Phurithat Chaiwattanakun, Thitamon Sansri, Tanaporn Srisiripan, Weena Wongwaiwit
Plearnpattana School

The aim of this paper is to investigate an effective development process carried out for 22 novice teachers at
Plearnpattana Secondary School in Thailand.

The collaboration and relationship between teachers and students play an important role in the development of professional learning community and the use of lesson study approach. Professional Learning Community of Pleanpattana Secondary School is composed of 5 functions: (1) respect for dignity and diversity of individuals,
(2) Dialogue with everyone in school, (3) caring relation, (4) collaborative learning via activity-based learning, and (5) after action review. Professional learning community is constructed in order to implement and share of learning of lesson study approach from co-teachers, mentor, expert teachers, principal, etc.
Improved instruction is changed from passive learning to active learning. 5 steps active learning process used as classroom activity-based learning instructional strategies consist of (1) posing the questions, (2) searching and analyzing data, (3) self-constructed knowledge, (4) intra- and inter-group communication, and
(5) knowledge application. The lesson study is used as a way to develop the collaborative teaching approach, of which is composed of 5 following steps: (1) collaboratively analyze, (2) collaboratively plan, (3) collaboratively do and see, (4) collaboratively reflect, and (5) collaboratively redesign.
Findings gathered after implementing lesson study process on 2 occasions showed that:

  • Most of the novice teachers – 95.4% – were able to demonstrate active learning lesson plan skill and active learning management skill.
  • A large proportion of the novice teachers – 81.8% – agreed that a more collaborative atmosphere in school helped to develop professional learning community.
  • The majority of secondary school students – 80% – agreed that classroom environment helped to create a happy learning atmosphere.
  • The Ordinary National Educational Test score results, achieved by the students, are at high levels.


Wisa Jarunchawanapet

Research’s Objectives: 1) To study the fundamental information and the need for development of the Development of Participatory Administration Model based on Lesson Study Approach through Professional Learning Community Enhance Lifelong Learning Management, 2) To develop the Participatory Administration Model based on Lesson Study Approach through Professional Learning Community Enhance Lifelong Learning Management 3) To experiment the implementation of the Development of Participatory Administration Model based on Lesson Study Approach through Professional Learning Community Enhance Lifelong Learning Management 4) To evaluate and improve the Development of Participatory Administration Model based on Lesson Study Approach through Professional Learning Community Enhance Lifelong Learning Management. The research tools comprise the model for the participatory administration model development by the concept Of lesson study through PLC for promotion of the skill-based lifelong learning management. Tools for data compilation are questionnaires, analytical documentation, and group discussion method. Ability assessment form of teachers in Lifelong Learning Management and students’ skill The quantitative analysis was conducted by the Statistical Package for Social Science (SPSS) and the qualitative analysis was the content analysis.
The research found that:

  1. The studies and analysis of the primary need results that the school’s strategic plan corresponds to the education development strategy of Phuket Municipality and also to the policy of the local administration organization that promotes, supports, and manages the Formal, Non-Formal, and Informal education with the quality up to the standard, the moral-leading-knowledge, as well as with equality and universal. The qualitative data compilation through the group discussions with persons involving with the problem over the need for the Development of Participatory Administration Model based on Lesson Study Approach through Professional Enhance Learning Community Lifelong Learning Management found that the participatory administration model development by the concept Of lesson study through PLC for promotion of the skill-based lifelong learning management is agreeably by all as significant and much necessary for the education development.
  2. The Development of Participatory Administration Model based on Lesson Study Approach through Professional Enhance Learning Community Lifelong Learning
    Management that is called, “LACTE Model”, which comprises: L = Leadership; A = Awareness ; C = Creative Communication: T = Team based on PLC ; and E =Evaluation
  3. The evaluation of the Development of Participatory Administration Model
    implementation of found that, the teachers have ability of Lifelong Learning Management at High level ( X = 3.92) Students ability , they have skills of Lifelong Learning in High level( X = 4.06). The parents’ satisfaction of Students’ learning behavior is at high level ( X = 3.96)
  4. The result of the development of this school, by the evaluation of satisfaction toward the model , found that the educational institution administrators, teachers, parents, and the Basic Education Institution Committee, by overall and in average, are in the highest level. When examining by topics, it is found that the students have the skills for lifelong learning with the highest average point, followed by teachers being able to manage the learning by various techniques to stimulate the students’ learning desires, and the least average point is the students’ attitude toward the lifelong learning.

Piroon Sirisakdi, Ph.D.


