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TEACHING STRATEGIES CBLM 75 (vi) Link errors to misconceptions. Learners must make a habit of Reflection and self-evaluation, re-tracing the steps to be methodical and to catch miscalculations due to not fully understanding an element or variable. Use errors as evidence of misconceptions, not carelessness or random guessing. Try to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes. Another model that teachers can use (so teachers have many options) is the Woods’ problemsolving model, using steps described below (TEACHER HAS THE BEST IDEA ON WHICH MODEL APPLIES TO THE SUBJECT/UNIT/TOPIC LESSON): The Wales/Woods Model of Problem Solving DEFINE THE SITUATION •WHAT ARE THE FACTS? •WHAT IS THE PROBLEM? IDENTIFY THE GOAL •WHAT RESULTS DO I WANT? GENERATE IDEAS FOR REACHING THE GOAL. SELECT BEST IDEAS • WHAT IDEAS (PHYSICS) WILL HELP ME? MAKE A STEP-BY-STEP PLAN FOR IMPLEMENTING THE IDEAS •WHAT STEPS SHOULD I TAKE? TAKE ACTION (execute the plan) WHAT NEXT? REVIEW THE SOLUTION/PROCESS. SOLIDIFY KNOWLEDGE GAINS (DID I REACH MY GOALS? DID I IMPROVE THE PROCESS? WHAT DID I LEARN?

TEACHING STRATEGIES CBLM 76 STEPS Define the problem/Understand the problem • The system. Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this. • Known(s)/Given and concepts. List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it. • Unknown(s). Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find. • Units and symbols. One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times. • Constraints. All problems have some stated or implied constraints. Teach students to look for the words only, must, neglect, or assume to help identify the constraints. • Criteria for success. Help students to consider from the beginning what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum. Think about it • “Let it simmer”. Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage. • Identify specific pieces of knowledge. Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course. • Collect information. Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem. Plan a solution/Devise a Plan • Consider possible strategies. Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards. • Choose the best strategy. Help students to choose the best strategy by reminding them again what they are required to find or calculate.

TEACHING STRATEGIES CBLM 77 Carry out the plan/Take Action • Be patient. Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step. • Be persistent. If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying. Look back Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions: • Does the answer make sense? • Does it fit with the criteria established in step 1? • Did I answer the question(s)? • What did I learn by doing this? • Could I have done the problem another way? ENRICHMENT FOR TEACHERS: Possible DOs for running problem solving classes PROVIDE BACKGROUND: In some sessions, it may be appropriate to discuss the theory and methods involved in a topic, at a fairly general level, and then to use that discussion as the basis for approaching the issues raised by homework exercises. On a statistics course, homework revealed that students had considerable difficulty with one important idea, namely that of an estimator. One successful class session involved spending half the time studying the relevant definitions and properties, with lots of examples of things that were, and that were not, estimators. This clarified the issues involved, and it was then possible to go back to the homework questions and clarify how the basic ideas applied in all of them. READ AND CONTEXTUALIZE THE QUESTION(S): In most sessions it is fruitful to encourage students to read questions carefully and to absorb the information in the question. In many applied areas this can be motivated by the observation that, in the "real world", real problems require considerable effort and thought to decide what is important about them, and what mathematical approach(es) might be fruitful. IDENTIFY THOUGHT PROCESSES: In most sessions it is also fruitful to discuss the thought processes that students need to engage in while approaching how to solve a problem: at each stage, students need to be able to decide, "what should I do next"? In a statistics course, there are strategies for calculating probabilities using two results known as Bayes' Formula and the Total Probability Formula. It is often useful, at an appropriate stage, to (re-)display those results, in a different color from the "solution", to remind students just why the next calculation is the appropriate one to carry out.

TEACHING STRATEGIES CBLM 78 Similarly, in explaining the Gaussian Elimination method of manipulating matrices, it can be useful to put colored boxes around the key cells and blocks being used at various stages in the calculations. USE EXAMPLES: It is frequently useful to motivate ideas and techniques by reference to real-world examples. In a statistics course, students meet the concept of "outliers", that is to say values in a set of data that seem a long way away from the bulk of the known data. In real-world situations, such anomalies can be due to, for instance, instrument errors. The discovery of the famous hole in the ozone layer, over Antarctica, illustrates both the importance and the difficulty of dealing with this problem in "real-world" situations: it was discovered using meteorological balloons, but then the question arose why meteorological satellites observing the same area earlier had not identified it first. It turned out that the computer program used to analyze the satellite data had been so written as to reject, as "outlier" instrument errors, true readings which ought to have revealed the ozone hole but were ignored until it was discovered a different way. PREPARE AND STRUCTURE: Make sure that classes are well prepared, with a proper structure: some ideas about this can be found just above, and also in the section on 'Preparation and planning'. EXPLAIN, THEN SUMMARIZE: Be prepared to repeat things, often from slightly different angles, and to summarize the ideas you are trying to get across, e.g. as bullet points. OBSERVE YOUR AUDIENCE: Pay careful attention to whether students appear to be following what is being said: there are all sorts of clues that can help with this, involving body language and facial expressions as well as any explicit questions or interjections that they make. ENCOURAGE PARTICIPATION: Even when a class teacher is dominating the discussion (which will often be the case in problem-solving classes), s/he should make sure that students are encouraged to yell out if something is unclear, or wrong. INVOLVE STUDENTS: One other technique that helps to involve students, even when a class teacher is dominating the discussion, is from time to time to ask something like "Someone tell me what comes next". This approach can be varied by asking particular students something similar, but whatever detailed approach may be used, teachers need to be aware of the twin dangers of the "pushy" student, who likes to show off how much s/he knows, intimidating or discouraging others, and of the shy or nervous student, who needs to be encouraged to respond in such situations. USE FOLLOW-ON EXERCISES to check on understanding: Students can be told in advance that they will be given an exercise in class as a follow-on from, or as another example of, an exercise they have prepared. They could work on these in small groups with the groups reporting back. GIVE STUDENTS ENOUGH TIME: If you give students work to do in the class as a follow-on exercise from the ones they have prepared, give them enough time to complete it, or at least to get sufficiently far through it to benefit from the subsequent explanation.

TEACHING STRATEGIES CBLM 79 TEACHER: AVOID THESE RISKS Read aloud: Don't just read out, or ask students to read, pre-printed solutions supplied by the teacher in charge. Skip parts of explanations: Don't "skip" detailed points of reasoning on the grounds that they are "easy" or "obvious". Maintain a consistent level of depth of explanation and remember that points that are "obvious" to you may not be so to your students. Rush: Don't go too fast. Try to hide errors: Don't be afraid to acknowledge errors when they happen or to admit that there is something you do not know. If asked a question that you feel you cannot accurately/adequately address on the spot, then do not waffle or offer a vague explanation. Tell the students you will look into their question and let them know. Make a note of any unresolved questions or queries and make sure you get back to them with a response. BENEFITS Problem solving is very popular in Mathematics. It develops mathematical power. It gives students the tools to apply their mathematical knowledge to solve hypothetical and realworld problems. Problem solving is enjoyable. It allows students to work at their own pace and make decisions about the way they explore the problem. Problem-Solving Skills Build Confidence. They learn to look at challenges from a fresh perspective. Therefore, they take more calculated risks. If students practice problem solving consistently, they can develop greater situational and social awareness. Additionally, they learn to manage time and develop patience. Problem-solving abilities are connected to a number of other skills, including: • analytical skills • innovative and creative thinking • a lateral mindset • adaptability and flexibility • level-headedness • initiative • resilience (in order to reassess when your first idea does not work) Other key problem-solving skills include: • Active listening • Analysis • Research • Creativity • Communication • Dependability • Decision making • Team-building REFERENCES: • https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teachingtips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills • https://asq.org/quality-resources/problemsolving#:~:text=Problem%20solving%20is%20the%20act,The%20problem%2Dsolvin g%20process • https://www.economicsnetwork.ac.uk/handbook/gta/52

