USAID comet program toolkits learning institute kmutt 31 oct'16

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


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.



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 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.



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.



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.



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.



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.



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.



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


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


How to use USAID COMET Toolkits


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?


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?


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?


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

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

https://www.google.com/culturalinstitute/home

http://ed.ted.com/

http://www.socrative.com/

https://plickers.com/

http://kahoot.it/

http://getkahoot.com/

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


Design Diagnosis Assessment plan

Design Participatory learning apporach


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.

USAID comet program toolkits learning institute kmutt 31 oct'16

Education

Transcript of USAID comet program toolkits learning institute kmutt 31 oct'16