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TEACHING STRATEGIES CBLM 25 1.3 MODULE SIMULATION TEACHING ICON SUPPORT VIDEO https://www.facebook.com/112437847284333/videos/459507258448857 Webinar recording https://www.youtube.com/watch?v=_XkP3W_vsuA Online presentation a. https://www.slideshare.net/jugawayne/module-13-simulation-teaching-finaldraft-lao-10-62021eesdp-fin b. https://www.slideshare.net/jugawayne/module-13-simulation-teaching-finaldraft-eng-10-6-2021eesdp-fin

TEACHING STRATEGIES CBLM 26 Module 1.3 SIMULATION TEACHING Welcome to Module 1.3. Part 1. Assessment Instructions Information Sheet: This module is designed for teachers to know about Simulation as a teaching method. It discusses how to implement the method and incorporate it in learning sessions. Task and Job Sheets: (1) 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. A classroom simulation is a method of teaching/learning or evaluating learning of curriculum content that has no relevance to the actual situation. _______ 2. The simulation, designed to replicate a real-life situation as closely as desired, has students assume roles as they analyze data, make decisions and solve the problems inherent in the situation. _______3. During the simulation students perform tasks that enable them to learn but these tasks do not allow them to have their learnings evaluated, as they are based on simulation and not real-life situations. _______4. Using a classroom simulation is a lot of work but the success of students in a well-designed, appropriate simulation is not rewarding for students and teacher). _______5. The role of the teacher includes designing or adapting the simulation to fit the unique needs of a group of students, teaching content/skills necessary to participate in the simulation, observing student interactions, monitoring and adjusting the simulation as necessary, assessing student learning, evaluating the simulation as a learning experience, and presenting the learning activity with great excitement and enthusiasm.

TEACHING STRATEGIES CBLM 27 (Multiple choice questions, Choose the best answer): 6. As the simulation proceeds, students respond to the changes within the situation by studying): a. (the consequences of their decisions and subsequent action) b. (predicting future problems / solutions). c. (Both A and B) d. (None of the above) 7. Because the teacher must do much of the work prior to the simulation being run, teacher time during the simulation is available for a. (Observation and coaching which are excellent ways to assess students’ learning). b. (Planning lessons for next learning sessions without bothering about assessment of learning outcomes). c. (Sit and relax and ignore what students are doing during the simulation). d. (Do whatever she/he wants without bothering about students’ learning). 8. Which one of the following teaching strategies conflicts with simulation teaching? a. Experiential learning b. (Role play c. Discovery learning d. Steps of all teaching strategies support each other, none of them are in conflict 9. Which one of the following is NOT true about simulation teaching? a. (It prepares students to face real life challenges by providing them safe place in the classrooms to test, come up with solutions and build new concepts). b. (Simulations can be very effective in developing students’ attitudes, especially self-confidence and questioning approach) c. (This technique is not a good way for applying in the Lao classrooms). d. (It allows learning to take place in non-stressful manner). 10. Which one of the following is the MOST important feature of Simulation teaching that makes it an effective strategy to prepare students for the World of Work? a. (It is interesting and exciting for students) b. (It is time consuming and difficult to execute) c. (It offers chance to experience real life scenarios that depict true events that helps students to understand how they should act in real life situations to overcome challenges and solve problems). d. (None of the above) (ii) Please prepare a Lesson Plan using this teaching method. (iii) For Group Activity: • Divide participants into 5 groups and ask them to 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 28 Part 2. What: Use of Simulation Teaching Strategy A classroom simulation is a method of teaching/learning or evaluating learning of curricular content that is based on an actual situation. The simulation, designed to replicate a real-life situation as closely as desired, has students assume roles as they analyze data, make decisions, and solve the problems inherent in the situation Simulation is one activity that can contribute to a successful and highly enjoyable experience. It engages students by placing them directly into the conflict of the real situation. It comes alive as students interact with one another. Simulation is a form of experiential learning. It is a useful strategy to demonstrate or illustrate or bring to life a complex and evolving situation based on real-life contexts. When a scenario is simulated, it allows a representation of that scenario in simplified manner. Simulation teaching requires a teacher to build instructional scenarios where the learner is placed in a "world" defined by the teacher. While using this method, the teacher imagines and create a scenario or “reality” within which students interact. Students act out the scenario, experience its reality and derive meaning from it. Students are engaged to apply a process to a particular setting, not to learn the details of the setting but as a means for experiencing and practicing the process independently. During the simulation students perform tasks that enable them to learn or have their learning evaluated. As the simulation proceeds, students respond to the changes within the situation by studying the consequences of their decisions and subsequent actions and predicting future problems/solutions. The teacher sets up the problem, but it will be up to the students to decide how to treat the problem with little or no direction from the teacher. The objective is to closely approximate actions of students based on what could happen in real-life. This can be written or acted by the students, so that what if questions are often used. The teacher must be aware that there are several types of simulations such as: (i) instructional simulations; (iii) role plays; (iv) cooperative simulation games; and (ii) computer-based simulation game. Just for teachers to be aware, computer-based simulation game may not be used and applied in learning the 6 subjects (Physics, Chemistry, Biology, Math, Lao Language and English) just because not all secondary classrooms are equipped with computers. However, the teacher may design simulation based on other types such as instructional simulations, role plays (as presented in the next module 7) and cooperative simulation games (gamified learning (or gamification) as presented in module 8). Part 3. How: Steps The role of the teacher includes designing or adapting the simulation to fit the unique needs of a group of students, teaching content/skills necessary to participate in the simulation, observing student interactions, monitoring and adjusting the simulation as necessary, assessing student learning, evaluating the simulation as a learning experience, and presenting the learning activity with great excitement and enthusiasm.

TEACHING STRATEGIES CBLM 29 Materials must be created and copied; each day’s activities should be scheduled. In addition, the teacher needs to allow time throughout the simulation for discussion. Because the teacher must do much of the work prior to the simulation being run, teacher time during the simulation is available for observation and coaching which are excellent ways to assess student learning. Using a classroom simulation is a lot of work but the success of students in a well-designed, appropriate simulation is extremely rewarding for students and teachers. In general, simulation teaching may follow the following structure and flow: Step 1. Instructor/teacher introduces the work. The teacher determines if the lesson should make use of simulation method, by evaluating the: (i) type of problem; (ii) availability of resources; and (iii) availability of data. Then, the teacher provides a lecturette about the topic to be discussed and introduce the simulation activity. He or she must prepare the lesson including the activities in advance. Proper instructions must be provided with the teacher explaining about the goals of the study and determining what needs to be solved. The problem is defined by the students through objective observations of the process to be studied, If cooperative simulation games are adopted, the teacher should adopt a consultant, or referee role or both. At first, the teachers introduce the game to the students, during the games the teacher acts as a consultant to those who need assistance in interpreting the rules or in making moves in the game. Rather than a traditional, teacher-centered classroom structure, the teacher keeps a relatively low profile and students are free to interact with each other spontaneously.

TEACHING STRATEGIES CBLM 30 This reduces student anxiety and facilitates learning. The teacher must take on some additional responsibilities in role playing/simulation. In particular, the teacher must keep learners motivated by stimulating their curiosity and keeping the material relevant, creating a "tension to learn" (Burns and Gentry, 1998) Step 2. Instructor/teacher demonstrates how to do the work. The teacher shows the students how to do the work and provides an example. Step 3. Tasks are assigned to learners. The first step of this technique is the assignment of roles to the pupil-teachers. All the pupil-teachers must play all the roles. All the pupils play the roles of teacher, pupil, and the supervisor. After assigning the roles in the first step, some specific social skills are selected and discussed. The topics related to these skills are practiced. For practice, those topics are selected in selected social skills “fit”. Step 4. Learners do tasks assigned to them. After this, it is decided that who should initiate the simulated teaching. When it should be summed up? Who will sum it up? Who will interrupt? etc. hence, such work schedule is decided beforehand. After all the preparations, the first practice session is organized, and the feedback is provided to all the participants. If the need is felt, some changes can be made for second session. The data regarding the first practice session is recorded so that the evaluation of the behavior can be conducted based on that recorded data. Hence, the sessions go on and every group gets their turn. Step 5. Teachers assess performance and learnings. The teacher should monitor the process closely and ask the following questions: (i) are the desired instructional outcomes well defined; (ii) Does the student demonstrate an understanding of his/her role? (iii) Is problem solving techniques being learned/developed? (iv) Will follow up activities be necessary; (v) Does it offer a suitable close to real-life experience to the groups? Finally, in the case of cooperative simulation games, the teacher can discuss all about the game process with the students. Teacher’s role in simulated game can also be concluded as quote from Jones (1982), "...the teacher becomes the Controller, and controls the event in the same way as a traffic controller, helping the flow of traffic and avoiding bottlenecks, but not telling individuals which way to go." Again, this is consistent with Scarcella and Oxford's (1992) principles. As necessary, the teacher may have to ask groups to do the work again. In this step, decision regarding the observation technique is taken. It also includes the types of data to be recorded and their way of interpretation. Thus, this step is related to the evaluation procedure. Step 6. Discuss and feedback. Groups are asked to present their work where students and teachers can make a comment for improvement of the process. Then the teacher can make a summary connecting to the core lesson. The teacher may decide to return to various steps depending on learner’s level of competency to do task assigned. COMPARATIVE DESCRIPTION Experiential learning is gaining actual experience from an engaging, safe, immersive and fun real-life environment scenario. Per the below diagrams, we can see similarities or common processes comparing simulation with role play and experiential learning. Simulation and role play both fall under the umbrella of experiential learning. An example of a simulation is when a teacher makes her students act out real-life situations such as checking in at the “airport”,

