Welcome to Student-Centered Learning Thailand
LONG LIVE THE KING!
Long Live Democracy!
To provide a center of discussion , information and planning for 21st Century education reform in Thailand that will lead to a unity of purpose and action among Thai and international educators to realize the goals set forth in the National Education Act of B.E. 2542 (1999).
At the heart of this National Education Act B.E. 2542 (1999) is a move toward student-centered learning and a student-centered classroom. Specifically, Section 24 of the Education Act outlines what must be done to improve education performance : 1. arranging learning in line with the students’ interests , aptitudes and individual differences ;2. training students in thinking abilities, especially critical thinking; 3.organizing learning activities that draw from authentic experiences; and 4. promoting situations where learners and teachers learn together.
In addition to addressing these key issues of education reform in Thailand , indeed in international education, we also focus our attention and resources on the goal of promoting Thai teachers to reach their potential as skilled teachers using teaching methods that engage their students with the result that students love to learn through self discovery.
ยินดีต้อนรับสู่ Student-Centered Learning ประเทศไทย
พันธกิจ: เพื่อสร้างศูนย์ข้อมูล การแลกเปลี่ยนข้อคิดเห็นและวางแผนสำหรับการปฏิรูปการศึกษาของประเทศไทยในศตวรรษที่ 21 อันจะนำไปสู่การปฏิบัติอันเป็นไปในทิศทางเดียวกันของนักการศึกษาไทยและต่างประเทศเพื่อให้บรรลุเป้าหมายที่กำหนดไว้ในพระราชบัญญัติการศึกษาแห่งชาติ พ.ศ. 2542 (1999) ใจความสำคัญของพระราชบัญญัตินี้คือการมุ่งไปสู่การเรียนรู้และการเรียนการสอนในห้องเรียนโดยมีนักเรียนเป็นศูนย์กลาง โดยเฉพาะอย่างยิ่งมาตรา 24 ที่กำหนดถึงสิ่งที่ต้องทำเพื่อพัฒนาประสิทธิภาพของการศึกษาไทยคือ : 1. จัดการศึกษาให้สอดคล้องกับความสนใจ, ความถนัดที่แตกต่างกันของนักเรียนแต่ละคน; 2. อบรมนักเรียนให้มีความสามารถในการคิดวิเคราะห์ด้วยตนเอง; 3. จัดกิจกรรมการเรียนรู้จากประสบการณ์จริง; และ 4. ส่งเสริมการเรียนการสอนที่ครูและนักเรียนได้เรียนรู้ร่วมกัน นอกจากประเด็นหลักเพื่อการปฏิรูปการศึกษาในประเทศไทยเหล่านี้ แน่นอนว่าในระดับโลกเรายังมุ่งเป้าไปยังการส่งเสริมศักยภาพอาจารย์ชาวไทยในด้านทักษะการสอนโดยอาศัยเทคนิคการสอนที่ให้นักเรียนมีส่วนร่วมในชั้นเรียนเพื่อให้นักเรียนมีความรักที่จะเรียนรู้ด้วยตัวเขาเอง
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IB : An education for the 21st Century by Lister W. Hannah
We realise that we are living in a fast changing, increasingly complex, more interdependent and connected global community. Children entering kindergarten now (2015) will be graduating from high school in 2030 and probably entering the work force in the early to mid 2030s. The daunting challenge schools are facing in meeting parents’ expectations is that schools are having to educate their children for potential jobs that don’t exist now, using technologies that have yet to be created, and solving problems that haven’t been thought about.
The critical question then is how can schools best prepare the young to be lifelong learners for the adult world of the late 2020s and early 2030s?
“The central task of education is to implant a will and facility for learning: it should produce not learned but learning people….In a time of drastic change, it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” (Eric Hoffer)
We believe that young people need to understand and know how to learn to be able to cope with this challenge of a rapidly changing world.
