Module 1.6 LAOPDR TECHNIQUE. eng. version 06222021 prep
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The webinar focuses on the Lao PDR technique, a learner-centered approach designed for effective teaching in Lao classrooms, blending experiential learning concepts. It outlines a structured instructional process including lecturettes, activities, presentations, discussions, and reflections to enhance teaching strategies. Participants are encouraged to engage in continuous learning and implement practical applications of these methods in their teaching practice.
![Based on the discussion, the teacher can individually ask students
to share their reflections, or ask them to return to their groups to
agree on group reflection; specifically, on key take away from the
learning event which has just been concluded from step 5.
Step 6: Reflection
- here you see how shallow the learning would have been if they were just
REMEMBERING grammar rules for recitation/discussion and not actually
APPLYING the rules directly to an authentic output. There would be
nothing to reflect about.
[refer to lower order and higher order thinking Skills when
preparing your learning objectives vs. learning tasks
(activities) vs. learning outcomes]
Step 6: REFLECTION](https://image.slidesharecdn.com/module1-210622092325/85/Module-1-6-LAOPDR-TECHNIQUE-eng-version-06222021-prep-29-320.jpg)
Module 1.6 LAOPDR TECHNIQUE. eng. version 06222021 prep
- 1. Using LAO PDR Technique Presented by Associate Professor Khamhung Sengmany Associate Professor Bounheng Siharath
- 2. LAO-PDR TECHNIQUE Learner Centered Approach 2
- 3. LAO PDR TECHNIQUE Learner-Centered Approach 3 WELCOME TO NO. 6th OUT OF 15 of OUR WEBINAR SERIES
- 5. Webinar Mechanics • Webinar will run for 2 hours – PRESENTION – 40-50 minutes – REACTION PANEL – 15 minutes – CHATS – continuous – HOMEWORK for assessment at the end • With the aim to help you understand the learning strategy – Your learning must continue after this webinar – You will have home tasks to fulfill for you to get a certificate • Please use https://www.facebook.com/eesdp for your continuous learning. • You may submit your home task outputs or send feedback to Inbox of face book.com/EESDP and Email: eesd.2020@gmail.com
- 6. PLEASE JOIN US EVERY WED/FRIDAY: BELOW IS OUR LINK TO THE WEBINAR ON ZOOM. PLEASE MAKE SURE YOU REGISTERED FOR FREE TO BE GIVEN ACCESS • Topic: EESDP Trainers' Webinar Pilot Series: • Time: 2-4PM WEDNESDAYS AND FRIDAYS • Join Zoom Meeting: https://us02web.zoom.us/j/4555659164... • Meeting ID: 455 565 9164 • Passcode: EESDP2021
- 7. PRESENTERS Khamhung SENGMANY & Bounheng SIHARATH Teacher Development Specialists, Lao Language; Curriculum Development Specialist, English
- 8. - The LAO PDR technique was developed locally, specifically for Lao. - This is an original concept thought of by the EESDP consultants and is a localized teaching method based on the various experiential learning concepts to improve adoption of the learner-centered approach in Lao classrooms. - It outlines the instructional processes starting from a lecturette up to reflection. LAOPDR TECHNIQUE! It is a powerful and flexible EXPERIENTIAL LEARNING technique that encourages group and self-learning/critical thinking and easy to follow because each letter describes the recommended process.
