โครงการเครือข่าย เผยแพร่ ถ่ายทอด และพัฒนาการใช้สื่อ eDLRU สำหรับการศึกษาระดับปฐมวัย และระดับประถมศึกษา ซึ่งเป็นส่วนหนึ่งของโครงการเทคโนโลยีสารสนเทศตามพระราชดำริของสมเด็จพระเทพรัตนราชสุดาฯสยามบรมราชกุมารี เป็นโครงการที่พัฒนาสื่ออิเล็กทรอนิกส์เกี่ยวกับเนื้อหาบทเรียน และกิจกรรมการเรียนการสอนในระดับปฐมวัย และระดับประถมศึกษาของโรงเรียนสาธิตละอออุทิศ สำนักวิทยบริการและเทคโนโลยีสารสนเทศ มหาวิทยาลัยสวนดุสิต ได้ดำเนินการผลิตสื่อ eDLRU เพื่อใช้แนะนำครูในการจัดกิจกรรมการเรียนการสอน เทคนิควิธีสอนแบบต่าง ๆ และการดูแลเด็กพิเศษ เพื่อเป็นตัวอย่างในการจัดกิจกรรมการเรียนการสอนของครู และเพื่อเป็นประโยชน์สำหรับนักศึกษาครู ครูผู้สอนระดับปฐมวัย และระดับประถมศึกษา ครูผู้ดูแลเด็กพิเศษ ตลอดจนผู้ปกครองเด็กในการนำความรู้ไปประยุกต์ใช้ในการจัดการเรียนการสอนและดูแลเด็ก
Phurithat Chaiwattanakun, Thitamon Sansri, Tanaporn Srisiripan, Weena Wongwaiwit
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.
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:
- 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.
- 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
- 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)
- 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.
MISS KASIRAPAT PANTHONG
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:
- Impottant components of the redesign of the art lesson plans for arts productivity ability development.
- The changes in student’ arts productivity ability,learning behaviors and theirclass interaction.
- The changes in teachers’ professional learningdevelopment as well as of theirrelationship at work.
Target Group :
22 of grade 1 students of Satit Pattana School.
- 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.
MISS RATTIKARN PUTMUEN
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
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.
Miss Nirunrut Punprasit
Satit Pattana school
Background and Problems
Our school managed its teaching and learning process to meet the high expectation of the parents. Fortunately, our school administrators are the new generation of educational leaders. New approaches and practices in educational advancement are always acquired and applied to our classroom teaching and learning. Consequently, there are reasons why Lesson Study (LS) and Professional Learning Community (PLC) are to be adopted and practiced in our school to cope with the needs and expectation of the parents and to pioneer new theoretical and practical concepts of classroom teaching and learning.
Self-discipline was an important habit needed to be developed in kindergarten students. As a kindergarten III teacher, I was supported to work on my desire, to develop self discipline to my students by applying 5-Step Learning Process and Group Activity through Lesson Study (LS) with Professional Learning Community (PLC) at Satit Pattana school.
The study objective was :
To study and achieve in developing Self-discipline of kindergarten III students by employing 5-Step Learning Process and Group Activity through Lesson Study with Professional Learning Community (PLC).
Target Group :
24 kindergarten III students of Satit Pattana school.
Study Instruments :
- A Self-Discipline Observation Guideline form.
- 4 Redesigned Lesson Plans.
- A Discipline Board showing agreements on codes of conduct between students and teachers.
The findings were as follows :
- All 24 students have developed the 4 keys of self-discipline behaviors, which are “Health and Cleanliness Consciousness”, “Punctuality”, “Self-Control”, and “Speaking Manners”. Out of 24, 17 students have developed their self-discipline up to a high level and 7 students have reached a moderate level.
- Supporting all students to construct and agree on codes of conduct together and then collaborately posted the agreed codes on the Discipline Board in front of the class. Doing so, help students improve their self-discipline.
- Collaboration in redesigning lessons in terms of lesson study with buddy teachers and other PLC members supported my professional learning and practice effectively.
Researchers (1) Pornkanok Chomdee (2) Phatarapol Lapkiartiporn
Background and Problems:
As a novice Mathematic teacher, supporting grade 4 students to develop mathematic problem solving ability was a big problem. As our Satitpattana School, a large private school in Bangkok, implementing “ Lesson Study and Professional Learning Community (LSPLC) “ , we were supported to solve our problem collaboratively by redesigning our grade 4 mathematic lessons through 5 Step Learning Process and peer coaching.
The study objectives were to analize:
- Important aspects of the redesign of the mathematic lesson plans for problem solving ability development.
