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

 into rows or playing drama, skits, 
etc. Hence, when carrying out activities in class, lecturers should consider these factors: number of 
students in a credit classroom, objectives to obtain, infrastructure in classroom, etc. 
Necessary means of teaching, equipment. For flipped classroom model, means are divided into two 
fundamental levels: level 1 contains multimedia of learning content; level 2 contains Internet services to 
transfer information to students such as emails, webpages, platforms, social networking sites, etc. Several 
tools can be used to make video clips such as: smart phones, computers/ laptops, webcam, micro, 
Camtasia software to combine showing Power point slides on screen and recording the lectures. A few 
tools are normally used to upload video clips of lectures include: 
- CD, Youtube, E-learning, Moodle store video clips of lectures; 
- Google Drive stores related materials; 
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- Google Spreedsheet is the tool to make progress tracking; 
- Online Quiz Creator is the tool to make Quiz; 
- Blogger, Word Press is used to write Reflection; 
- Facebook, Zalo, Gmail are used to exchange ideas online. 
For discussion activities in class, lecturers use output products such as: laptops, LCD 
projector, loudspeakers, cassette, micro, etc, other sources of materials to make the lessons 
more exciting include: songs, extracts of movies, pictures/ photos, video clips downloaded from 
the Internet or made by lecturers. Students are likely to be provided with: pen brushes, crayons, 
A0 sheets of paper, tapes, magnets, etc. Additionally, a large space with moveable desks and 
chairs assist lecturers to give good lectures which are listened enthusiastically by students. 
2.3.2. Implementation 
- Before the lesson: lecturer uploads video clips, reference materials (if available) and 
exercises/ duties on supportive tools. Students watch video clips, study materials and do personal 
exercises at home. 
- During the lesson: lecturer holds activities in class. For the complexity of issues proposed 
in the classical works, lecturer should choose group discussion to handle the problems. It depends 
on real condition that groups can be divided in different ways. Lecturer divides class into groups, 
assigns each group with appropriate duty. In this step, firstly lecturer needs to obviously explain 
the issues for discussion, time for discussion and time for presentation, giving means, tools for 
each group. 
Lecturer controls and leads the discussion lesson. Controlling and leading the discussion are 
the extremely steps. Lecturers must show their capability of organizing and controlling his class. 
During the discussion time in class, lecturer is able to look at special students who ask questions 
prepared at home or the students who do not get involved in but do their own jobs or the timid, 
shy students. At that time, lecturer needs to be tactful to encourage students to join in or assign 
the student a particular duty to present the results later. In order to assure students’ positivity, 
activeness, creativity, lecturer should not intervene too much into group discussion process but 
follow and be willing to support groups when necessary, at the same time ensure that all students 
in groups get involved positively in groups’ common duties. 
Showing groups’ discussion results, discussing as the whole class. After groups have finished 
discussion, each group presents its own discussion results; lecturer can send a representative or 
call a member in the group. Groups are able to present their results by this way: one group 
presents, others supplement; or groups present in turns, others listen and ask questions. It depends 
on the content of discussion that lecturer can require one group or the whole class asks questions. 
Besides, lecturer is capable of asking the whole class questions for them to think, together with 
the method of brain hacking to collect the most ideas from students. Questions to ask should be 
the ones of certain problems, relating to all the discussion contents of groups, surely causing 
arguments for contrariwise viewpoints. 
Lecturer gives comments, evaluates and summarise key issues of the lectures. This is a 
crucial thing for lecturer to do. In order to accomplish this job well, lecturer is required to carefully 
listen to groups’ presentation and take notes each group’s good and bad points. When making 
conclusion on the knowledge of the lesson, lecturer should sum up basing on what the groups can 
do so as to indirectly encourage students, helping them to see their groups’ results. At that time, 
lecturer should make presentation obviously, logically on the knowledge of the lesson, helping 
students to understand and memorize it in class. At the same time, lecturer gives comments on 
groups’ working attitudes, honors enthusiastic, excited students during discussion and debate, can 
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add more scores for students if necessary, slightly reminds the students without positive attitudes 
during the lesson, draws experience for the coming lessons. 
Apart from group discussion, during the process of implementation, lecturer should combine 
flipped classroom model with methods of games, problem solving. 
2.3.3. Testing, evaluation 
Testing and evaluation are indispensable steps for teaching and learning. Testing evaluates 
students’ accomplishment degree compared to lecturer’s initial objectives. Therefore, to establish 
secure, obvious basis for testing, evaluation, lecturers are required to set obvious, specific lesson 
objectives, avoid setting general, unmeasurable objectives. Objectives are competence-oriented; 
teaching and learning are competence-oriented, thus testing and evaluation should also follow the 
orientation. Evaluation of students’ results can be carried out as follows: lecturer’s evaluation on 
students, students’ evaluation on other ones, students’ self-evaluation. 