TEACHING STRATEGIES CBLM 80 2.2 MODULE PROJECT BASED LEARNING ICON Webinar recording https://www.youtube.com/watch?v=VawW-57yuoM also Please watch: https://www.youtube.com/watch?v=LMCZvGesRz8&t=145s Online presentation (PPT) https://www.slideshare.net/jugawayne/module-22-project-basedlearning-presentation-lao-versionfinal?fbclid=IwAR1WLtC0vmv_kItwwfPjZYyuqn0Z316obTmo3RopVRHQ067OBSloySCZpU https://www.slideshare.net/jugawayne/module-22-project-basedlearning-english-versionfinal-1-july21?fbclid=IwAR1c94rSdxCigZwMdyVezNdTr8wrS5AwhWfh5WL6esvoZdch-SjItYPlJk https://docs.google.com/forms/d/e/1FAIpQLSfTrlTdbPfW0JT0mcGVZXaXFKz1EuVBIl66IJyVgPEPTo3g/viewform?usp=sf_link

TEACHING STRATEGIES CBLM 81 Module 2.2 PROJECT-BASED LEARNING Welcome to Module 2.2 on Project-Based Learning. Part I. Assessment Instructions Information Sheet: This module is designed for teachers to know about Project-Based Teaching. It discusses how to implement the method. Task and Job Sheets: Please write T if the sentence is TRUE and F if the sentence is FALSE. _______1. PBL or project-based learning is a learning method in which students identify a real-world problem and develop its solution) _______2. PBL also teaches students to take control of their learning, the first step as a lifelong learner) _______3. Project-based learning has no magic plan you can use to guide you. It’s flexible and it’s a curriculum planning tool that’s often used to “embed” other learning methods like game-based learning, blended learning, play-based learning, and so on) _______4. Through PBL, students learn how to interact with adults and organizations) _______5. A real project engages their hearts and minds. It has real-world relevance and thus promotes lifelong learning. _______6. With PBL, students do not build initiative and good attitude towards work _______7. In project-based learning, students own the project independently, from planning to completion of the project, without the teacher being involved except for clarifying objectives and target outcomes and evaluation mechanics. _______8. Project-based learning helps develop students’ employment skills or 21st century skills for students and prepares them for higher education. (ii) Select the correct answer (a or b) 9. Which of the following is the correct step in the actual implementation of the project? a. (Background and importance of the problem → Objectives → Hypothesis → Methods → Data analysis and explanation → Conclusions and recommendations) b. (Hypothesis → Source and importance of the problem → Objectives → Data analysis and explanation → Methods → Conclusions and recommendations) 10. What are the variables in the following hypothesis? “The green intensity of onion leaves is related to the amount of nitrogen added to the soil”. a. The green intensity of onion leaves is an independent variable; The amount of nitrogen is dependent variable. b. The amount of nitrogen is an independent variable; the green intensity of onion leaves is a dependent variable.

TEACHING STRATEGIES CBLM 83 Part II. Using Project Based Learning Source: pinterest Project Based Learning (or PBL as it is often called) provides great, amazing, deep and purposeful learning opportunity for students. Based on students prior learning, their research skills and creative/critical thinking skills are put to test to solve a problem or complete a task. Real-life challenges are tested or simulated at classroom level. With PBL, students gain knowledge and skills by working for an extended period of time (for a week or a semester) to investigate and respond to an authentic (real-life), engaging, and complex question, problem, or challenge. It is where students learn by actively engaging in personally meaningful real-world challenges. The teacher asks them to solve real-world problems or answer complex question or build a project prototype, etc. so that they will be able to demonstrate their knowledge and skills by creating a public product or presentation to real audience. A rubber band car project to understand practical applications of “propulsion”. Screen capture: https://mycrafts.com/diy/how-to-make-a-rubber-band-air-car/ With exposure to this kind of learning opportunity, students develop deeper content knowledge as well as hone their critical thing, collaboration, creativity, and communication skills.

TEACHING STRATEGIES CBLM 84 “PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning. We find it helpful to distinguish a "dessert project" – (a short, intellectually light project served up after the teacher covers the content of a unit in the usual way) - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction. In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.” PROCEDURAL STEPS Below are various steps in implementing PBL. The teacher must understand that the steps may not necessarily happen in this order, for example you may hold entry event before introducing the driving question. Treat this as a guide to instruct/coach students to start their PBL journey:

TEACHING STRATEGIES CBLM 85 Step 1. INTRODUCE THE DRIVING QUESTION. PBL starts with the teacher asking the essential question to ask students to explore a unique challenge that is authentic. An authentic challenge is something that is close to real-life situation and relevant to the curriculum or what needs to be learned. The teacher must post the problem statement and discuss this with groups of students using various techniques of interactive teaching. The teacher may use a mind map or fishbone technique to complete this activity. Step 2. HOLD THE ENTRY EVENT. The next step is for the teacher to engage students in interesting and thoughtprovoking session called an entry event. An entry event is an activity used by a teacher to introduce students to a compelling question, issue, or problem and an activity that stimulates their curiosity to learn more. It is good to start with a dramatic, memorable and an unexpected event. A good example is a field trip say to a forest near the school, or around the community and ask a thought-provoking question related to the lesson. Due to Covid-19, such field trip could be either real or virtual (via multimedia/video resources). Alternately, the teacher can do something dramatic in the classroom like dumping the class garbage bin in front of class for all to see to emphasize waste segregation and check for compostables, leading to a Science class on “matter”, etc. The teacher must think of an event to catch the attention of the class. Step 3. DEVELOP THE NEED TO KNOWs. The teacher will work with students to identify what they need to know to answer the DQ and how they might find the answers. The teacher must use the inquiry-based method to encourage students to ask questions. She or he may also use a mind map or a star bursting technique to develop what needs to be known to enable them to answer the DQ. Step 4. PBL Time. PBL success is lodged in group work, which requires collaborative learning for learner to discuss, argue, justify and recognize multiple perspectives on an issue to create/choose the most appropriate and best product or action. This happens from exposure to a learning event and the subsequent learning activities. PBL time happens when small groups of students huddle in buzz sessions to define the problem and determine what they know about the problem (background knowledge), what they need to learn

TEACHING STRATEGIES CBLM 86 more about (topics to research), and where they need to look to find data (databases, interviews, etc.). Groups should write the problem as a statement or research question. They will likely need assistance from the teacher who needs to roam around to check group progress. The teacher may guide students in developing good research questions. Students should decide upon group roles and assign responsibility for researching topics necessary for them to fully understand their problems. Students then develop an initial hypothesis to “test” as they research a solution. Remember: research questions and hypotheses can change after students find information disconfirming their initial beliefs. Step 5. DEBRIEF AND REFLECTION. Students find resources to develop background knowledge that informs their understanding. After the research, the students write a group report, create products (say a poster, or a project prototype) or a presentation that synthesize their research, describes challenges and problems and highlights learning gained from the process. The students should be asked to take note of their learning (in terms of content and process) every day and until the conclusion of the PBL as part of the reflection phase. The format of the summative assessment is completely up to the teacher to decide. The teacher must explain to students about reporting/submission requirements. She or he may treat this step like a research fair, where students can collaboratively present their projects. Then the teacher must evaluate the groups’ products and performances using rubrics determined and agreed with students, checking on whether students have clearly communicated the problem, background, research methods, solutions (feasible and research-based), and resources, and to decide whether all group members participated meaningfully. Peer rating of each group member among groups will be helpful for the teacher to measure participation of each student in each group.

