Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenin’s classical works for students majoring in political education

3 HNUE JOURNAL OF SCIENCE Educational Sciences, 2020, Volume 64, Issue 4B, pp. 3-12 This paper is available online at USING FLIPPED CLASSROOM MODEL IN TEACHING KARL MARX - F. ENGELS – V.I. LENIN’S CLASSICAL WORKS FOR STUDENTS MAJORING IN POLITICAL EDUCATION Tieu Thi My Hong Faculty of Politic Theory and Civic Education, Hanoi National University of Education Abstract. Teaching class works for students majoring in political education plays a crucial role in training curriculum. This research paper discusses using flipped classroom model to replace the traditional one in teaching the above mentioned subject in order to form students’ essential personalities and competencies to meet the need of education innovation cause. With such research methods as observing, analyzing, synthesizing and consulting materials, the piece of writing shows features of teaching classical works, at the same time clarifies advantages of flipped classroom model when teaching these contents. After that, the research reveals procedure, requirements of using flipped classroom model to teach classical works for the highest effectiveness. Keywords: teaching, classical works, flipped classroom, flipped classroom model. 1. Introduction Teaching classical works is an extremely pivotal content in training students majoring in political education in Vietnam these days. Teaching classical works assists students to study Marxism-Leninism from the original version, comprehend thesis of the theory most correctly, scientifically. However, classical works are not easy to learn, to read; in another word, they are difficult, some of them are extremely difficult. Time scale for teaching each classical work is limited. This is the contradiction arising from the teaching process that most of the lecturers and students recognize. Students normally feel worried, hard to study classical works. As a result, it is extremely essential to raise teaching quality. In order to overcome the contradiction of the above mentioned hardship and limited time, lecturers need to search for assistance from means of technology, modern equipment to support teaching process. That makes students interested, more active, more willing to approach these academic contents. At present, the development of science and technology leads to the establishment of a number of new models, teaching method. Apart from traditional model of teaching (only taking place in class), there appeared blended model of teaching. Blended learning can be understood as combination between direct teaching and opportunities of online learning, including such models as: free, flexible and circular. Flipped classroom is model of circular blended classroom. Flipped classroom with its own features is considered as the dominant model in teaching classical works. Applying the model of flipped classroom in teaching classical works is promised to bring about high effectiveness, overcome hardships caused by “classical” characteristic. Received April 11, 2020. Revised April 24, 2020. Accepted May 15, 2020. Contact: Tieu Thi My Hong, e-mail address: tieu.my.hong@gmail.com Tieu Thi My Hong 4 Flipped classroom is currently concerned by numerous educators in Vietnam and in other countries. For 15 years (2000-2015), Aliye and his colleagues wrote 62 works discussing flipped classroom. All these research papers focused on showing advantages of this model. They asserted that model of flipped classroom created a flexible learning environment; with this model, a quantity of learners’ pivotal personalities and competence are formed. Although there witnessed several difficulties, this model resulted in more achievements than the traditional model [1]. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education [2] The author Nguyen The Dung (2015) also approached the flipped classroom model in another article titled Research using flipped classroom Model: Challenges and Applicability. The author focuses on clarifying the steps for organizing flipped classes in the teaching of module: the Access Data Management, evaluating the results achieved, as well as showing challenges when applying the flipped class model [3]. Chung Kwan Lo & Khe Foon Hew (2017) with A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research show challenges of implementing flipped classrooms and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges [4]. Clarifying appearance and feasibility of flipped class model, Johnston emphasized development of science and technology with a variety of supportive tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms [5]. Flipped classroom model can be applied in a number of education levels, fields and different subjects; consequently, besides shared research papers, authors investigated application of this model in such particular fields as: information systems [7], engineering, sociology, and humanities [8], mathematics education [9], and English composition [10], Physics [11], [12], Civic education [13]. 2. Content 2. 1. Flipped classroom model Flipped classroom initially mentioned by Eric MaZur. Eric MaZur developed method of guiding in pairs in the 1920s. He recognized that using computers in teaching assisted him to instruct learners without presenting. In autumn 2000, Wisconsin-Madison University used softwares to replace lectures with information technology in class by using video clips of teachers’ lectures accompanied with slides. In 2011, two centers in Wisconsin Collaboratory for Enhanced Learning were established for flipped classroom model. Flipped classroom is the model of classroom in which steps of teaching and learning in traditional classroom are flipped, that means, learners listen to theoretical lectures at home while watching online video clips, practicing, applying, doing exercises, responding to questions, thoroughly discussing the knowledge are carried out in class. Flipped classroom model in comparison with traditional classroom is illustrated as Image 1 below. In the classical classroom, students sit on chairs and listen to lectures; this form is called low thinking by experts. After that, students do exercises at home, which is challenge for them if they do not understand