Firstly is lecturer’s evaluation on students. 
In flipped classroom model, results evaluation is competence-oriented, which can be done 
with different forms including: observing, testing, evaluating products, etc. Each form of 
evaluation determines students’ degree of competence built. 
Self-studying and doing exercise in advance at home are evaluated with online exercise 
sheets and times of getting access to lecturer’ lecture video clips; lecturer can collect students’ 
results by giving them online testing sheets, which evaluates students’ understanding through 
their scores and multiple choice questions that the students normally have the most wrong answers 
(if multiple choice questions are used for evaluation); after that, lecturer can adjust his lectures 
promptly so that the following lessons will be much better. 
For instance, the easiest way to know how much students understand the lectures is online 
testing. The questions that lecturer asks can be multiple choice or both multiple choice and 
written; lecturer is able to design questions with Google Form app; after students finish their tests, 
results are sent to lecturer; lecturer know for sure which students submitted their answers and 
students’ score range. What is more, Google Form can list what questions students normally have 
the most wrong answers, which is the basis for lecturers to adjust their lesson plans in order that 
when lecturers give lectures in class, they focus on the knowledge that students do not understand 
much. After finishing their tests, students know their scores. Therefore, by this way, not only 
lecturer evaluates students but students also evaluate their knowledge. The evaluation method is 
mentioned in this link: https://docs.google.com/forms/d/1WzbVVdtQYfZek0MmzqsBKRHJ 
RGfV7TK1wS1mX0DJVIA/edit#responses 
Evaluation with observation is carried out popularly by lecturers. For the activities carried 
out in class, lecturers have an opportunity to observe all students working to know which students 
are excited, which students are not enthusiastic. With direct observation, students’ competence is 
revealed directly including: competence of team/ group leading, competence of presentation, 
competence of convincing, competence of discovering and solving problems, etc. 
Next is evaluating students’ results. Students’ results are shown in two forms: homework 
(multiple choice questions or short written questions) and performance in class (normally such 
products as discussion sheets, mind map, etc.). 
Through observing groups’ methods of working and products, lecturer gives each student 
scores in case that one student does, all the other members in the group are not given the same 
mark. All scores are given to give fair, objective evaluation basing on students’ effort, spirit, 
attitude of working both at home and in class. As a result, it can be seen that, it is the 
comprehensive method of evaluation, not only basing on paper results as traditional method. 
Secondly is evaluation between students and students. 
Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works 
11 
This is cross evaluation during working process, which helps students see strengths and 
weaknesses of one another during the cooperation process. They help one another to recognize 
difficulties and find out solutions, overcome difficulties, give contributions, mend, draw 
experience for the following times of teamwork, such as: carefully listening to each other, 
handling differences, seriously obeying rules of groups (the groups whose members work together 
for a long time). Praise of members in the groups towards each student is large and essential 
encouragement between friends to help one another make progress, be more self-confident, more 
forcible; is the basis for nice friendship. 
This is the method of working with democratic spirit, is the opportunity for members in the 
group to evaluate one another in order that students who work much are not evaluated the same 
as the students who work little, causing conflicts and dissatisfaction for some members. This is 
also the way that lecturers help themselves to perfect their methods of evaluation for each student. 
For example, at the same moment, lecturer cannot observe all groups working; only members in 
the group know for sure about one another. Thus, this is also an interesting and objective method 
of evaluation. 
Thirdly is self-evaluation. 
Each student is able to self-evaluate after his process of self-study; after the mistakes he 
made, the student himself accumulates precious experience, essential skills including: controlling 
emotion when working in groups, carefully listening, supporting other members, etc. 
3. Conclusions 
Teaching Karl Marx – F. Engels – V.I. Lenin’s classical works for students majoring in 
political education is a pivotal but hard content. Using flipped classroom model brings about 
higher effectiveness than the traditional classroom. For this model, students are not only active to 
manage time for learning but also to deal with speed of acquiring lessons appropriate with their 
competence through studying the lessons in advance by watching video clips that lecturers have 
uploaded online. Complicated contents, practical issues from the classical works are discussed in 
class. However, in order to use the flipped classroom model in teaching classical works 
effectively, both teachers and learners must ensure to accomplish their duties well. Lecturers need 
to spend time studying, making products to support students learn the lessons in advance at home, 
propose practical issues, inspire students. Students need to be active, positive to watch video clips 
of lectures and learn about the problems raised. 
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