ຄູມືການຮຽນແບບອີງໃສ່ສະມັດຖະພາບພື້ນຖານ (ສະບັບພາສາອັງກິດ))

i LEARNER CENTERED TEACHING STRATEGIES TECHNIQUES TO IMPROVE LEARNING EFFECTIVENESS A Convergence Product of The Department of Teacher Education (DTE), Research Institute for Educational Sciences (RIES) Education Administration and Development (IFEAD) Department of General Education (DGE) 2022

TEACHING STRATEGIES CBLM ii This document is knowledge product for Lao Teacher Training supported by the Education for Employment Sector Development Project (EESDP) of the Ministry of Education and Sports, Lao PDR through Sovereign (Public) Project | 50399-003 (EESDP) will strengthen human capital in the Lao People's Democratic Republic (Lao PDR) and support inclusive growth and economic diversification. The policy-based loan will support reforms to align secondary education, technical and vocational education and training (TVET), and higher education with the country's workforce needs. This includes enhancing the role of secondary education in preparing youth for employment. The investment project will build capacity in the Ministry of Education and Sport (MOES) to align secondary education, TVET, and higher education with skill demand. It will also enhance the quality and relevance of secondary education and increase completion rates. EESDP builds on the Asian Development Bank (ADB) Secondary Education Sector Development Program (SESDP) and related support for TVET and higher education.

TEACHING STRATEGIES CBLM iii FOREWORD This Competency-Based Learning Manual on Teaching Strategies is dedicated to all Lao teachers to help them teach better and succeed in the quest to improve quality of curriculum delivery in Lao People’s Democratic Republic. This will result in learning outcomes that not only increase employability of secondary education graduates but also ensure Lao learners are equipped with 21st century skill sets and attitudes as future leaders, entrepreneurs and workers. Recognizing that a 5-day teacher training may not be enough to bring about the much desired shift from the teacher-centered approach to the learner-centered approach, this Manual was designed as a self-instructional material that can be used as a guidebook for: (i) both preservice and in-service teacher training (ii) training of TTI instructors (iii) instructional leadership training for school principals (iv) school-based coaching and mentoring and group learning cell reference; and, (v) individual or school-based group learning for those who were not able to attend the teacher training and those who would want to learn more. While this Manual was made for secondary education teachers, this may also be used as reference guide to teaching and learning improvement in various levels of education to include pre-primary, primary, TVET and higher education. This Manual is a consolidation of various teaching strategies to attract, feed, entice, inspire and motivate curious and imaginative young and old minds to develop positively critical, creative, innovative and inventive responses to real-world situations. Indeed, this Manual, while directly dedicated to all teachers, was designed for the young and old learners, who would want to make a change in the way they think and the way they view things and solve problems by developing both their academic and soft skills. (#LaoLifelongLearners). MOES Minister

TEACHING STRATEGIES CBLM iv Contents Terms & Expressions............................................................................................................................................................vi Investigation .............................................................................................................. ix ການສືບສວນ/ສອບຖາມ.................................................................................................. ix LAOPDR.................................................................................................................... x LAOPDR .................................................................................................................... x I. Background................................................................................................................................... xv II. Description of the Learning Materials....................................................................................xix III. Objectives.....................................................................................................................................xvi IV. LCA Training: Program of Activities.....................................................................................xvi Module 1.1 EXPERIMENT-BASED TEACHING.....................................................................................................14 Module 1.2 DISCOVERY LEARNING............................................................................................................................22 Module 1.3 SIMULATION TEACHING.........................................................................................................................26 Module 1.4 ROLE PLAY...................................................................................................................................................36 Module 1.5 GAMIFIED LEARNING OR GAMIFICATION......................................................................................44 Module 1.6 LAOPDR.........................................................................................................................................................53 Module 2. INQUIRY-BASED LEARNING ..................................................................................................................58 Module 2.1 PROBLEM SOLVING.................................................................................................................................71 Module 3. INTERACTIVE TEACHING........................................................................................................................96 Module 3.1 BRAINSTORMING......................................................................................................................................101 A box indicates some particular operation....................................................................................................107 Module 3.2 BUZZ SESSION............................................................................................................................................115 Module 3.3 THINK-PAIR-SHARE.............................................................................................................................120 Module 3.4 QUESTION AND ANSWER...................................................................................................................126 V. SUMMARY.................................................................................................................................135

TEACHING STRATEGIES CBLM v

TEACHING STRATEGIES CBLM vi Terms & Expressions A Advantage ຈຸດດີ Affinity diagrams ແຜນພາບ/ແຜນວາດຄວາມສໍາພັນ Analysis ການວິເຄາະ Analytical thinking ການຄິດວິເຄາະ Approach (Learner-centered approach) ຮູບແບບ (ຮູບແບບເອົາຜູູ້ຮຽນເປັນໃຈກາງ) Assessment (Classroom based assessment) ການປະເມີນ (ການປະເມີນໃນຫູ້ອງຮຽນ) Assessment evidence of the target skill/knowledge ຫ ັກຖານການປະເມີນເປົູ້າໝາຍທັກສະ /ຄວາມຮູູ້ Learning Assessment ການປະເມີນການຮຽນ Assessment of learning outcomes ການປະເມີນຜົນສໍາເລັດດູ້ານການຮຽນ Assessment task ວຽກປະເມີນ Assumption ສົມມຸດຖານ Atmosphere (Learning atmosphere) ບັນຍາກາດ (ບັນຍາກາດດູ້ານການຮຽນ) Authentic (authentic assessment) ຕາມຕົວຈິງ (ການປະເມີນຕາມຕົວຈິງ) Awareness (self-awareness; social awareness) ຈິດສໍານຶກ (ມີຈິດສໍານຶກຕໍໍ່ຕົນເອງ; ມີຈິດສໍານຶກຕໍໍ່ສັງຄົມ) B Baseline data ຖານຂໍູ້ມູນ Behaviorism ພຶດຕິກໍານິຍົມ Benchmarking ການປຽບທຽບ Buzz Sessions ສົນທະນາໃນກຸໍ່ມຍໍ່ອຍ C Case-based learning ການຮຽນແບບຕາມກໍລະນີ Case studies ກໍລະນີສຶກສາ Character (in character; out character) ຕົວລະຄອນ (ໃນຕົວລະຄອນ, ນອກຕົວລະຄອນ) Chart (flowchart) ແຜນພູມ Checklist ລາຍການກວດສອບ Cognitive domain ຂົງເຂດດູ້ານປັນຍາ Cognitive flexibility ຄວາມຢືດຢູນດູ້ານປັນຍາ Cognitive skill ທັກສະດູ້ານປັນຍາ Cognitivism ປັນຍານິຍົມ Combine ປະສົມປະສານ Competence (interpersonal competence) ສະມັດຖະພາບ (ສະມັດຖະພາບດູ້ານມະນຸດສໍາພັນ) Competency-Based Curriculum ຫ ັກສູດທີໍ່ເນັູ້ນສະມັດຖະພາບ

TEACHING STRATEGIES CBLM vii Competency-Based Learning ການຮຽນທີໍ່ເນັູ້ນສະມັດຖະພາບ Component ອົງປະກອບ Concept (concept map) ແນວຄວາມຄິດ (ແຜນວາດແນວຄວາມຄິດ) Conceptualize ສູ້າງແນວຄວາມຄິດ Confirm the hypothesis ຢັູ້ງຢືນສົມມຸດຖານ Controlled variable ຕົວປໍ່ຽນຄວບຄຸມ Constructivism ການປະດິດສູ້າງນິຍົມ Constructivist theory ທິດສະດີປະດິດສູ້າງ Culture (reading culture) ວັດທະນະທໍາ (ວັດທະນາທໍາການອໍ່ານ / ນິດໄສມັກການ ອໍ່ານ) Create ປະດິດສູ້າງ Creative thinking ການຄິດແບບປະດິດສູ້າງ Creativity ຄວາມຄິດແບບສູ້າງສັນ Critical skill - ທັກສະແບບວິພາກ - ທັກສະແບບມີວິຈາລະນາຍານ Critical thinker - ນັກຄິດແບບວິພາກ - ນັກຄິດແບບວິຈາລະນາຍານ Critical thinking - ການຄິດແບບວິພາກ - ການຄິດແບບມີວິຈາລະນາຍານ Cross-cultural understanding ຄວາມເຂົູ້າໃຈວັດທະນະທໍາທີໍ່ແຕກຕໍ່າງ Cycle (water cycle; life cycle) ວົງຈອນ (ວົງຈອນຂອງນໍູ້າ; ວົງຈອນຊີວິດ) D Debriefing ການຖາມເຈາະຈີູ້ມ Demonstration (Hands-on demonstration) ການສາທິດ (ສາທິດການປະຕິບັດ) Dependence ຂຶູ້ນກັບ Dependent variable ຕົວປໍ່ຽນຕາມ Discovery Learning ການຮຽນແບບຄົູ້ນພົບ Discovery teaching learning techniques ເຕັກນິກການສອນການຮຽນແບບຄົູ້ນພົບ Displacement ການເຄືໍ່ອນຍູ້າຍ Domain (Cognitive domain) ຂົງເຂດ (ຂົງເຂດດູ້ານປັນຍາ/ ພຸດທິພິໄສ) Drawing ຮູບແຕູ້ມ Drawing conclusion ການສັງລວມເປັນບົດສະຫ ຸບ Draw lesson learned ຖອດຖອນບົດຮຽນ