- the changes of the ability of students and classroom atmosphere
- the changes teachers’ learning collaboratively through LSPLC
43, grade 4 students from 2 classes (23 students and 20 students)
A Grade 4 mathematic problem solving ability test, peer coaching skills evaluation form, six lesson plans, teachers’ learning log, LSPLC learning log and video records were used in the study.
The Findings were as follows:
- Redesigning the structure of learning process from 3 step learning process (introduction, teaching the concepts and conclusion) to 5 steps learning process(questioning, searching information, constructing knowledge, communicating and community servicing) through collaborative learning in a small group of four students with peer coaching relationship were important aspects of the 6 lesson plans which were supported through LSPLC. The lesson study procedure in our school consisted of 5 collaborative learning steps among teachers and PLC members. They are (1) analyzing learning indicators, (2) planning a lesson, (3) doing and observing students learning behaviors, (4) reflecting the outcomes of the observed class, and (5) redesigning the observed lesson.
- After two weeks of learning through the 6 redesigned lessons, 41 students had improvements in their ability scores, and peer coaching skills scores. 29 and 7 students’ post –test scores were at heigh and at moderate levels
- Coaching and mentoring activities from LSPLC created collaborative learning opportunities for teacher to better understand our students potentials and needs. They also provided us with a collaboratively focus on how to support our individual students to learn effectively.
Miss Kannika Sawangprasert
Satit Pattana school
Background and problems:
Listening skill is one of the most important skills that a child has to acquire in learning, working and living in society. It is very essential to be developed in the early years of life. Being a teacher of kindergarten III students at Satit Pattana shool, a big and famous private school situated in a suburb of Bangkok, Thailand which is fully equipped with educational facilities and with innovative principles on education, the school is expected to yield exceptional educational result from parents. To respond to this need, I have found out one critical need among students, the need for listening skill development. Fortunately, the school started to implement LS/PLC concepts to support teachers to redesign lessons by employing 5- step Learning Process and Group Activity to increase active and collaborative learning. Consequently, I decided to focus on students’ listening skill development.
The study objective :
To study the outcome of listening skill development of kindergarten III students by redesigning lessons with 5- step Learning Process and Group Activity through LS/PLC.
Target Group :
24 Kindergarten III students
- Listening Skill Observation Guidelines Form
- 3 Redesigned Lesson Plans
- Teacher Log Book
The findings were as follows :
- After 3 redesigned lessons by using 5 – step learning process and group activities through LS/PLC, all targeted students had a development in their listening skill. Eight got a high level of listening skill development scores, while the other16 students got the scores between high and moderate levels.
- The students demonstrated four key behaviors of listening skill,
“Be attentive while listening”
“Be prompt to act as message sender and receiver”
“Possess listening etiquette, i.e., be quiet, be polite, with eye contact, no interruption.”
“Raise questions with appropriate time and manners”.
- Working collaboratively with buddy teachers and PLC members supported my professional development effectively. The success derived from practicing LS/ PLC in redesigning the lessons helped teachers to be more professional and inspire students to learn better.
Amornrat Boobpachote, Pitulawan Supautumporn,
Nampung Supautumporn, Pornthep Chantraukrit
Chulalongkorn University Demonstration Secondary School
The objectives of this research were (1) to study the lesson plan designing ability of the student teacher by using lesson study approach together with PLC, and (2) to study the implementing their lesson plan ability of student teacher by using lesson study approach together with PLC. The participants in the target group were the student teachers in Secondary Education Department, the Faculty of Education, Chulalongkorn University who teach in public schools and demonstration schools. The student teachers major in General Science, Biology, and Physics. The members of the professional learning community, researchers, teacher’s buddy, and mentors were participated in all 4 steps of lesson study which were (1) subject matter analysis, (2) learning activity plan, (3) instruction, and (4) reflection. The research instruments were (1) an inquiry lesson plan designing checklist, and (2) a classroom observation form. Collected data were used to collect quantitative and qualitative data. Percentage, mean score, standard deviation, and content analysis were used to analyze the collected data.
The research findings can be summarized as follows:
- After using lesson study approach together with PLC, the mean percentage score of student teachers’ abilities in designing lesson plans was 91.96 percent, that was at a good level, which was higher than the mean percentage score before treatment was 70 percent, that was at a moderate level.
- After using lesson study approach together with PLC, the mean percentage score of student teachers’ abilities in implementing their lesson plans was 92.50 percent, that was at a good level which was higher than the mean percentage score before treatment was 67.50 percent, that was at a moderate level.