SKKN Applying flipped classroom to enhance students’ proactiveness - Unit 4 - Looking back and project - English 11

Nội dung tóm tắt: SKKN Applying flipped classroom to enhance students’ proactiveness - Unit 4 - Looking back and project - English 11

1. learning advance that they display here. For example, the number of students often asking teacher has increased from 5 to 15, which means that they are more interested in. IV.1 Findings From the above results in the table and the performance of the students in the lesson, we can draw the conclusions that: (1) Firstly, learners in the experimental class made a significant progress in learning after being exposed to the new ways of gaining knowledge. (2) Obviously, my students have become more active and positive in completing academic duties; they show a certain level of enthusiasm every task. (3) Their better ability of self-study is clearly shown through the ways they present their work in front of the class. (4) Most of the students get more skillful in applying technology such as making video, creating the link on the Internet, faster way of exchanging knowledge with each other. (5) Although implementing a compact program with a large amount of knowledge, thanks to good exploitation of digital learning materials for students to self-study at home and the combination of cooperative teaching when connected teaching has ensured the core knowledge in each lesson. For example, Looking back and Project lesson includes 4 parts PRONUNCIATION, GRAMMAR, VOCABULAY AND PROJECT. It is very difficult for teachers and students to solve all. (5) Consequently, through the lesson, we can show the very high efficiency of the flipped classroom model, shorten the connection time, ensure the quality of education, promote the development of the quality and learning capacity of students IV.2 Limitations of the research Although the research has been carefully designed and implemented, and it has provided us with the expected results, there are still some inevitable limitations in the study: Firstly, the sample of the subjects is not large enough. Subjects in the present study are only limited. Therefore, the outcome of the initiative might not be applicable to students of different proficiency levels such as in a lower-level class Secondly, the duration of the experiment is not long enough. It is no surety that the same results will still be obtained in a long-time study.
2. Thirdly, the test papers used in this experiment are chosen and corrected by the author, so there must be some subjective factors which may influence the results of the experiment to a certain extent. PART V: CONCLUSION AND RECOMMENDATION Putting innovation in education has become the primary priority in these days, so making changes in teaching seems to be a major duty when we work as a knowledge-giver. In order to be able to master a language to some degree of proficiency and to be able to say what people mean, some mixed strategies must be put together if we desire to educate an overall learner. By applying some centered-activities the teacher not only gives the students the means to express themselves but also fulfills their expectations of what learning a foreign language involves. 1. Technology is also an ideal tool in learning and teaching language as they can connect us to whole world. The more our students approach digital devices, the better they learn. Besides knowledge, these applications can promote students’ soft skill helping them deal well with the real situation. Moreover, students- centered approach if combined with outdoor activities would benefits learners a lot. Students have an amazing ability to absorb language when activities are familiar and enjoyable to them. Teaching foreign language on the base of desirable methods is exactly carried out by devoted educators nowadays. Digital learning plays an important role in teaching, Digital learning materials are an important resource for teachers to effectively exploit in their lessons, teachers can create digital learning materials themselves or collect them from the network for teaching purposes. To make good use of learning materials, teachers need: - Know how to make a video lecture, how to put it on YouTube, how to share the link - Know how to create an E-learning lesson, how to put it on Google drive and how to create and send a link of a lecture to a student devices. - Know how to manage social networks such as Zalo, Facebook, Messenger to contact, urge remote support and effectively control students' self-study process at home 2. The scope of application of the Flipped – classroom. The flipped classroom model is suitable even for online teaching or direct teaching in class. It is applied to most subjects and levels to help students develop their qualities and abilities. After doing this research, I find that the topic of my research is undoubtedly interesting to propose for further study. I would strongly recommend the method in my research to my colleagues for both English and other subjects. Many long and difficult lesson in the new textbook English 10, 11 can be adapted in order to diversify the method of teaching English and to catch up with the update trend