TEACHING STRATEGIES CBLM viii E Effective ມີປະສິດທິຜົນ Efficient ມີປະສິດທິພາບ Embedding ການປູກຝັງ (ແນວຄິດ) Emotion (emotional learning) ອາລົມ (ອາລົມໃນການຮຽນ) Encourage ຊຸກຍູູ້/ກະຕຸູ້ນ Engage - ເຂົູ້າຮໍ່ວມ - ມີສໍ່ວນຮໍ່ວມ Environment (learning environment; workgroup environment) ສະພາບແວດລູ້ອມ (ສະພາບແວດລູ້ອມໃນການຮຽນ; ສະພາບແວດລູ້ອມການເຮັດວຽກເປັນກຸໍ່ມ) Evaluation - ການປະເມີນຜົນ - ການຕີລາຄາ Evidence-based thinking ການຄິດແບບອີງໃສໍ່ຫ ັກຖານ Experiential Learning ການຮຽນແບບປະສົບການ Experiment-Based Teaching ການສອນແບບທົດລອງ Explore ຄົູ້ນຫາ F Fact ຄວາມຈິງ Feature ຄຸນລັກສະນະ Failure - ຄວາມລົູ້ມເຫ ວ - ການຜິດພາດ Feedback ຄໍາຄິດເຫັນ Fishbone diagram ແຜນວາດກູ້າງປາ Flowchart ແຜນພູມ Forces of nature ຄວາມແຮງໂດຍທໍາມະຊາດ Formative assessment ການປະເມີນໃນລະຫວໍ່າງການຮຽນ G Game-Based Learning ການຮຽນແບບຫ ິູ້ນເກມ Gamified Learning or Gamification ການຮຽນແບບເກມແຂໍ່ງຂັນ Goal ເປົູ້າໝາຍ Graphic (graphic organizers) ແຜນພູມ (ເສັູ້ນສະແດງ) Gravity - ແຮງໂນູ້ມຖໍ່ວງ - ແຮງດຶງດູດຂອງໂລກ

TEACHING STRATEGIES CBLM ix H Habit (cultivate research habit) - ຄວາມຊິນເຄີຍ (ສູ້າງຄວາມຊິນເຄີຍໃນການຄົູ້ນຄວູ້າ) - ນິດໄສ (ສູ້າງນິດໄສມັກການຄົູ້ນຄວູ້າ) Hands-on learning - ການຮຽນໂດຍການລົງມືປະຕິບັດ - ການຮຽນໂດຍການປະຕິບັດຕົວຈິງ Hard skill ທັກສະທາງວິຊາການ Harmonization ຄວາມກົມກຽວກັນ Hypothesis ສົມມຸດຖານ I Incidental Learning ການຮຽນແບບບັງເອີນ Independent variable - ຕົວປໍ່ຽນອິດສະຫ ະ/ເອກະລາດ - ຕົວປໍ່ຽນຕົູ້ນ Indicator ຕົວຊີູ້ວັດ Inferring ການຄາດຄະເນຕາມຂໍູ້ມູນ Initiative ການລິເລີໍ່ມ Inquiry-Based Learning: - Confirmation inquiry - Structured inquiry - Guided inquiry - Open inquiry ການຮຽນແບບສອບຖາມ: - ການສອບຖາມແບບຢືນຢັນ - ການສອບຖາມແບບມີໂຄງສູ້າງ - ການສອບຖາມແບບແນະນໍາ - ການສອບຖາມແບບເປີດ In-service (in-service teacher training) ປະຈໍາການ (ການຝຶກອົບຮົມຄູປະຈໍາການ) Insight ຄວາມເຂົູ້າໃຈຢໍ່າງເລິກເຊິໍ່ງ Instruction - ການແນະນໍາ - ການສອນ Instructional materials ສືໍ່ການຮຽນການສອນ Instructional scenario ສະຖານະການການສອນ Integration ການສອດແຊກ Interaction ການປະຕິສໍາພັນ Interactive (interactive teaching) ມີປະຕິສໍາພັນ (ການສອນແບບມີປະຕິສໍາພັນ) Interactive social ປະຕິສໍາພັນທາງສັງຄົມ Internalize (the students will internalize these skills with them) ຈົດຈໍາ (ນັກຮຽນຈະຈົດຈໍາທັກສະເຫ ົໍ່ານັູ້ນໄວູ້ໃນໃຈ) Interpretation ການແປຄວາມໝາຍ Intuitive thinking ການຄິດຕາມສັນຊາດຍານ Invention ການປະດິດ Inventories ລາຍການ (ສິໍ່ງຂອງ) Investigation ການສືບສວນ/ສອບຖາມ

TEACHING STRATEGIES CBLM x Involve ມີສໍ່ວນຮໍ່ວມ Intervention - ການປັບປຸງ - ການແຊກຊູ້ອນເຂົູ້າ J Jigsaw ຈິກຊໍ/ ການຕໍໍ່ເປັນຮູບ Judgement ການຕັດສິນ K Key learning target ເປົູ້າໝາຍຫ ັກຂອງການຮຽນ Knowledge ຄວາມຮູູ້ L LAOPDR LAOPDR= Lecturette, Activity, Outputs, Presentation, Discussion, Reflection LAOPDR ບັນລະຍາຍສັູ້ນໆ, ກິດຈະກໍາ, ຜົນຮັບ, ການນໍາສະເໜີ, ການສົນທະນາ, ການມີຄໍາຄິດເຫັນສະທູ້ອນຄືນ/ສະທູ້ອນ ແລກປໍ່ຽນ Learner centered ຜູູ້ຮຽນເປັນໃຈກາງ Learning ການຮຽນ Learning by doing ການຮຽນໂດຍການປະຕິບັດ Learning domains: - Cognitive (knowledge) - Psychomotor (skills) - Affective (emotional) ຂົງເຂດການຮຽນ: - ດູ້ານປັນຍາ (ຄວາມຮູູ້) -ດູ້ານການປະຕິບັດ (ທັກສະ) -ດູ້ານອາລົມຈິດ (ຄວາມຮູູ້ສຶກ) Lesson Plan (lesson planning) ບົດສອນ (ການແຕໍ່ງບົດສອນ) Lifelong learner ຜູູ້ຮຽນຕະຫ ອດຊີວິດ M Management (school management) ການບໍລິຫານ (ການບໍລິຫານໂຮງຮຽນ) Material ອຸປະກອນ Method (Teaching method) ວິທີ (ວິທີສອນ) Mind map ແຜນວາດຊໍ່ວຍຈືໍ່ Model (discovery teaching learning model) ຮູບແບບ (ຮູບແບບການຮຽນການສອນແບບຄົູ້ນພົບ) Model of learning ຮູບແບບການຮຽນ Motion ການເຄືໍ່ອນທີໍ່ Motivate ກະຕຸູ້ນ Movement - ການເໜັງຕີງ - ການເຄືໍ່ອນໄຫວ