- 9. LAOPDR simply means: L- Lecturette A- Activity O- Output P- Presentation D- Discussion R- Reflection
- 11. Step1: Provide a Lecturette (mini lecture) The teacher provides a 15-20 minutes lecture on key concepts to be learned by the students targeting core competency achievement. In this small/short lecture (that is why it is called a lecturette only) we must: 1. Clarify learning objective of that class period (ex. Within this class meeting we have 55 minutes, our target is to increase your skill on _______) --here you can use all lower and higher order thinking skills and list 1 objective for each. “After 55 minutes we will all—” • Remember that ______ • Understand that______ • Apply to_____________ • Analyze ____________ • Evaluate____________ • Create_____________
- 12. Step1: Provide a Lecturette (why mini lecture?) Participants: Explain why we need to reduce TEACHER TALK TIME More activity and student talk time
- 13. Step1: Provide a Lecturette (sample in MATH) Sabaidee! Today, within 55 minutes, our target is to increase your skill on logical thinking as a key learning outcome from Mathematics by demonstrating some key concepts which you will find very applicable in real life. Specifically you will: 1. Remember that a+b=c 2. Understand that A is a unique value and B is unique value, combining them makes another unique value called C which is not A, and is not B. 3. Application to real life samples include children where A can be the dad, B can be the mom. C is you—you are not your dad, you are not your mom. You are unique from Them even though you are their sum/product. 4. Analyze if there are other applications of this mathematical principle then 5. Evaluate if it can apply universally 6. Create your own proofs evidence of this principle in other areas and do your advanced reading 7. Then we will challenge what we learned together in the next meeting when we discuss syllogisms Notice the flow as it anticipates the next lesson and builds up to it
- 14. Step 2: Activity The teacher provides a learning activity for students, with clear instruction on what to do and what to achieve. It could be an experiment, group seatwork, game or task. Teacher clarifies whether the students have to work in groups or in pairs. Example: Same Math Class. The teacher divides the class of 30 into 6 groups of 5 members each. Each group has 2 colors each of poster paint. Their task is to create 4 new c olors using only their assigned colors but varied formula of a+b=c 1. Group 1: blue and yellow 2. Group 2: red and yellow 3. Group 3: blue and red 4. Group 4: yellow and blue 5. Group 5: yellow and red 6. Group 6: red and blue This is a STEAM (science, technology, arts, math) activity for lower secondary level. Some of you will say, “but those materials are not readily available in secondary schools!” are challenged to create their own ACTIVITY for their assigned subject using what they think are readily available materials. This is not about the subject per se, but the sequencing of learning/instructional processes.
- 15. Step 3: Students produce their Outputs The activities you choose for each lesson must have an output that you can use to process or drive-in the key lessons and also use as assessment evidence Based on the sample activity, expect to see various color combinations depending on how much “A” color is used versus the amount of “B” color used. The resulting “C” color will have different tonal values that can be “seen”. Example A (BLUE) plus B (YELLOW) = C (GREEN) But there are many shades of GREEN
- 16. Step 4: Students make a PRESENTATION of their outputs Based on learning activity assigned by the teacher, the students prepare outputs of group or pair interactions. Example: • using previous activity, groups display their outputs in a GROUP EXHIBIT and everyone goes around to appreciate/ inspect the other group’s outputs. • Now we will gamify it a bit (remember, gamified learning): “ok class, since you saw all outputs, here is your new task. In 20 seconds, on my signal, you will collaborate and label your exhibit with the following equations and be able to explain why. 1-2-3 GO!: • A+B=C • B+A=C • C=B+A • C=A+B • Group 1, share your exhibit and explain…Group 2….next!!!! Notice how this strategy integrates other experiential learning Techniques like experiments and gamified learning
- 17. - The teacher facilitates discussion with the students based on presented outputs, helping them to analyze and summarize key learnings. Step 5: Discussion • OK class! You have demonstrated a real life application of a mathemati cal equation. You have proven if it is real using primary colors. You hav e begun to represent real life through equations. • Who is thinking now of other areas where MATH can summarize the formula? • Who noticed that A+B=B+A in the activity? • Who noticed that A+B=C=B+A? • Who noticed A2+B=C variant 1 • How about A2+B2=C variant 2 • Any other formula you can extract from your activity? Summarizes the activity relevance and then challenges student to sh are and discuss their own Observations / realizations
- 18. Based on the discussion, the teacher can individually ask students to share their reflections, or ask them to return to their groups to agree on group reflection; specifically, one key take away from the learning event which has just been concluded from step 5. Step 6: Reflection Step 6: Reflection L A O P D R 7 competency domains STEP (original 2013): 1. Subject Matter & Didactic Competence 2. Pedagogical Competence 3. Competence In Reflection And Development 4. Interpersonal Competence 5. Organizational Competence 6. Competence In Cooperating / COLLABORATING With Colleagues 7. Competence in cooperating with the SCHOOL ENVIRON MENT You can relate this to Teacher Competency Domains (minimum summary of what Teachers can do each area) At this point it is good to make the students evaluate themselves and the class if the learning objectives were achieved with good use of time and to apply to their insights to i mprove their learning strategy and get better for the next module/lesson/meeting
- 20. I will now share how we use LAO-PDR to teach LAO LANGUAGE
- 21. Example: Teaching Lao Language MATHAYOM 1 Lesson 13 : Principles of writing correctly Explaining the meaning and the importance of the principles of wri ting Lao Language correctly. Writing or spelling the lao words correctly. Step1: Provide a Lecturette (mini lecture) The teacher provides a 15-20 minutes lecture on key concepts to be learned by the students targeting core competency achievement.
