usaid comet program toolkits learning institute kmutt 31 oct'16
TRANSCRIPT
USAID COMET Program ToolkitsTools for Teaching and Learning
of New Generations
Phattanard Phattanasri
Faculty of Engineering, Mahidol University
Learning Institute, King Mongkut's University of Technology Thonburi
31 Oct 2016
Work Readiness and Technical Skill Gap in Lower Mekong Region
Credit: USAID COMET Program Introduction presentation by EDC
University Instructor’s obstaclesto transform classroom.
Most University Lecturers are not professionally trained teachers, but are experts in academic fields. We do not know how to adapt teaching approach to cope with behavioral changes of new generation of students due to social changes and technology.
Wrong assumption about student’s skills especially digital skills i.e. Google Search.
Many roles and responsibility: Research, Teaching, Academic Service, etc.
Student and Supervisors do not understand the consequences of student-centered pedagogy. Resistance from students who are familiar with lecture based classroom for many years.
Solo performer, not working as a team and expect to succeed on class transformation with a few iterations.
Vision Skill Incentive ResourcesAction Plan
Change=
Skill Incentive ResourcesAction Plan
Confusion=
Vision Incentive ResourcesAction Plan
Anxiety=
Vision Skill ResourcesAction Plan
Resistance=
Vision Skill IncentiveAction Plan
Frustration=
Vision Skill Incentive Resources Diffusion=
Essential Elements for Change ManagementIn Education Reform
Source: Creative School (Ken Robinson)
Tim Brighouse’s essential elements to create a climate of innovation and possibility in education
USAID COMETToolkits
USAID COMET Toolkits
Credit: USAID COMET Program Source Book by EDC
Work Readiness Skills are the skills necessary to succeed on the job, no matter what the technical position.
The critical skills most valued by local employers are: • Adaptability• Collaboration• Diligence• Problem solving• Time management • Communication
The toolkit provides an introduction to work readiness skills and helps instructors to build work readiness skills in their students through their activities.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Facilitation Skills draw out ideas, promote participation, ensure equity and develop deep knowledge in learners.
The toolkit introduce strategies and ideas for asking good question, organizing collaborative teams and summarizing learning.
Facilitations don’t lecture – they question, observe, summarize and organize learning.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
In participatory classrooms, learners are not passive but are actively engaged in their own learning. Participatory learning or methods include approaches like active learning, peer instruction and collaborative learning.
The toolkit helps instructors design learning activities that promote deeper learning through collaboration where learners are engaged in discussions, group work, and projects.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Instructional Design is the process that instructors use to design a lesson, course of study or unit of study.
The toolkit leads instructors through the backward design process to identify the intended learning outcomes, instructional approaches to achieve those outcomes and the methods to assessthe extent to which learners attained those outcomes.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Project-Oriented Learning is an instructional method where students investigate and respond to complex questions, problems and challenges.
Real-life application of technical and work readiness skills are used to solve a problem.
In project-oriented learning, learners gain knowledge and skills by working for an extended period of time to investigate and respond to engaging and complex questions, problems or challenges.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Learner-Centered Assessment focuses on strategies and techniques to help instructors use a variety of assessments – performance, oral, written and projects – before during and after the lesson.
In learner-centered assessment, the instructor doesn’t just use one type of assessment after each lesson. Instead, the instructor uses a variety of assessments on an ongoing basis.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Blended Learning is instruction that blends digital content and face-to-face instruction. Integrating technology tools is used to support learners to achieve learning objectives using the available infrastructure.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Finding, Evaluating and Using Online Resources helps instructors to analyze online content for instructional purposes.
This toolkit works with instructors to critically evaluate digital curricular resources in order to support instruction and learning in the classroom.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
The goal of industry partnerships is to strengthen the foundational, technical, and work readiness skills needed by new employees.
This toolkit leads instructors through the process of working with local employers to ensure that training program content meets current industry needs.
Instructional Toolkits
Credit: USAID COMET Program Source Book by EDC
Industry partnerships are central to the success of higher education and technical vocational institutions.
Partnerships can ensure that classes are relevant to the industry in which graduates may work. Partnerships provide connections to facilitate recruitment of graduates.
The toolkit guides institutions in building industry partnerships through an industry advisory committee. MekongSkills2Work encourages each Mekong Learning Center to pursue three types of partnerships: curriculum partners, work-based learning/employment partners and service and product partners.
Administrator Toolkits
Credit: USAID COMET Program Source Book by EDC
A Community of Practice is the strategies and techniques used to build and maintain a community-wide practice.
This toolkit is designed to help administrators and instructors work together to develop a community of practice at their institution as a way to help each other improve and to institutionalize new practices.
Administrator Toolkits
Credit: USAID COMET Program Source Book by EDC
How to use USAID COMET Toolkits
Credit: USAID COMET Program Source Book by EDC
Classroom improvement by using Design Thinking Approach
Source: The Beginner’s Guide to Design Thinking in the Classroom by AJ Juliani
Define Problem Phase
Case Study: Fundamental of Electrical Engineering Lab ClassTopic: Phasor Analysis. Students: Non-EE studentsIssues: Complex and abstract topic for most students
Defining Problems1. Can we help students related Phasor Analysis
to their field of study?2. Can we help study develop technical skills
on Phasor Analysis required by Industry?3. Can we help study develop soft skills for
Engineers during the class?