TEACHING STRATEGIES CBLM 31 playing themselves. The same situation of checking-in at a make -believe “airport” can be converted into a role play scenario when students act as a group of scientists traveling the world to address the Covid-19 crisis. It may be said that simulation is mimicking a real-world scenario in a controlled environment, whereas role play is gaining experience by impersonating an assigned character role.

TEACHING STRATEGIES CBLM 32 SIMULATION’S GREATE4ST STRENGTH IS ITS ABILITY TO ANSWER, “WHAT IF” QUESTIONS. Advantages Disadvantages - Simulations concentrate on learning the process of problem solving more realistically than other techniques. - Simulations are time consuming and difficulty to execute. - Because they simulate real life situations, learning is more realistically generalized from the classroom to the real world. - The instructor does not have much control over which way a class period goes once the simulation begins. - Simulations can be very effective in developing students’ attitudes, especially self-confidence and a questioning approach - There are often no one “right” way for a simulation to proceed so the instructor must be prepared to handle a variety of circumstances. - Realistic - Time consuming. - Safe, Simplified - Risk of Oversimplification. Limitations of Simulation Teaching The teacher must be conscious of the fact that simulation is not always able to completely recreate real-life situations, thus they have to emphasize such limitation during processing of learning. Not every situation can be included. The results and feedback are only as effective as the actual training provided. Benefits The authentic nature of many simulations can be highly motivating. The teacher’s enthusiasm can be contagious especially if the role-playing is presented to students as a wonderful opportunity to change their identities. Students are actively engaged in the learning process as they solve problems and make decisions as this is done in the adult world. CLOSER TO REALITY. Simulations provide a forum in which creative, divergent thinking is legitimized and valued. Because simulations are much more like the “real world” than many classroom methods, students do not stop learning when the class period is over. Their interest carries over into informal out-of-class discussions with other students and adults in which experiences and ideas are shared and evaluated. Enthusiasm bubbles and school attendance is high. Simulated teaching is innovative because students can engage in genuine communication in playing their roles. Active involvement stems from participation in worthwhile, absorbing interaction which tends to make students forget they are

TEACHING STRATEGIES CBLM 33 learning a new skill. Students have the opportunity to try out new behaviors in a safe environment, which helps them develop long-term motivation to master additional skills. In addition to encouraging genuine communication, active involvement, and a positive attitude, the simulated "real-life" problems help students develop their critical thinking and problemsolving skills. If the role playing/simulation technique is employed, it should be integrated with other learning activities, given the preparation and care which is required in any learning method, and adapted to student needs and level. If these guidelines are followed, it can be a rewarding experience for both the students and teacher. The following are further benefits of using simulation: • Motivational Advantages: Games are engaging and motivating approach to students. It gets them involved and holds their attention longer. Children usually learn and retain more knowledge using role play. • Removal of Student – teacher Polarization: Students engage in the learning process rather than passive receiver of knowledge • Simulation as a Universal Behavioral Mode: Children learn the most from play when they have skilled teachers who are well-trained in understanding how play contributes to learning. • Gains Related to Relevance and Learning: Games provide a safe artificial environment within which learners with low self-esteem may feel more inclined to explore, investigate and express themselves. • Decision-Making: Closest to the reallife experience; the problems that students find in real life can be simulated. So, the students try to solve the problem and decide the best from among alternatives to achieve a particular objective. • Role Awareness: Many games enable players to embody different characters which help develop attitudes of tolerance and understanding. • An Interdisciplinary View: Simulation provides a valuable link between activities within the classroom and life outside school. Such a connection will help to make students have better understanding and see the world in different perspectives. • Dynamic Framework: Games can be used to teach content that it is very difficult to teach in the classroom. Simulation offers different techniques that can deliver all kind of issues which cannot be limited by time perspectives. • Bridging the Gap to Reality: Simulation help teacher to connect the teaching material to the student’s real world and encourage the students to make a relation between the knowledge that they have already had with the application in their life as a member of society. • Gestalt Communication: The power of simulations is to transpose the normal classroom into an authentic setting where skills can be evaluated under more realistic conditions. With simulation, students become educational ambassadors as they continue their discussions at home. Students describe this kind of learning as authentic and not boring. When simulations are used for assessment or evaluation of prior learning of the content necessary to successfully participate in the simulation, some students may not be successful due to deficiencies in their grasp of the prerequisite material.

TEACHING STRATEGIES CBLM 34 If the opportunities and encouragement are provided to go back and learn the material and try the simulation again, every student could eventually be successful. Other students will volunteer to assist in these extra simulations held after school or at lunch because it is fun. In summary, simulation is cheaper to create than real-life counterparts. They are easy to construct. They remove the element of danger in a situation. They can be paused, whereas real-life situations cannot. Pausing allows more time for students to assess what’s going on and change their track. Please also watch: https://www.youtube.com/watch?v=gabFqEhiZ80 References: https://www.slideshare.net/search/slideshow?ft=all&lang=%2A%2A&page=2&q=simulation+t eaching&qid=fe9faafa-67d0-4f96-94f6-4eea968fcf6f&searchfrom=header&sort=&ud=any http://anwaarahmadgulzar.blogspot.com/2014/04/simulated-teaching.html http://static.clexchange.org/ftp/documents/implementation/IM1996- 01EffectiveUseOfSims.pdf 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)

TEACHING STRATEGIES CBLM 35 1.4 MODULE ROLE PLAY ICON SUPPORT VIDEO https://www.facebook.com/112437847284333/videos/459507258448857 https://www.facebook.com/eesdp/videos/138808901778030 https://www.youtube.com/watch?v=W0Zqn_0t4YQ https://www.youtube.com/watch?v=az21gNAgtf8 https://www.youtube.com/watch?v=arYy0eTXL8A https://www.youtube.com/watch?v=uE4K8x0zRiI https://www.youtube.com/watch?v=iwiDUAYMpWI References: https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-teachingand-learning/?doing_wp_cron=1524793720.1581940650939941406250 https://serc.carleton.edu/introgeo/interactive/roleplay.html Webinar recording https://www.youtube.com/watch?v=kEiusUa00QY&t=218s Online presentation https://www.slideshare.net/jugawayne/module-14-role-play-lao-version-fin https://www.slideshare.net/jugawayne/module-14-role-play-eng-version-fin