TEACHING STRATEGIES CBLM 87 COMMON TEACHER MISTAKES If not implemented well, PBL can lose its power to provide more meaningful, purposeful, and powerful learning opportunity. Thus, it must be implemented well, and teachers must know what not to do, to be able to use it effectively. Here are some tips on what not to do downloaded from https://www.edutopia.org/article/5-pbl-pitfalls-avoid: LACK OF A REAL-WORLD CONNECTION Powerful PBL connects students with real-world learning around challenging questions. When PBL lacks the real-world connection, it can feel contrived and can lose the power to motivate students to engage in deeper learning. Teachers can make real-world connections by investigating a local or global issue, connecting to students’ personal interests and concerns, simulating a professional product, or simulating a professional process to solve a real-world problem. In working with teachers to design PBL, one should ask, “What do you want students to remember from this experience in 10 years?” This question helps us get to core ideas and powerful real-world connections. FOCUSING ON PRODUCTS OVER PROCESS PBL is about projects, right? Not exactly. While there is real value in students learning how to create and refine publicly presented learning products, at its core PBL is powerful because it’s an inquiry-driven learning process. If we think of the product as the destination, inquiry is the engine that powers the bus to get us there. Engaging students in the process of inquiry involves guiding them to ask meaningful questions to investigate compelling real-world problems. Through this process, students build crucial problem-solving skills and learn how to generate creative solutions to complex problems. PBL is powerful because it teaches students not just content and product development but how to learn through inquiry. NOT PLANNING LEARNING AROUND TARGETED STANDARDS AND SKILLS Sometimes, teacher may claim that a school is not getting strong student outcomes through PBL, but probably there has not been a process to design PBL around targeted standards and skills. This is not to say there is no value in open-ended approaches to PBL like Genius Hour. Allowing students to identify their own problem to tackle and to design their investigation can be extremely powerful. But for most classroom teachers, the reality is that PBL must address the stipulated content standards. A simple solution can be to start with the end in mind during the planning process. Whether a teacher is tackling a single content area or designing an interdisciplinary unit, a discussion of standards and how they can be connected to real-world learning opportunities is a powerful place to begin PBL planning.

TEACHING STRATEGIES CBLM 88 This should be followed by identifying how students will demonstrate mastery of targeted knowledge and skills at specified points during the learning process, product development, and culminating project presentations. ASSESSING INDIVIDUAL LEARNING THROUGH GROUP WORK The teacher may fell into the trap of trying to assess individual learning through group products, a virtually impossible task. While assessment of final products is important, it is critical to plan both formative and summative assessment of individual learning throughout the course of a PBL unit. Formative assessment is especially important so that you can help students identify and address gaps in learning throughout the unit. NEGLECTING TO BUILD A COLLABORATIVE CLASSROOM CULTURE Culture in a PBL classroom looks, feels, and sounds different from that in most traditional classrooms. In a PBL classroom, students are taking ownership of their learning. They are collaborating with peers and adults on meaningful work, often as part of a team. This idea of belonging is powerful, and research shows it can increase engagement and close achievement gaps. If students have not been involved in this type of team-focused environment in the past, however, it can create real challenges for them and for overall classroom management. An intentional approach to building a collaborative classroom can be critical to successful implementation of PBL. Strategies include having students do mini challenges (like the marshmallow challenge) to reflect on how successful teams work, and giving students a voice in creating classroom norms… One of the most rewarding aspects of well-implemented PBL is seeing students thrive as independent and engaged learners. By proactively addressing PBL pitfalls before they arise, teachers and administrators can launch powerful experiences that lead to strong student outcomes and that grow students as lifelong learners.

TEACHING STRATEGIES CBLM 89 COMPARATIVE DESCRIPTION In understanding PBL, it is good to compare it with Problem-Based Learning per the below, where PBL is emphasized to create a product while Problem-Based Learning aims to create a solution to a problem. Please see Module 9- Problem Solving for reference. PROBLEM BASED LEARNING COMMONALITIES PROJECT BASED LEARNING Multi-disciplinary/cross curricular Engage students in real-world tasks Single subject Outcomes: deeper understanding; theory building Processing multiple information sources Outcomes: case-specific understanding; practical products Main Activity: inquiry of problematic situation Student-centered, small group work Main Activity: producing applicable results Organizing principle: learning tutorial Teacher as guide/ facilitator for learning and resource guide Organizing principle: project management Self-directed learning: fully student-centered in loosely predefined setting Simulate professional situation Self-directed learning: student-centered within predefined project time frame Groups; Students define the problem Formative and performance-based evaluation (self and peer assessment) Individual or Groups; Teacher defines the problem usually shorter (within a week) Longer (weeks or months) Students identify action steps Output: students create a solution Focus on openended question or task Teacher identifies the action steps Output: students create a product (visual or multimedia material) Note that PBL has been criticized for being hard to set-up, expensive and time intensive for the teacher. As a teacher, the pains going through the process of using PBL is outweighed by the benefits brought to students. For creative (self-driven lifelong learners) teachers, it is not even hard to do, not expensive and pay off a lot in terms of student learning outcome. Benefits Known benefits of PBL are as follows: • Collaboration: Relationships formed during collaboration is a huge part of PBL. Not only do students learn how to work better in groups—providing their own input, listening to others, and resolving conflicts when they arise—they build positive relationships with teachers, which reinforces how great learning is. Students also form relationships with community members when working on projects, gaining insight for careers and beyond.

TEACHING STRATEGIES CBLM 90 • Problem Solving: Students learn how to solve problems that are important to them, including real community issues, more effectively—even learning from failure and possibly starting over. • Creativity: Students apply creative thinking skills to innovate new product designs and possibilities for projects. • In-Depth Understanding: Students build on their research skills and deepen their learning of applied content beyond facts or memorization. • Self-Confidence: Students find their voice and learn to take pride in their work, boosting their agency and purpose. • Critical Thinking: Students learn to look at problems with a critical thinking lens, asking questions and coming up with possible solutions for their project. • Perseverance: In working on a project, students learn to manage obstacles more effectively, often learning from failure and possibly starting over from scratch. • Project Management: Students learn how to manage projects and assignments more efficiently. • Curiosity: Students get to explore their curiosities, ask questions and form a new love for learning. • Empowerment: Students take ownership over their projects, reflecting on and celebrating their progress and accomplishments https://www.pblworks.org/what-is-pbl https://appletasticlearning.com/2020/08/27/project-based-learning/ https://tiie.w3.uvm.edu/blog/entry-events-for-project-based-learning/#.YDTDr-gzY2w https://www.bookwidgets.com/blog/2017/06/what-is-project-based-learning-15-pbl-ideas-fitfor-your-classroom These videos show the PBL model in action https://www.pblworks.org/video-water-qualityproject https://www.pblworks.org/what-is-pbl

TEACHING STRATEGIES CBLM 91 EXAMPLES: Example of Project-Based Learning: experiment type Project topic: Reproduction and Growth of plant Step 1: Driving Question What is the difference between sexual and asexual reproduction and growth of plants? Step 2: Hold the Entry Event • Divide students into small groups • The teacher may take the students on a study tour of the plant breeding garden/Nursery. EXPLORATORY EXPERIMENTAL INVENTION THEORETICAL TYPES OF PBL

TEACHING STRATEGIES CBLM 92 • Students also collect information on which plants can be propagated by sex, which plants can be propagated asexually, and which plants can reproduce in both ways. • Students may interview the Plant Nursery Manager to get information on the reproduction of each plant Step 3: Develop the need to know Students discuss in groups: • What species are they interested in planting? • What are the conditions of plants to be planted? (Light, water, soil, ....)? • How to grow and maintain? • In this step, teacher provides specific instructions/information to students which they must know before they do a project. These may include: (i) Background knowledge about the topic (ii) Safety instructions (iii) Explanation of the tasks that students are required to perform during the project phase. (iv) Project deliverables and timelines - Example of each group assignment: Each group can be assigned with different plants to carry out their investigation, such as shown below: Group 1: several pieces of the rose branch, bean seeds Group 2: Ginger, mung bean seeds Group 3: Tomato, red pepper seeds Group 4: Kalanchoe blossfeldiana Poellnitz, eggplant seeds Group 5: sugar cane, corn seeds Group 6: onion/garlic, seeds of a vegetable STEP 4: PBL Time Students plan and design how to plant the species they chose. Review relevant documents or the notes from the excursion. 1. Background and significance of the problem ▪ What is production? What are the types of plant reproduction? ▪ Mention the problem/the purpose of the study 2. Objectives 3. Hypothesis (Do you remember from the previous the teaching strategies?) ▪ independent variable ▪ dependent variable ▪ control variable ▪