TEACHING STRATEGIES CBLM xi N Narratives ເລືໍ່ອງເລົໍ່າ Non-formal Education ການສຶກສານອກລະບົບ O Objective (learning objective) ຈຸດປະສົງ (ຈຸດປະສົງການຮຽນ) Open-ended questions ຄໍາຖາມປາຍເປີດ Outcome (learning outcomes) ຜົນສໍາເລັດ (ຜົນສໍາເລັດດູ້ານການຮຽນ) Outcome-based education ການສຶກສາທີໍ່ເນັູ້ນຜົນສໍາເລັດ Out of the box ອອກຈາກຂອບ Outputs ຜົນຮັບ P Painting ການລະບາຍສີ Pair (paired discussion; paired interaction) ຄູໍ່ (ການສົນທະນາເປັນຄູໍ່; ການປະຕິສໍາພັນເປັນຄູໍ່) PCK (pedagogical content knowledge) ຄວາມຮູູ້ກໍ່ຽວກັບເນືູ້ອໃນວິທີການສອນ ຊຶໍ່ງແມໍ່ນປະເພດ ຄວາມຮູູ້ທີໍ່ຄູສອນພິເສດ ແລະ ອີງໃສໍ່ວິທີການທີໍ່ເຊືໍ່ອມໂຍງ ຄວາມຮູູ້ດູ້ານການສອນຂອງເຂົາເຈົູ້າ (ສິໍ່ງທີໍ່ເຂົາເຈົູ້າຮູູ້ກໍ່ຽວ ກັບວິທີການສອນ) ກັບຄວາມຮູູ້ດູ້ານວິຊາການຂອງເຂົາເຈົູ້າ (ສິໍ່ງທີໍ່ເຂົາເຈົູ້າຮູູ້ກໍ່ຽວກັບເນືູ້ອໃນທີໍ່ເຂົາເຈົູ້າສອນ). Pedagogy ແມໍ່ນວິທີການສອນ, ບໍໍ່ວໍ່າຈະເປັນວິຊາດູ້ານວິຊາການ ຫ ື ເປັນແນວຄວາມຄິດທິດສະດີ. PCK (pedagogical content knowledge) ຄວາມຮູູ້ກໍ່ຽວກັບເນືູ້ອໃນ pedagogical ແມໍ່ນປະເພດຂອງ ຄວາມຮູູ້ທີໍ່ຄູສອນພິເສດ, ແລະອີງໃສໍ່ວິທີການທີໍ່ຄູອາຈານ ກໍ່ຽວຂູ້ອງກັບຄວາມຮູູ້ pedagogical ຂອງເຂົາເຈົູ້າ (ສິໍ່ງທີໍ່ ເຂົາເຈົູ້າຮູູ້ກໍ່ຽວກັບການສອນ) ກັບຄວາມຮູູ້ວິຊາຂອງ ເຂົາເຈົູ້າ (ສິໍ່ງທີໍ່ເຂົາເຈົູ້າຮູູ້ກໍ່ຽວກັບສິໍ່ງທີໍ່ເຂົາເຈົູ້າສອນ). Pedagogy Pedagogy ແມໍ່ນວິທີການສອນ, ບໍໍ່ວໍ່າຈະເປັນວິຊາດູ້ານ ວິຊາການຫ ືແນວຄວາມຄິດທິດສະດີ. Peer (Peer-to-peer learning) ເພືໍ່ອນ (ການຮຽນແບບເພືໍ່ອນຊໍ່ວຍເພືໍ່ອນ) Perform ປະຕິບັດ Performance (student’s performance; teacher’s performance) ການປະຕິບັດ (ການປະຕິບັດຂອງນັກຮຽນ; ການປະຕິບັດ ຂອງຄູ) Phenomena ປາກົດການ Physical response ການໂຕູ້ຕອບທາງກາຍະພາບ Plenary session ການປະຊຸມຄົບຄະນະ

TEACHING STRATEGIES CBLM xii Portfolio ແຟູ້ມສະສົມຜົນງານ Predisposition towards ສູ້າງແຮງຈູງໃຈ Pre-service (teacher’s pre-service training) ກໍ່ອນປະຈໍາການ (ການສູ້າງຄູ) Principle ຫ ັກການ Probe ກວດກາເບິໍ່ງ Problem-based learning ການຮຽນແບບອີງໃສໍ່ບັນຫາ Problem solving ການແກູ້ບັນຫາ Problem solving skill ທັກສະການແກູ້ບັນຫາ Procedures ຂັູ້ນຕອນ Professional career ສາຍອາຊີບ Professional development ການພັດທະນາອາຊີບ Professional lives ຊີວິດການທໍາງານ Project Based Learning ການຮຽນແບບໂຄງການ Promote ສົໍ່ງເສີມ Prove ພິສູດ Puzzle ການຕໍໍ່ເປັນຮູບ Q Qualification ຄຸນວຸດທິ Q&A (Questions & Answers): - open question - closed question ຖາມ - ຕອບ: - ຄໍາຖາມປາຍເປີດ - ຄໍາຖາມປາຍປິດ Question-based approach ວິທີອີງໃສໍ່ຄໍາຖາມ R Real-life context ບໍລິບົດໃນຊີວິດຈິງ Real-life scenario ສະຖານະການໃນຊີວິດຈິງ Real-life situation ສະພາບການໃນຊີວິດຈິງ Real world ໂລກແຫໍ່ງຄວາມເປັນຈິງ Rearrange ລຽງຄືນໃໝໍ່ Reflection ການສະທູ້ອນແລກປໍ່ຽນຄໍາເຫັນ Relevance ຄວາມສອດຄໍ່ອງ Resources - ຊັບພະຍາກອນ (ວັດສະດຸ/ອຸປະກອນ/ຄົນ) - ແຫ ໍ່ງຂໍູ້ມູນ Role-play teaching ການສອນແບບບົດບາດສົມມຸດ Rule ກົດລະບຽບ

TEACHING STRATEGIES CBLM xiii Rubric ຣູບຣິກ/ ເຄືໍ່ອງມືການໃຫູ້ຄະແນນມາດຕະຖານ ຫ ືມາດຕະ ຖານສໍາລັບການໃຫູ້ຄະແນນ ຊິູ້ນສໍ່ວນວຽກງານໃດໜຶໍ່ງ. S Scaffolding ການແນະນໍາຂັູ້ນຕອນຕໍ່າງໆ Scenario ສະຖານະການ Self-direction ການກໍານົດທິດທາງດູ້ວຍຕົນເອງ Self-driven lifelong learner ຂັບເຄືໍ່ອນການຮຽນດູ້ວຍຕົນເອງຕະຫ ອດຊີວິດ Sense (the five senses) ຄວາມຮູູ້ສຶກ (ອິນຊີທັງ 5) Sequence (sequence of learning) ລໍາດັບ/ ຄວາມຕໍໍ່ເນືໍ່ອງ (ລໍາດັບ/ ຄວາມຕໍໍ່ເນືໍ່ອງຂອງການ ຮຽນ) Share your thought ຮໍ່ວມແລກປໍ່ຽນຄວາມຄິດເຫັນ Simulation (Simulation Teaching) ການຈໍາລອງ (ການສອນແບບຈໍາລອງ) Situation ສະພາບການ Social skill ທັກສະທາງສັງຄົມ Soft skill ທັກສະທາງສະຕິປັນຍາ Static (static sequencing of lessons and activities) ຄົງທີໍ່ (ການຈັດລໍາດັບບົດຮຽນ ແລະ ກິດຈະກໍາແບບຄົງທີໍ່) Step ບາດກູ້າວ Storytelling - ການເລົໍ່າເລືໍ່ອງ - ການເລົໍ່ານິທານ Strategy (teaching strategy; learning strategy) ວິທີການສອນ (ວິທີການສອນ; ວິທີການຮຽນ) Strength - ຈຸດດີ - ຈຸດແຂງ Studies ການສຶກສາ/ ການສຶກສາວິໄຈ Style (teaching style; learning style) ຮູບແບບ (ຮູບແບບການສອນ; ຮູບແບບການຮຽນ) Summative assessment ການປະເມີນທູ້າຍການຮຽນ Survey ການສໍາຫ ວດ Syllogisms ການອູ້າງເຫດຜົນ Synthesis ການສັງເຄາະ/ ສັງລວມ T Tailor learning ດັດປັບການຮຽນ Target ເປົູ້າໝາຍ Task (Learning task) ໜູ້າວຽກ (ໜູ້າວຽກການຮຽນ) Teaching ການສອນ

TEACHING STRATEGIES CBLM xiv Thinking (- Lower order thinking; - Higher order thinking) ການຄິດ (- ການຄິດຂັູ້ນຕໍໍ່າ - ການຄິດຂັູ້ນສູງ) Think-Pair-Share ຄິດເອງ-ເປັນຄູໍ່-ແລກປໍ່ຽນ U V Velocity ຄວາມໄວ Variable ຕົວປໍ່ຽນ Variant ການປໍ່ຽນແປງ Vision ວິໄສທັດ Visualizing - ການເບິໍ່ງກວູ້າງເຫັນໄກ - ການມີວິໄສທັດ W “Warms Up” the Brain for Learning “ອົບອຸໍ່ນ” ສະໝອງເພືໍ່ອການຮຽນ Webinar (Website Seminar) ເວັບບີນາ (ການສໍາມະນາທາງອອນລາຍ) World of work ໂລກແຫໍ່ງການທໍາງານ X Y Z