Schools need to engage, enable and empower students to become knowledgeable, independent, open-minded, and confident life-long learners; in short, students need to take ownership of their learning. Their curiosity and cross-cultural understanding of the world they live in and the nature of the change that is happening both in their own countries and globally needs to be cultivated and deeply understood. For this to happen they will need to have developed analytical, critical and creative thinking skills.
But we all know that academic rigour, important as it is, on its own is not enough. Research has shown that EQ, emotional quotient, is a better predictor of a fulfilling life than IQ. Our children also need the social and emotional skills and abilities to develop their capacity to be resilient and deal with the challenges, the stress and the pace of change, especially in the workplace and in their relationships. They need the ability, the empathy, to understand and respect their own and other cultures, and to resolve differences in relationships constructively and peacefully. Above all they need to live with good character, proactively, compassionately, sustainably and with integrity.
The International Baccalaureate (IB) Organisation provides outstanding programmes to meet these challenges. The IB offers the Primary Years Programme (PYP) for 3-11 year olds, the Middle Years Programme (MYP) for 12-16 year olds, the Diploma (DP) and also the Career Programme (CP) for 16-18 year olds. These programmes are recognised world-wide and is highly regarded as a preparation for life in the 21st century. The IB has already educated well over 1 million students in 145 countries since it was founded more than 40 years ago. The IB Diploma has become a preferred university entrance qualification to top universities around the world.
The appeal of the IB programmes lie in their ability to assimilate best practice from national systems, while not being tied to any national political system, in other words being truly international. They have rigour and challenge students academically; they have a breadth in offerings which educates the whole student; and they have an emphasis on attitudes and values which provide for building social and emotional skills and the capacity to live successfully.
Core features of the Programmes are: sustained inquiry into established bodies of knowledge; principled action through learning by doing, experiential education; critical reflection leading to deeper understanding; meaningful assessment, monitoring progress through appropriate feedback to students, and internationally benchmarked. Integral to these features is learning in global contexts and the promotion of cross-cultural awareness and international mindedness.
In sum, IB programmes are student-centred, encourage inquiry, collaboration, research, creativity and an understanding of learning how to learn. Further, they provide an emphasis on inclusiveness in an increasingly multi-cultural national and global society and cultivate the experience of how to be of service to others. This is an education for the 21st Century.
Lister W Hannah
By Peter J. Foley, Ed.D., editor-in-chief
This month’s article limns the important innovations in higher education taking place in China. Importantly, this education revolution is based on the principles of student centered learning. Significantly for Thailand, these educational reforms echo the reforms Thai lawmakers set forth in 1999 that, sadly, have not yet been realized.
The authors, Shi Jian and Wang xin, explain that a centerpiece of these teaching reforms is problem based learning. Such learning compels the students to think for themselves, to analyze and solve problems. As the authors point out, teaching from a problem based learning model makes changes in the classroom necessary to facilitate this student centered learning approach.
For example, at Sichuan University new furniture was ordered to facilitate moving chairs and tables to enable group discussions and small group learning. Class size has been reduced to no more than 30 students in a class. Sichuan University students are learning to create and analyze problems using critical thinking skills. In sum, “teacher centered teaching is replaced by student-centered classroom discussion…..” The long range goal of these changes is to better prepare Chinese students for the needs of the 21st century job market where problem solving using digital technology will be increasingly required.
Student Centered Learning Thailand ‘s previous Op Ed noted the recent and powerful political, social and economic influence China is having on Thailand. Some commenters have said that this influence is at the expense of the United States’ traditional influence. SCLThailand sees this point of view as wrong footed.
SCLThailand wants to see a different view of international influence where the purpose of other countries’ aid and influence is not competitive but, rather, cooperative. We wish to be part of an international progressive education movement that encourages all countries to exchange and share in the spirit of international cooperation, a spirit of universal love of learning, a spirit of brother and sisterhood.
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As we have discussed in our previous paper, Chinese higher education in its development has been closely tied up with China’s political, economic, social and cultural development, and it has played an important role in the changes of China in every aspect. When we moved into the 21st century, China has kept its speedy development in economics and social changes, and with the continuing reform and development the higher education in China has undergone still greater changes.
Full Article Below: