During the workshop at Angkor High School in Siem Reap, I emphasized the effectiveness of utilizing Flipped Learning models to address curriculum challenges and stimulate students’ critical thinking abilities. Many science teachers have recognized that by embracing student-centered principles and optimizing classroom practice, they can foster a deeper understanding of concepts. It’s thrilling to witness the enthusiasm among the teachers to enhance their pedagogical approaches and elevate the learning experience for their students.
Figure: Concept-based learning implemented by chemistry teachers using the Flipped Learning model
I will make the necessary corrections and provide a clearer version of the text.
The lesson plan consists of two parts: students can learn online or in person. Which parts should be completed online? And which parts should be done in person in the classroom?
In the daily lesson report, teachers spend a significant amount of time per hour focusing on the third stage (daily lessons) of five teaching progress. This step emphasizes the ability to remember, understand, and apply the lesson content. However, there is limited guidance on encouraging students to think deeply due to time constraints in the classroom.
See as below:
- Online Learning (covering about 30% – 50% of the concept content): Students engage with documents or videos provided by the teacher for lower-order thinking skills. This content typically includes definitions, theories, or symbolism.
- Face-to-face Learning (covering about 50% – 70% of the concept content): In the classroom, the teacher provides analysis and evaluation for more challenging points, as students may have difficulty understanding these concepts independently.
The teacher should categorize the conceptual content from the easiest to the most difficult points. Then, the teacher can decide to divide the content into two parts: online and in-person learning.
The online section can include preview materials for students to study at home, such as lesson sheets or concept videos created by teachers or sourced from YouTube and other websites. In-person learning should involve activities like essay writing, group discussions, experiments, and more.
This approach reduces the amount of content to be covered in class, allowing more time for in-depth learning, practice, explanation, and student participation.