Need finding Phase
Get support from industry partners on how phasor analysisis used in Mechanical Engineering Field.
Analyze the past years Lab reports to identify student learninggap and root causes.
Analyze the potential soft skill developments for the classusing industrial requirement and understanding of skill requirement for reference.
Idea and Design Phase
Process Design Approach
Class Syllabus
Class Notes/Lab sheet
Class Syllabus
Class Outcome statement
Lesson Plan
Class Materials
Technology support tools
Rubric
Instructor-centered approach Student-centered approach
It is not about Action Learning vs Lecture-basedClass, it is about the outcome-based learning
What is Backward Design?
• An instructional design method which begins with the end in mind—what will students know and be able to do as a result of this activity?
• From this end (goals), designers work backwards to develop a lesson and materials that meet this goal.
Three Stages of Backward Design
1. Learning Outcomes
2. Determine Acceptable Evidence (Assessment)
3. Design Activity
Credit: USAID COMET Program Backward Design by EDC
1. Identify the Desired Results
• What do we want students to know and be able to do as a result of this lesson?
• What is the big idea of this topic that the should learn?
Credit: USAID COMET Program Backward Design by EDC
2. Determine Acceptable Evidence
• How will we know if students have achieved desired results?
• What kind of formative and summative assessment do we build into the activity?
Credit: USAID COMET Program Backward Design by EDC
3. Plan Learning Experiences and Instruction
What needs to be taught? Coached? What can they learn on their own?
What activities will equip students with needed knowledge and skills?
What materials and resources will I use?
How should students be grouped?
How can technology help?
Does my overall design match my learning goals?
Credit: USAID COMET Program Backward Design by EDC
Learning Outcome
Learning outcomes are brief, clear, specific statements that describie
what the learner is expected to achieve as a result of instruction.
Learning outcome should be SMART
• (S) Specific
• (M) Measurable
• Attainable
• (R) Related to prior knowledge and skills
• (T) The correct level of difficulty
Credit: USAID COMET Sourcebook by EDC
What is Blended Learning?
Teaching and Learning Method to create deep learning
Combine Face to Face activities (discussion, etc) and Technology-based instruction (Online or Offline).
Lot of models and they are all about teaching, not technology.
Give student ability to control time, path, pace of learning.
Promote learner-centered learning
Teacher must change the role from instructor to
facilitator.
https://en.wikipedia.org/wiki/Blended_learning
Example of Blended Learning
https://www.ted.com/talks/michael_bodekaer_this_virtual_lab_will_revolutionize_science_classLink
Relatively inexpensive VR Headset i.e. Google Cardboard can help transform
Education with more engagement from students.
Source: 5 Tools You Can Use In Your Classroom TOMORROW by https://www.youtube.com/watch?v=5O5xWhgOlSk&feature=youtu.be
1. Google Cultural Institute:
https://www.google.com/culturalinstit...
2. Ted ED
http://ed.ted.com
3. Socrative
http://www.socrative.com
4. Plickers
https://plickers.com
5. Kahoot
http://kahoot.it (students)
http://getkahoot.com (teachers)
5 Tools You Can Use In Your Classroom TOMORROW
Online resource tool
Online Resource and Flip Classroom tools
Student-assessment andParticipatory learning tools
5 Tools You Can Use In Your Classroom TOMORROW
Source: 5 Tools You Can Use In Your Classroom TOMORROW by https://www.youtube.com/watch?v=5O5xWhgOlSk&feature=youtu.be
Class Design idea
Prototyping Phase
Define learning outcomeExpectation using SMART Based on Bloom’s Taxonomy
Lesson Plan Design (Cont)
Define Acceptable Evidence Based on Bloom’s Taxonomy
Lesson Plan Design (Cont)
Design Diagnosis Assessment plan
Design Participatory learning apporach
Lesson Plan Design (Cont)
Lesson Plan Design (Cont)
Design Formative, and Summative Assessment plan
Rubric for Lab Report Grading
Test Phase
EGEE 218: Fundamental of Electrical Engineering: Phase Analysis Class: https://youtu.be/pX93pNmcfcg
• Implement in the real class, document the class for study
• Make assessment of students during the class by asking questions.
• Review Exit slip that summarized what students expected, learned and feedback
on the class.
• Review the lab report on the student work, learning outcomes and grade
the report based on rubric
• If possible, have your colleagues observe your class. Excellent way to learn
about your class.
Test Phase
Re-Define Problem Phase
• Analyze the outcome of the lesson• Share with colleagues in a meeting or using online tools
(Facebook, Conference call)• Get feedback from your colleagues and students • Improve the lesson plan for the next iteration.
Summary
• University Instructors need the five elements to help transform their classrooms
• Classroom transformation to help student is the continuous improvement process not fixed goal as the world and technology are changing rapidly.
• Easy to implement tools for Blended learning are available and free to use.
• Community of practice is critical for success. This is the key of Finland, Singapore
success in education.
• Each class may need different approach (Mixed and flexible approaches i.e. Lecture, peer to peer learning, Inquiry-based learning, etc) to help learning process of the students. Teaching is the art and need teacher-student connections and trust.
• Improve teaching is not about technology or techniques, it is how we as teachers can connect to the students and let them find the relevant of the lesson topics to
their day to day life and applications for their career.