the lectures. In fact, the traditional method of teaching does not provide teachers with adequate time to present new knowledge and assist students to finish all the exercises relating Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works 5 to the knowledge; teachers are not able to spend time paying attention to all the students. Flipped classroom model handles these difficulties when traditional process of teaching is flipped. Image 1. Traditional classroom and flipped classroom Source:https://forneyisd.instructure.com/courses/8503/pages/flipped-classroom?module_item_id=88741 As a result, the duty of conveying new knowledge belongs to teachers, and based on Bloom’s Taxonomy, this duty is of low order (it means “Remembering” and “Understanding”). Students’ duty is to do exercises using high thinking orders (it consists of “Applying”, “Analyzing”, “Synthesizing” and “Evaluating”). Hindrance is that duties of high thinking orders are done by students and students’ parents who hardly ever own profound professional knowledge and not all of them have pedagogical skills. For flipped classroom model, learning knowledge is oriented by teachers (through E-learning Coursebooks prepared in advance and information searched by students themselves), students’ duty is to self-study the new knowledge and do exercises of low thinking orders at home. In class, teachers hold activities for students to interact and share with one another. Exercises of high thinking orders are also carried out in class with the assistance of teachers and classmates of the same group. This learning method requires students to activate their brains a lot, which is called high thinking orders. Hence, duties of high thinking levels are implemented by both teachers and students. This is also the difference between traditional classroom model and flipped classroom model. Image 2. Blooms Taxonomy with students’ activities Source: https://tiasang.com.vn/-giao-duc/day-hoc-theo-mo-hinh-flipped-classroom-9534 2.2. Characteristics of teaching classical works and advantages of flipped classroom model in teaching Karl Marx – F. Engels – V.I. Lenin’s classical works 2.2.1. Characteristics of teaching Karl Marx – F. Engels – V.I. Lenin’s classical works Tieu Thi My Hong 6 According to “Vietnamese Dictionary”, “classical” means “owning distinctive standard values for a theory, a doctrine” It can be understood that, Marxism – Leninism’s classical works are Karl Marx, F. Engels, V.I. Lenin’s valuable, standard works. These works were written by Karl Marx, F. Engels, V.I. Lenin from the early 1840s to the early 1920s. Each great work obviously showed their considerable contributions to development of humankind ideology, Marxism – Leninism’s process of establishment and development. Political education is a crucial duty in the cause of building the country following socialism. Consequently, universities of education all over the country train students majoring in Political Education to provide lecturers for vocational schools, colleges, universities, academies and party universities all over the country, etc. These teachers teach subjects of political reasoning, including: Marx-Lenin’s philosophy, Political Economics, Scientific Socialism, History of Vietnamese Communist Party, Ho Chi Minh’s Ideology. The viewpoint system of those who follow Marxism is shown specifically in classical works. All principles of Marxism – Leninism in such coursebooks as: Marxist-Leninist philosophy, Marxist-Leninist political economics and Scientific socialism are generalization basing on or originating from classical works. As a result, in order that students understand rightly and profoundly the system of Marxism reasoning, universities of education all over the country, propose content of classical works in compulsory subjects relating to majors. Students learn Karl Marx, F. Engels, Lenin’s classical works from third year and specially focus on learning these works in fourth year. Currently, curricula for students majoring in Political Education in Hanoi National University of Education, Ho Chi Minh University of Education, Hanoi Pedagogical University 2, University of Education – Thai Nguyen University, University of Education – Hue University, Can Tho University, etc, focus on teaching classical works. Several classical works to teach and introduce to students include: Manifesto of the Communist Party, Anti-Duhring, Dialectics of Nature, The Civil War in France, Critique of the Gotha Programme, Origin of the Family, Private Property, and the State, Two tactics of Social Democracy in the Democratic Revolution, The state and Revolution, Initial Duties of Soviet Union Government, Discussing food tax, Little is better, etc.. Content of the works is comparatively complicated, highly generalized and abstract; a number of works are closely associated with large humankind context, which requires learners to possess thorough knowledge of history and other issues related. Capacity of each work is normally large with a quantity of issues to explain; however time allowance for teaching each work in class is limited. Specifically, teaching innovation has changed from content orientation to competence orientation. This requires that learners become the center, teachers are instructors or organizers for students to actively acquire knowledge for forming essential competence. A number of works are criticism of old or opposite viewpoints. Ideology in classical works is basis of reasoning which is revolutionary, scientific, dominant in worldview and methodology. Updated situation with complexity of fight in politics and ideology which is increasing, improvement in effectiveness of teaching and learning classical works is more and more essential. It is because that ensuring content of learning political reasoning is profound, of great use for training learners’ competence of reasoning and methods of scientific thinking; helping learners to rightly understand ideology of people who follow classics. Studying classical works means understanding the works and more importantly, using the works to explain and handle several practical issues. There appear a variety of requirements for teaching classical works but the fact that time allowance for teaching them is limited is paradox. Thus, students need to stimulate creativity; lecturers also need to unstoppably renovate, apply methods, solutions, techniques, teaching tools Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works 7 appropriately. If students just learn a few works in class with the traditional method, it is hard to obtain expected effectiveness. 