10.01.

2022

Adv. Vitthalrao Hande College of Education

Ph.D. Viva 2021-2022

Prepared by :
Nisha Prashant Kedar

EFFECTS OF PROMOTING FLIPPED CLASSROOM FOR TEACHING ENGLISH

FOR B.ED STUDENT-TEACHER OF NASHIK CITY DURING THIS PANDEMIC
SITUATION
 CHAPTER - 1

Sl. No. Description Page no.

1 Introduction

1.1 Need of Research

1.2 Importance of Research

1.3 Statement of the Research

1.3.1 Explanation of the Problem

1.3.2 Conceptual Definition

1.3.3 Operational Definition

1.4 Research Question

1.5 Objectives of the Research Work

1.6 Assumption of the Research

1.7 Hypothesis of the Research

1.7.1 Null Hypothesis

1.7.2 Directional Hypothesis

1.8 Scope

1.9 Limitation

1.10 Delimitation
1.11 Possible Cognitive Contribution

References

1.0 INTRODUCTION:
Education is a dynamic process. It starts from mother’s womb and
continues till tomb. The first teacher of the child is mother; first school of the
child is his own house. The emotional and other development starts from
home itself.

D.S.Kothari, the great philosopher and educationalist has rightly said

that, ‘The destiny of India is being shaped in her classroom’. The children of
today are the citizens of tomorrow. Hence classroom teaching plays a pivotal
role in not only molding the behavior of the child, but also in developing on
student engagement and increasing interest by adapting flipped classroom
learning.

In most of the schools Teachers are using traditional method for

teaching in the class. The picture of a traditional classroom - desks in rows,
with the teacher at the front of the room lecturing about the Civil War while
some students take notes, some students are playing on their phones, and
one or two may even be dozing off. It’s quiet, only the voice of the teacher
droning on can be heard.

The flipped classroom is an instructional strategy and a type of blended

learning, which aims to increase student engagement and learning by having
pupils complete readings at home and work on live problem- solving during
class time. It is the combination of physical and virtual environments.

Flipped learning approach refers to contributing self-study, students can learn

at their own pace and take responsibility for their learning. Students are given
specific instructions on the subject before the classroom time. As a result, the
actual class time can be used for practicing and application of concepts and ideas
through interaction with peers and faculty.
 The flipped classroom, a teaching method that delivers lecture content to
students at home through electronic means and uses class time for practical
application activities, may be useful for information literacy instruction.

ELEMENTS OF FLIPPED CLASSROOM

The flipped classroom was invented in 2007 by Jonathan Bergman and Aaron

Sams when they began recording their classroom lectures so that students could
access them at home.

Following are the key elements of the flipped classroom -

1. Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to
lecture videos to podcasts or screencasts. For example, Grand Valley State
University math professor Robert Talbert provides screencasts on class topics on his
YouTube channel. These videos can be created by the instructor or found online
from YouTube

2. Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their
preparation and that task was associated with points. The assignment can vary; the
examples above used tasks that ranged from online quizzes to worksheets to short
writing assignments, but in each case the task provided an incentive for students to
come to class prepared by speaking the common language of undergraduates:
points. In many cases, grading for completion rather than effort can be sufficient,
particularly if class activities will provide students with the kind of feedback that
grading for accuracy usually provides.

3. Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation

can also help both the instructor and the student assess understanding. Pre-class
online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak
et al., 1999), which basically means that the instructor tailors class activities to focus
on the elements with which students are struggling. If automatically graded, the
quizzes can also help students pinpoint areas where they need help. Pre-class
worksheets can also help focus student attention on areas with which they’re
struggling, and can be a departure point for class activities, while pre-class writing
assignments help students clarify their thinking about a subject, thereby producing
richer in-class discussions. Importantly, much of the feedback students need is
provided in class, reducing the need for instructors to provide extensive
commentary outside of class (Walvoord and Anderson, 1998). In addition, many of
the activities used during class time (e.g., clicker questions or debates) can serve as
informal checks of student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend
class time to promote deeper learning. Again, the activity will depend on the
learning goals of the class and the culture of the discipline. For example, Lage, Platt,
and Treglia described experiments students did in class to illustrate economic
principles (2000), while Mazur and colleagues focused on student discussion of
conceptual “clicker” questions and quantitative problems focused on physical
principles (2001). In other contexts, students may spend time in class engaged in
debates, data analysis, or synthesis activities. The key is that students are using class
time to deepen their understanding and increase their skills at using their new
knowledge.

1.1NEED OF THE RESEARCH

Researcher has observed the need of flipped classroom learning methods for
developing self-study skills in pupils.

Students have less motivation towards studying during this pandemic and
lockdown period in the absence of physical instructors or guide and the real time
exposure to colleges.
 During her classes she had conducted online motivational classes to motivate
B.ed student-teacher for getting in depth of their studies and come back with
their queries and new search.