TEACHING STRATEGIES CBLM 36 Module 1.4 ROLE PLAY Part 1. Assessment Instructions Information Sheet: This module is designed for teachers to know about Role Play. It discusses how to implement the method to improve teaching and learning. Task and Job Sheets: (i) 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. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. ______2. Role playing is a learning structure that allows students to immediately apply content as they are put in the role of a decision maker who must make a decision regarding a policy, resource allocation, or some other outcome. ______3. This technique is an excellent tool 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. ______4. One of the biggest challenges of the role-playing technique is to get all students to participate and be truly engaged. ______5. In role play, students engage in higher order thinking and learn content in a deeper way. ______6. This technique is a not a good way of teaching students. ______7. The teacher decides exactly what the group needs to learn from the role play and states it as the learning objective. ______8. In role play, the teacher must design the situation to fit the objectives of the lesson, consistent with the target competency). ______9. In role play, the teacher must clarify the learning objectives with the class before assigning the roles or asking them to choose which roles they want to play. _____10. In role play, students don’t have to act their assigned parts per the situation or scenario established by the teacher for the class (ii) Please prepare a Lesson Plan using this teaching method. (iii) For Group Activity: • Divide participants into 5 groups and ask them to 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 37 Part 2. What: Use of Role Play in Class David Kolb defined role play as the “process whereby knowledge is created through the transformation of experience”. Hirsch4 argues that role play consists of the key elements of experiential learning. It is a powerful and effective teaching method for children and adults that can be adapted to deliver any learning objectives. It lends itself to practice communication skills, debate complex ethical issues or explore attitudes and beliefs. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. It involves an activity which a student or a group of students dramatizes his or their real reactions to a certain problem situation. The purpose is to find out how students will normally conduct themselves when they are confronted with a particular conflict or difficult situation. When you think of role play, drama is next to come to mind. Distinguishing between role play versus drama is important. Drama is a type of play to be performed by actors on stage, radio, or television. It is usually highly emotional, tragic or turbulent; with the objective to catch the attention of viewers and affect how they feel, usually for entertainment purposes. On the other hand, a role is the act of imitating the character and behavior of someone who is different from yourself, for example, as a training exercise, or in a language training.; with the objective to support a learning task; either to learn a new skills or technique or understand a process. 4 Philip Hirsch & Kate Lloyd (2005) Real and Virtual Experiential Learning on the Mekong: Field Schools, e-Sims and Cultural Challenge, Journal of Geography in Higher Education, 29:3, 321-337, DOI: 10.1080/03098260500290892 Role play appear deceptively simple and seems to impose minimal demands on the teacher. However, on closer look, it requires extraordinary amount of skill, finesse and acuity of observation and analysis. Role plays can be simple or complex, short or long and can be adapted to suit the needs of what is being taught or explored. As in buzz sessions, several groups of students may carry out the same role play activity simultaneously. This has the advantage to allow every member of the class to practice social skills. The teacher must bear in mind that it is not suitable for repeated performance for these role plays to the whole class, as repetition becomes too tedious. Alternatively, the rile

TEACHING STRATEGIES CBLM 38 play can be a single performance viewed by the rest of the class. Steps Teachers, here are the steps in using a role play in the classroom: (i) Step 1- Identify a problem. The teacher must decide exactly what the group needs to learn from the role play. (ii) Step 2- Establish the situation for the role play. The teacher must design the situation to fit the objectives he or she wants to achieve. (iii) Step 3- Establish roles and select participants. The teacher must sketch out clearly the roles of selected students/participants. (iv) Step 4- Present the Act. The teacher must talk about the objective of the role play during the presentation and explain the skills and insights the activity hopes to acquire. (v) Step 5- Act the part. The students must act their parts in the role play as agreed, and act out the situation as established by the teacher. (vi) Step 6- Analyze and evaluate the play. The teacher and students must analyze the play in terms of: (a) what happened; (b) why did it happen that way? (c) what were the feelings and motives involved? (d) what variation would have produced other results? Identify the problem Establish the situation Establish roles and select participants Present the act Act out the scenario Analyze and evaluate the situation

TEACHING STRATEGIES CBLM 39 Here are more tips for teachers in running a role play: Constructing a role play. In constructing a role play, a teacher or a group of students need/s to: (i) define time limit; (ii) define observer tasks (if any); (iii) define ground rules of safety and feedback; (iv) define debriefing agenda and (v) define task of facilitators. Before these, key steps must be done as follows: (i) define aims and objectives (practice skills, explore concepts, etc.); (ii) define setting/placement; and, (iii) define clear role descriptions. Running a role play. Once these are defined, the teacher must be conscious of the following are rules in running a role play: (i) give players time to study the scenarios as given by the teacher; (ii) teacher should intervene as little as possible, however, if new information is needed while the activity is running, it must be prepared in advance; (iii) teacher should check that all roles are active. If any student is not participating despite assigned role, teacher should talk to the student directly; (iv) the resources made available to students should assist the them to participate in the role play and fulfill their specific roles. Debriefing or Plenary Session. The final stage is debriefing where plenty of time must be allocated to ensure that the learning objective of the role play is achieved. Before the debriefing, ice breakers or a cool chat must be done to ensure that students are out of the roles they were assigned to play and deal with the debriefing as part of the learning task, not as part of the role play.

TEACHING STRATEGIES CBLM 40 In using a Role Play, the teacher must instruct students to: ✓ Respect your role players. No need to be emotional as you are all just exploring reality together. ✓ Accept other people's ideas. In the real world especially the future workplace of students, people need to have mutual respect even though they feel strongly different about a situation/decision. ✓ Even if you feel uncomfortable with the character, do not complain about it too soon. Wait for those people to take the time to develop themselves. Consider the emotions of others! ✓ Use appropriate accents ✓ Establish a basic discussion for IC (in-character) and OOC (out-of-character). IC is when you are playing a role and OOC is when you talk to a friend (not in RolePlay). ✓ Take turn and share ideas on Role-Play with group members. ✓ Give others a chance to react!

TEACHING STRATEGIES CBLM 41 Benefits Using a role play to achieve a specific learning goal needs the teacher to plan the lesson ahead. A teacher may decide not to use a role play as a technique because of extra time and efforts that have to be poured in in a lesson. Before saying no to a role play, the teacher must first and foremost consider its benefits: • Students are actively participating and are engaged during the role play; thus, in the process, embedding concepts into their long-term memory is happening and learning comes naturally. The excitement of a role play, the interaction and visual, auditory and kinesthetic stimulation that go with it, prove to help a broad range of learners. • It helps develop all learning domains, be it cognitive (knowledge), psychomotor (skills) or affective (emotional). • It is useful in developing the interpersonal skills of learners. • It helps develop a greater understanding of the complexity of professional practice and enables students to develop skills to engage in multi-stakeholder negotiations within the controlled environment of a classroom. • It helps students explore emotive issues for example: smoking, religious issues or cultural issues. Finally, the teacher must know that the success of role play as a method lies in its construction and delivery with careful facilitation. It is great for teachers and trainers as it is entertaining and more interactive which can lead to reduced learner fatigue, The diagram below shows strengths of using a role play in class:

TEACHING STRATEGIES CBLM 42 In summary, here are the uses, advantages and disadvantages of a role play: 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 43 1.5 MODULE GAMIFIED LEARNING ICON SUPPORT VIDEO https://www.facebook.com/eesdp/videos/377618780663533 https://www.youtube.com/watch?v=W72DnmSZbr4 https://www.youtube.com/watch?v=mOssYTimQwM Webinar recording https://www.youtube.com/watch?v=JfKhqbH3mNM Online presentation https://www.slideshare.net/jugawayne/module-15gamifiedlearninglaojune17- final https://www.slideshare.net/jugawayne/module-15gamifiedlearningengjune17- final Sample interactive games for English https://wordwall.net/play/2222/840/2801 Sample interactive game for Math https://wordwall.net/play/051/880/487

TEACHING STRATEGIES CBLM 44 Module 1.5 GAMIFIED LEARNING OR GAMIFICATION Congratulations! You are now in Module 1.5. Part I. Assessment Instructions Information Sheet: This module focuses on the discussion of gamification or gamified learning. It discusses ways to implement the method. Task and Job Sheets: This can be used as a pre- and post- test: A. T / F: Write “T” if the sentence is TRUE or “F” if the sentence is FALSE. _____1. In Game-based Learning, game is part of the learning process. In Gamification, the learning process as a whole is turned into a game. It is applied at the system level, where the complete pedagogical system is designed as a game. _____2. In Gamification, it is necessary to have ICT tools and equipment in order to be in line with 21st Century learner-centered teaching strategies. _____3. Gamification is becoming increasingly explored to motivate learners even in the workplace. You can include game elements in any non-game context such as marketing, advertising, financial services, etc., in order to increase motivation. _____4. If learners have fun, it is not important to emphasize and highlight the key learning competencies of the lesson. What is important is that learners know the mechanics of the game. _____5. In Gamification, incentives for learners engage the brain in the learning process.