- 22. Sample Lecturette: - The Lao language must be written in the accent of Lao people in a concise way, so that there are no excess letters in a word - - The way of writing must follow the principles as below 1. Principle of letters 2. Principle of tonal mark 1 (X່) and 2 (X່) 3. Principle of punctuations 4. Principle in using ‘ຮ’ and ‘ລ’ 5. Principle in using vowel ‘ໄx ‘ and ‘ໃx’
- 23. Step 2: Activity The teacher provides a learning activity for students, with clear instruction on what to do and what to achieve. Teacher clarifies whether the students have to work in groups or in pairs. Example: Students work in groups to discuss about the principles of writing Lao Language correctly. - The teacher will divide the class in groups of 5 members , and lets them discuss about the following questions: 1. How important is it to write Lao language correctly? 2. How many principles ? 3. And what are they? 4. Give examples 4-5 words for each principle.. IS THIS CORRECT? THESE BASIC PRINCIPLES CAN SIMPLY BE PART OF THE LECTURETTE A BETTER ACTIVITY THAT GOES STRAIGHT TO APPLICATION IS TO GIVE THEM TIME TO CREATE AN ACTUAL PRODUCT USING THOSE PRINCIPLES, LIKE A LETTER, A STORY, OR EVEN A CAPTION FOR AN IMAGE
- 24. Each group will discuss and take note the output on a piece of paper. For question 2, teacher may assign eac h group to give examples of one principle. The teacher must give how much time is allowed for each activity with clear instruction of what they are going to do, for example: Note down the answers, report orally to the class. The group that has done the activity well should be rewarded by 10 claps or will get extra points. A BETTER ACTIVITY THAT GOES STRAIGHT TO APPLICATION IS TO GIVE THEM TIME TO CREATE AN ACTUAL PRODUCT USING THOSE PRINCIPLES, LIKE A LETTER, A STORY, OR EVEN A CAPTION FOR AN IMAGE. THIS WILL BE A BETTER EVIDENCE OF ACTUAL WRITING SKILL.
- 25. Step 3: Outputs Based on learning activity assigned by the teacher, the students prepare outputs of group or do paired interaction and discussion Example: The principle of writing Lao correctly is a principle that everyone must strictly follow in order to make them write accordingly to the rules of Lao grammar and use it for clear and meaningful communication. So the best expected output is a demonstration of these rules through a 3-paragraph letter of Application to a hypothetical job. The output/product must be an assessment evidence of the target skill/knowledge in Lao grammar. It must also have relevance to the real world context where students are expected to be prepared for. This skill must be perfected from LSE to USE.
- 26. Example of writing/spelling: - ຄະນະທຝ ົ ນຕ ົ ກ (wrong) ຂະນະທຝ ົ ນຕ ົ ກ (correct), - ເພມ (wrong) ເພມ (correct), - ສອງຮອຍ (correct) ສອງລອຍ (wrong) - ວ ັ ດຖ ຸ ປ ັ ດໄຈ(correct) ວ ັ ດຖ ຸ ປ ັ ດໃຈ (wrong) - ສອງໄຟຟາ (correct ຊອງໄຟຟາ (wrong) … The teacher must roam around the room to make sure that every body is actively participating in the activity.
- 27. The teacher asks groups or pairs to present results of their works. Depending on available time, the teacher calls all group representatives to present and discuss their outputs to class. - Each group presents the outputs of the two questions that they have discussed to the class in turns while the rest of the class pay attention to listen. They may ask questions of the Outputs. - After presentation, each group may submit their repoRt to the Teacher (part of portfolio assessment) Step 4: Presentation As suggested, a real LETTER of JOB APPLICATION is better to demonstrate actual writing skill. We don’t ask them to talk about writing. WE ASK THEM TO WRITE AND THEN TO CORRECT/EDIT THEMSELVES ACCORDING TO GRAMMAR RULES.