TEACHING STRATEGIES CBLM 93 4. Methodology ▪ Materials and chemicals ▪ Procedures 6. Analyze the results 7. conclusion and recommendation Sample: PBL Experimental 1. Background and significance of the problem Plants are living things that reproduce in two ways: asexual and asexual. Sexual reproduction results in the reproduction of offspring by a combination of germs that make offspring genetically different from the parents. Asexual reproduction, on the other hand, produces offspring without the aggregation of germ cells, thus making the offspring genetically identical to the parent. Therefore, this project aims to study the differences in the reproduction and growth of plants to provide information to those who like to grow crops, especially horticultural and ornamental plants. 2. Objectives 1) To study the germination of young plants of ginger and mung bean seeds 2) To study the growth of both species over the period of 3 weeks 3. Hypothesis: Ginger and mung bean seeds differ in the germination of young plants and the period of complete maturation. - Independent variables: plant species (ginger and mung bean) - Dependent variables: germination and growth of plants - control variables: soil 4. Method/procedure - samples: ginger and mung bean - Equipment: Planting pots / school garden cultivated soil ສຽມ/ຈົກ/shovel watering pots - Procedures ▪ Prepare planting sites (in pots, school gardens, ....) ▪ How to plant and maintain 5. Observe and record results: periodic germination and growth of plants ▪ How to collect data (monitor and record the germination and growth of plants on daily basis such as: rooting /leafing /number of leaves/ height /photography or drawing of each step/ the period of complete plant. 6. Explain the results and summarize (draw pictures of plant changes from time to time, compare the germination characteristics and growth of both plants at specific intervals) 7. recommendation New projects can be created by testing other crops and using plant parts for reproductive testing.

TEACHING STRATEGIES CBLM 94 Step 5: Debrief and Reflection - Students share the results of research by giving group presentation, a separate presentation session should be arranged by the teacher: In our example, the teacher can ask each group of students to submit their work plan mentioning the steps they will follow to complete the project, this should be based on their findings from excursion activity and their understanding of the project objective. The plan can be submitted within 1 week of the project assignment. After collecting plans from all students, the teacher shall review all plans and provide his/her feedback for improvement and meaningful completion of the Project within 2 to 3 days of the receipt of plans.

TEACHING STRATEGIES CBLM 95 MODULE INTERACTIVE TEACHING ICON Webinar recording https://www.youtube.com/watch?v=MofbXY6Cbo4 also Please watch: https://www.youtube.com/watch?v=YjvRd9_pGik (how to make online classes more interactive) Online presentation (PPT) https://www.slideshare.net/jugawayne/module30interactiveteachingeesdplao-fin?fbclid=IwAR0y5j8NSObPggS6vgsmaqWhcasNG3nVXxz-EMsnAXZMQ9e7ks84LOrefk https://www.slideshare.net/jugawayne/module-30-interactive-teachingeesdpeng?fbclid=IwAR233F1rd0BpAK1Q1aojDJ4IKslijqwx3kChMS87Q4z4CRYV GpxVXB7s8Fw https://docs.google.com/forms/d/e/1FAIpQLSc3Wsehha8d9AxcP0yQrfUdV G4kYLC8W0R4O_IAP0HlNRCmmg/viewform?usp=sf_link 3.0

TEACHING STRATEGIES CBLM 96 Module 3. INTERACTIVE TEACHING Welcome to Module 3. Part I. Assessment Instructions Information Sheet: This module focuses on the discussion of interactive teaching. It discusses ways to implement the method. 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. (Interactive teaching styles are designed around a simple principle: without practical application, students often fail to comprehend the depths of the study material). ______ 2. Teachers making use of interactive teaching styles are better equipped to assess how well students master a given subject material. ______ 3. Applying teaching methods that involve two-way communications will enable you to make quick adjustments in processes and approaches). ______ 4. Interactive instruction cannot be applied in crowded class. ______ 5. Two-way teaching dispels student passivity, and when more students are engaged, you’ll have much more fun too. ______ 6. Interactive instruction enhances the learning process. ______ 7. Interactive instruction Is being hard to set up, it’s noisy and will disturb the other classes. (Multiple choice questions, Choose the best answer): 8. (Which one of the following is NOT beneficial for interactive learning: a. It generates creative thoughts and ideas. b. It creates teacher to student communication only. c. It helps students to pull together/collaborate) d. It typically performs in group discussion and engages students) 9. Which one of the following is NOT a teaching technique under interactive teaching): a. Think-Pair-Share b. Inquiry base learning c. Buzz session d. Brainstorming e. none of the above 10. Which one of the following is the MOST important feature of Interactive teaching that makes it an effective strategy to prepare students for social skills): a. (It is instructing the students in a way they are actively involved in class) b. (It is interesting and exciting for students) c. (Most of the time it is through teacher – student interaction) d. (All of the above are correct) Performance Criteria: The teacher is able to design a LESSON PLAN using this method.

TEACHING STRATEGIES CBLM 97 Part II. How to Use Interactive Teaching Note the root words: “Inter” (between) and “action"—so, any action between or involving— 2 or more parties = interaction. like the interaction between a teacher and student, 2 countries or 2 chemicals like soda and vinegar (boom!). Interactive teaching is all about instructing the students in a way they are actively involved with their learning process. (All learner-centered techniques are interactive and not just passive and emphasize the role of the learner in his/her own learning that teachers must ably facilitate). There are different ways to create an involvement like this in teaching. Most of the time it is through: (i) teacher to student interaction; and, (ii) studentstudent interaction. NATURE OF INTERACTIONS COMPARED IN Teacher-Centered: IN Learner-Centered: Focus is on instructor Focus is on both students and instructor Instructor talks: students listen Instructor models: students interact with instructor and one another Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity Instructor monitors and corrects every student utterance Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise Only Instructor Chooses topics Students have some choice of topics Instructor evaluates student learning Students evaluate their own learning and Teacher also evaluates student’s learning Classroom is quiet Classroom is often noisy and busy since students are more actively learning and communicating Interactive teaching teacher

TEACHING STRATEGIES CBLM 98 Note that in the new context of mid and post COVID-19 world, many of these interactions will be DIGITAL or through digital channels (Messenger/WhatsApp/ZOOM/ Google Meet, etc.) and not just face-to-face inside the classroom. Interactive social and emotional learning helps children internalize the skills they will carry with them through life; they will in turn develop strong character that will give them the resiliency they need to live happy and healthy lives. Some teaching techniques under interactive teaching include: Can you think of ways how to apply this in a face-to-face, classroom situation as well as digital/online modes? (i) Brainstorm (ii) Buzz Session; (iii) Think Pair Share; (iv) Question and Answer. Interactive Learning Helps Students Learn Six Times More than MOOCs (Massive Open Online Courses6 ) A study from Carnegie Mellon University has found that the central approach to learning behind MOOCs—Massive Open Online Courses—that includes watching and retaining information from instructional videos is not as effective as interactive learning approaches. 6 Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills (Source: www.educationworld.com)

TEACHING STRATEGIES CBLM 99 For reflection: Consider the following issues and come up with solutions with your colleagues in your Learning Action Cell. 1. What is the difference of SYNCHRONOUS VS ASYNCHRONOUS LEARNING? (You can use google search) 2. Is synchronous learning an interactive learning mode? 3. What are the challenges in implementing learner-centered strategy in Lao schools? 4. In choosing which strategy to use which variables are most significant to consider? 5. How can we make our lessons more interactive for Lao Learners? What tools or apps are appropriate? 6. Is there a need for more up-to-date policies to mainstream and support more interactive teaching?