TEACHING STRATEGIES CBLM 45 B. (Multiple choice questions, Choose the best answer): 6. It is the application of game-like mechanics to non-game entities in order to encourage a specific behavior in learners. a. Game-based Learning b. Double Jeopardy c. Simon says d. Gamified Learning/Gamification 7. In a school setting, Gamification can be applied in almost all subjects, EXCEPT: a) Mathematics b) Physics c) English d) None of the above 8. This is the last step in a Gamification process. a. Determine the purpose of using the game for learning. b. Design the game that can be used by the whole class. c. Provide proper and complete instructions. d. Provide a clear summary of key learning targets achieved. 9. All are considered benefits of Gamification, EXCEPT: a) It promotes social skills of learners as most games are group-based. b) It encourages learners to share ideas, critical-thinking, and strategic thinking. c) It promotes individualism and independence. d) It encourages learners to take risks because of the end rewards. 10. Examples of rewards/incentives appropriate for students in Gamification are the following, EXCEPT: a. Money b. Points c. Social rewards such as privileges, exemptions from tasks, free time, etc. d. Recognition (i) Please prepare a Lesson Plan using the interactive teaching method. Performance Criteria: The teacher can design a LESSON PLAN using this method.

TEACHING STRATEGIES CBLM 46 Part II. How to Use Gamified Learning Gamified learning or gamification of learning is the process of introducing game-like elements into a traditionally non-gaming contexts to make learning more fun and engaging. Gamification strategies include elements such as gamifying grading, incentivizing students with rewards and adding competitive elements such as leaderboards. Teachers must understand that gamified learning is introduced to make learning more fun and exciting, with the end view of engaging all students in class. This is a way to draw active class participation. It is different from game-based learning, in which the game itself is the learning experience. In gamification, game components are added to traditional instruction method. Steps In choosing to adapt gamified learning in classrooms, teachers must remember to follow the following important steps below: Determine the Purpose of using the game for learning. Remember, you are using gamified learning because first and foremost, you want to enhance student engagement and at same time make your lesson fun and exciting. In designing a game, you have to align your purpose (meaning your learning goal/objective) with the game you want your students to play. Play the Game Yourself, Making Sure It Is Aligned with Learning Goals. Before you introduce the game, test your game first if it is aligned with your learning goals/ objectives. If you see poor alignment, junk the game or replace it with another one which would have direct link with your lesson. Choose or design the game to introduce to class. There are lots of games for you to choose from the internet. What’s important is for you to be able to assess suitability of your game with the lesson your lesson. You may even create your own game or modify an internet downloaded game if you are unable to choose a game which is best suited to your lesson. Once you decide on the game to use, you must write instructions 5. Make sure to provide a CLEAR SUMMARY of key target learnings 4. Provide proper instructions on how to play the game 3. Choose or design the game to introduce to class 2. Play the Game Yourself, Making sure It Is Aligned with Learning Goals 1. Determine the Purpose of using the game for learning 1 2 3

TEACHING STRATEGIES CBLM 47 on how to play the game, for inclusion in your lesson plan. In choosing or designing a game, it is important for you to assess the game in terms of: (i) student engagement: How many students can join the game? Can they connect with the games? How fun will this be to them? (ii) reward: What reward or prizes can you offer to the winner? Will this be something attractive to them; (iii) achievement: Will they be able to successfully play the game? Will you achieve your learning goal/objective by using the game? (iv) motivation the game motivate the students to learn what they need to learn?; (v) learning: Will they learn from the game? How much of the learning will they retain? Will they gain life skills? (vi) challenge: Is the game providing them enough challenges to learn and gain more skills? Provide Proper Instructions on How to Play the Game. Based on the instructions you wrote, you now have to properly provide instructions to your students on how to play the game. You also need to clarify how to win the game. Provide clear summary. After the game, you have to make sure to provide a clear summary of key target learnings at end of each game and connect to reallife application. Benefits of Gamified Learning: - The learning experience becomes fun. Thus, it creates love for learning. Students are encouraged to learn and are not bored or afraid to tackle new concepts. - Competition, winning, and rewards give students a natural high and love for learning. Rewards can also be motivating. - It develops the social skills of students. Group work encourages sharing of ideas, debate, critical-thinking, and strategic-thought processes. Taking risks is also encouraged by the democratic and meritocratic nature of gamified instruction. Comparative Description Below is a diagram showing differentiation between gamified learning vs. game-based learning, clarifying that gamified learning uses: (i) rewards (badges or achievements, (ii) experience instead of grade scale, (iii) quests to teach life skills. It involves layering game-based reward system into the learning process. 4 5

TEACHING STRATEGIES CBLM 49 Source:https://www.asiancollegeofteachers.com/blogs/664-Learn-The-Difference-Between-Game-Based-Learning-and-Gamification-blog.php IMPORTANT REMINDER: The teacher must ensure not to miss the key point why the game was introduced in learning a concept. While students are engaged and having fun doing the game, key learning competency targets must be the highlight. Despite this, the teacher must remember that the learning event is made fun for students. Who came up with game-based learning? Beyond military strategy, the genesis of kindergarten in the mid-1800s was FRIEDRICH FRÖBEL'S ideas of learning through play. The core concept behind game-based learning is teaching through repetition, failure and the accomplishment of goals. Video games are built on this principle. Froebel was a German educator who invented the kindergarten. He believed that "play is the highest expression of human development in childhood for it alone is the free expression of what is in the child's soul." According to Froebel, in play children construct their understanding of the world through direct experience with it. His ideas about learning through nature and the importance of play have spread throughout the world.

TEACHING STRATEGIES CBLM 50 The teacher must not forget to provide rewards, be it in terms of prizes or recognition. Gamification must provide rewards, as rewards would engage the brain in the learning process. Without proper recognition of best outputs or ideas, the game may fail to engage students to learn, compete and work with others. Gamification makes the “drill” or repeated exercise fun and engaging. For 21st century teachers it follows the pedagogy of “test light, feedback, test again”. So, the same game mechanics can apply to various lessons and assessment is emphasized by the scores earned and correct answers being fed back repeatedly until the whole class gets it and ready to move to the next challenge or learning objective. It is like a race to discover the answers but the repetition also helps gain shortterm memory. The discussions/reflections that follow reveal the bigger context which in turn builds long-term memory because of relevance. LIST OF GAMES (GAME BASED) YOU CAN USE IN CLASSROOM: 1. For English/language: https://www.gamestolearnenglish.com/ 2. For Math learning: https://www.mathplayground.com/math-games.html 3. For Science learning: https://www.sciencegamecenter.org/games?subject=chemistry GAMEFYING TOOLS: (using Q&A like a “TV gameshow” or fun-challenge with online tools; It’s scaffolding — teach a little, ask a question, repeat, repeat, repeat.) a. https://kahoot.com/home/mobile-app/ b. https://quizizz.com/ c. https://quizlet.com/ d. https://Gimkit.com GAMEFIERS that don’t need internet or any other device: This can be done as introductory activities or as an “after lecture/discussion” follow-up and assessment/verification task. 1. QUIZ BEE … groups are formed and under time limit, race to answer questions on the topic lesson prepared by the teacher. Groups are eliminated in rounds until the final round for championship. Simply give out the topic and scope in advance and groupings of “contestants” prepare by themselves by reading textbook, finding other references in school or internet. The champions will automatically qualify for “plus points” in the grading period. Can be used for Science/Math/Social Studies/Reading comprehension. 2. SPELLING BEE…For English or lao language or any language, correct spelling is important. Use this gamified activity to expand class vocabulary. Like the quiz bee, students are formed into groups to review themselves with a list of difficult new words and meanings. Students must repeat the word the teacher says in each round with correct pronunciation before spelling out, letter by letter. Words are written on paper and rolled and each contestant picks one and gives to teacher. NOTE: as games are repeated, even same questions but re-ordered or re-framed, students gain experience points and can anticipate the correct answers more quickly. They want to be more alert or quick because of time pressure. Those who did not know the answers will remember the correct ones by others. “teach a little, ask a question, repeat, repeat, repeat.” Prepares them for the longer tests later.

