Research was done in the framework of “action research”, where practitioner teachers implemented “the flipped classroom” pedagogical approach for the first time in their practice by preparing 80 video lessons. The purpose of the research: 1-to find out the challenges and advantages of using “the Flipped classroom”; 2-Exploring what is working and what needs to be modified in teaching science  lessons at this school. As such, its impact can only influence the schools within the NIS network, which has 22 schools throughout the country.The use of technology in schools has increased dramatically over the last few years. The impact of such technologies are still being researched by practictioners and present several challenges and opportunities. Oh Nam (2015) described an implementation of flipped learning approach where traditional lectures and homework are reversed and students attend the short instructions in videos or online courses while face-to-face time is devoted to classes for exercises, activities, or discussions. There were many reasons of implementing flipped classroom and one of them was to use efficiently the students love to mobile phones for teaching and learning science subjects. Almost all students of NIS have their smart phones and IPads. Learners can use an online platforms such as WhatsApp mobile application to share their ideas, problem solutions or questions in the digital world and other students can also share the ideas or solutions and get engaged in mathematical discussions that extend mathematical classroom activities.( 2016  Problems Solving in Mathematics Education).When mathematics, biology and physics teachers were asked about difficulties in their instruction the most repeated answers was about applying differentiation. Students differ in their speed to learn and receive information: Some students learn faster while other students need to take time for comprehending the given material. Though teachers apply a differentiation approach, they would like to have students on the same level. Students also differ in their learning styles, which teachers need to take into account for better learning (Teaching Secondary Students Through Their Individual Learning Styles, Rita Stafford and Kenneth J. Dunn; Allyn and Bacon, 1993). Because of lack of extra time teachers cannot afford to spend a lot of time for one individual student. In order to find a good solution for the teachers facing this problems practitioner teachers started to implement the new pedagogical approach which is called “The Flipped Classroom”.First question was intended to find out how beneficial video mathematics lessons were for students learning. Researchers used scale typed question.How beneficial were mathematics video lessons for your learning? (1-they were not useful at all, 10 –they were very useful) From 1 to 10 point scale students chose numbers. The average number was 8.5 which can be interpreted that mathematics video lessons were generally beneficial for students learning. Researchers had better results in Biology and Physics, where almost all students answered that video lessons were useful. As part of the evaluation of the project we asked written feedback from the students and parents. The response received was extremely positive about the flipped classroom pedagogy.Teachers also enjoyed receiving positive feedback from parents who appreciate the effort made to engage their children with science. In turn it increased the motivation of teachers to continue implementing new pedagogical approaches.There are a variety of editing tools and software available to create the video for the lessons. The software differs in price and complexity nevertheless teachers recommend the following software for those wishing to trying video editing for the first time. By watching video lessons students learned to study new topics themselves, so the ability of self-study developed. It is an important and necessary ability for learners.

In the research written and oral questioning with multiple choice and free response questions were used. Also there were used an online survey and structured and semi structured interviews with the aim to obtain information and opinions about the quality of education in the campus. Researchers also asked from participants about the ways of improving the quality of using video lessons. Participants: 141 secondary(30 students of K11and K-12, 32 students of K-7 in mathematics, 25 students of K-10 in biology and 54 students from physics subjects ), 30 faculty members from Math, Physics, Biology departments. Also we interviewed 10 parents. The collected data - quantitative and qualitative was analyzed using ICT(MS Excell, Youtube, google forms) and interpreted. In order to help make the project successful researcher teachers made 80 video lessons during the academic year covering a variety of topics in Mathematics(40 video lessons), Biology(25 video lessons) and Physics(15 video lessons). These videos were set up on the teachers YouTube channel: – today the teachers’ channels has been visited nearly 40,000 times. The video lessons are uploaded to YouTube channel and the students are informed via email or What’s App mobile application with the request to watch the lesson. The pupils were initially amused with the videos and then started to appreciate them as a valuable resource.

Practitioner teachers were really pleased that they took the decision to implement this method. Taking a hands-on approach has allowed them to see the positive impact on students’ knowledge and skills.The results of the research showed that there was support for the idea of teaching math, biology, physics lessons by using video lessons. Researchers have noticed that there are advantages of using the flipped classroom: Students hear and watch their teacher’s lessons and it helped them a lot to understand the material. Students use effective time management and save time. Learners could watch and learn new material from any place. (sick students from hospital).Talented and gifted students have a chance to develop by their own study rate.Some students feel uncomfortable asking many questions during the lesson. They also may not want to upset the teacher and ask for the new material to be explained again. For such students video materials help to learn and find out the answers they wanted to know.Students’ interest in the subject increases by learning together with the family members. They could easily watch the lessons using their mobile devices or computers and not be disadvantaged.Students also benefit from re-watching video lessons if they did not understand or forgot the previous lesson material. This resource is particularly useful for the hard and difficult topics, so if students want to recall the material, they would have access to it.Students are given an opportunity to experiment with different techniques to solve mathematical problems. This increases motivation levels amongst students and often leads to a discussion on the merits of each technique used.Creating the video lessons in English also helped teachers to improve the level of the English language.

1.«Pedagogical dialogue» magazine - №4 (14), 2015. 2.Rita Stafford and Kenneth J. Dunn; Allyn and Bacon, 1993 “Teaching Secondary Students Through Their Individual Learning Styles” 3.https://www.knewton.com/infographics/flipped-classroom/(21.12.2017) 4.Ushinshi dengey – mugalimderge arnalgan nuskaulyk (NIS library) 5.Svetlana Yaskevich «Technologya smeshannogo obuchenia Flipped classroom», 2014 6.Brian Bennet «shkolniki-teper-sami-otvechayut-za-svoe-obrazovanie» 2012 7.О.Kvashina «Analiz pedagogicheskoi modeli «Perevernutyi class», 2016 8.Journal “Pedagogical dialogue” №2, 2015 page 172-176 9.Oh Nam, K. (2015). How to teach without teaching: An inquiry-oriented approach in tertiary 10. In K. Beswick, T. Muir, T., & J. Wells (Eds.), Proceedings of PME39 (Vol. 1, pp. 19–36). Hobart, Australia: PME. 11.2016 Biza Research on Teaching and Learning Mathematics at the Tertiary Level(pp5-10) 12.2016 Drijvers The Uses of Technology in Lower Secondary Mathematics Education(pp 22) 13.Croft, T., Duah, F., & Loch, B. (2013). ‘I’m worried about the correctness’: Undergraduate students as producers of screencasts of mathematical explanations for their peers—lecturer and student perceptions. International Journal of Mathematical Education in Science and Technology, 44(7), 1045–1055. 14.2016 Liljedahl Problems Solving in Mathematics Education pp 38 15.Ebbinghaus Memory: A Contribution to Experimental Psychology)”.1885 Forgetting curve- and how to overcome it 16.https://sidsavara.com/the-ebbinghaus-curve-of-forgetting/ (17.12.2017 ) 17.Jonathan Bergmann and Aaron Sams, 2015 “Flipped Learning for Science Instruction” 18.Zhumabayev R and Paizov Y, 2016, Perevernutyi urok