TEACHING STRATEGIES CBLM 100 MODULE BRAINSTORMING ICON Webinar recording https://www.youtube.com/watch?v=C19MtOjY8UE Online presentation (PPT) https://www.slideshare.net/jugawayne/module-31brainstorming-laofin-july9?fbclid=IwAR2zOAZkTF3-48gyjlPxoK3ABvzQpZvRjfQTLBrxgdNkviM3WUg1wduXgM https://www.slideshare.net/jugawayne/module-31-brainstorming-engfin?fbclid=IwAR3sGE6mSLCI1iouwsGNrg44EckbrHuEW0i1mFMplHRX8nnz RSANg8sG7rM https://docs.google.com/forms/d/e/1FAIpQLSdajwKJFwxNeEE-zVrPjAEZeskg6pXXKZH1XShdnfTwCah_w/viewform?usp=sf_link 3.1

TEACHING STRATEGIES CBLM 101 Module 3.1 BRAINSTORMING Part I. Assessment Instructions (i) Please choose True if the sentence is TRUE and False if the sentence is FALSE. 1. _____ (Brainstorming is a method used to generate ideas to solve clearly defined problems. The students can produce various ideas and draw links between them to find potential solutions). 2. _____ (During brainstorming sessions, the teacher should avoid criticizing or rewarding ideas). 3. _____ (The teacher uses Brainstorming to collect ideas and suggestions from only several learners). 4. _____ (Brainstorming combines a relaxed, informal approach to problem solving. The teacher encourages students to come up with thoughts and ideas, even they seem at first a bit crazy). 5. _____ (The teacher doesn’t allow the students to say whatever comes to their mind without a filter and fear of they being looked upon as odd). 6. ____ (No one can dismiss an idea when the brainstorming starts as it creates an atmosphere of openness and trust). 7. _____ (Judgment and analysis in brainstorming activity limit idea generation and creativity). (ii) (Multiple choice questions, Choose the best answer): 8. (Which one from the following does NOT belong to the Rule of brainstorming?) a. Try to get as many ideas as possible) b. There are no wrong answers) c. Give more time as needed by the students) d. Set a time limit) 9. (Which one of the following is a valid brainstorming purpose? a. To promote higher order thinking skills of students (encourage analyzing and evaluating of options/ideas b. To give to shy students the chance to express their ideas c. To generate as many ideas on a given topic as possible d. To eliminate fear of failures e. all the above 10. Which one of the following is brainstorming tool?) a. (Mind map) b. (Fishbone diagram) c. (Star bursting) d. (all of the above)

TEACHING STRATEGIES CBLM 102 Part II. How to Use Brainstorming Brainstorming is a method used to generate ideas to solve clearly defined problems. In a classroom environment where there is controlled conditions and a free-thinking environment, students approach a problem by such means as “How Might We” questions. This way, students can produce various ideas and draw links between them to find potential solutions. Brainstorming combines a relaxed, informal approach to problem solving with lateral thinking. It encourages people to come up with thoughts and ideas that can, at first, seem a bit crazy. Some of these ideas can be crafted into original, creative solutions to a problem, while others can spark even more ideas. This helps to get people unstuck by pushing them out of the box (their normal ways of thinking). Once all ideas have been set forward, the teacher will evaluate ideas at the end of the session – this is the time to explore solutions further, using conventional approaches Steps Teachers can take three major steps in conducting a brainstorming session: 1. Step 1. Guide the discussion. The teacher must be able to guide the discussion by posting a problem which s/he wants to solve aligning with the learning task. 2. Step 2. Prepare the group. The teacher must prepare the class by gathering their ideas and aid them in organizing such as ideas. The teacher may suggest any of the different brainstorming tools to draw out ideas from students: (i) Graphic Organizers; (ii) Mind Maps; (iii) Fishbone Diagrams; (iv) Flowcharts; (v) SWOT Analysis; (vi) Starbursting; (vii) Affinity Diagrams; (viii) Concept Maps and others. 3. Step 3. Present the Problem. Students provide inputs and freely discuss the issue at hand. Prepare the Group Present the Problem Guide the Discussion

TEACHING STRATEGIES CBLM 103 What not to do During brainstorming sessions, the teacher should avoid criticizing or rewarding ideas. You're trying to open possibilities and break down incorrect assumptions about the problem's limits. Judgment and analysis at this stage stunts idea generation and limit creativity. Below is a discussion of various graphics organizers that can be used for brainstorming exercises. As the name suggests, a graphic organizer is a teaching and learning tool that is used to organize information and ideas in a way that is easy to connect, understand, comprehend and internalize. By integrating text and visuals, graphic organizers show relationships and connections between concepts, terms, and facts as show below showing: (a) basic outline; (b) Venn diagram; (c) hierarchical topical organizer. The teacher may start the preparation of any of these graphic organizers and ask students to share their ideas by filling in the blank spaces. Please watch: https://www.youtube.com/watch?v=mNFk9AQhKAA

TEACHING STRATEGIES CBLM 104 BRAINSTORMING TOOLS: Graphics Organizers (i) Mind Maps. A Mind Map is another graphic organizer, which can be used as a brainstorming tool to allow free flow of thoughts without worrying about order and structure. It allows students to visually structure their ideas to help with analysis and recall. It represents tasks, words, concepts, or items linked to and arranged around a central concept or subject using a non-linear graphical layout that allows students to build an intuitive framework around a central concept. A Mind Map can turn a long list of monotonous information into a colorful, memorable and highly organized diagram that works in line with your brain's natural way of doing things. In using a mind map, the teacher may create and write a central idea on the board about the topic or a lesson that will be discussed. Then, the teacher will add branches to the map and invite students to share their thoughts using keywords. Once most of the students have shared their ideas, the teacher will process the mind maps by clarifying connections using devices such as color coding of branches or including visual images. Please watch: https://www.youtube.com/watch?v=xCyjFipytRE ii) Concept mapping is a brainstorming technique that lets you visualize concepts and ideas. Also known as “mind mapping”, this technique starts with a research question or main idea, then adds branches with synonyms, related topic, keywords, and examples.

TEACHING STRATEGIES CBLM 105 Note: FreeMind is a premier free mind-mapping software written in Java. You can download it from here: https://sourceforge.net/projects/freemind/files/freemind/1.0.0/FreeMind-Windows-Installer-1.0.0-max-javainstaller-embedded.exe/download?use_mirror=udomain&download= (ii) Fishbone Diagrams. The fishbone diagram is a cause analysis tool which helps identify many possible causes for an effect or problem. Marking pens, paper or whiteboards are the usual materials needed in doing a fishbone diagram. In using this diagram, the teacher must facilitate: (a) students’ agreement on a problem statement (effect). Write it at the center right of the flipchart or whiteboard. Draw a box around it and draw a horizontal arrow running to it; (b) brainstorm the major categories of causes of the problem. These generic headings may be used: Methods; Machines (equipment); People (manpower); Materials; Measurement; Environment. (c) Write the categories of causes as branches from the main arrow; (d) Brainstorm all the possible causes of the problem. Ask "Why does this happen?" As each idea is given, the teacher writes it as a branch from the

TEACHING STRATEGIES CBLM 106 appropriate category. Causes can be written in several places if they relate to several categories. (e) Again ask "Why does this happen?" about each cause. Write sub-causes branching off the causes. Continue to ask "Why?" and generate deeper levels of causes. Layers of branches indicate causal relationships. (f) When the group runs out of ideas, focus attention to places on the chart where ideas are few; (g) summarize ideas or formulate hypothesis. Please watch: https://www.youtube.com/watch?v=JbRx5pw-efg (iii) Flowcharts. A flowchart is a type of diagram that represents a workflow or process. A flowchart can also be defined as a diagrammatic representation of a step-by-step approach to solving a task. The flowchart shows the steps as boxes of various kinds, and their order by connecting the boxes with arrows. Please watch: https://www.youtube.com/watch?v=iJmcgQRk048 MISSED DEADLINE EFFECT People Cause 1 Micro-managing boss Sub-cause1.1 Method Cause 2 Measurement Cause 3 Machine Cause 4 Environment Cause 5 Materials Cause 6 Bureaucratic Sub-cause 2.1 Did not track progress Sub-cause 3.1 Absent Secretary Sub-cause 1.2 Sick Children Sub-cause 1.3 Office/School too hot Sub-cause 5.1 Unstable Desk Sub-cause 6.1 Coffee Machine broke Sub-cause 4.1 Mis-prioritization Sub-cause 2.2 Unforeseen variables Sub-cause 2.3 Lack of planning Sub-cause 2.4 No short-term goals Sub-cause 3.2 Irresponsible Sub-cause 3.3 No timesheet Sub-cause 3.4 Car did not start Sub-cause 4.2 Poor Internet Connection Sub-cause 4.3 Slow computer Sub-cause 4.4 No lights/Electricity Sub-cause 5.2 Noisy coworkers/ classmates Sub-cause 5.3 No printer paper Sub-cause 6.2 Out of pens Sub-cause 6.3 No more printer ink Sub-cause 6.4