TEACHING STRATEGIES CBLM xv I. Background elcome to 21s t century teaching and learning. This Competency Based Learning Material (CBLM) is designed for self-learning of instructors at Teacher Training Institutes (TTIs), Pedagogical Advisers at province and district levels, as well as Teachers and Principals at the secondary education schools across Laos. This training material contains theories, activities and tests for you to study. Once you decide to start your learning journey, please complete it by yourself, with a partner or with a group of peers; based on a self-study mode. School-based CPD (Continuous Professional Development). While the material can be used by an individual learner for self-learning, it is recommended that it be used for group study with a designated Instructor/Trainer/Coach to enhance learning and to allow opportunities for experiential learning. This material serves as reference for school based CPD activities with guidance from school principals and pedagogical advisers and is hoped to aid teachers in the construction of new knowledge about instruction as well as in revising traditional beliefs and assumptions about education, community, teaching, and learning to suit the present needs of learners. Teachers and principals in a school whose goal is to enhance their teaching practice to improve students’ learning by continuously sharing their practices and learning with each other can use this as a starter material for collaborative W

TEACHING STRATEGIES CBLM xvi learning. When individual professional growth of teachers is achieved, school based continuous professional development activities then contribute to the overall school improvement. One of the mechanisms to support professional development of teachers is through the “Learning Action Cell” (LAC) which is a school-based continuous professional development (CPD) strategy that the Ministry of Education and Sports can adapt to improve overall quality of education in Laos. Diagram shows the Assessment Framework for Quality Basic Education in Laos where Competencies across the system must be aligned to ultimately empower Teachers for Success To support the school cluster approach in quality improvement, t he designated District Pedagogical Advisors (DSPAs) in close contact with the instructors/master trainers at the Teacher Training Institutes (TTIs) in the province will assist school principals and especially subject teachers at the secondary school levels to improve instructional quality through coaching and mentoring. The main concept is to converge on the Lao Learner to be successful in lifelong learning.

TEACHING STRATEGIES CBLM xvii Figure shows the Conceptual Framework for Convergence on the Lao Learner by Teachers, Principals, Pedagogical Advisers, Teacher Trainers who have special roles in enabling the Lao Learner at the very center of the educational system in Laos. This manual aims to support the shift from the teacher-centered approach to the learner-centered approach to ensure that learning in classrooms support development of 21st century skills of students. Target competencies for Lao Learners include critical thinking, creativity, collaboration, cross-cultural understanding, communication, computing and career and learning self-reliance. These skills are important in improving chances of secondary education students to successfully continue learning, pursue higher or TVET education as well as increase their employability even if they no longer will pursue further education. The Seven Cs— 21st Century Lifelong Learning Skills Seven Cs Component Skills Critical Thinking (and doing) Problem-solving, Research, Analysis, Project Management, etc. Creativity New knowledge Creation, “best fit” design solutions, artful storytelling, etc. Collaboration Cooperation, Compromise, Consensus, community-building, etc. Cross-cultural Understanding Across Diverse Ethnic, Knowledge and Organizational Cultures Communication Crafting messages and using Media effectively Computing Effective use of electronic information and Knowledge Tools

TEACHING STRATEGIES CBLM xviii Career & Learning Self-reliance Managing Change, Lifelong Learning, and Career Redefinition This Manual provides both content and process knowledge for teachers to acquire the various teaching strategies they can use in classrooms to more successfully enhance both academic and soft skills development o f their students. You are required to go through a series of learning activities to validate your own learning. Apart from self-study for each module, the user/reader is encouraged to join communities of practice (COP) like www.facebook.com/groups/TE.LAO (teacher education group on facebook.com) as well as explore other means of self-learning.

TEACHING STRATEGIES CBLM xix II. Description of the Learning Materials A teacher’s guide is a document that aids the teacher in the delivery of the lesson. In the Lao context and under the support of the Education for Employment Sector Development Project (EESDP), teacher’s guides must help address improvement of quality and relevance of secondary education. While the development of new textbooks will not be supported under EESDP, new teacher guides are developed to aid teachers in the use of various teaching strategies that will help them make the final shifts to the learner-centered approach. Content will be guided by the existing textbooks, while the delivery of instructions will be thru the new teacher guides. Shifting to the learner-centered approach from the teacher-centered approach is to be achieved through the development of a clear, comprehensive, and practical teacher guide based on the constructivist learning theories. The teacher guide will target learning competencies or outcomes for secondary education students. The use of the learner-centered approach is expected to enhance teaching and learning in classrooms; thus, this training manual supports the teacher guides present specific techniques curated1 to enrich delivery of lessons. The mind map below categorizes the various teaching strategies based on tested learning theories, from cognitivism and behaviorism to constructivism. In cognitivism, it is believed that learning can happen through the teacher and that students must receive learning like a sponge, and be able to impart what has been learned from the teacher as is. This learning can be likened to computer applications, wherein we put in whatever information needed. The principle is “garbage in = garbage out” (if we put in false or invalid data, no matter what we do, the program will produce invalid data). To apply the 1 Curation is a field of endeavor involved with assembling, managing and presenting some type of collection. In Education this means applying expertise in gathering and assembling, sequencing learning materials and references for better appreciation or effective learning of the reader/learner. It takes into account an analysis of the learner’s context in terms of limited prior knowledge, training experience or access to technology and other variables. For EESDP, the teacher at the far, rural schools are considered carefully as the most basic user of this manual.

TEACHING STRATEGIES CBLM x analogy, consider pre-service training as programming inputs to teachers. If incomplete or even true but outdated data (content or pedagogical practices) is inputted into the programming of future teachers, then expect incomplete or outdated teacher skills of graduates, that will keep on requiring expensive in-service training to correct. If not corrected, expect these obsolete knowledge and practices to be passed on to the new learners. In behaviorism, learning theorists believe that we have to subject learners to “conditioning” in order to learn better. Rewards (like praises or good grades) are used to reinforce desired behavior like learning (or paying attention in class, scoring high, doing home-works on time, reciting actively, etc.) Punishment (like disapproving looks and words, removing privileges or worse, humiliation by being ignored) can also induce classroom behavior or stop what teachers think as “bad learning behaviors”. If we give them a reward, they supposedly learn more, and we punish them, the expectation is, they won’t repeat their mistakes. These traditional theories have evolved overtime as their limits and applications were studied, giving rise to constructivism. Constructivism believes that learning only happens when the learner is able to “construct” or arrive at his/her own meaning either through self-discovery or guided by processes. It emphasizes “ownership” of the learner. The motivation must come from within and action does not come from external rewards or punishments but from the learner’s own curiosity and interest. To successfully construct his/her own knowledge, critical thinking must be enabled to allow processing and internal “meaning-making” by the learner. This naturally changes the role and tasks of the teacher from being the knowledge-source (wise man on the stage giving a show) to becoming a guide on the side, a learning/ meaning-making facilitator and by providing learning opportunities or events and instructional materials, to make that learning happen inside the learner’s mind. CAREFULLY CURATED FOR THE LAO TEACHER. To supplement instructions in the teacher guide in terms of pedagogies, this selfinstructional Competency Based Learning Material is a result of careful curation to make the shift as smooth and “painless” as possible. Selected teaching strategies are organized into 15 modules. Basic contents include the (i) What, (ii) How (steps); (iii) Why; of every strategy. For some, tools and methods are included where available. Learning Modules were classified as follows to facilitate easier learning. Note that others may have different ideas on classification, and such are acceptable, but these module groupings were made to enhance connection among the strategies and to facilitate understanding, thus adoption in classrooms: Module 1.0 - Experiential Learning Module 1.1 - Experiment-Based Teaching Module 1.2 - Discovery Learning Module 1.3 - Simulation Teaching Module 1.4 - Role Play Module 1.5 - Gamification Module 1.6 - LAOPDR Module 2.0- Inquiry-Based Learning Module 2.1- Problem Solving Module 2.2- Project-Based Learning Module 3.0 - Interactive Teaching Module 3.1 - Brainstorming Module 3.2 - Buzz Session Module 3.3 - Think Pair Share Module 3.4 - Question and Answer

xiv Note that while new teacher guide aims to enhance/upgrade both content and pedagogical delivery of instructions (even while using the old textbooks) by tooling the teachers on the use of multiple teaching strategies --This Competency Based Learning Material was designed to further deepen the understanding of Lao teachers in these specific teaching strategies and guide them how to apply these changes more effectively in their classrooms. Teaching strategies discussed here provide richer engagement and allows development of critical thinking skills for learners, providing them learning opportunities to learn purposefully, in-depth and in a more meaningful way, thus increasing retention and real-life applications. Instructional Processes described are related and at times converge at certain points, but each has its own uniqueness, value and purpose. Equipping Lao Teachers with these strategies will provide them various options to “right-fit” techniques to the target learning outcome and the lao learner context. This will advance teaching practices in schools nationwide to empower 21st century Lao learners who will soon be part of the world of work. Illustration shows the importance of “connecting-the-dots”, to see patterns and convergence points. To ensure learners hone their problem-solving skills, curiosity, creativity, imagination and innovation among students is fostered. While knowing what to learn is important, knowing how to learn has more value, in terms of usefulness in an ever-evolving world where future challenges are fast changing and things becoming obsolete fast is a day-to-day occurrence. While this was designed for teacher-participants in the in-service training, it also addresses learning needs of those who are not able to attend the training as a free and open reference or course material. The same material may also be used for pre-service training, blended learning, or on-the-job training of teachers. It consists of: • Information Sheets designed to allow you to check if you have gained knowledge on subjects that you need to know about. Each Information sheet has a learning objective. With each Information Sheet is a Self-Check that will help you test yourself if you have attained the learning objectives. You must take the pre-test at start of every module to measure what your current knowledge; then you must take same test at end of every module, to measure additional knowledge gained.

