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FLIPPED CLASSROOM APPROACH TO CURRENT EDUCATION
Kodirov Umut Ruziboyovich
PhD researcher Samarkand State University named after Sharof Rashidov,
Samarkand, Uzbekistan
Just as digital technology has made it easier to succeed in all areas, this
innovation has not bypassed education as well. Teachers who are less qualified in
teaching can change the instructions in the classroom or choose one of the common
tasks through a simple video they have made. Highly qualified teachers in the field
will learn more about software and technology to further enhance and strengthen
their classroom teaching experience. Currently, sites such as Instagram, Facebook,
Twitter and Telegram, as well as the Zoom platform are widely used to teach this
method. Teachers can post online quiz questions, master tests, deadlines, and more.
Students can write a post and form groups to work on projects together. Video
lessons can be taken on computers, laptops, iPads and so on. It is a good
environment for students who cannot use a computer (which is rare these days) for
students who need to work on themselves in a computer lab or media center and
review information and tasks while in school.
When most people hear about a “flipping class”, they think it only consists of
video and illustrative classes. Never mind that. Teachers and students create
interactive and meaningful learning activities that take place face-to-face. In
traditional classes, students work without a clear system, students spend the whole
class looking at the computer screen, and students who need to work alone are often
overlooked.
“Once you obsess your students’ consciousness, they would develop a
passion for learning and mastering” [4, Berrett. 2012], “Individual attention-grabbing
provides the average student with a continuous process of reflection and correction,
and student achievement on academic achieveme
nt can reach 98%” [7, Houston and
Lynn. 2012]. Even though it was said 24 years ago, most lessons are still taught with
teacher-centered lectures, not student-centered studying. However, this model still
plays an important role in the education of the USA and European system as one of
the highest performing brands in digital education. In this style, you do not just have
to forget the basic instructions. A lesson in the classroom becomes homework, and
homework becomes classwork at home. Consequently, the student spends a lot of
time in the classroom actively and purposefully.
Many teachers around the world, as well as our science teachers in
Uzbekistan, have mastered this model, and teaching it English, mathematics,
biology, physical education at elementary, middle, high school they also use it to
teach in higher education as well. One of the highest advantages of this model is that
the overall interaction is enhanced, that would be from teacher to student and from
student to student centered. The fact that the role of the teacher has changed from
an information provider (keynote speaker / lecturer) to the “classroom guide” makes
the main time meaningful by listening to the children and correcting them. As the role
of the teacher in the classroom changes, we will be able to fully observe the
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interaction of students with each other. As we walk through the classroom, we see
students developing their own collaborative groups, supporting each other, sharing
information, and sharing ideas and opinions. Students, as the sole disseminators of
knowledge, help each other to learn (rely on each other), not the teacher. Seeing this
scene, of course, makes every teacher happy. As a result, working with our students
and learning to each other is the only way we can be happy and achieve our goals.
Here are some ways to teach students individually or in groups that are difficult
for them to master during class.
IClickers / polling
Assignment time: 5 to 10 minutes; Group size: 1 to 2
It is deal for immediate feedback on concepts learned outside of class
IClickers is a classroom survey in which students state their answers by
holding up a piece of paper or other colored paper or other things.
Ask multiple-choice questions to determine if students fully understand the
extracurricular material, and conduct a survey among students to determine the
difference in their answers. Word webs / concept maps
Assignment time: 30 to 45 minutes; Group size: 1 to 4
Individual or collaborative instruction maps reinforce the tasks learned
outside the classroom and facilitate communication on a variety of topics..
Students visually map specific concepts, terms, ideas, or theories to
determine how they relate to a topic
Any gaps or problems that arise become a resource of group or class
discussion.
Assignment time: 5 to 10 minutes; Group size: 1 to 4
Allows students to take an individual approach in classroom discussions with
their peers and the teacher to solve classroom problems.
The solution to the problem is to increase the time spent in practice and to
correct any misconceptions that students may have with immediate feedback. [2,
E.F. Barkley.2005].
For many years, we remember sitting in parent-teacher conferences, and
parents would often ask us how our son or daughter was behaving in class, whether
they were sitting quietly with their son or daughter, the question of whether a parent
treats with respect is largely the educational aspect. But the real problem is that
students need to focus on learning. The parent-teacher relationship should focus on
the following questions. Is your student studying or not? If they are not learning, what
can we do to help them learn? It’s a much deeper problem, and as we discuss it with
parents, we can see ways it can really helps students learn better.
There are many reasons why a student may not do well. Such a situation is
likely to be encountered in any teacher’s activity. Do students have less information
about life? Do students have any personal issues that prevent them from studying?
Or do students waste time in useless activities than they do in school (family)? When
parents and teachers work together to find out why a child is not learning, this is the
first step in changing his or her destiny. We believe that the above mentioned method
will change the student's attitude to the lesson. This is the cause of the method is
called the “flipped classroom”, in which the child is able to communicate freely during
the lesson, to freely exchange ideas with their peers, not with the teacher, and to
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approach them on the chosen topic. It has little effect on all-round change, and the
teacher also has a meaningful and useful way of achieving the set goal.
In conclusion, that based on this scientific approach, we do not mean that the
methods used in the past are completely poor quality and ineffective, and that the
flipped classroom model is one hundred percent effective now. We have only
commented on advantages and disadvantages, strengths and weaknesses as a
result of our observations. The changing times and the development of digital
technology will also affect the quality of teaching day by day. Especially, in today’s
technologically advanced age, it is impossible to deny this truth. The world of
education has also shifted to completely new teaching methods. Nowadays, every
teacher is required to be a qualified digital technology specialist in their field as well.
REFERENCES:
1. Alvarez B. (2011). Flipping the classroom: homework in class, lessons at
home. Learning First, Retrieved from http://www.learningfirst.org/flipping-classroom-
homework-class-lessons-home
2. Barkley E.F., Cross K.P., & Major C.H. (2005). Collaborative Learning
Techniques. San Francisco, CA: Jossey-Bass.
3. Baqoeva M., Muratova E., Ochilova
M. Ingliz tili o‘qituvchisi. – T.: 2006-yil.
Bergmann J., Sams A. Remixing chemistry class. Learning and Leading with
Technology. Creativ Edition. Philippin.2008.
4. Berrett D. (2012). How flipping the classroom can improve the traditional
lecture. The Chronicle of Higher Education.The Chronicle of Higher Education,
Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857/.
5. E.V.Borzova Novyy Federalnyy gosudarstvennyy standart obshchego
obrazovaniya va metodika obucheniya inostrannym yazykam. IASh, №7, 2013-yil,
10-17-s.
6. Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. English Language Teaching
Methodology (theory and practice).
– Т.: Fan va texnologiya, 2015. – 336 b.
7. Houston M., Lin L. Humanizing the classroom by flipping the homework
versus lecture equation. Paper presented at Society for information technology &
teacher education international conference (site). University of North Texas, USA.
2012, Austin, TX.