TEACHING STRATEGIES CBLM 107 In guiding students to use flowcharts, the teacher must know the meaning of various symbols: Symbol Meaning Terminator The terminator symbol represents the starting or ending point of the system. Process A box indicates some particular operation. Document This represents a printout, such as a document or a report. Decision A diamond represents a decision or branching point. Lines coming out from the diamond indicates different possible situations, leading to different sub-processes. Data It represents information entering or leaving the system. An input might be a document to read or data to be gathered. Output can be a results or product to be delivered. On-Page Reference This symbol would contain a letter inside. It indicates that the flow continues on a matching symbol containing the same letter somewhere else on the same page. Off-Page Reference This symbol would contain a letter inside. It indicates that the flow continues on a matching symbol containing the same letter somewhere else on a different page. Delay or Bottleneck Identifies a delay or a bottleneck. Flow Lines represent the flow of the sequence and direction of a process.

TEACHING STRATEGIES CBLM 108 Using a flowchart has the following benefits; (i) It helps to clarify complex processes; (ii) It identifies necessary steps to achieve a purpose; (iii) It helps learners gain a shared understanding of the process and use this knowledge to collect data, identify problems, focus discussions, and identify resources; (iv) It serves as a basis for designing new processes. (iv) SWOT Analysis. We can say that the purpose of SWOT analysis is to study the internal and external environments of an institution/school/group/individual, through the identification and analysis of the strengths and weaknesses of the organization, and the opportunities and threats to which it is exposed. SWOT analysis is useful in coming up with a strategy to solve a problem. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats, and so a SWOT Analysis is a technique for assessing these four aspects in say a Natural Science (Biology, Chemistry and Physics) and even in Social Science (History, Civics, Geography) project. It is a thinking tool they can bring to any aspect of their real lives for decision making. Students can use SWOT Analysis to make the most of what they have got, to their best advantage. Using this can reduce the chances of failure, by understanding what is lacking and eliminating hazards that would otherwise catch you unaware.

TEACHING STRATEGIES CBLM 109 Please watch: https://www.youtube.com/watch?v=JXXHqM6RzZQ For teachers facilitating the use of SWOT analysis for learning, they have to: (i) set the objective and decide on a key project or strategy to analyze and give to students. Explain the four quadrants and distinguish meanings of Strengths, Weaknesses, Opportunities, and Threats. A strength is a resource or capacity the organization, a community, a project or a person can use effectively to achieve its objectives. W stands for weaknesses. These are your perceived disadvantages relative to others. Weaknesses are all those things you do not perform well that can prevent you from achieving company goals and objectives. Opportunities refer to favorable external factors that could give an organization a competitive advantage. For example, if a country cuts tariffs, a car manufacturer can export its cars into a new market, increasing sales and market share. Threats refer to factors that have the potential to harm an organization. The teacher should explain that strengths and weakness are internal factors, while opportunities and threats are external factors. Then, students will: (ii) create a grid. Draw a large square and then divide it into four smaller squares. (iii) Label each box. (iv) Add strengths and weaknesses. (v) Draw conclusions. Students will be asked to present their outputs and conclusions with the teacher summarizing core insights and learnings. STRENGTHS WEAKNESSES • Easily accessible location for families to come and visit • Freshly trained teachers on learner-centered approach • Has new TG references for Science, Math and Language subjects • Teachers come from the same ethnic group and can communicate more effectively • Principal has attended many trainings • insufficient staff and faculty members to manage students • Reports of bullying among students • insufficient funds to launch extra-curricular programs like sports equipment, sports ground, etc. • Limited internet connection and only through personal phones of teachers • Parent-Teachers Association not yet active OPPORTUNITIES THREATS • Support from MOES via clustering • Possible teacher upgrade scholarships available • New access roads being built within district • Available space for expansion of facilities in future • Finding ways to minimize the weaknesses • Motivating parents to check the educational curriculum of students • Parent-teachers group can find resources for school improvement • The pandemic of covid-19 and lockdown of schools • Climate Change has resulted in extreme weather conditions lately • Lack of water supply threatens health of students and teachers Sample SCHOOL SWOT ANALYSIS

TEACHING STRATEGIES CBLM 110 (v) Starbursting. A teacher must understand the usefulness of starbursting and be able to teach its use to learners. When someone in class brings up a bright idea (which in this case, could be the teacher), it will be good to try to understand the idea, and how it works, etc., and a typical response is to ask the idea generator various questions: what will be the cost? The advantages? And so on. Please watch: https://www.youtube.com/watch?v=11poGPteJdI Asking questions using the 5 Ws (who, what, where, when, why) + H (how) is a valuable way of understanding the new idea, and of challenging it to ensure that all of the relevant aspects of it have been considered before any work begins on implementing it. To get the most out of this approach, it's important that the questions are asked in a systematic and comprehensive way. That is why it is worth going through a comprehensive, systematic questioning exercise every time you explore a new idea. Starbursting is useful way of doing this. It is a form of brainstorming that focuses on generating questions rather than answers. It can be used repeatedly with further layers of questioning about the answers to the initial set of questions. The teacher should assign the problem and students will have to start asking questions by connecting to the star, until it burst and burst. Depending on the scope of the exercise, you may want to have further starbursting sessions to explore the answers to these initial questions further.

TEACHING STRATEGIES CBLM 111 (vi) Affinity Diagrams. The affinity diagram process lets a group move beyond its habitual thinking and preconceived categories. This technique accesses the great knowledge and understanding residing untapped in our intuition. Affinity diagrams tend to have 40 to 60 items; however, it is not unusual to see 100 to 200 items. An affinity diagram is the organization of ideas into a natural or common relationship. Affinity=relationship. For example, bananas, apples, and oranges would be grouped as FRUITS, while green beans, broccoli, and carrots would be grouped as VEGETABLES. Affinity diagrams aid teams in tapping into their creativity and gut instincts. Basically, the skill being developed here is CATEGORIZING or creating taxonomies— big ideas/concepts where all the little details can fall into and make sense. Students must be able to deduce or analyze the main concepts from sub-concepts, the same way a mindmap or even a starburst is organized. In math, you can say the nearest concept would be “common denominator”. It is important for teachers to know when to use affinity diagrams. Here are situations when such can be used: (i) When you are confronted with many facts or ideas in apparent chaos; (ii) When issues seem too large and complex to grasp; (iii) When group consensus is necessary. Typical situations are: (i) After a brainstorming exercise (ii) When analyzing verbal data, such as survey results (iii) When collecting and organizing large data sets (iv) When developing relationships or themes among ideas (iv) When reducing attributes to categories that can be addressed at a higher level Please watch: https://www.youtube.com/watch?v=f9sfJTp8tzc

TEACHING STRATEGIES CBLM 112 Teachers, these are the materials needed: Sticky notes or cards, marking pens, and large work surface (wall, table, or floor). These are the steps that need to be followed in using affinity diagrams: Step 1: Record each idea with a marking pen on a separate sticky note or card (During a brainstorming session, write directly onto sticky notes or cards if you suspect you will be following the brainstorm with an affinity diagram.) Randomly spread notes on a large work surface so all notes are visible to everyone. The entire team gathers around the notes and participates in the next steps. Use markers so words can be read clearly even from a distance. With regular pens, it is hard to read ideas from any distance. Written ideas should be between three and seven words long. Step 2: Look for ideas that seem to be related in some way and place them side by side Attempt to look for relationships between individual ideas and have team member simultaneously sort the ideas (without talking) into five to 10 related groupings. Repeat until all notes are grouped. It’s okay to have “loners” that don’t seem to fit a group. It is also okay to move a note someone else has already moved. If a note seems to belong in two groups, make a second note.

