Sáng kiến kinh nghiệm Exploiting the superiority of flipped classroom paradigm to improve the efficiency of Looking back & project lessons in Global Success English 10

 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. 
 2 
 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 problem-
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 
in which “first exposure” occurs via lecture in class, with students assimilating 
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 
 4 
Students also get these materials and other learning references in Google drive via the 
Qr code: 
2.3. Exploiting Kahoot, Nearpot, Quizziz, or Azota to assign homework, test and 
assess students‟ learning process 
Kahoot, Nearpot, Quizziz and Azota are useful softwares that help teachers assign 
assignments, create exam questions, and grade online - offline exams quickly. 
These tools develop powerful automation and customization features that are easy 
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. 
 6 
 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: 
 8 
 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: 
 10 
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 
 12 
 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 
 14