The purposes of this research were to integrate Lesson Study (LS) through Processional Learning Community (PLC) into the research and development process of Neoclassical Thai Lady Curriculum, and study the effects of LS through PLC on student learning, teacher competencies, and the context of School as Learning Community (SLC). The research site was Rajinibon School and the population was 164 teachers and 2,927 students in 2016. The two research phases were as follows:

Phase 1: Integrate LS through PLC into the curriculum

LS through PLC was integrated into the implementation stage of Neoclassical Thai Lady Curriculum which was student identity – based curriculum, and set as teacher task in the instructional development cycle. PLC members consisted of model teacher, buddy, school administrator as coach, supervisor as mentor, and co-learners. They did LS focusing on improving student learning through 3 steps:

  • Analyse and Plan: model teacher analyzed the student identity indicators which related to the content indicators, and integrated into active learning instructional plan, then sharing ideas with buddy, PLC members, respectively.
  • Observe: PLC members observed model teacher’s class in order to collect students’ learning evidences.
  • Reflect and Redesign: PLC members collaboratively investigated the students’ learning by using the observed evidences, which lead the model teacher got positive feedback and suggestions necessary to redesign the instructional plan.

Phase 2: Study the effects of LS through PLC

Data were collected by using student self-development reports, learning behaviour observation forms, lesson study logs, and reflection logs. The data were analysed using descriptive statistics and content analysis. The results were as follows:

2.1 Student learning

2.1.1 Student identity: the highest average score was the 1st strand: Exquisite Thai Lady at “very good” level, followed by the 2nd strand: Thai Lady of the House at “good” level, the 4th strand: Self–Developed Thai Lady, and the 3rd strand: International Literate Thai Lady at “fair” level, respectively.

2.1.2 Active learning behaviours: the most frequently found behaviour in learning environments was searching for information and creating learning evidences at “always” level, followed by collaboration and asking questions at “very often” level, knowledge construction, and knowledge communication at “sometimes” level, respectively.

2.2 Teacher competencies: the highest average scores were curriculum competency at “very good” level, followed by instructional competency and assessment competency at “good” level, and classroom management competency at “fair” level, respectively.

 2.3 The context of SLC

  • Shared Values and Norms: every teacher was conscious of the value of student identity: Classical Thai Lady among the world of changes in the 21st century.
  • Collective Focus on Student Learning: every teacher was conscious of the common aim to improve student identity: Neoclassical Thai Lady which leads to the use of LS focus on integrating student identity indicators into active learning instructional management.
  • Collaboration: most of the teachers had changed the way of working from “single” to “PLC” which leads to both teachers and students being conscious of the values of collaborative thinking and practice on working effectiveness, self-development, and good relationships.
  • Reflective Inquiry: key success factors were audiovisual data of students’ learning behaviours and questioning skills of coaches and mentors.
  • Coaching and Mentoring: key success factors were the curriculum and pedagogy expertise, and respectfulness among PLC members.

Arts Teacher
Satit Pattana School

Background and Problem :

Graduating with an ability of an artist, I always dream of being an art teacher in an elementary school , I wish to inspire and assist my young students to be passionate and be able to use arts as a tool of their life skills and work skills development. As a new teacher,lesson planning and its implementing were time – consuming and difficult tasks for me. However, in 2016 academic years, the school administrators offered me opportunities to be a member of Professional Learning Community (PLC) employingLesson Study (LS) as a school development strategy. I was later trained to apply 5-step learning process and “think-pair-share activities” in designing my arts lesson for grade 1 students and work collaboratively through the cycle of LS in PLC.

The objective was to analyze:

  1. Impottant components of the redesign of the art lesson plans for arts productivity ability development.
  2. The changes in student’ arts productivity ability,learning behaviors and theirclass interaction.
  3. The changes in teachers’ professional learningdevelopment as well as of theirrelationship at work.

Target Group :

          22 of grade 1 students of Satit Pattana School.

Study Instruments:

  • An Arts Productivity Ability Test,
  • Quality Assessment Rubrics of an arts product.
  • Classroom Observation of Students’ Learning BehaviorsGuidelines, and
  • 3 lesson Plans and
  • Teacher Learning Logs.

The findings were as follows:

1) The 3lessons were redesigned with 5-step learning process (Questioning, searching, constructing, communicating, and Servicing) with “Think-Pair-Share Activities” in a small groups of 4diversified ability students.

2) All 22 of grade 1 students had gained passingscores in the arts productivity ability test. Collaborative and active learning and interactive behaviors among students clearly increased their arts products creatively and meaningfully.

3) Collaboration activities in LS cycles with my buddy teacher and members of PLC assisted me to get a better understanding of my students’ potential, interests and needs. Collegiality has guided me to grow in my professional learning and practice in my arts teaching.