- 28. Step 5: Discussion The teacher facilitates discussion with the students based on presented outputs, helping them to analyze and summarize key learnings. - The discussion will be done after each group presentation to avoid confusion. - The teacher instructs students to pay attention to each group report presentation in order to point out the issues. When discu ssing about spelling and punctuation of Lao language , there is a lot of controversy. Example: - ເຊງ /ຊງ , ຈງ / ຈງ, ທໜງ / ທໜງ, ນງ / ໜງ, ຫວງໃຍ / ຫວງໄຍ, ກ ໍ ໄດ / ກ ໍ ໄດ..... - “ກນແລວແຂງແຮງບ ໍ ມພະຍາດບຽດບຽນ” (ການໃຊເຄອງໝາຍວ ັ ກຕອນ)
- 29. Based on the discussion, the teacher can individually ask students to share their reflections, or ask them to return to their groups to agree on group reflection; specifically, on key take away from the learning event which has just been concluded from step 5. Step 6: Reflection - here you see how shallow the learning would have been if they were just REMEMBERING grammar rules for recitation/discussion and not actually APPLYING the rules directly to an authentic output. There would be nothing to reflect about. [refer to lower order and higher order thinking Skills when preparing your learning objectives vs. learning tasks (activities) vs. learning outcomes] Step 6: REFLECTION
- 30. But as you can see it is not simplistic. Just like all the other Experiential learning techniques it needs CAREFUL PLANNING And reflection first by the teacher. NO FAKING/CHEATING. Teacher must be the first model for Lao Lifelong Learners Comparative Description Similar to other experiential learning techniques, LAOPDR passes on deeper learning to the students, with the aim to provide them an opportunity for deeper and more meaningful learning which would be translated from short term memory to long term memory. LAOPDR also introduces them to reflective learning which leads to the development of critical thinking skills.
- 31. Remember to do: Once tasks are assigned to groups or pairs of students, the teacher should ensure that s/he provides good guidance and proper directions to these groups and pairs, thus the need to encourage them to ask questions frankly to be guided properly, so that tasks and underlying concepts required to fulfill the tasks are clarified.
- 32. Questions for Reactors/Participants: LAOPDR is simple but not “simplistic”. It uses strong foundation on Learning Objectives, classroom based assessment and the basic experiential learning principles (in short, the MINIMUM Teacher Competencies gained before graduation from pre-service.) 1. PRE-SERVICE: HOW CAN WE ENSURE such quality of teacher graduates where the minimum qualifications = minimum competency sets = mastery of these pedagogical content knowledge at the TTI Level? 2. IN-SERVICE: how urgent is it that these experiential Learning techniques be mastered by all secondary teachers Preparing students to be Lao Lifelong Learners?
- 33. Questions for Reactors/Participants: 3. HOW MANY LEARNED SOMETHING NEW TODAY? • PLEASE TYPE “LAOPDR” IN CHAT BOX. 4. HOW MANY FEEL THEY NEED TO LEARN MORE SO THEY WILL JOIN AGAIN NEXT WEBINAR? • PLEASE LIKE AND SHARE WWW.FACEBOOK.COM/EESDP
- 34. To all participants Please use principles in writing and spelling correc tly in order to make Lao language accurate and unif orm Thank you
- 35. 35 ຍນດຕອນຮ ັ ບຄ ໍ າຖາມຂອງທານ ! ກະລ ຸ ນາຍ ົ ກມຂນເພອໃຫເປ ັ ນທຮ ຈ ັ ກ ຫ ພມຄ ໍ າຖາມຂອງທານລ ົ ງໃນ: ZOOM CHAT BOX (ສ ຸ ມເລອກ 3 ຄ ໍ າຖາມ ໃຫຜເຂ ົ າຮວມ ຫ ເຈ ົ າຄະນະ ຮ ັ ບຜດຊອບເປ ັ ນຜຕອບ)
- 36. 36 SPECIAL THANKS TO: The Department of Teacher Education (DTE) The Department of General Education (DGE) The Research Institute for Educational Sciences (RIES) The Institute for Education Administrators Development (IFEAD) The EESDP Project Management Unit (PMU) The Project Implementation Consultants of INTEM Philippines Hosted by: Dr. Bernadette V. Gonzales, Team Leader Presentor: KAMHUNGSENGMANY Reactors: Segment 1: Ajan Ket of DTE/Ajan Keo of EESDP/Ajan Outhit of RIESSegment 2: Ajan Tavanh of DTE/ Ajan Houmphanh of RIES/ Ajan Sengkeo of DTESegment 3: Ajan Lamphoun of IFEAD, Ajan Vongduean of DTE, Ajan Keomannivanh Phimmahasay, Ajan Somphone of DGE Technical Support: (ICT/Assessment) Joel Wayne A. Ganibe, Phoungkham Somsanith, Phonexay Soukkaseum, Jamil Lagunzad Chat panelists: Ajan Bounheng, Ajan Phouangkham, Ajan Manichanh, Joel, Nadet
- 37. THE END