TEACHING STRATEGIES CBLM 51 BENEFITS For students, the learning experience becomes fun, and it creates love for learning. They are encouraged to learn and are not bored or afraid to tackle new concepts. Gamified instruction empowers them to own their learning and at the same time help them develop their social skills. It can facilitate behavioral change. Competition, winning and rewards give students a natural high and love for what is being learned, thus retention will be higher, storing key lessons in long-term memory. Rewards can be very satisfying and intensely motivating. Gamification enhances the learning experience. It offers the opportunity for learners to engage with content in an effective, informal learning environment. If learners get excited about learning, they are more likely to retain information. If done often, they develop persistence and desire to win, thus induces competition, which in real life, could help them develop critical thinking skills and a sense of being able to solve any problem which would come their way. It gives learners the opportunity to see real-world applications. It allows learners to see the real-world applications and benefits of the subject matter. They are able to get a first-hand look at how their choices within the game result in consequences or rewards. Learning by doing can be a very effective way of cementing skills by applying them to practical scenarios. Learners in gamified learning programs can work towards group goals by cooperating with a team within a competitive environment. This encourages the sharing of ideas, debate, critical thinking and strategic thought processes. It can help them maintain the momentum of selfpaced or group learning, which induces building self-directed learning communities. Additionally, risk-taking is encouraged by the democratic and meritocratic nature of gamified instruction. In summary, for teachers, gamification of learning can help you create exciting, educational, and entertaining content. Teachers must remember that gamified learning is not meant to turn work into a game, but to drive student engagement to a specific learning task. As a performance task assigned to students, gamified learning delivers instant feedback. It improves learning productivity of students and lessens communication gaps. As earlier mentioned, it increases learner engagement so the teacher is assured that everyone can playfully and happily participate in the lesson. ✓ https://insights.learnlight.com/en/articles/5-benefits-of-gamification-in-learning/ ✓ https://www.teachthought.com/pedagogy/8-principles-of-gamified-learning/ ✓ https://www.shuzhiduo.com/A/amd0lYoDdg/ ✓ FOR more GAMES: https://www.quizalize.com/blog/2018/03/02/classroom-games/

TEACHING STRATEGIES CBLM 52 1.6 MODULE LAO PDR ICON Webinar recording https://www.youtube.com/watch?v=g2FMVx-XCmE Online presentation https://www.slideshare.net/jugawayne/module-16-laopdr-technique-engversion-06222021-prep https://www.slideshare.net/jugawayne/module-16-lao-pdr-lao-version062221 ONLINE TEST Take the test after reading through to test your knowledge and earn digital certificate https://docs.google.com/forms/d/e/1FAIpQLSdQJ-moC5GZ3P42bSF90mwCKiHYDI61HG-rwdRe-rO7OStXw/viewform

TEACHING STRATEGIES CBLM 53 Module 1.6 LAOPDR I. Part I. Using LAOPDR Comparative Description Similar to other experiential learning techniques, LAOPDR passes on deeper learning to the students, by providing them an opportunity for deeper and more meaningful learning. With full context explored during discussion and reflection on the lesson’s applications and implications in other areas of real life, the knowledge becomes more accessible with long term memory. The beauty of this LAOPDR technique is the emphasis on reflective learning which strengthens critical thinking skills. Please note that it is not simplistic. Just like all the other Experiential learning techniques it needs CAREFUL PLANNING And reflection first by the teacher. NO FAKING/CHEATING. Teacher must be the first model for Lao Lifelong Learners PROCEDURE Provide a lecturette.

TEACHING STRATEGIES CBLM 54 Provide a learning activity. The teacher provides a learning activity applying the concept/lesson for students, with clear instruction on what to do and what to achieve. Teacher clarifies whether the students must work in groups or in pairs and allows them to strategize their tasks after clearly defining the performance standards/expectations.

TEACHING STRATEGIES CBLM 55 Students produce their outputs. Based on learning activity assigned by the teacher, the students prepare outputs of group or pair interaction and discussion. Presentation. The teacher asks groups or pairs to present results of their works. Depending on available time, the teacher calls all group representatives to present and discuss their outputs to class. A common technique here is for the class to set-up a “Gallery/Exhibition” of outputs, providing time for groups to observe each other’s works and take careful notes and silent comparisons before each group is given time to elaborate on their works explaining their group consensus/conclusions, and processes used to arrive at such. Discussion. The teacher facilitates discussion with the students based on presented outputs, helping them to analyze and summarize key learnings as a class synthesis, citing the best from each group.

TEACHING STRATEGIES CBLM 56 Reflection. Based on the discussion, the teacher can individually ask students to share their reflections, or ask them to return to their groups to agree on group reflection; specifically, on key take away from the learning event which has just been concluded. Recording these reflections in a class or individual journal will equate to a learning “milestone” or “goal achieved” and give the whole class a sense of achievement and progress forward. Once tasks are assigned to groups or pairs of students, the teacher should ensure that s/he provides good guidance and proper directions to these groups and pairs, thus the need to encourage them to ask questions so that tasks and underlying concepts required to fulfill the tasks are clarified. The teacher should never leave students on their own after assigning them the learning task/s.

TEACHING STRATEGIES CBLM 57 2.0 MODULE INQUIRY BASED LEARNING (IBL) ICON Webinar recording https://www.youtube.com/watch?v=tXWDOlz9TSE Online presentation https://www.slideshare.net/jugawayne/eesdp-module-17-ibl-english-fin https://www.slideshare.net/jugawayne/eesdp-module17-inquiry-basedlao-fin Video References Please watch: https://www.youtube.com/watch?v=QlwkerwaV2E&vl=en https://docs.google.com/forms/d/e/1FAIpQLSflVFPgayR51Z1337TFlqCRlwRAwmJG3uopAh_4ZhMbPR7Eg/viewform?usp=sf_link

TEACHING STRATEGIES CBLM 58 Module 2. INQUIRY-BASED LEARNING Welcome to Module 2. Part I. Assessment Instructions Information Sheet: This module is designed for teachers to know about Inquiry Based Learning. It discusses how to implement the method to improve teaching and learning. 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. Inquiry-based learning (IBL) is an approach to learning that emphasizes the student's role in the learning process. ______ 2. IBL focuses on investigating an open question or problem. ______ 3. IBL focuses on moving students beyond general curiosity into the realms of critical thinking and understanding). ______ 4. A teacher must encourage students to ask questions and support them through the investigation process, understanding when to begin and how to structure an inquiry activity. ______ 5. With inquiry-based technique, students should be able to build understanding of a concept through their own methods and thinking styles. ______ 6. Students can improve certain transferable skills through inquiry-based learning, many of which relate to initiative and self-direction. ______7. IBL enables students to develop a habit of questioning, make predictions (hypothesize), find relevant data and information to draw conclusions. A false hypothesis can lead to further questions. ______ 8. IBL does not play any role in developing curiosity in learners to learn more). ______ 9. Learning by inquiry does not foster higher order thinking skills). ______ 10. While delivering lessons using IBL, the teacher has no responsibility to guide discussions, encourage debates and facilitate the learning process). Please prepare a Lesson Plan using this teaching method. Performance Criteria: The teacher is able to design a LESSON PLAN using this method. • Inquiry-based learning is an approach to learning that emphasizes the student's role in the learning process. • Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas. • It is a learning and teaching method that prioritizes student questions, ideas and analyses.

TEACHING STRATEGIES CBLM 59 Part II. Use of Inquiry-Based Learning (IBL) Technique The students’ role in inquiry-based learning is very important. Unlike in traditional teaching where teacher tells the students what they need to know and expect them to remember and understand the lesson, in IBL, students are encouraged to explore the materials, ask questions, analyze, evaluate, create and share ideas. From a student’s point of view, inquiry-based learning focuses on investigating an open question or problem. In investigating and data gathering, students use evidence-based reasoning and creative problem-solving to reach a conclusion, which they must be able to explain, present and defend. From a teacher’s point-of-view, inquiry-based teaching focuses on moving students beyond general curiosity into the sphere of critical thinking and deeper understanding. The teacher must encourage students to ask questions and support them through the investigation process, understanding when to begin and how to structure an inquiry activity. The graphics/texts below can help you understand and distinguish between traditional teaching and inquiry-based teaching. Source: https://favpng.com/png_view/teacher-traditional-education-teacher-teaching-method-inquiry-based-learning-png/VUPEqQSj In traditional teaching, the teacher acts as the active bearer and sharer of knowledge where lower order thinking, such as remember, understanding and applying are targeted, all based on the book. The information given by the teacher should be same information that must be learned by the students. In short, the role of the student is passive, direction-follower. Inquiry-based learning is a total opposite of this. Teacher becomes a learning facilitator, introduces the topic, idea or lesson and engages and motivates students to ask questions about said topic. Teacher guides the learning process by sharing his or her own