Computer Teacher
SatitPattana School

Background and Problems:

As a novice teacher in of what school??. I had to help grade 1 students develop a sound foundation in computer literacy. I found it difficultin helpingsome students who were very slow in working on drawing program. Simultaneously, my school provided me withopportunities toacquire and adopt LS (Lesson Study) and PLC (Professional Learning Community) which are presently implemented the school development strategies.I redesigned my lesson plans by applying 5-Step Learning Process and Peer – Coaching activity in a class composing of groups of 4 diversified -activity students to assist slow learning students and the learning of whole class

The objectives of this study are to analyze:

1)Analyze important aspects of the lesson plan redesign to assist slow learning students and also the whole class of grade1 students,

2) Analyze thechanges of slow learning students and their relationship with their peers,

3) Analyze the learning outcomes and the changes of students’ skill in terms of analytic thinking as well as the learning achievementin drawing after using Painting Program

Target Group: of  22 Grade 1 students comprising

– 11 slow learning students, and

– 11 with average learning ability

Study Instruments:

1)Drawing Test through Computer Painting Program,

2) Quality Assessment Rubrics of the students’outputs,

3) Students’ Learning Behaviors Observation Form, and

4) Self Evaluation of Peer –Coaching Ability

5) Teacher Learning Logs.

The findings were as follows:

1) Three lessons were redesigned by using 5-step learning process and peer –coaching activity in a small group of 4 diversified – ability students.

2)All the 11 slow learning students had increscent learning to active and collaborative learning. They accepted and improved their outputs based on peer feedback. At the sametime, the students who did the peer – coaching were willing andwere fullyresponsiblefor assisting their friends’ learning and accomplishing their outputs with quantity and quality.

3) Having worked collaboratively through the cycles of LS in PLC with my buddy teacher who teaches arts in grade 1, I assumed that my professional learning and practice hasdeveloped effectively as planned.

บทความที่ 1 ชุดที่ 2 เรื่อง ศูนย์พัฒนาเด็กเล็กต้นแบบ

ศูนย์พัฒนาเด็กเล็กต้นแบบ  รศ.ดร.จีระพันธุ์  พูลพัฒน์  (พ.ศ. 2547) บทนำ               ข้อมูลจากการศึกษาค้นคว้าและวิจัยทางด้านสมองและการเลี้ยงดูเด็ก รวมถึงโปรแกรมการจัดการศึกษาแก่เด็กปฐมวัย ได้ระบุชัดเจนว่า ประสบการณ์ที่มีคุณภาพในช่วงแรกของชีวิตมีผลต่อพัฒนาการเด็กและมีผลในด้านความพร้อมของเด็กที่จะเรียนต่อไป ดังนั้นการดูแลและจัดการศึกษาให้แก่เด็กในช่วงแรก การให้การส่งเสริมทางอารมณ์และประสบการณ์ที่เด็กได้รับเป็นสิ่งสำคัญในการที่เด็กจะพัฒนาต่อไปได้อย่างประสบผลสำเร็จ  

บทความที่ 1 ชุดที่ 2 เรื่อง การสอนแบบมอนเตสซอรี่

การสอนแบบมอนเตสซอรี่ (Montessori Method) รศ.ดร.จีระพันธุ์  พูลพัฒน์  (พ.ศ. 2541)               การสอนแบบมอนเตสซอรี่ เป็นการสอนรูปแบบหนึ่งที่เหมาะกับเด็ก ทั้งเด็กพิเศษ และเด็กปกติ Dr. Montessori

บทความที่ 1 ชุดที่ 1 เรื่อง การสอนเด็กปฐมวัยให้เข้าใจเกี่ยวกับอาเซียน

การสอนเด็กปฐมวัยให้เข้าใจเกี่ยวกับอาเซียน รศ.ดร.จีระพันธุ์  พูลพัฒน์  (พ.ศ. 2558) บทนำ               ปี พ.ศ. 2558 เป็นจุดเริ่มต้นที่ประเทศไทยก้าวสู่การเป็นประชาคมอาเซียน ดังนั้น มีความจำเป็นที่ทุกคนในชาติ ในทุกระดับการศึกษา ต้องมีความรู้เกี่ยวกับความหมายของ คำว่า อาเซียน รู้จักเรื่องราวต่างๆ ของประเทศสมาชิก 10

บทความที่ 1 ชุดที่ 1 เรื่อง การเป็นผู้นำทางการศึกษาปฐมวัย

การเป็นผู้นำทางการศึกษาปฐมวัย  รศ.ดร.จีระพันธุ์  พูลพัฒน์  (พ.ศ. 2557)               การศึกษาปฐมวัย (early childhood education) เป็นการศึกษาสำหรับเด็กปฐมวัย (early childhood) วัยตั้งแต่แรกเกิดถึงอายุ 8 ปี ซึ่งเป็นเกณฑ์ที่กำหนดโดยสมาคมแห่งชาติ เพื่อการศึกษาของเด็กปฐมวัย (The National