3. in current education and help students, especially, low-lever students absorb the lesson easier and more confident I also would like to express my thanks to my dear students and colleagues having helped me to complete this teaching experience. My initiative has also been applied by other teachers at my school and I really expect to welcome additional contributions to perfect my research as well as further study. PART VI: REFERENCES [1] Trương Thị Phương Chi (2017), Xây dựng và sử dụng E-learning vào dạy họccác kiến thức Hạt nhân nguyên tử Vật lí 12 trung học phổ thông theo mô hình lớp học đảo ngược, Luận án tiến sĩ khoa học giáo dục, trường Đại học Vinh. [2] Nguyễn Đình Côi (dịch), Rubakin N.A (1982), Tự học như thế nào?, NXB Thanh niên, Hà Nội. [3] Nguyễn Hoài Nam, Vũ Thái Giang (2017), Mô hình lớp học đảo trình trong bồi dưỡng kỹ năng công nghệ thông tin cho sinh vi n sư phạm, tạp chí Khoa học dạy nghề, Số 43+44 tháng 4, tr 49-50. [4] Lê Thị Phượng, Bùi Phương Anh (2017), Dạy học theo mô hình lớp học đảo ngược nhằm phát triển năng lực tự học cho học sinh , Tạp chí Quản lý giáo dục, tập 9, số 10, trang 1-8. Danh mục tài liệu điện tử Danh mục tài liệu tiếng Anh [5] Ash, K.Aug (2012), Educators Evaluate "Flipped Classroom" Benefits and drawback seen in replacing lectures with ondemand video. Education Week 32. 97 [6] Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of research. 120 th ASEE annual conference and exposition. Retrieved April 2, 2013 from from [7] Brunsell, E., & Horejsi, M. (2013). Science 2.0: A flipped classroom in action. Science Teacher, 80(2), 8-8 - DIỄN ĐÀN " KÍCH HOẠT SÁNG TẠO" dành cho Giáo viên Việt Nam của nhóm MIEs ( Microsoft innovative expert ) Chủ trì : TÔ THỤY DIỄM QUYÊN- MIE FELLOW. Thế giới phẳng, “ Lớp Học đảo ngược” PART VII: APPENDIX
4. VII .1- QUESTIONS FOR INTERVIEW Question 1- Have you ever taken part in voluntary work? / Have you ever done voluntary work/ activities? • Yes, . Question 2: Can you tell me The reason why you took part in voluntary work?/ Why did you volunteer? 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? VII .1- EXERCISES TO TEST KNOWLEDGE STUDENTS LEARNED AT HOME 1. The Convention for the Rights of Persons with Disabilities (CRPD) into force on 3 May 2008 A. came B. come C. have come D. had come 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. complimentaryC. vocabulary D. supplementary 3. According to the US Deparment of Labour, thousands of people with disabilities successful small businesses this year. A. started B. start C. have started D. has started 4. Thomas Edison (1847-1931), one of the world's greatest inventors, difficulty with words and speech. A. had B. have C. had had D. has 5. Kevin never at a school for students with disabilities. A. did .volunteer B. have volunteered C. had .volunteered D. has volunteered 6. Since Louis Braille Braille in 1829, it has been an effective means of communication for visually impaired people. A. invented B. invents C. has invented D. have invented 7. Maria 20 interesting stories for students with reading difficulties since she the special school. A. has recorded/ visit B. has recorded/ visited C. recorded/ visited D. recorded/ visit 8. So far Nam two of the organisation's campaigns. A. had supported B. have supported C. has supported D. supported 9. 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. deafening B. frighteningC. happening D. threatening
5. 10. The Braille alphabet was created by Louis Braille, who went after an accident. It has been one of the greatest inventions in human history. A. blind B. hear C. mute D. disabled 11.People with impairments often have difficulty understanding new things and, therefore, cannot learn quickly. That is why we should break down the information for them. A. cognitive B. physical C. hearing D. visual 12. We can help people in need by making a to a charity. A. donor B. donation C. donations D. donative 13. People with a disability may find it difficult to get out of bed or get around without help. A. hearing B. cognitive C. physical D. visual 14. Many experts believe that noise is the cause of approximately half of all cases of loss. A. hearing B. cognitive C. physical D. visual VII .1. Link videos are used in the lesson. ( Link Video about GRAMMAR) (Link video about Unit4- looking back and Project- Source from Youtube) (Link video about Team 2’s presentation) (Link video about Team 2’s presentation) view?usp=sharing (Link video about the lesson) VII .1. Some images of students’ activities cut from video