adequately prepared for the in-class activity Self-assessment quizzes or low-stakes online quizzes can be a good way to assess if students are adequately prepared Ideally these assessments are short (3 to 4 questions), and include questions that provide an opportunity for students to apply what they have learned rather than questions that merely test factual knowledge

Formative feedback on the assessment questions and an opportunity for students to pose their own questions to the teacher can also be included Evidence of preparation can also be provided through a short assignment or assessment at the beginning of the in-class portion of the flipped class Learning and assessment are interconnected: low stakes or formative assessment is a valuable learning tool for students

In-class activities: The most effective activities for promoting deep learning are those that create opportunities for peer-to-peer learning, student-teacher dialogue, and opportunities for active learning The objectives of an activity should be clearly linked

to course objectives and assessments; the in-class activity time can be used to encourage students to be creative and make discoveries (and errors) in a relaxed, low-risk environment

Motivation: Students‟ motivation, which underlies the whole learning process, can be affected by the design of the activity An enthusiastic teacher who has good rapport with students and creates an open and positive atmosphere in class can motivate student participation and learning Activities that are designed to be challenging, but achievable, can help motivate students Also students will be more motivated if they find personal meaning and value in the material and see that the course is relevant and linked to their future success Providing frequent feedback to students as they complete their learning can also increase motivation

How to design and implement flipped classroom

2 Use classtools as fadlet, google drive to create forum to share learning materials for students‟ self-studying

In order to help students get their learning materials easily and systematically, we use padlet to create a forum like that:

All learning materials in various kinds of files (word, Pdf, audio, video ) can be posted on the forum and students can study online or download to study offline Besides, teachers and students can discuss and exchange their ideas directly thanks to this App Apart from Fadlet, we can also use Google drive sharing to provide students with necessary learning references

3 Use Quizziz, Kahoot, Azota to assign homework on phonetic, vocalbulary and grammar structures or to test, assess students‟ competence

These classtools allowed us to create our own libraries of various kinds of exercises, mini tests on knowledge and skill related to the units We could use these teaching materials to help students practise more what they have studied in class and the automatic assesment system of these tools also helped us to evaluated students‟ competence exactly

4 Use Slideshow recorder, zoom recorder or computer screen recorder in designing

E-learning lectures for students‟ self -study at home

We have used recording tools as Slideshow recorder, Zoom recorder to create learning lectures on Looking back & Project of each lesson for students‟ self studying

E-at home In this research, we made 5 video lectures from unit 1 to unit 5 of English

10 After studying these video lectures, most students have more positive attitudes to Looking back & Project lessons They have equiped with enough knowledge, therefore they felt more confident to participate in activities in class

5 Project -based teaching samples with the application of flipped classroom model The need for a new lesson plan design emerges from the differentiation of pre-class, in-class and post-class educational preparation The fact is that lesson designing, as teachers‟ responsibility, is one of the most important elements in many educational systems all over the world, defining the lesson designing as the “systematic process of deciding what and how students should learn” By trying to analyze the main components of a successful lesson design, we conclude with three main sections: the learning objectives or the desired results; the learning activities and the evaluation of understanding or the evidence of learning And these are some Project -based teaching samples with the application of flipped classroom model which we have successfully applied at our school:

2.3.1 Unit 1 - Family fife - Looking back and Project

Lesson 8: Looking back & Project

I OBJECTIVES

By the end of this lesson, Ss will be able to :

1 Knowledge

- review pronouncing consonant blends /br/, /kr/, /tr/

- review the vocabulary and grammar of Unit 1

- do research on Family Day in Viet Nam or other countries in the world and give a group presentation about it

2 Core competence

- develop communication skills and creativity;

- develop presentation skills;

- develop critical thinking skills;

- be collaborative and supportive in pair work and team work;

- actively join in class activities

3 Personal qualities

- be more creative when doing the project;

- develop self-study skills

II MATERIALS

- Grade 10 textbook, Unit 1, Looking back & Project

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

- Pictures, A0 paper/handout

- Sachmem.vn

Assumptions

Students may have underdeveloped

presentation skills

Give them a suggested checklist for peer assessment and ask them to read carefully and try to practise in advance and apply those techniques in their presentation

Board Plan

Date of teaching

UNIT 1: FAMILY LIFE

Lesson 8: Looking back & Project

* WARM-UP

I Looking back

Pronunciation: Listen and write /br/, /kr/ or /tr/

Vocabulary: Complete the text Use the correct forms of the word and phrases in the box

Grammar: There is a mistake in each sentence below Find the mistake and correct

In this lecture, students are going to look back and practise all knowledge on pronunciation, grammartical point , vocabulary which they have studied in previous lessons of the unit Students are also given out a video on Family day in Vietnam sothat they can prepare their projects for the next presentation better

This is the content of the selfstudy lecture for students at home:

Activity 1: Ask students to listening and write down the words they have heard then check the feedback

Activity 2: Students are going to listen to some sentences to find out sounds /kr/, /tr/, /br/ by underlining them Then, ask them to practise reading aloud the sentences after listen

Activity 3: Help students revise some key words they have studied by asking them to

do the following task:

Feedback :

Besides, students are asked to use these words in certain situations by doing the next task:

Activity 4: Ask students to look back the present simple and present continuous then

do the task

Activity 5: In order to have effective project products prepared for their presentation

in class, students are given out a video on Family day in Vietnam to study

Then, students are asked to work in 4 groups to build up their own projects base on the task:

IN- CLASS:

Notes:

In each activity, each step will be represented as following:

* Deliver the task

** Implement the task

*** Discuss

**** Give comments or feedback

WARM-UP

- To arouse the

classroom atmosphere

- To help students revise words/

phrases related to the topic

Game: Word of mouth

* Teacher:

- Divides Ss into 4 groups

Each group has 5 students standing in 4 line

- Each group has to write down on the board certain words with /br/, kr/, /tr/

sounds which has been whispered to the beginner

by teacher

-The students in each group has to whisper to their partner step by step in order for the last one write down

T-S

S-S T-S

5 mins

the correct words

- ** Ss do as instructed

**** T praises the Ss with the most corect words and declare the winner

LOOKIN

G BACK

To help students revise the consonant blends /br/, /kr/, and /tr/

* Teacher: Give out instruction

-Students have looked back and practised all contents on PRONUNCIATION,

VOCABULARY AND GRAMMARTICAL POINT related to the lesson by self studying the lecture given pre- class

- Teacher helps them revise these content again by asking them take part in an intersting activity:

MISTERIOUS MAZE

T-S

S-S T-S

6 mins