TEACHING STRATEGIES CBLM 113 It is very important that no one talk during this step. The focus should be on looking for and grouping related ideas. It is also important to call these “groupings.” Do not place the notes in any order or determine categories or headings in advance. Step 3: Begin a discussion with your team From these relationships, attempt to define categories and create summary or header cards for each grouping or category. You can discuss the shape of the chart, any surprising patterns, and especially reasons for moving controversial notes. Make changes and move ideas around as necessary. When ideas are grouped to the team’s satisfaction, select a heading for each group. To do so, look for a note in each grouping that captures the meaning of the group. Place it at the top of the group. If there is no such note, write one. Often it is useful to write or highlight this note in a different color. Header cards should clearly identify the common thread for all groupings and should be descriptive of that thread. Step 4: Combine groups into "supergroups," if appropriate Assign all ideas to the identified categories by placing ideas under header cards. Base assignment on “gut feel,” not through critical thinking. Learn more here: https://creately.com/blog/diagrams/types-of-graphic-organizers/ https://simplemind.eu/how-to-mind-map/basics/ https://asq.org/quality-resources/fishbone https://www.visual-paradigm.com/tutorials/flowchart-tutorial/ https://www.slideshare.net/mahmudulmithun/what-is-swot-analysis https://www.mindtools.com/pages/article/newTMC_05.htm https://www.mindtools.com/pages/article/newCT_91.htm#:~:text=Starbursting %20is%20useful%20way%20of,the%20initial%20set%20of%20questions. https://asq.org/quality-resources/affinity

TEACHING STRATEGIES CBLM 114 MODULE BUZZ SESSION ICON Webinar recording https://www.youtube.com/watch?v=6IWG3btvVZQ Online presentation (PPT) https://www.slideshare.net/jugawayne/module-32-interactiveteachingbuzzsession-lao-jwg https://www.slideshare.net/jugawayne/module-32-interactiveteaching-buzz-eng-session-final https://docs.google.com/forms/d/e/1FAIpQLSfU9SGlBRF4bXbZOhe 3N_h3dBro1zx6Lr67_Id2uff78umzyw/viewform?usp=sf_link 3.2

TEACHING STRATEGIES CBLM 115 Module 3.2 BUZZ SESSION Welcome to Module 3.2 on Buzz Session. Please watch: https://www.youtube.com/watch?v=rphcuLl4ebo I. Assessment Instructions Please write T if the sentence is TRUE and F if the sentence is FALSE.) 1. _____ (Buzz Session is a learning technique which uses the formation of small discussion groups with the objective of developing a specific task (idea generation, problem-solving, etc.) or facilitating that groups reach a consensus on their ideas about a topic in a specific period of time. 2. _____ (This teaching technique is called a ‘buzz’ group because it mimics the bees’ sound when groups of students are involved in intense discussion.) 3. _____ (Buzz sessions are long participative sessions that are deliberately built into a whole class teaching-learning, and It’s not necessary be used as a combination with problem-solving activities, to ask questions, or to review previous information learned.) 4. _____ (It is similar to brainstorming and can use several of its tools. While in brainstorming, activity is designed for the whole class, aiming for one consensual product or set of ideas, in buzz sessions, students are grouped into 3 to 5 students to discuss a problem, share their thoughts/ solutions and present to class.) 5. _____ (Buzz sessions would produce several products which after presentation can be summarized and synthesized by the teacher at end of the learning session.) 6. _____ (The buzz session technique cannot be used with all subjects in the program, it is used only for teachinglearning language and social sciences.) 7. _____ soft skills: (One of the advantages using buzz session in teaching is that participants learn to work in real – life situations where the opinions of others are considered. (Note soft skill: collaboration) 8. _____ (The effectiveness of the group may be lowered by the immature behavior of a few. However, it can be managed by clarifying group learning objectives and accountability of each member.) B. Multiple choice questions, Choose the best answer: 9. Prior to every buzz session, the teacher must: a. Decide which method is appropriate to use b. Prepare specific questions or issues for discussion, prepare key learning points related to the issues. c. ensure that each student fully understand the task being assigned d. All the above 10. This is the first step in conducting buzz session. a. Choose the recorder/note taker b. Form small groups c. Complete the activity d. Select one or more presenters

TEACHING STRATEGIES CBLM 116 II. How to use Buzz Sessions A buzz group is a small, intense discussion group usually involving 3 to 6 students responding to a specific question or in search of very precise information. The full plenary group is subdivided into the small groups. It's called a 'buzz' group because it mimics the bees’ sound when group of students are involved in intense discussion. Buzz sessions are short participative sessions that are deliberately built into a lecture or larger group exercise in order to stimulate discussion and provide student feedback. It is similar to brainstorming and can use several of its tools. While in brainstorming, activity is designed for the whole class, aiming for one consensual product or set of ideas, in buzz sessions, students are grouped into 3 to 5 students to discuss a problem, share their thoughts/solutions and present to class. Buzz sessions would produce several products which after presentation can be summarized ang synthesized by the teacher at end of the learning session. This technique can be used at any time throughout the program, particularly when you want students to actively engage with the lesson. For example, you can give a short lecture, follow it with a Q&A session for clarification and then follow that with a buzz group discussion to connect what you were talking about to their study and life experiences. The intensity of the discussion lasts for up to 10 minutes, less if the task is completed in a shorter time period. With many small groups working on a common issue, many options and contributions are offered. Steps Prior to every buzz session, the teacher must: (i) decide if it is the appropriate method to use; (ii) prepare specific questions/issues for discussion; (iii) prepare key learning points related to the issues; (iv) present questions or issues; and, (iv) ensure that each student fully understand the task being assigned. Here are the steps in conducting a Buzz Session:

TEACHING STRATEGIES CBLM 117 Form small groups. The teacher asks students to form groups of 3 to 5 members. Choose recorders. The group will choose and assign a recorder who will take down notes of group discussions. Complete the activity. The groups will complete the activity based on problem or learning task and instructions provided by the teacher. The teacher will allocate 5 to 10 minutes time for discussion. Students will share and discuss points within the group. The teacher needs to supervise each group and encourage individuals to participate. Then, the teacher will stop discussion after the allocated time has expired. Select one or more presenters. The group will agree on who will be their presenter and select one or more to present group outputs. Report back to larger group. The teacher will ask each group to share their points, preferably one point from each group at a time. The teacher will record them on the board or chart sheet. The selected presenter/s will report their outputs to the class. Debrief the session. After the presentation, the teacher debriefs students by asking questions about their key learning for emphasis and learning assessment. Then the teacher summarizes all the outputs, discuss on the points, and conclude. The teacher must relate them with key learning points. The teacher must understand the key distinguishing features of the Buzz Session: (i) there is no need for closed door discussion, so group discussions can openly happen simultaneously; (ii) discussion is on only one issue, question or point, thus there is no need for in depth analysis; (iii) less time consuming (5-15 minutes); (iv) can be used as ice breaker or to start a lesson; (v) can be used to supplement other methods. Comparative Description Buzz session is similar to brainstorming, the main distinguishing feature being that buzz is done in various small groups, whereas brainstorming is done for a whole class. What not to do Please follow what not to do described under the Brainstorming discussion. Benefits A buzz session has the following applications and benefits: • It is a creative process. • Recalling/reviewing previous learning. • Linking elements/concepts/ideas together. • Reflecting to what was previously discussed. • Probing issues in greater depth.