TEACHING STRATEGIES CBLM xv • Task Sheets and Job Sheets which are activity sheets that will help you practice the skills previously discussed in the Information Sheets or demonstrated by your trainer. A Performance Criteria Checklist is provided with the Task Sheets and Job Sheets to allow self-evaluation or peer evaluation. Performance Criteria/Task may be used by your Instructor/Trainer to evaluate your performance. Follow these activities on your own. If you have questions, do not hesitate to ask your Instructor/Trainer for assistance. The goal of this course is the development of practical skills. To gain these skills, you must learn basic concepts and terminology. For the most part, you'll get this information from the Information Sheets. When you feel confident that you have had sufficient practice, ask your Trainer/Instructor to evaluate you. The results of your assessment will be recorded in your Progress Chart and Accomplishment Portfolio. VERIFIED LEARNING. You must pass the Competency Evaluation for a specific competency before moving on to another competency. A Certificate of LCA Achievement will be awarded to you by the teacher training institute in your province or if not present in your province, by the PESS through the endorsement of your Instructor/Trainer or DSPA after passing the evaluation. While the materials are designed to support Competency-Based Learning, the initial delivery mode will be via a training workshop which will be supported by CompetencyBased Training at the college level. Follow-through training via CBT will be supported by 2 LCA Instructor/Trainers to be selected for each subject from each TTIs and 120 more will be selected as district secondary pedagogical advisors to complete the quality improvement structure using the school cluster approach. Same with your own learners. These techniques provide you with the appropriate activity/experiential plan that can be backed up by assessment evidence.

TEACHING STRATEGIES CBLM xvi III. Objectives With these Competency-Based Learning Material (CBLM) on the Learner-Centered Approach, you should be able to: • Deeply understand the Principles of the Learner-Centered Approach (LCA) • Distinguish characteristics of LCA versus the traditional approach • Know How to Prepare Lesson Plans • Know How to Apply the Learner-Centered Approach to Enhance Instructions • Know How to use the various LCA teaching strategies to improve learning outcome. • Know how to use the new Teacher’s Guides • Strengthen pedagogical knowledge of all teachers at TTIs and at all levels of education • Learn how to coach and mentor on the use of the learner-centered approach • Strengthen instructional leadership capacity of school principals IV. LCA Training: Program of Activities Per the diagram below (tree of techniques), the Learner-Centered Approach (LCA) will be learned via in-service training, pre-service, coaching and mentoring, or as self-instructional material; thus, it can be used for self-learning by the teachers and the DSPAs, for their coaching and mentoring work. This self-instructional material is composed of various learning modules on teaching strategies. The Lao Teacher’s TREE OF TECHNIQUES is ready for picking

TEACHING STRATEGIES CBLM xvii V. Tested by Lao Teachers The following modules were tested in a webinar2 series organized by the DTE, RIES, IFEAD and DGE from June 2 to July 21, 2021 with no less than 439 testers attending the online presentations and taking the online tests after. Participants come from various subject specializations from pre-school to university level. Majority or 78% of them expressed this was even their first webinar (online seminar) experience and claimed they learned a lot from the material and found applications to their own teaching subjects. Further, these materials were again piloted in the InService Training for secondary teachers and principals and have gone through a second round of improvements. Links to the online presentation materials are thus included per module. Those who wish to get digital certificates can also click the links for online test and input their valid, working emails into the registration forms. The recorded webinars are also available here in EESDP’s YouTube channel: https://www.youtube.com/channel/UCQoTboSB3LJRv5xVAaNnXQA 2 world-wide-web (www) Seminar, thus, “web-inar”

TEACHING STRATEGIES CBLM xviii 15 teaching strategies for better learning

TEACHING STRATEGIES CBLM 1 1.0 MODULE EXPERIENTIAL LEARNING ICON SUPPORT VIDEO https://www.facebook.com/112437847284333/videos/1356848898031502 https://www.youtube.com/watch?app=desktop&v=U-gHXehCEmA Webinar recording https://www.youtube.com/watch?v=zHIlesPyNGE Online presentation https://www.slideshare.net/jugawayne/module-1experientiallearningjune22021laoversionfinal3 https://www.slideshare.net/jugawayne/module-1-experiential-learning-june-1-finaleesdp-english Online Test https://docs.google.com/forms/d/e/1FAIpQLSetkRRflfqm9_EUFWKPzYKqL94jIkCTadSzMsxiqwc-2BRWA/viewform?usp=sf_link Module 1

TEACHING STRATEGIES CBLM 2 Module 1.0 EXPERIENTIAL LEARNING Part 1. Assessment Instructions Information Sheet: This module is designed for teachers to know about Experiential Learning as a teaching method. It discusses how to implement the method and incorporate it in learning sessions. Task and Job Sheets: Please write “T” if the sentence is TRUE and “F” if the sentence is FALSE. This can be used as a pre- and post- test: _____1. Through experience we can learn from our successes and failures. It’s what happens next that creates real behavior change! _____2. Experience-based learning is so effective because it helps establish lasting behavior change because rather than simply understanding a new subject or gaining a skill, we develop new habits and behaviors. _____3. Another important factor in the reflective observation stage of experiential learning is observing and learning from the experiences of others. _____4. Through simulated experiences, reflective questions and social learning, everyone will be eager to try out their new skills. _____5. Simulated learning provides an awesome platform for recreating real-world tasks, all within the safety of classroom reality. _____6. Gamified learning is not good and is a waste of time. _____7. Experiential learning has nothing to do with real life applications it only focuses on the simulating experiences within limited resources in class rooms. (ii) Multiple choice questions, Choose the best answer: 8. Which of the following is not an example of experiential teaching: a) Taking students on field trips to make them understand the curriculum topic b) Asking students to conduct interesting experiments related to the topic c) Asking students to read and copy from the text books d) Using games to teach lessons 9. Which one of the following is NOT true about experiential learning: a) It ensures active participation of learners and makes learning exciting for them and thus fosters long lasting learning. b) It is only suitable for some subjects and cannot be used for all subjects. c) It allows learners to have hands on experience and learn its related concepts by reflecting on it. d) None of the above. 10. Experiential learning is incomplete without asking students to: a) Build a model to experience a certain topic or lesson. b) Give a presentation on what they learned. c) Create a roleplay to understand the topic better d) Reflect what they have learned and arrived at insights or lessons gained from the experience. (i) Please prepare a Lesson Plan using this teaching method. (ii) For Group Activity: CREATE A LESSON PLAN/ DEMO TEACHING/ SYNTHESIS/

TEACHING STRATEGIES CBLM 3 Performance Criteria: Based on the new teacher guide, the teacher is able to design and deliver a lesson plan using this method. Part 2. What: Experiential Learning Google images Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience. Experiential learning (ExL) is the process of learning through experience, and is more specifically defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. In experiential learning, the teacher should never forget to end the session with students being asked to reflect what they have learned and arrived at insights or lessons gained from the experience. Professor D.A. Kolb is the person most associated with experiential learning theory and said: “knowledge results from the combination of grasping experience and transforming it.” Kolb’s research shows mastering expertise is a continuous process of experience, reflection, conceptualization and experimentation. These elements make up the experiential learning cycle which shows the relationship between each phase. Confucius wrote: I hear and I forget. I see and I remember. I do and I understand.