TEACHING STRATEGIES CBLM 60 understanding of the topic and supporting students in analyzing, evaluating and creating their own ideas related to the topic. The role of the student is active, problem-solver. This is made possible by the teacher expertly asking questions such as: (i) What do you think about…? (ii) How do you feel about…? (iii) How do you know…? (iv) Tell me how you think about…? In this process, students are encouraged to collaborate with each other to produce their outputs as required by the teacher. source: https://leverageedu.com/blog/pu/modern-education/ The teacher must understand that there are different kinds of IBL approaches, which vary according to rigidity or structuredness which would suit different classrooms or lessons. These are: (i) confirmation inquiry – when a teacher gives students a question, its answer and the method of reaching this answer. Their goal is to build investigation and criticalthinking skills, learning how the specific method works; (ii) structured inquiry – when a teacher gives students open question and an investigation method. They must use the method to craft an evidence-backed conclusion. (iii) guided inquiry – The teacher gives students an open question. Typically, in groups, students design investigation methods to reach a conclusion; and,

TEACHING STRATEGIES CBLM 61 (iv) open inquiry -- Teacher gives students time and support. Students pose original questions that they investigate through their own methods, and eventually present their results to discuss and expand. To more fully understand this approach, here is a chart on the level’s student ownership per level of inquiry: Level Problem/Question Procedure/Method Solution 1 Confirmation Inquiry Provided to student/ teacher led Provided to student/ teacher led Provided to student 2 Structured Inquiry Provided to student/ teacher led Provided to student/ teacher led Constructed by student/s 3 Guided Inquiry Provided to student/ teacher led Constructed by student/s Constructed by student/s 4 Open Inquiry Constructed by student/s Constructed by student/s Constructed by student/s The Inquiry-Based Learning umbrella has various teaching strategies under it as shown in the picture but only problem solving, and project-based learning were included in this Manual. Procedural Steps Before using the inquirybased teaching technique, the teacher must be conscious of the fact that the nature of the inquiry is ideally both curiosity-based and fluid, meaning less structured. Narrow criteria, restrictive rubrics, and other traditional artifacts of ‘schoolwork’ can stifle inquiry at this point of the learning process. The teacher’s role at this point is focused on resources, modeling curiosity, and cognitive coaching.

TEACHING STRATEGIES CBLM 62 Problem Statement- The first step in guiding students on the use of the strategy is determining what is to be investigated and formulate questions or hypothesis. Star bursting tool of interactive teaching could be useful during this process. Mind map and fishbone diagram tool will be handy as well. In this stage, students develop questions that they are hungry to answer. Sample questions related to a specific topic given by a teacher could include: What sources of information are available to me? What do others around me know? What’s worth studying? What possibilities, problems, or situations tend to interest me? What types of experiences, perspectives, and data are available to me? When am I at my best? Mood of interaction during this stage fosters open-mindedness, curiosity, freedom and playfulness where students can in a lively manner skim through a variety of media, follows curiosity, responds with awe, dwells with certain media depending on curiosity or perceived utility; and freely seeks out peers and teacher for ideas and resources. Data Collection- During this process, students do research about the topic at time in class. Student will gather as much data as they can about the topic from appropriate sources. In Lao rural schools where there is no internet connection, the only source of data will be the textbook, thus there is a need to produce supplementary materials especially for Science subjects. This limitation should not stop teacher from encouraging students to search for more data through the internet. Lao resources could be limited, but students can try searching for Thai or English documents on the given topic, if possible. Research interaction could be all or either of the following: (i) Student-to-material- This material is ideally obtained through formal (i.e., research) and informal (e.g., reading, social and digital media, collaboration) means. It can be modeled or supplemented by teacherprovided materials; (ii) Student-to-peer - This interaction is chosen by teacher or student, informed by need for information and perspective; (iii) Student-to-expert (experts within relevant fields at accessible levels); (iv) Student-to-media (digital, text, pure data, etc.). 4. Conclusions/Elaboration/reflection 3. Analysis/Explanation 2. Data Collections/Investigation/ Exploration 1. Problem Statement/ Questioning/Engagement

TEACHING STRATEGIES CBLM 63 Analyzing data and findings - At this stage, students will examine, discuss, analyze data and connect findings leading to answers that the students initially asked. This is the stage where students synthesize what they have found out, and write a report on their findings. The big idea here is for students to summarize, paraphrase and categorize learning with teacher or expert support by analyzing data, identifying and clarifying misconceptions, and otherwise ‘getting a feel’ for the scale, nature, and possibility of selected topics of inquiry. This stage centers around students clarifying both their own thinking, and the nature of ‘things’ around them: ideas for projects, scientific challenges, opportunities for revision, need for design thinking, a new scale to tackle persistent problems, etc. Thinking patterns are both inward and reflective, and outward and communicated. In that way, students both reflect on their own knowledge, while beginning to identify possible pathways forward. Work atmosphere is slightly more focused, reflective, independent and cautious, where students paraphrase understanding in familiar language; resists looking for ‘answers’ and ‘solutions’; distinguishes between fact and opinion; evaluates the credibility and relevance of sources; focused on possibility. On the other hand, the teacher offers); (non-evaluative and frequent feedback; provides relevant graphic organizers (mind map, start burst, fishbone, concept map, etc.) and other ways to ‘frame’ student thinking; asks probing questions that focus on student thinking: what they know and why they think they know it. Relevant questions are: What’s the big picture here? What are the pieces and how do they fit? What’s accessible, and what’s not? What’s possible? Am I missing critical data, perspectives, or opportunities for collaboration that could further clarify my thinking? What do I seem to understand, and how do I know? Drawing conclusions - At this final stage of the inquiry-based learning process, learners are focused on design of: (i) solutions to address problems within a manageable scale; (ii) logical and curiosity-based applications of current understanding; and, (iii) next steps to extend their own learning pathway. Leaning mood is creative, restrained, and calculating. Appropriate questions would include: What now? What audience makes sense for this research? Where can I do ‘good work’? What would be ‘cool’? What have others before me done? After this stage, groups of students will be ready to present their conclusions with teacher ready to summarize key learning for the class. IBL is delivered in learning session supporting guided research, document analysis and question-and-answer sessions, where the teacher can run inquiry activities in the form of: (i) case studies; (ii) group projects; (iii) research projects; (iv) field work, especially for science lessons; and (v) unique exercises tailored to your students.

TEACHING STRATEGIES CBLM 64 COMPARATIVE DESCRIPTION As mentioned, Inquiry-based teaching is like discovery learning, which also uses inquirybased method in learning new knowledge with previous knowledge as an entry point. Inquiry based teaching starts with a problem statement, followed by data collection activity. Based on the data collected, data are analyzed, and conclusion is drawn. In discovery learning, a teacher should create curiosity and make students wonder about a topic, allow students to explore, investigate, gather data and discover more about the topic, and on this basis, share their thinking based on analysis of data gathered. After which, students are encouraged to reflect about new knowledge gained from the topic, and on this basis make a change in terms of thinking, action or mindset. Experiential learning also follows same process allowing students to experience what they are supposed to learn, followed by reflective observation, abstract conceptualization and actual experimentation. Teachers must understand that all these processes, including experiment-based teaching follow the same constructivist approach to learning, meaning students will have to be provided with learning opportunities for them to be able to create their own knowledge and ideas. Discovery Learning

TEACHING STRATEGIES CBLM 65 They are set to meet same objective, that is to make learning meaningful and purposeful to the learner, by making the learning own his or her own learning, basically, through learning by doing, experiments, actual experiences, data gathering and analysis, etc. COMMON PITFALLS/CHALLENGES AND HOW TO ADDRESS THEM This common pitfall list and how to address them was downloaded from https://wabisabilearning.com/blogs/inquiry/nquiry-based-learning-disadvantages Testing Performance When teachers focus learning time on student-led inquiries, it is important that no area of the curriculum is left behind. As we operate in a space where standardized testing is the norm, this could impact performance in this area. Without key learnings, students are unprepared for their exams. In a STEM learning environment, this could be detrimental. The role of the teacher in connecting curricular outcomes to the line of inquiry is the fundamental solution to this problem. By modelling effective questioning techniques, teachers are able to guide their students to find the answers they need while engaging in the relevant curriculum areas. Reluctance to Participate This teaching and learning style require total student engagement and participation. Students will be asked to speak up and immerse themselves in the activity. While this could help enhance their public speaking skills and also promote teamwork, it could be daunting for those students who have issues with speaking out. Additionally, it could be challenging for those students who do not think quickly on their feet. Comprehension and learning disabilities must be considered, which could become problematic. The solution is found initially in the kinds of questions that teachers ask throughout any inquiry. Essential questions that are big enough and open enough for anyone to answer from Experiential Learning Experiment-Based teaching