TEACHING STRATEGIES CBLM 118 • Transition from one issue to another. • Evaluating learning • Connecting life experience with theory. • Helping the trainer to discover missing data or misunderstandings and make corrections. Raising unsuspecting issues that must be addressed to make progress. It is: • Highly participative • Very focused and direct • Very frequently it integrates theory with experience • Short, intense and using students’ own information so there is ownership of the output by students. In summary, a buzz session is a cooperative learning technique consisting in the formation of small discussion groups with the objective of developing a specific task (idea generation, problem solving and so on) or facilitating that a group of people reach a consensus on their ideas about a topic in a specific period. References: https://kstoolkit.org/buzz-groups https://www.slideshare.net/susanti_mirawaty/buzz-group-method-ppp http://www.diffundo.com/instructions/resource15.pdf http://www.scoutbase.org.uk/library/hqdocs/facts/pdfs/fs310506.pdf

TEACHING STRATEGIES CBLM 119 MODULE THINK-PAIR-SHARE ICON Webinar recording https://www.youtube.com/watch?v=e6SK1HSonIY&t=221s Online presentation (PPT) https://www.slideshare.net/jugawayne/module-33-think-pair-sharelao-july-15 https://www.slideshare.net/jugawayne/module-33-think-pair-shareenglish-july-16 https://docs.google.com/forms/d/e/1FAIpQLSeqiu0HyLOTB9nNmq1PCYAnoKPnka2-yGdpjQSVrbIUgT_Q/viewform?usp=sf_link 3.3

TEACHING STRATEGIES CBLM 120 Module 3.3 THINK-PAIR-SHARE I. Assessment Instructions (Please choose True if the sentence is TRUE and False if the sentence is FALSE.) 1. _____ The Think-Pair-Share technique is an excellent way for engaging students and allowing them to interact with their peers as they try to complete the task assigned to them in their specific role. 2. _____ Many students find it easier or safer to enter a discussion with another classmate, rather than with a large group 3. _____ Building on the ideas of others is not a target skill for students to learn in Think-Pair-Share. 4. _____ More critical thinking is retained after a lesson in which students have had an opportunity to discuss and reflect on the topic. 5. _____ Specialized materials are needed for this teaching strategy, so it cannot be easily incorporated into lessons. 6. Discussing with a partner maximizes participation, focuses attention, and develops social skills. C. Multiple choice questions, Choose the best answer: 7. Think-Pair-Share Learning technique can be applied in almost all subjects, except: a. Art b. Civic Education c. History d. None of the above 8. Which one of the following is NOT true about Think-Pair-Share Learning? a. It improves students' speaking and listening skills and develop higher order thinking b. It can be very effective in developing students’ attitudes, especially selfconfidence and questioning approach c. It is time consuming and difficult to execute in crowded classrooms d. It allows learning to take place in non-stressful manner 9. Which one of the following teaching strategies is NOT Interactive Learning? a. Buzz Session b. Individual Problem-solving c. Think-Pair-Share d. Brain storming 10. Which one of the following is the MOST important feature of T-P-S teaching that makes it an effective strategy as student centered approach: a. This teaching strategy is interesting and exciting for students to understand a reading material well. b. The students are asked to go through the steps with peers and find the answers by themselves. d. It offers chance to students to become more confident in communicating with their peers. d. It allows students to be collaborative in sharing ideas with others, as well as provides wait time, which is essential in their thinking process and understanding.

TEACHING STRATEGIES CBLM 121 Welcome to Module 3.3 on Think-Pair-Share. Please watch: https://www.youtube.com/watch?v=wW87rihT38I https://www.youtube.com/watch?v=Mig4olzUy4M Part II. Using Think Pair Share Think-Pair-Share involves pairing of students to discuss a problem or a topic; negotiate and agree on what to share to class. Like brainstorming and buzz sessions, TPS may use same tools to create understanding on a specific topics or problem case assigned by the teacher. It is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes participation, focuses attention and engages students in comprehending the reading material. • This strategy increases classroom participation because it allows all students to share their ideas thoughts and concerns (safely to one person and then later to entire class). • For young secondary students, it is sometimes hard to have them talk in large groups, but being in a small group or even a pair they might feel more comfortable and willing to share ideas. • Think-Pair-Share allows all students in the classroom to have a voice and they are prepared to engage in meaningful discussions. The process is self-explanatory by the title alone: Students are asked to think about a topic/question/ problem/ project and then pair-up to share their own thoughts… Steps • CLARIFY YOUR LEARNING OBJECTIVES and decide if this activity fits the desired learning outcome. It is important that the targets are understood from the beginning by the students themselves. ✓ You can use GRASPS for this (see previous module on BUZZ sessions for sample here: https://www.slideshare.net/jugawayne/module-32-interactiveteachingbuzzsession-lao-jwg ✓ You can use BLOOM’s Revised Taxonomy (LOT/HOT7 ) of thinking skills ✓ You can also use WALT/WILF (We Are Learning To/What I’m Looking For) • Describe the learning-strategy and let the class choose how “PAIRING” will be done: • Girls and Boys • Smart learner to Smart learner • Smart learner to Slow learner • Slow learner to Slow learner • Random count • Pick a friend • Pick a stranger 7 Lower Order Thinking/Higher Order Thinking skills

TEACHING STRATEGIES CBLM 122 • Round robin • Model the procedure to ensure that students understand how to use the strategy. The Teacher needs to follow TPS steps and procedures below: Step 1. Decide upon the text to be read and develop the set of questions or prompts that target the key content concepts that have to be learned. Step 2. Describe the purpose of the strategy and provide guidelines for discussions. Step 3. Model the procedure to ensure that students understand how to use the strategy. Step 4. Monitor and support students as they work through the following: T: (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic. P: (Pair) Each student should be paired with another student or a small group. S: (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.

TEACHING STRATEGIES CBLM 123 Below is a template of TPS which can be used by the teacher.8 Comparative Description Similar to brainstorming ad buzz session, TPS highlights the need to think individually and share ideas and concepts with a pair, then to the class. What not to do The teacher must not forget to conduct a debriefing and summarize discussion after each TPS session, tying discussion back to key learning objective of the session. Benefits It helps students to think individually about a topic or answer to a question. It teaches students to share ideas with classmates and builds oral communication skills. It helps focus attention and engage students in comprehending the reading material. https://www.readingrockets.org/strategies/think-pair-share 8 Examples: Math. Try think-pair-share for math problems with more than one correct answer, such as estimation, patterns, and logic. This strategy can also be used when students are deciding how to approach a math problem. Science. Use think-pair-share to help students form hypotheses or to discuss their interpretations of a class experiment. For example, before an experiment on density, students might be asked to use the think-pair-share strategy when deciding which items will float in a tub of water.

TEACHING STRATEGIES CBLM 124 SAMPLE APPLICATIONS SPECIFIC TO SUBJECTS SUBJECT: Civics/Lao Language/English or French/History/Geography ✓ Target Skill : Communications ✓ Target Assessment : Speaking/Listening Skills via “think/pair/share” games: • Dual Partnering (I speak/read then you repeat what I said then vice-versa using correct pronunciation.—remembering sentences heard depends on listening skill. Partner 1 can read aloud the sentences that Partner 2 needs to repeat word by word. Then exchange.) SUBJECT: Science Starting a new topic, such as: • What if the world was actually flat? • What if the bees suddenly die/get extinct? • What if amphibians/frogs die out? • What if we can reverse time and space? • What if we had to live in another planet? • An article read in class on a certain topic, “the truth about COVID-19”. “ • Ask class to google about covid-19 and pick a reference article to “prove” that it was man-made virus or natural mutation. They then pair and decide which version or perspective to present. SUBJECT: Literature (topics for sharing) • “What was the best movie of 2020?” • “what was the number 1 song during the Covid Pandemic? • “Why?” SUBJECT: MATH: (topic/problem) • Based on a given consumption rate per person, what is the minimum kg of rice that Laos must produce per year to feed its current population? Starting a new topic, such as geometry, adding, subtracting, statistic, etc. • Vocabulary/academic language (math terms) • Asking questions or problems 1) What are the shapes from this figure? 2) How many squares are there in this figure? 3) How many rectangles can you find?

TEACHING STRATEGIES CBLM 125 MODULE QUESTION AND ANSWER ICON Webinar recording https://www.youtube.com/watch?v=JCVTxT1XWgg Online presentation (PPT) https://www.slideshare.net/jugawayne/module34questionandanswer-laofin https://www.slideshare.net/jugawayne/module-34- question-and-answer-eng-eesdp-laos https://docs.google.com/forms/d/e/1FAIpQLScvCeIwdfib2 PhNBwWCHoL5pNfmjaQx5Nj2EBKPdEF2ClEdKg/viewfo rm?usp=sf_link 3.4