TEACHING STRATEGIES CBLM 4 4-STEP PROCEDURE in using experiential learning is shown below, the heart of which is gaining experience. Various teaching strategies which may be classified under the umbrella of experiential-based learning are: (i) experiment-based teaching; (ii) discovery learning; (iii) simulation teaching; (iv) role play; (v) gamification or gamified learning; and, (v) LAOPDR. Google images

TEACHING STRATEGIES CBLM 5 Part 3. How: (Steps) STEP 1. EXPERIENCE. Concrete experience describes the hands-on personal experiences that we learn from. It’s where we try new things, get stuck in and step out of our comfort zone. These experiences could be anything in our personal or professional lives… trying a new recipe, performing a daily task at work or simply missing a typo (well spotted!). Through experience we can learn from our successes and failures. It’s what happens next that creates real behavior change! Thus, the first step is to simulate concrete experiences! Simulated learning provides a platform to recreate real-world tasks within the safety of classroom reality. These experiences can take many forms within the classrooms, such as learning games or gamified learning. The learning scenarios can be built around meaningful games or situations or role plays that reflect reality. These simulated learning provides an awesome platform for recreating real-world tasks, all within the safety of classroom reality. These experiences can take many forms within classroom training, such as learning games or game-based learning. The training scenarios can be built around meaningful game templates that reflect reality. Such experiences simulated in a classroom environment can recreate what happens in learners’ day jobs, giving them the chance to practice their skills. For example, a job applicant could come face-to-face with a job interviewer with the intent to seek for employment. STEP 2. REFLECTION. We need to reflect to successfully learn from our experiences. This is what the ‘reflective observation’ phase of the experiential learning cycle is all about. It is during this stage that we consider and ponder experiences. What went right and what could be improved? It is also a chance to observe how it could have been done differently and to learn from others. So, this is a stage of analysis, observing alternatives and drawing up pEg53ros and cons. Following a piece of learning or simulated experience you could include open ended quiz questions that invite learners to consider and evaluate their experience. In our example, the next step is to ask students to reflect what they have learned from the experience. For example: How did the interviewee feel when faced with various questions posted by the interviewer? What went well and what could be improved in the next interview? What could be the possible outcome? Do you think the interviewee will be hired based on the interview results? STEP 3. CONCEPTUALIZATION. Another important factor in the reflective observation stage of experiential learning is observing and learning from the experiences of others. So learners extract from observation, general concepts and connect it to their existing knowledge. Thus, from solid observation through the five senses, the knowledge is now transformed into abstract knowledge and prepares for application or transfer in the future.

TEACHING STRATEGIES CBLM 6 3 Google images 3 Kolb's experiential learning cycle is a four-stage process that describes a four-stage process of how we acquire and embed new knowledge. The theory embraces the idea that we change as a result of experience, reflection, conceptualization and experimentation. The learning cycle that David Kolb analyzed in his model published in 1984 basically involves four stages, namely: concrete learning, reflective observation, abstract conceptualization and active experimentation.

TEACHING STRATEGIES CBLM 7 How do people’s reactions to an experience differ from our own? Why did someone succeed in a certain task? What did they do that I can learn from? Social learning can help students learn from each other by providing opportunities for learners to share their experiences. Encourage learners to share videos of their experiences and examples of what works for them. You could set meaningful challenges among students to engage them get the conversations going! For example, “share a video of a brilliant job interview footage or if LCD is not available, a story of a great interview made”. The teacher may even share how she was able to get his or her job and what happened during the interview. STEP 4. APPLY/DO IT AGAIN/ACTIVE EXPERIMENTATION. Once we have identified and understood the defining characteristics of an experience (what), we can decide what we will do differently next time (so, what and now what), TESTS REFLECTIVE VLOGS /TIKTOKS REFLECTIVE POSTS/TEXTING BLOGS Meaning making SO, WHAT (asynchronous individual) learner-generated Hands-on activities games experiments THE ARTS Experiential engagement ACTIVITY (Synchronous group) Teacher-suggested Concept exploration VIDEO LECTURES PODCAST/VLOG LECTURES CONTENT RICH WEBSITES ONLINE CHATS/MTGS WHAT (asynchronous individual) Teacher-suggested Flipped classroom model demonstration and application NOW WHAT (Synchronous group) learner-generated CREATIVE, PERSONALIZED PROJECTS& PRESENTATIONS

TEACHING STRATEGIES CBLM 8 Through simulated experiences, reflective questions and social learning, everyone will be eager to try out their new skills. Because of conscious reflection on what they learned, expect learners to do better in their next experience. The active experimentation phase of the learning cycle is where we get to experiment with our ideas from the recent experience. Students are asked to review the process and re-do it, with the aim to have a better outcome. Various but similar diagrams showing the different steps to take to use experiential learning in classroom are presented in discussing each step of the 4-steps. Also below are sample diagrams showing 5-step procedures which the teacher can consider. The teacher may choose which diagram to follow strictly, in the end, any of the diagram will bring a lesson towards experiential learning:

TEACHING STRATEGIES CBLM 9 The following are various methods in using experiential learning. Aim of each method is to provide the learning experience or opportunity to feel, touch, do, hear, speak, etc. about what is being learned and to gain lessons from it to do it much better next time. Comparative Description. Experiment-based teaching and the experiential learning model both aims to provide the students with a learning-bydoing mode of delivery. Based on diagrams below, It can be said that experimentbased teaching requires formulation of hypotheses and develop testable predications to arrive at general theories, whereas experiential requires doing an activity before being told or shown how; and sharing results, reactions and observations. Similar to experiment -based teaching, it requires generalizations connecting the experience to real-world applications and the application of what was learned to similar difficult situations. Experiment-based teaching is more scientific, with more basis on results of experiments, needing a student to prove a hypothesis before making a generalization, whereas experiential learning relies on actual events, or experiences, which become the basis for generalizations, based on lessons learned for future applications. Benefits. Experiencebased learning is so effective because it helps establish lasting behavioral change. Rather than simply understanding a new subject or gaining a skill, we develop new habits and behaviors.

TEACHING STRATEGIES CBLM 10 Known benefits include: • Ability to immediately apply knowledge. Experiential learning is an opportunity for learners to apply what they've been taught to solve realworld challenges. ... • Access to real-time coaching and feedback. • Promotion of teamwork and communication skills. • Development of reflective practice habits. • Accomplishments are obvious. • Real-life applications for students include: • Develop personal skills • Understand situation and increase readiness to face the situation or problem in the future, • Identify own potentials • Develop competence in building sustainable working relationship. • Increase ability to assess the situation and communicate and negotiate properly. • Develop self- confidence with appropriate skills being learned based on situation. • Positive attributes of experiential learning are as follows: • It has the quality of personal development. • It is self-initiated. • It is persuasive. • It is largely activated by learner. • It has personal meaning as its essence. For lesson plan samples, please check your teacher’s guides. Note: To take the online test version in order to earn a certificate after reading through this module, please scan the QR code to open link with your mobile phone (make sure you have a valid email address) References: ▪ http://www.growthengineering.co.uk/what-is-experiential-learning/ ▪ https://www.google.la/search?q=EXPERIENTIAL+LEARNING+GRAPHICS&rlz=1C1CHZL_enPH688PH688&tbm=isch&source=iu&ic tx=1&fir=F0ssealfDX2eEM%253A%252CDoQzT34Xb38toM%252C_&usg=__kC9hugBb9X8E2AhuR8zllBm2EeY%3D&sa=X&ved=2 ahUKEwjwp8Ll6sjcAhUbUd4KHRt3A8AQ9QEwAXoECAYQBg#imgrc=yLLP6xEkp_ywgM: ▪ https://experientiallearninginstitute.org/resources/what-is-experiential-learning/

TEACHING STRATEGIES CBLM 13 MODULE EXPERIMENT BASED TEACHING ICON SUPPORT VIDEO https://www.facebook.com/112437847284333/videos/459507258448857 Webinar recording https://www.youtube.com/watch?v=tgrijNv1kAU Online presentation https://www.slideshare.net/jugawayne/module11experimentbasedteachinglaoversion https://www.slideshare.net/jugawayne/module11experimentbasedteachingenglishjune32021eesdpbvg 1.1

TEACHING STRATEGIES CBLM 14 Module 1.1 EXPERIMENT-BASED TEACHING Welcome to Module 1.1, where you will learn experiment-based teaching. Part 1. Assessment Instructions Information Sheet: This module is designed for teachers to know about Experiment-Based Teaching. It discusses how to implement the method. Task and Job Sheets: Please prepare a Lesson Plan using this technique. Module 1: EXPERIMENT-BASED TEACHING (Please write T if the sentence is TRUE and F if the sentence is FALSE. This can be used as a pre- and post- test): ______1. (Developing and teaching an effective laboratory requires as much skill, creativity, and hard work as proposing and executing a first-rate research project). ______2. (Good lab instructors are both great teachers AND great managers. They get their students to understand the importance of the day’s activities by first clearly explaining the significance of the activity). ______3. (Good Lab instructors are always seeking to make experiments and practical problems relevant. In fact, some of the best lab instructors turn their experiments into practical problem-solving exercises). ______4. (Good lab instructors spend time early in the semester preparing their students to work in groups. They assign them to work within specified roles, to use one another to reach solutions, to in effect “jigsaw” results by using different lab groups to provide different pieces of the solution “puzzle”). ______5. (Good instructors offer just enough help, forcing students to solve problems on their own. Finally, great lab instructors have eyes in the back of their head and are always alert for potential problems. They ALWAYS address safety issues before turning students loose on experiments). _______6 (Good lab instructors do not provide specific clear instruction). (i) For Individual/Group Task • DIVIDE PARTICIPANTS INTO 5 GROUPS AND ASK THEM TO CUSTOMIZE EXPERIMENT BASED TEACHING IN THE CLASSROOM. ✓ CREATE A LESSON PLAN ✓ DEMO TEACHING ✓ SYNTHESIS Performance Criteria: The teacher is able to design a lesson plan using this method.

