Sáng kiến kinh nghiệm Effective teaching approach in a digital age for students of upper secondary school

Nội dung tóm tắt: Sáng kiến kinh nghiệm Effective teaching approach in a digital age for students of upper secondary school

1. PART III: CONCLUSION 1. Summary of the study Using and combining the ways of synchronous and asynchronous approaches with some techtools and platforms for improving effectively teaching in a digital age are necessary. Currently, there are many types of techtools and platforms and their cope of use is also very wide. The softwares can be applied to teach for different fields, ages, levels, etc. However, within the scope of this theme, I only focus on studying of the application two ways of synchronous and asynchronous approaches with some techtools and platforms in a digital age in two skills „reading and project‟ of English 12 new program. The number of participants is the students from 4 classes and the teachers of English in my group and the study is conducted at my high school. From the above study, I summarize the following research process: - The theme initially builds the theoretical and practical background of the application two ways of synchronous and asynchronous approaches with some techtools and platforms in a digital age in two skills „reading and project‟ of English 12 new program, especially increasing interoperability is to improve teaching and the quality of education effectively and encourage the creativity of teachers as well as of students in this period. - I designed, selected and edited two ways of synchronous and asynchronous approaches with some techtools and platforms as synchronous forms tool and platforms: zoom through LMS , Google handouts, creative apps for collaborative learning in synchronous environments and student response system (SRS) which students can use their own devices, be it a mobile phone, tablet or laptop. Tools for asynchronous form: video, email, blogs and platforms for asynchronous form: kahoot, padlet and wordwall into two skills „reading and project‟. - I have seriously implemented, applied in teaching with these two ways of approaches and found them effective in some of the 12th classes I taught in the first semester of this school year and specifically proven as 12A10 and 12D3 classes. The introduction of these approaches into the online teaching is very effective both learning attitudes and the number of students with good knowledge of improving some skills. It can be shown that using techtools and platforms after the teachers supply the suggestions related to the lessons before, and the students‟ preparations as well as the used apps into the online lessons which made the students excited, interested, innovative, creative differently and enrich the lessons as well as enhance their ability to use technology. Resulting in higher learning outcomes. 38
2. 2. Conclusion Online teaching still has a lot of research and practical applications in the digital age, especially the transformation of the Covid-19 epidemic. The theme focuses on effective online teaching approach; However, the theory of technology application in teaching has not been mentioned yet, but only some applications are proposed in synchronous and asynchronous methods. Of course, no method can completely solve online learning and teaching since each method has its strengths and weaknesses. Therefore, the combination of synchronous and asynchronous methods to create a mixed method to apply to the online teaching process more effectively and support the quality of teaching classes as well as help students overcome difficulties in online learning. Most of these platforms are a powerful enabler of distance language teaching and learning. However, for the method to be optimally effective, teachers also need to design lessons appropriately, use flexible applications for each activity and skill. Normally, the students are familiar with the previous form of direct learning. After approaching the request of the content in the 'project' lesson, the students discuss and give the ideas in class, and the teacher supplies more. They mainly give the outline of their ideas at that time, then they will give a presentation. If they are not prepared, it takes a long time to carry out in that period which puts them some pressure, is not enough time to be creative, just give a presentation, make their talk boring, have few ideas. When the students are guided and prepared in advance to share through the using of techtools, platforms like this which will make the talk more interesting, have deeply creative contents with pictures and sound illustrations. The products will be shown along with the content presented by the students to make them excited and the lessons are more ebullient and attractive. Discussing and interacting each other as well as the quality of the lesson will be more in-depth. Online teaching is effective, it is a combination of diverse applications of technology, innovation in teaching methods. Thanks to the actual experience, the teacher will choose the most suitable and effective online teaching method. On the other hand, the learning process also becomes richer and more engaging, does not apply one-way teaching method. Online form, the exchange and face-to-face discussions need to be increased to ensure that students firmly grasp the knowledge and focus on learning. In addition, depending on the characteristics of each skill and each lesson, teachers can apply different approaches and choose appropriate platforms to help increase students' interest. That success is a part of teaching through the platforms mentioned above. With this kind of approach in this digital period will help students absorb, interact and concentrate on the lesson more effectively. 39
3. From those positive sides, the approach of these two methods in this period brings optimal results. When studying this theme, the writer presented my experience to my colleagues in the professional group, then they have commented, supplemented, modified and unified to apply in teaching at my school. After a time of application, I have achieved very encouraging results. The classes in 12th grades are no longer boring and tedious ones. Most students are very interested in cooperating in the activities, the awareness of online learning is raised. Because of the better effect, I have bravely applied the two ways of synchronous and asynchronous approaches with some techtools, platforms to support them in online procedures applied in some skills for the 12th graders of the new program to make the effective teaching in a digital age. 3. Recommendations for further study Applying the two ways of synchronous and asynchronous approaches with some techtools, platforms in online procedures brings positive effects in teaching in a digital age. The research is only proposed for some skills „reading and project‟ and applied with some techtools and platforms in English 12. Therefore, further research on the theme might be studied larger scopes and applied to all grades and teachers of English. It is necessary to continue researching the ability to apply two ways of synchronous and asynchronous approaches with some techtools, platforms to organize online learning activities of students into the lessons effectively. On the other hand, teachers need to continue designing the activities and using other techtools and platforms to teach other knowledge and skills such as teaching writing, listening, vocabulary, grammar structure, etc Although the research was carefully prepared and made every effort to invest in this research theme, the shortcomings were inevitable. I hope that all levels, teachers and students will read, consult, and contribute feedback to help the theme become more complete and become a useful reference source for teachers and learners. The writer 40
4. REFERENCE Vietnamese Bộ GD & ĐT: Sách Tiếng Anh 12 chương trình mới. NXB Giáo Dục Việt Nam 2021 English [1] Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013), A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation, Journal of Computer Assisted Learning,. [2] Johnson, G. M. (2006), Synchronous and asynchronous text‐based CMC in educational contexts: A review of recent research, TechTrends, [3] Kinshuk & Chen, N. (2006), Synchronous Methods and Applications in E-Learning, Campus- Wide Information Systems, vol. 23, no. 3. (2006) 41
5. APPRENDIXES Table 1: Results from students‟ online learning situation questionnaires. Table 2: results before using some methods, techtools and platforms of teaching implementation in a digital age in 4 classes. Table 3: Comparing academic results after using some methods, techtools and platforms of teaching implementation in a digital age in 4 classes. Chart 1: results before using some methods, techtools and platforms of teaching implementation in a digital age in 4 classes. Chart 2: Comparing academic results before and after using some methods, techtools and platforms of teaching implementation in a digital age in 4 classes. 42