TEACHING STRATEGIES CBLM 66 their own perspective, experience, or level of ability provide an entry point for every learner into a conversation that is relevant to them. Enabling learners to share in small group sessions with their friends is another way to support reluctant speakers. Above all, inquiry-based learning is designed to be responsive to learner interest, ability, and pace. Teacher Mindset and Preparedness If teachers do not completely understand or embrace this concept, they are unprepared and unable to engage with their students on a deeper level. This creates a disconnect, which in turn leaves the students unprepared and at risk. Teachers must have a clear understanding of the value of creating a learner-centered classroom, and develop the essential skills to facilitate inquiry-based learning. A key factor is understanding that great classroom inquiry is guided and supported by the teacher, through questioning and by providing formative feedback. Students are never left to their own devices; rather, the teacher facilitates and guides each step of the inquiry process, ensuring that students are on the right track as they develop the higher-order skills of critical and creative thinking. Student Readiness Students involved in this type of setting must have the capacity to inquire and make decisions on their own. As inquiry is a self-directed form of learning, they must be comfortable with taking responsibility for their own learning, without relying on someone telling them what to do on a continuous basis. While this does provide for student agency and voice, students may not work well in an unstructured environment if they are unprepared or unequipped for this shift. The critical solution to this potential problem is to teach the skills of the inquiry process to learners. All learners have the capacity to ask great questions and to make judgements about the information they are researching. However, they must be taught these skills. When teachers base their classroom inquiry on a structured inquiry process and teach students how to use this process, they provide a scaffold for self-directed learning that enables all students to feel supported along the way. Assessments The nature of inquiry-based learning does not lend itself to traditional models of assessment. The teacher-centered paradigm of pre-preparing assessments that are designed to confirm the retention of pre-determined knowledge will not work well in an inquiry setting. This model will standardize and effectively limit the levels of achievement to those that have already been decided by the teacher. When this happens, individual pathways and potential for personalized learning goals are lost. The solution is for the teacher to work from within the process, capturing evidence of learning and higher-order thinking as students are developing these skills. From the very beginning of a unit of inquiry, teachers create an opportunity for diagnostic assessment by asking an essential question. Listening to students’ voice through their responses will provide a wealth of information about prior knowledge and experience, perspective, ability and interest while engaging all learners in a conversation that builds curiosity. Ongoing, real-time formative assessment is the answer here, and requires an interactive role from the classroom teacher, to provide formative feedback and support students to develop their learning goals.

TEACHING STRATEGIES CBLM 67 Questioning Asking questions to drive learning is at the heart of the inquiry model. When teachers are unsure of how to manage this process, they may default to asking closed, content-specific questions, and the rigor of authentic inquiry is lost. It is important for the teacher to have a proper grasp of how to ask effective questions to guide their students towards curricular outcomes, while still enabling learners to think deeply and critically about their own learning. If the teacher is lacking in this area, it has a trickle-down effect on the students as they will not learn the basics of effective questioning, reasoning, and problem-solving. The solution is to ask questions that connect to the essential understandings and deep concepts of the curriculum, rather than to specific areas of surface-level content. These questions are open to a range of perspectives and inspire a range of responses. Students will discover the content more readily when they understand and explore the purpose and relevance of learning it. Portfolio Learner portfolios become the collection point for evidence of learning in an inquiry-based classroom, as students work at their own pace and level. Portfolios showcase student work and reinforce the teacher’s grading, but most importantly they provide an ongoing opportunity for feedback, enabling students to improve and progress as they build upon previous learning. If teachers do not manage this process well, they may revert to relying on summative assessment tasks to determine progress. This is very time-consuming as these assessments are usually large pieces of work that must be individually graded. The solution for teachers is to focus on collecting evidence of learning against achievement standards throughout the learning process. When teachers are able to assign a level of achievement and provide formative feedback at the moment, they add this to the learner portfolio, which becomes a progressive report of achievement rather than a filing cabinet to be sorted out later. Checklists & Ratings Teachers may use checklists, a learning continuum, or rubrics to guide students through their learning to keep them on task. While this may be useful for the students, if the requirements are very vague, the instructor will not have the information needed to properly observe and assess students. Additionally, rating scales may be skewed, limiting student learning and creativity. This leaves the door open for educator bias. The solution to this potential risk is to ensure that any learning continuum or success criteria are directly related to the outcomes of the curriculum and that the levels of achievement are based on Bloom’s Taxonomy of higher-order thinking. This ensures that both the essential understandings of the curriculum and the critical and creative thinking skills of learners are being assessed. Final Thoughts No teaching style is without risk. Inquiry-based learning does have limitations but is still the preferred choice of many instructors and students. However, to be effective in inquiry-based learning, instructors must fully immerse themselves into this process, preparing to effectively meet student needs while operating as a facilitator. Providing students with a rubric to follow

TEACHING STRATEGIES CBLM 68 helps ensure they remain on task, cultivating skills needed to enhance their social and emotional learning and college and career readiness skills for the future. BENEFITS (SO WHY IS IT RECOMMENDED?) The following are known benefits of using this strategy: 1. Reinforces Curriculum Content. Curiosity activates the brain, thus student engagement. When a concept sparks curiosity, there is increased activity in the hippocampus -- the region of the brain responsible for memory creation. When students show more curiosity than normal regarding a specific topic, the teacher must seize that moment by using questions to introduce inquiry activity and sustain it in coming days. 2. “Warms Up” the Brain for Learning. It is believed that if a teacher runs a brief inquiry activity to start class, it can help students absorb information throughout the day. Curiosity prepares the brain for learning -- allowing students to become more proficient at understanding and remembering skills and concepts. An easy way to inspire curiosity is by launching an inquiry activity as a surprise. Related to a recent topic student found especially interesting, begin a lesson by playing a video or sharing a primary source document. Then, give students an open question to answer either individually or as a group. This will help start class in a curiosity-sparking, intellectually stimulating way. 3. Promotes a Deeper Understanding of Content. Students will understand: (i) How the idea was developed; (ii) Why the rule or formula works; (iii) When they can properly apply the rule, idea or formula. This is because the process of asking open questions, solving them through original strategies, empowers students to take ownership of their learning. They should be able to build understanding of a concept through their own methods and thinking styles. The same principle applies to experiential learning, which puts students at the center of the learning experience. 4. Helps Make Learning Rewarding. Inquiry can help students see the intrinsic rewards of learning. It shows students how fulfilling the act of discovery is, and that theorizing a new strategy or original conclusion is a reward. Because of this, they grow to enjoy the learning process itself -- not parent or teacher approval. This means that student appreciation for learning can improve with a simple inquiry exercise. 5. Builds Initiative and Self-Direction. Students can improve certain transferable skills through inquiry-based learning, many of which relate to initiative and selfdirection. This is evident when examining the steps of the inquiry process. Students learn how to ask questions, investigate, discuss, collaborate, cooperate and reach their own conclusions. Although they can separately build these skills through other activities, self-guided inquiry and analysis synthesizes this development. Such skills will not only prove useful as students reach higher grades, but enter post-secondary school and beyond. 6. Works in Almost Any Classroom. Inquiry-based learning can also benefit teachers, as you can repurpose activities for almost any classroom. Even regardless of grade and individual skill levels. This is because you can: (I) Adapt the pace and content to suit the needs of students; (ii) Appeal to students who struggle to grasp content through traditional lessons; (iii) Deliver exercises that greatly differ, using distinct content and investigation methods; (iv) Use an inquiry exercise as