TEACHING STRATEGIES CBLM 15 Part 2. What: Experiment-based Teaching Experiment-based teaching is one of the learner-centered teaching strategies which is more popular in Lao PDR. Experiment-based teaching is also called scientific method, where a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments. ... In this way, hypotheses serve as tools by which scientists gather data. Part 3. How: Steps

TEACHING STRATEGIES CBLM 16 There are 6 basic steps in conducting experiment-based teaching per the below. The number of steps may vary from one description to another (which mainly happens when data and analysis are separated into separate steps), however, this is a fairly standard list of the six scientific method steps that you are expected to know for any science class: Step 1. Make an observation. This is where you define the purpose of the experiment and ask a question based on gathered observation about the topic. Students are then asked to conduct background research where they write down sources or cite references. Nowadays, researches maybe conducted online. In remote schools where there is no internet access, researches may be gathered from the library (expected to have limited resources) or just based on the textbooks. Interviews may be conducted with other teachers who may be experts on a topic. The more you know about a subject, the easier for you to be able to conduct investigation. Step 2. Construct a hypothesis. Form a hypothesis, or testable explanation. A hypothesis is an educated guess about what you expect. It is a prediction you create prior to running an experiment. Usually, a hypothesis is written in terms of cause and effect. The common format is: If [cause], then [effect], because [rationale]. More often, a strong hypothesis consists of three distinct parts: a definition of the problem, a proposed solution, and a result. Alternatively, it may describe the relationship between two phenomena. One type of hypothesis is the null hypothesis or the no-difference hypothesis. This is an easy type of hypothesis to test because it assumes changing a variable will have no effect on the outcome. In reality, you probably expect a change but rejecting a hypothesis may be more useful than accepting one.

TEACHING STRATEGIES CBLM 17 Step 3. Create an experiment. Make a prediction based on the hypothesis. Design an experiment to test your hypothesis. An experiment has an independent and dependent variable. You change or control the independent variable and record the effect it has on the dependent variable. There are three types of variables: ✓ Controlled Variables: You can have as many controlled variables as you like. These are parts of the experiment that you try to keep constant throughout an experiment so that they won't interfere with your test. Writing down controlled variables is a good idea because it helps make your experiment reproducible, which is important in science! If you have trouble duplicating results from one experiment to another, there may be a controlled variable that you missed. ✓ Independent Variable: This is the variable you control. ✓ Dependent Variable: This is the variable you measure. It is called the dependent variable because it depends on the independent variable. ✓ It is important to change only one variable for an experiment rather than try to combine the effects of variables in an experiment. For example, if you want to test the effects of light intensity and fertilizer concentration on the growth rate of a plant, you're really looking at two separate experiments. Step 4. Conduct or perform the experiment based on Step 3 above. Test the hypothesis and collect data to be used as basis to accept or reject your prediction. Step 5. Analyze data. Record observations and analyze the meaning of the data. Often, you will prepare a table or

TEACHING STRATEGIES CBLM 18 graph of the data. Do not throw out data points you think are bad or that do not support your predictions. Some of the most incredible discoveries in science were made because the data looked wrong. Once you have the data, you may need to perform a mathematical analysis to support or reject your hypothesis. Step 6. Draw conclusion. Based on data findings, the students may accept or reject your hypothesis. There is no right or wrong outcome to an experiment, so either result is fine. Accepting a hypothesis does not necessarily mean it is correct. Sometimes repeating an experiment may give a different result. In other cases, a hypothesis may predict an outcome, yet you might draw an incorrect conclusion. Communicate your results. The results may be compiled into a lab report or formally submitted as a paper. Whether you accept or reject the hypothesis, you likely learned something about the subject and may wish to revise the original hypothesis or form a new one for a future experiment. In some case, students may be encouraged to do Step 7 in making a new hypotheses or predictions. Below are other steps which may be considered by the teacher in planning an experiment-based lesson: OBJECTIVES POINTS TO CONSIDER BY TEACHERS In terms of objective, experimentbased teaching aims for students to: • develop of manipulative, inquiry, investigative, organizational and communicative skills of students. • enhance their understanding of concepts, for example, hypothesis, theoretical model, taxonomic category, etc. • develop cognitive abilities, such as critical thinking skills, problem solving, ✓ Experiments can be used to introduce new ideas or to clarify puzzling aspects of topics with which students typically struggle. ✓ If the result of an experiment is surprising yet convincing, students are in position to build ownership of the new idea and use it to scaffold learning. ✓ In addition to checking that the conceptual focus of the experiment has been understood correctly, post-experiment assignments can push students to describe a follow-up experiment or to extend the concept to another application.

TEACHING STRATEGIES CBLM 19 application, analysis, synthesis and evaluation. • Understand the nature of science, how they work, multiplicity of scientific methods, interrelationships between science and technology and among discipline of science; • Develop attitudes such as curiosity, interest, risk-taking, objectivity, precision, confidence, perseverance, satisfaction, responsibility, consensus, collaboration and writing science. Answering Questions. No matter how long you teach or how thoroughly you prepare, there will always be questions that take you by surprise or you don't know the answer right then. Remain calm, honest, and try one of these approaches for responding: The student can be encouraged to find out the answer (especially when it is their responsibility). “Where do you think, you could go to find an answer to that question? “I will give you extra points to find out an answer to that. Have you looked in that book or tried this? “You can go and find the answer. “Let’s make that our homework, who want to volunteer to find out for the class?” Teachers make great laboratory instructors by: • Helping students understand importance of day’s activities by clearly explaining the significance of the activities. • Provide specific and clear instructions for students to follow. • Prompt students to recall prior knowledge; ensure students have required prerequisite knowledge • Make practical problems and experiments relevant; turn experiments into practical problem-solving exercises • Prepare students to work collaboratively, assign students to work within specified roles and encourage students to use each other’s strengths to reach solutions • Find balance between offering just enough help and encourage students to solve problems on their own. What not to do The teacher should not give answers to the students but offer just enough help for them to be able to solve problems on their own. The Teacher should not forget that-- -teaching the design of experiments and letting students develop their own questions and hypotheses takes time. These materials have been created to scaffold and structure the process to allow teachers to focus on improving the key ideas in experimental design. Allowing students to ask their own questions, write their own hypotheses, Benefits Experiment-based pedagogy is built on research on learning that shows that most students do not respond best to pure "chalk and talk," but rather to "active learning" environments. Here are some of the benefits of using this strategy: • Classroom experiments keep learners active in a number of ways depending on the nature of the particular experiment. • Students are active in generating data or behavioral observations • Students analyze data, examples or models

TEACHING STRATEGIES CBLM 20 and plan and carry out their own investigations is a valuable experience for them. This will lead to students having more ownership of their work. When students carry out the experimental method for their own questions, they reflect on how scientists have historically come to understand how the universe works. • Students answer leading questions posed by the instructor and compare their answers with those of other students • Students work together in groups to solve problems, devise strategies or understand class concepts • Students predict how changing the experiment will change the outcomes • Students compare experimental results to classroom theories and use them to confirm or critique the theories For more learning tips: For lesson plan samples, please check your teacher’s guides. References: https://www.youtube.com/watch?v=dVpSxQoRi_M https://www.thoughtco.com/steps-of-the-scientific-method-p2-606045 Note: To take the online test version in order to earn a certificate after reading through this module, please scan the following QR code to open link with your mobile phone (make sure you have a valid email address)

TEACHING STRATEGIES CBLM 21 1.2 MODULE DISCOVERY LEARNING ICON SUPPORT VIDEOs https://www.facebook.com/watch/?v=515954746089883 https://www.facebook.com/watch/?v=3757355717726010 https://www.youtube.com/watch?app=desktop&v=i6j1YxxbogM Webinar recording https://www.youtube.com/watch?v=iuz0eUzt1iM Online presentation https://www.slideshare.net/jugawayne/lao-versionjoelmodule12discoverylearninglaojune92021eesdpfinprep https://www.slideshare.net/jugawayne/module-12-discovery-learning-englishjune-92021eesdp-fin-249245707

