The Equitable Education Research Institute (EEFI) invites people to participate in “Equity Talk No. 15” on the topic of “how to design teaching to satisfy the heart of school age” in order to find tools that will support student learning to be fun again, whether learning online or offline. Participants will participate in discussions with the school director, school principal, teachers, and Kruator card innovation developers.
According to teacher Puritat Chaiwattanakul, principal of secondary school, PlearnPattana School
The COVID-19 crisis was a problem from March to April 2020. Education had to continue during this turbulent time, but students were unable to attend school. There are various modifications that a school administrator must make. Your mindset has to be adjusted before you can manage the problem by adjusting your online learning. For the competent next generations, there is place available.
That is the most crucial aspect because young people are digital savvy, aware of the tools their children require, and aware of what their children’s needs are. Modern teachers may now handle teaching and learning in the active learning approach. Thus, online learning is not just about delivering traditional content and holding online sessions. The teacher’s aptitude for selecting the appropriate tools will then be reset.
“The emotional preparation of teachers, parents, and kids, who were dealing with the crisis at the time that engulfed their lives, sicknesses, and the economy. How can school assist instructors who have families but are also responsible for caring for other children and families? Also, the kids either lack the necessary knowledge and abilities or have poor self-control.”
According to teacher Puritat, the school and teachers must immediately react and change their class schedules to promote learning. Use the following timetable for junior high school: 40 minutes of study time every class, a 10-minute break, a 20-minute big break, and a 30-minute lunch break. As a result, there will only be six times of instruction each day, despite the fact that instructors at the general school have expressed several concerns.
For instance, despite the burden of teaching, a teacher must teach on Saturday. Everyone is stressed in this situation, which is comparable to a world war, and teachers are overworked and overloaded. Teachers are required to report to the academic department each time they finish instructing. The youngsters suffer as a result of having too much schoolwork. There is practically no time for homework if every topic is taught daily for 7-8 sessions. Hence, administrators must change their approach from being directive to supporting in order to comprehend and care for the minds of teachers and students.
According to Teacher Puritat, resources or technologies that support student learning may be made more enjoyable through a number of channels, such as Inskru, a platform for exchanging instructional ideas (classmates). A notable example is Equitable Education Fund (EEF). It is a fantastic platform for learning, sharing, and interaction, similar to the Kahoot game. Most importantly, figure out how to provide teachers a chance to interact and converse in public. With the requisite workload, the school serves as a learning community (SLC, or School as Learning Community). A professional learning community is chosen by management and used to pick up and apply policies. PLC stands for professional learning community.
Foreign language teacher Piyathida Sereebenjapol, who teaches at Surawiwat School and the Suranaree University of Technology,
seems to think that everyone needs to adjust their thoughts and self to online learning because it differs from classroom learning. The administrators need to be ready for the efficient use of both equipment and signals for teachers. While teachers must prepare to up-skill and reset their skills, learning to be successful requires cooperation from teachers, parents, and students.
“Children at this age must come to school to meet their friends. When kids study online at home alone, they lack the development of communication, socialization, and peer learning. It is easier to be distracted by screen time and online alone than at school. For some students, the internet is difficult to access, and communication is difficult. There is a lack of interaction, such as group work or teamwork, causing high inequality. While homeroom hours are still necessary with children, it is taking care of the child’s heart. For teachers, there is no need to turn on the camera but use the method of typing answers in line, using the phone method, or using multiple parts together, but they must hear everyone’s voice.”
Teacher Piyathida recognizes that creating a joyful classroom begins with the instructor when asked how to provide instruction to accomplish this. We will let those who hear our communications know. Teachers must motivate themselves daily, put their suffering aside, and spread joy. The teacher is the one that the youngster values the most. Even if the technology is excellent, a teacher may still affect a student’s heart, and they must first be pleased. Emotion is crucial, therefore. We don’t know what challenges kids endure at home, so teachers need to be composed, able to manage their emotions, and adaptable. Children are the lifeblood of teachers. As a result, we must support educators. I would advise instructors to attempt to share or use educational technology, such as interactive quiz games like Vonder Go Kruator card, to aid if they are fatigued, unsure of what to do, or lacking in expertise.
The Kruator card creator Waralee Natisriwat (Nan), a learning designer for Inskru.
It has been shown that issues may be impacted by online learning at all levels, from the individual to the systemic. For a teacher, verbal and nonverbal interactions with students come first. It focuses on fostering relationships and learning. 2. Online instruction is not the same as in-person instruction. Studying in a traditional classroom setting and learning while engrossed on a screen have distinct differences. The kids didn’t react and couldn’t tell if the camera wasn’t on while studying online was hard. Instructors can boost interaction by adding extra channels like chat or small group activities. 3. While teaching, the physical base must correspond to the three learning principles of head, body, and mind. Online learning, however, considers a relatively small population base and can be integrated into the learning process. As a result, skill reset and self-improvement are required because the methods that teachers once utilized are no longer effective.
Waralee said that if the school is not a professional learning community (PLC) that is a gathering, unity, synergy, and cooperation of teachers, administrators, and school educators. Teachers may feel very tired. We recommend looking for teaching ideas on Inskru. Teachers will feel empowered. We have events to attend workshops, skill ups, and skill resets. Direct experiences of learners and teachers are shared. It is considered a healing point that makes the heart flutter. The Kruator card is a teaching design card from Equity Lab and insKru, perfect for teachers who want to make their typical classes fun and creative. Both teachers and students are more engaged with several examples of activities that teachers can choose from the Kruator card.
Experience Designer Sasithorn Riewthammarat from Equity Lab, the developer of the Kruator card.
The teaching methodology is enjoyable, presents tools that support instructors, and offers perceptions about how crucial learning methodology is to make learning enjoyable. If learning is enjoyable, it will influence students’ memory and foster a climate where people desire to learn more. It is a tool that should be given to instructors for the Kruator card. It is a tool that teachers may use to construct new teaching methods on their own.
One Kruator card deck is currently divided into four groups: Situation Cards, Skill Cards, Idea Cards, and Question Cards, claims the creator of the Kruator card system. When the cards are arranged into new activities, it will help unlock the teacher’s problem of not being able to come up with teaching ideas.
1. The situation cards serve as a representation of the context that teachers can expect to encounter in the classroom, which has an impact on how teaching with teachers is designed. Examples of this context include classroom conditions, student and teacher limitations, and issues that need to be addressed in various situations.
2. The skill cards provide more comprehensive instruction and don’t focus on one or two outcomes. It could involve imparting knowledge, creative abilities, and crucial 21st-century skills.
3. The primary methods for gathering heroes in class are idea cards. There is a topic with a database quote QR that is simple to grasp. Teachers utilize the experience as motivation to develop their lesson plans.
4. The question cards help to check whether the instructional design is good or not, whether it is reasonable or not, or whether it has answered the set questions. There is a card testing area to develop content and gameplay mechanics to make it even more perfect. An example of a lesson designed with a Kruator card by Teacher Joe, Thai subject M.5, aims to allow students to read and analyze literature.
It consists of three stages.
1. The introduction highlights the works of literature and educates pupils about literature through a wheel of fate.
2. Teaching using role-playing, post-it notes, categorization, spontaneous inquiries, and group discussions.
3. A conclusion that portrays a drama or performance by employing clothes that correspond to roles based on literature, changing new endings that are suitable for all characters, and combining information.
Finally, a successful teaching strategy need not always be humorous. Even just allowing a youngster to make decisions and maybe experience unexpected things or try something new can be enjoyable. A classroom that fosters learning new things, experimenting, and teaching simultaneously for instructors and students serves to fill.