2.2.2. Advantages of using flipped classroom model in teaching Karl Marx – F. Engels – V.I.Lenin’s classical works Using flipped classroom model handles several difficulties in teaching classical works and at the same time, developing learners’ competence. For students, this model increases activeness, flexibility in arranging learning time. At the same time, it depends on learners’ competence which they can select quick or slow speed of learning, listening once or many times. This cannot be done in class because the time is limited, number of students is large, which handles difficulty, abstraction of classical works. For long works with numerous contents and high complexity including: Anti-Duhring, Dialectics of the Nature, Civil War in France, Critique of the Gotha Programme, Government and Revolution, Philosophical Memoir, etc, students are able to listen again and again for the issues they do not know surely. About this issue, Bishop, J.Verleger, M., (2013) clarified that, students who take courses with a flipped classroom model get higher scores. The reasons are clear: allowing each student to study the theoretical section at their own pace prevents students from getting lost in class or getting bored if the teacher needs to repeat the lesson [14 ]. With this classroom model, students’ self-study competence is raised; students are aware of preparing for lesson before class. It is because listening, thinking about the questions and asking questions about the issues they do not understand thoroughly is a must. For each hard question, students spend more time searching for the answer. This answer can also be result of listening to teachers’ lectures many times. This is what cannot be done in the traditional classroom with time and space limited. Mentioning this issue, Bishop, J., Verleger, M., (2013) asserted that, “() students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. This observation is encouraging because although learning gains are high for information presented textually, shows that college students don’t generally complete reading assignments” [14]. After finishing homework, students go to class to exchange, discuss the contents that lecturers presented on video clips; thus, the time for the lessons in class is spent on widening students’ knowledge, relating issues in the works to the current issues, international and domestic situations. For example, in the work “Little is better”, time in class is spent on relating, widening the issue with the situation of the current government apparatus. Students focus on exchanging, discussing whether it is necessary to revolutionize the government apparatus with particular measures. For “Dialectics of the Nature”, the issue of sustainable development can be proposed together with the issues relating to “revenge” of nature for the human’s action of “conquering” nature too much, consequences that human are suffering from their action, etc. For this model, students are trained for essential skills including teamwork, critical thinking, etc. Critical thinking is extremely necessary for students majoring in political education. It assists students to possess comprehensive, right view of opposite viewpoints, especially the viewpoint of protesting against the way of building socialism in Vietnam. Hence, classroom time is spent mostly on widening, relating, clinging reasoning with reality so as to base on classical works to explain vivid issues in current life. This classroom model increases contact between lecturers and students in discussion after students have studied the lesson presented on video clips by lecturers. Now, teacher is considered as a friend to discuss, criticize, propose the issue and handle it. As a result, teacher has an opportunity to understand more about students, especially issues of ideology in terms of contrariwise viewpoints, reactionary and preventive information. Knowing general situation of the class, understanding characteristics, thinking competence of each student assists lecturer to Tieu Thi My Hong 8 adapt more appropriately. For this model, lecturer spends more time paying attention to each student, supporting in maximum difficult case in being aware of the issues which are not easy from classical works. Nevertheless, it witnesses some difficulties to apply flipped classroom model in teaching classical works for students majoring in political education. This model requires all students to have opportunities to get access to supportive equipment including laptops, smart phones, Internet, etc. At the same time, teachers spend a lot of time preparing thoroughly, carefully in terms of content and image. Moreover, students generally and students majoring in political education particularly are accustomed to the traditional classroom model, with the key teaching method of teachers’ presenting and students’ note-taking. Studying voluntarily has not become students’ habits; students are likely to be passive, mainly learn by heart but hardly ever use critical thinking. 2.3. Procedure of using flipped classroom model in teaching Marxism-Leninism’s classical works 2.3.1. Steps for Preparation Firstly, lecturers need to determine the knowledge to apply in flipped classroom model. For flipped classroom model, it is not possible and necessary for every content of knowledge to be applied. Therefore, lecturers need to choose the appropriate knowledge. The knowledge chosen is the contents containing issues to be discussed, exchanged and questioned most by students; it is not advisable to select the contents within students’ understanding. This is the first pivotal step for preparation in the whole procedure of applying flipped classroom model. Secondly, lesson plans are made. Before making lesson plans, lecturers determine objectives obviously, as objectives orient designing contents for making video clips, recording and carrying out activities in class. Lecturers need to focus on students’ personalities and competence to be formed and deve