TEACHING STRATEGIES CBLM 22 Module 1.2 DISCOVERY LEARNING Welcome to Module 1.2, where you will learn DISCOVERY LEARNING. Part 1. Assessment Instructions Information Sheet: This module is designed for teachers to learn how to use Discovery Learning as a teaching method. It discusses how to implement the method and incorporate it in learning sessions. Task and Job Sheets: (i) Write “T” if the sentence is TRUE and “F” if the sentence is FALSE) ______1. Discovery learning believes that it is best for learners to discover facts and relationships for themselves. ______2. Discovery learning is an inquirybased, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own experience and existing knowledge to discover facts and relationships and new truths to be learned. ______3. Discovery learning is not a learner centered technique ______4. Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired information and combining knowledge with their peers. ______5. Instructors should allow participants to work either alone or with others and learn at their own pace. This flexibility makes learning the exact opposite of a static sequencing of lessons and activities, relieves learners from unnecessary stress, and makes them feel they own learning. ຜູູ້ _______6. Instructors should teach learners how to combine prior knowledge with new and encourage them to connect to the real world. _______7. Discovery learning is processoriented and not content-oriented and assumes that learning is not a mere set of facts. _______8. Learning doesn’t only occur when we find the right answers. It also occurs through failure. _______9. The discovery learning educational sessions should be welldesigned, highly experiential, and interactive. The techniques utilized in Discovery Learning can vary, but the goal is always the same, and that is the learners to reach the result on their own _______10. Instructors do not need to be well prepared and should not anticipate the questions they may receive in Discovery Learning. (ii) Please prepare a Lesson Plan using this teaching method. (iii) For Group Activity: • Customize use in secondary education classroom environment. ✓ Create A Lesson Plan ✓ Demo Teaching ✓ Synthesis Performance Criteria: The teacher is able to design a LESSON PLAN using this method.

TEACHING STRATEGIES CBLM 20 Part 2. WHAT: Discovery Learning Discovery Learning Method is based on a constructivist theory and is a form of inquiry-based instruction first introduced by Jerome Bruner in 1961. Discovery learning aims for students to construct or create their own understanding and knowledge of the world themselves through experiencing things and reflecting on those experiences. This emphasis on experiencing and building on these experiences through careful reflection or analysis plus its referral to these structured experiences as “experiments” is why the expert team categorized it more under experiential learning. Indeed, to discover is to experience first. This popular theory encourages learners to build on past experiences and knowledge, use their intuition, imagination, and creativity, to find new information, to discover facts, correlations and new truths. It uses inductive reasoning, thus use examples to formulate general principles. It is also sometimes called problem-based learning, inquiry learning, experiential learning, and constructivist learning. Teacher’s role is critical in the success of learning outcomes using discovery learning. The teacher needs to provide a foundation for students to integrate additional information and build upon problem solving and critical thinking skills. While the role to give students a problem and some resources to solve it seems easy, the success relies on how much the teachers have invested in building a culture of thinking in the classroom. Critical thinking is a skill which can be honed over time and cannot just happen overnight. Critical thinking cannot be shared with students if the teacher himself or herself does not have it. Thus, a conscious building of such important skills must be introduced in classrooms, before a full pledged and successful discovery learning experience can be launched. For the teachers, it is important for them to be conscious of the fact that building a culture of thinking should start from him or her. Teachers cannot give to students what they do not have.

TEACHING STRATEGIES CBLM 21 Students must focus on their higher order thinking skills, thus must be curious, creative, imaginative and innovative. They must be hands-on lifelong learners, focusing on process and thinking of solutions to problems. They need to be active learners able to apply ideas to real-life, creating deeper meaning to what they are learning. Failure is viewed as a challenge to search for solutions, so students are developed to be solution thinkers. Part 3. How: Steps The following are steps that the teacher can follow in guiding and facilitating discovery learning session: Step 1. Orientation – The teacher stimulates students in learning a topic by through a short lecture or any learning event to engage students in the lesson. Then the teacher will orient students in what they have to do and provide them supporting materials to scaffold their learning needs; guiding them in the process of formulating a problem statement using various interactive techniques. Then, the teacher will ask students to gather information and other ORIENTATION GENERATING HYPOTHESIS TESTING HYPOTHESIS CONCLUSION Discovery learning steps Step 1: Teacher sets out objective for learning And ask questions based on observations, then divide students into practice groups to analyze different situations, perform experiments and discover with new facts and relationships Step 2: Hypothesis is the predicted answer to a problem or an event based on an individual's innate knowledge and experience. Teacher encourages students to generate their hypothesis… Step 3: Test assumptions and gather information that will serve as a basis for accepting or refusing estimates, if facts confirm our assumptions, the hypothesis is true/valid. Teacher encourages student to practice their creativity, analytical thinking, problem solving and logical reasoning skills to create procedures, experiments and thus test their hypotheses. Step 4 : Based on facts, experimental results and analysis, students confirm or reject their hypotheses. Students should be encouraged to use daily life examples to support their conclusions.

TEACHING STRATEGIES CBLM 22 data related to the problem statement. This stage is also called the observation stage. This is where students observe phenomena, gather data and synthesize (measure, classify) these data. Step 2. Generating Hypothesis – The next stage is the reflection stage, where causes and effects for example are connected to each other, allowing the students to generate a hypothesis. This involves data processing leading to a prediction of study results. Step 3. Testing Hypothesis - This stage is the verification stage, where students communicate, question, and answer questions, thus test the hypothesis. This is when students test or verify validity or nullity of their hypothesis. This is where they construct abstract knowledge of what they are trying to investigate. Step 4. Conclusion – An actual experiment is a tool towards drawing a conclusion. During the experiment, you put your hypothesis to test, and decide if it should be validated or nullified. If experiment leads to nullifying a hypothesis, students must be led to further investigate to find solution to the problem. During this stage, the teacher must encourage mistakes and productive struggle. Comparative Description. While there are many definitions in the literature, in their most basic forms both discovery and experiential learning is learning that takes place when students use their knowledge and skills acquired through traditional classroom experiences to discover, for themselves, effective actions, alternatives and solutions to situations and/or problems that occur in “real-life” contexts; that is, contexts that are unpredictable, where problems and situations are complex and lack clear definitions. These contexts are primarily outside of the classroom, but may occur within a classroom experience, as long as the student learning goals are achieved. The potential of discovery learning models to empower students’ critical thinking skills - Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/The-syntax-of-the-discovery-learning-syntax-with-critical-thinking-skills_tbl1_340029226 [accessed 9 Aug, 2021]

TEACHING STRATEGIES CBLM 23 IMPORTANT CONDITIONS WHEN USING DISCOVERY LEARNING The premise behind the use of Discovery Learning is that it prepares students to handle increasingly more difficult problems. Using Discovery Learning needs prior scaffolding by teachers on a particular topic to help learners in achieving learning objectives. First, learning designs should help learners gain knowledge about the learning topic, because new relationships can only be discovered when you know enough to know what to look for and what to connect with. Second, such methods should help learners develop skills and cognitive strategies for systematically exploring and experimenting the topic, using the rulesof-thumb that are useful. Such methods should provide support and guidance during the discovery process, and only decrease support and guidance as learners gain more expertise and can discover new insights and/or connections on their own. While discovery learning recommends less guidance and support from teachers, the teachers must make sure that students have gained a good deal of knowledge, skills and experience in a topic area. BENEFITS The theory of discovery learning assumes that children learn best through experimentation and discovery of facts and relationships on their own. Rather than being asked to memorize facts or learn by listening, children are asked to manipulate materials, experiment, make assumptions and discover by themselves. Discovery learning promotes autonomy and independence. As your students actively engage in the math, and progress through the curriculum, they are doing so at their own pace. The autonomy of discovery learning allows your students to progress only when ready. This keeps them further engaged, as well as encouraged. It has been proven time after time that discovery learning is an incredibly effective method of teaching students, and is perfect for allowing students to have a productive learning environment that promotes questioning things, discussing ideas, and getting involved. It helps students develop: (i) skills in retrieval of information; (ii) reasoning power; (iii) decision making skills; (iv) awareness of relationships and concepts; (v) active student participation; (vi) interest and engagement. It also fosters collaboration between learners. Learners who engage in guided discover are more likely to feel empowered, autonomous, and self-reliant. All of these behaviors are related to increased retention of information. Usual criticisms about discovery learning are: (I) too much information which could lead to cognitive overload; (ii) sometimes require a lot of resources not available in a traditional classroom; (iii) lack of teacher control; (iv) potential misconceptions that that teacher may fail to recognize.

TEACHING STRATEGIES CBLM 24 Note: To take the online test version to earn a certificate after reading through this module, please scan the following QR code to open link with your mobile phone (make sure you have a valid email address)