TEACHING STRATEGIES CBLM 69 either a “minds-on” activity, review, full lesson or standalone project; (iv) Reinforce and expand upon any relevant concept, as long as students have shown curiosity towards it. In these ways, you’ll have the flexibility to provide inquiry exercises to the majority of your classes year after year. 7. Offers Differentiated Instruction. Running an inquiry-based learning activity will give you a chance to use differentiated instruction strategies, appealing to the diverse learning styles of your students. Students can work by themselves, or as part of a small or large group. Inquiry itself typically involves methods such as discussion and guided research. You can also provide content in form of text, audio, video and virtual or physical manipulatives such as building blocks. Delivering a range of content and ways to process it, inquiry activities can allow you to meet your students’ distinct learning needs and preferences. Please watch: https://www.youtube.com/watch?v=0vJCltsd6A0 https://www.youtube.com/watch?v=IOWn6DZrQ40 References: https://www.pinterest.com/pin/283445370272865938/ https://www.edutopia.org/article/embracing-inquiry-basedinstruction#:~:text=Inquiry%2Dbased%20instruction%20is%20a,information%20to%20support%20the ir%20investigations. https://www.prodigygame.com/main-en/blog/inquiry-based-learning-definition-benefits-strategies https://www.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-teachers/ Example for SCIENCE: in the Casey Middle School science classroom with teacher Ian Schwartz (Edutopia, 2015). In this classroom the students wanted to learn about whether a local creek was safe for swimming. The students went on day trips to the creek, collected data, and engaged in discussions. This was a good example of inquiry-based learning because it empowered the students to create their own research question and collect the necessary data. Dostál, (2015) suggests that it is important that inquiry-based learning relates to real life situations to further develop problem solving skills. The students at Casey Middle School developed a research question that had practical, real-life implications for their community. As well, the students were active learners, as opposed to being a passive recipient of information provided by a teacher lecturing or reading from a textbook. The video is included below: https://www.youtube.com/watch?v=BbqPaKTsDIU&t=2s

TEACHING STRATEGIES CBLM 70 2.1 MODULE PROBLEM SOLVING ICON Webinar recording https://www.youtube.com/watch?v=WI3icoLJ5kU Support Videos Please watch: https://www.youtube.com/watch?v=Ahha-igVmJw Online presentation https://www.slideshare.net/jugawayne/module-21-problem-solving-eesdp-laofin?fbclid=IwAR3kF7XbE_LodV83xN-RGoyxH2Ql8xBvlPOKnQBL7ewdkx2OxCG04XaF50 https://www.slideshare.net/jugawayne/module-21-eesdp-problem-solving-engfin?fbclid=IwAR3wr6mswQieiOhui4zkspvDBbmHWEGQp_fPoQN4iO7XiRGZnSpnUKE984 https://docs.google.com/forms/d/e/1FAIpQLSfEmfBgid80Oq27lU65lbhQd_ghZgfq8b ZYT_Z4PqiyXeX3iw/viewform?usp=sf_link

TEACHING STRATEGIES CBLM 71 Module 2.1 PROBLEM SOLVING Welcome to Module 1.2 on Problem Solving. Part I. Assessment Instructions 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. Problem-solving teaching is a learning activity that focuses on the learner acquiring process skills for use in real life. For this to happen, problems selected for classroom practice, should always have some practical application in real life. _____2. Learners' ability to solve problems does not vary according to prior wisdom, knowledge, experience, motivation, emotions. _____3. In problem-solving teaching, the teacher must select and provide problems that give the learners the opportunity to apply their ideas and test the concepts being learned from the unit/lesson being covered and see for themselves if valid based on the given situation/resources or base facts. _____4. Problem-solving teaching is an activity that uses scientific procedures into the organization of activities. _____5. Through problem-solving, learners gain knowledge and understanding from direct experience and acquire skills such as coping, problem-analysis and decision-making that are useful in real life, both now and in the future. _____6. In creating hypotheses to solve problems, learners try to guess the solutions by applying prior knowledge and experience and analysis. This stage does not yet require actual proof or evidence until the final hypothesis is chosen for the next step. _____7. The solution to any problem is to recognize the problem and identify the exact cause of the problem. But similar problems can arise from different events, and the real problems may not appear so obviously. In order to truly solve a problem, it is important to find the root cause of the problem, which is called “root cause analysis”.

TEACHING STRATEGIES CBLM 72 _____8. In general, the collection of information, inquiries from experts and collection of information from various sources have no effect on problem solving. _____9. Problem-solving teaching is not suitable for use in subjects other than mathematics only. 10. To achieve proficiency in helping learners manage problem-solving processes, which of the TEACHER tasks below would be least relevant? (Multiple choice/choose your best answer only) a) Define the learning process step by step b) Conduct research and seek information from various sources of knowledge c) Provide insight into social and interpersonal skills d) Provide all the answers to all student questions Please prepare a Lesson Plan using this teaching method. Performance Criteria: The teacher is able to design a LESSON PLAN using this method. Part II. How To Use Problem Solving Technique in Class Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepared and ready to solve real problems in real life scenarios. Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills one can acquire in life. Educating your students about problem solving skills from an early age in school can be facilitated through classroom problem solving activities. Such endeavors encourage cognitive5 as well as social development and can equip students with the tools they’ll need to address and solve problems throughout the rest of their lives. What they learn about problem solving must be easily applicable to any subject (Math, Languages, natural sciences, or social sciences) or real-life domain/context (study, work, home). The key to the solution is how a problem is defined, framed, or stated because it 5 [ADJECTIVE noun] Cognitive means relating to the mental process involved in knowing, learning, and understanding things. [technical, formal] can be reframed for more clarity. Problem solving is the process of transforming the description of a problem into the solution of that problem itself, by using our knowledge of the problem domain and by relying on our ability to select and use appropriate problem-solving strategies, techniques, and tools. This is the concept that teachers and students must fully appreciate and emphasize more than just process or methodology (because there are many models or approaches like 4-steps, 5 steps, 8 steps).

TEACHING STRATEGIES CBLM 72 In this inquiry model teaching technique, the illustrated models are consistent with the levels of inquiry explained in Module 2.0: There is no conflict between the 4-step, 5-step and 6- step models (or even 8 steps, etc.) but only a progressing degree of specific sub-steps to the original four. MODELS 4 step 5 step (IDEAL) 6 step model 1. UNDERSTAND 1. IDENTIFY 1. Define the problem 2. DEFINE 2. Determine the root cause 2. PLAN 3. EXPLORE/ANALYZE 3. Develop alternative solutions 4. Select solution 3. DO PLAN 4. ACTION 5. Implement the solution 4. EVALUATE 5. LOOK BACK 6. Evaluate Outcome The 4 step model is just “understand”, “plan”, “do the plan”, “evaluate” results. For this manual we focus on the most basic 5 step model which expands the 4-steps’ first process, “understand” into 2 sub-processes: identify + define. It then breaks down the “planning stage” into first “exploring” or “analyzing” the causes or “givens” and then choosing a solution-path to do or what we usually term as “hypothesis”. “Do” is redefined as “action” like experiments to test our hypothesis. “Evaluate” is simply re-stated as “Look back” or review in the 5-step model. In summary, problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution. Problem solving skills refer to our ability to solve problems in an effective and timely manner.

TEACHING STRATEGIES CBLM 73 As an inquiry-based learning strategy, it follows that a problem statement is given by the teacher and assigned to group of students to discuss and analyze with the end view of providing a solution or taking action to solve the problem presented. So, they collect data or evidence via experimentation or calculations in order to prove their solution after which, they can evaluate their processes and results. INQUIRY BASED TEACHING STRATEGY Problem Statement -- Determine what is to be investigated and formulate a question or hypothesis Data Collection -- Gather as much information about the topic from appropriate sources Analysis -- Examine and discuss the findings and provide explanation or clarity Conclusions -- Based in analysis, determine solutions related to the original problem statement

TEACHING STRATEGIES CBLM 74 REMINDERS/GUIDING PRINCIPLES FOR THE INSTRUCTOR: The teacher must be able to guide the students in the process of problem solving and may follow this guide: (i) Model a useful problem-solving method. Problem solving can be difficult and sometimes tedious; the modelling must be consistent and used from the start of semester so that the patterns and processes are mastered. Show students by your example how to be patient and persistent and how to follow a structured method. Articulate your method as you use it so students see the connections. (ii) Teach within a specific context; A Science (Biology/Chemistry/Physics) and Math class will have a different context than Language (English/French/Lao Language) or Social Science (History, geography, Civics). Teach problem-solving skills in the context in which they will be used (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill that has no practical application to the context of your class or lessons. (iii) Help students understand the problem; This is where defining or framing the problem properly comes into play. They can understand the nature of the problem more clearly and gain clues to the solution by such definition. In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier. (iv) Take enough time; As suggested, the problem-solving model should be modeled from the start in order for them to master over time and to make it both a skill and an attitude. When planning a lesson, budget enough time for understanding the problem and defining the goal, both individually and as a class; dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session. (v) Ask questions and make suggestions; Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.