1.2 IMPORTANCE OF THE RESEARCH

“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, and 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.”

 Carl Wieman and colleagues have also published evidence that flipping the
classroom can produce significant learning gains (Deslauriers et al., 2011). Wieman
and colleagues compared two sections of a large-enrollment physics class.
While working in group students get confidence as they already have much
information with them. Instructor can guide them on right things and their problems
will be solved within the peer group.
1.1STATEMENT OF RESEARCH

Effects of promoting Flipped Classroom for teaching English by B.ed student-

teacher during this pandemic situation of Nashik city

1.1.1 EXPLNATION OF THE RESEARCH PROBLEM

This research work is related to English subject’s teaching learning at B.ed

level. It is necessary to use flipped classroom technique for enhancement of
student’s in-depth knowledge in English.

Researcher need to opt many methods enhance students-teacher learning

English subject.

1.1.2 CONCEPTUAL DEFINITION

1)Flipped classroom : Learning method in which students gain first
exposure to new material outside of class, usually via reading or lecture
videos.
2) Traditional method : Desks in rows, with the teacher at the front of
the room lecturing about the subject.
3)Effectiveness: The ability of students-teacher’s English subject
through flipped classroom in pre and post activities.

1.1.3 OPERATIONAL DEFINITION

1) Student –teacher – B.ed students of Teacher Education college
Nashik city.
2) Effectiveness – Effectiveness of promoting Flipped classroom
technique in English subject.
3) English subject – Teaching learning of English subject through
flipped method by student – teacher.

1.2RESEARCH QUESTION
1) What problems are faced by student – teacher during shutdown of the
colleges?
2) How B.ed instructor can implement flipped classroom technique for
motivation of English subject learning and teaching method ?
3) What will be the effectiveness of flipped classroom method in teaching
learning on B.ed students of Nashik Colleges.

1.3OBJECTIVE OF RESEARCH WORK

 1) To explore the problems faced by B.ed students during pandemic and non-
availability of instructors.
2) To practice flipped classroom technique programme for B.ed student-
teacher.
3) To teach how to manage time and get acquire pre-hand knowledge about
the subject.
4) To give guidelines for student-teacher to plan and develop habit of self-
study.

1.4ASSUMPTION OF RESEARCH
1) B.ed student-teacher are facing problems due to shutdown of colleges and
less time for practice.
2) B.ed student-teacher have no plan how to study well in advance and get
their problems solved by instructor .
3) Flipped classroom learning progamme will help them to manage time and
get their syllabus to be completed.

1.5HYPOTHESIS OF RESEARCH
1.5.1 Null Hypothesis
There is no significant effect of flipped classroom on English subject of
B.ed student – teacher of Nashik city.
1.5.2 Directional Hypothesis
1) Flipped classroom will improve student-teacher English subject
knowledge and interest even in absence of instructor.
2) Subject knowledge and self motivation for study will be enhanced
by using flipped classroom for B.ed student-teacher.

1.6SCOPE
1) For the present research, B.ed Colleges in Nashik city are considered.
2) The scope of research is done in B.ed educational colleges in Nashik city.
3) The scope of this research is all the Teacher training colleges in Nashik city.
4) The research is related to teaching English subject in B.ed teacher training
colleges.

1.7LIMITATIONS
1) Present research is limited to B.ed colleges of Nashik city only.
2) Present research is limited to 30 students each of three B.ed colleges of
Nashik city.
3) Present research is limited only English subject at B.ed level.

1.8DELIMITATION
 1) For this research only flipped classroom methods are considered.
2) For this research only few students of few B.ed colleges are considered.

1.9POSSIBLE COGNITIVE CONTRIBUTION

1) With the use of flipped classroom method in English subject, pupils will get
interest in self study.
2) Their skill of acquiring more knowledge will enhance.
3) Learning style will be changed and while learning with problem solving
skills and time management ideas will help to produce better student-
teacher.

REFERENCES

Berrett D (2012). How ‘flipping’ the classroom can improve the traditional
lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, and

assessing: a revision of Bloom’s taxonomy of educational objectives. New York:
Longman.

Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, mind,
experience, and school. Washington, D.C.: National Academy Press.

Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and
results. American Journal of Physics 69: 970-977.

DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-

enrollment physics class. Science 332: 862-864.
Other topics :

1) Blended learning in Teacher education – The New Normal

2) Social media and its impact on young children
3) Lack of sleep due to mobile addiction
4) Promoting vocational courses at school level for earning
5) School dropout reasons and responsibilities towards family
6) Struggles of a women – career , family and society
7) Emotional burden of online education on students life
8) Role of family in reducing emotional burden of online education on child life