Indicator 4.1 Learning Management (Teaching and Learning Approach)
For criteria 7 and 8, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7-8 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 6 are assessed at 7 levels.
Performance
1. The educational philosophy is articulated and communicated to all stakeholders
The Faculty’s Education Philosophy is articulated and communicated to all stakeholders. Below is the Faculty’s Educational Philosophy which is communicated to all stakeholders.
Philosophy: Producing knowledgeable teachers and educational personnel who have academic and professional skills, morality, ethics and professional ethics. Teachers and educational personnel who are eager to learn, disciplined, kind and responsible for local development and the country in general.
For the BEd -English Program, the program focuses on developing skills and expertise needed in the profession of teaching English, through integration of knowledge in innovation, information technology, modern educational materials, and effective classroom management, together with a variety of activities to help achieve maximum efficiency in the teaching profession.
2. The students can participate in the learning management process
The program focuses on task and outcome-based learning wherein students are responsible of their own learning. This means that our students are involved in the teaching and learning process every step of the way.
Both academic and co-curricular activities involve students, which are aimed at helping them advance academically, socially, nationally and internationally.
The table below shows how the program encourage students to participate in the learning Management:
|
Strategy/ Learning and Teaching Method |
Role of Teacher |
Role of Student |
|
1. Problem solving |
– Arrange/prepare problem situation for case study |
– Problem understanding, additional study, synthesis problem summary/solution suggestion, evaluation, written report |
|
2. Case study |
– Arrange/prepare case study under developed learning results |
– Understanding, case study, additional study, solution analysis/answer the question, case study discussion |
|
3. Problem-based teaching |
– Prepare the problem, patient case, document, report, related media – Provide data/answer the question, suggest the benefit source |
– Set the question that will bring to solution – Study, seek knowledge from the related benefit source – Evaluate self- learning |
|
4. Concept mapping |
– Concept setting to be studied/stimulated thinking |
– Think, analyze problem concept/question, thinking – Manage system and think process , create the relationship in components |
|
5. Debate |
– Propose/discuss issue/subject to learn, arrange the debate process, support self learning |
– Study the standard-setting process, clear learning results – Group meeting to plan the debate, assign the related |
3. The students can participate in the learning activities
The program employs student-centered activities where in students play a big and important role in the teaching and learning activities. The students are expected to create new knowledge and new invention by using Cognitive Process (thinking process ), social process (group process) for the students to have interaction and participation in learning. The teacher has the role of facilitator who shall manage to match students’ interest, ability and skill in order to focus on knowledge integration in many fields using the variety of teaching methods and variety of knowledge sources as well as many measurements.
Teaching strategy and Learning Evaluation
Teaching strategies that will develop learning results as well as achievements have to be defined student-centered teaching strategies will enable the students to participate in the learning process objectively with practice in real situation with a specific teaching and learning method. The teacher will define teaching and learning methods that respond to student-centered learning and teaching strategies as well as evaluation strategies.
Most of the courses in the program integrate co-curricular activities into teaching to maximise students’ participation in learning activities. Courses like: Children Literature, Teaching English through Drama, English Teaching & Learning, Research for Learning development integrated co-curricular activities into teaching.
4. The students are promoted to be lifelong learners through learning activities
Our task and outcome-based learning promote life-long learning among students. In line with the Higher Education Missions of integrating courses to Research and Academic Service to the community, Arts and Culture , the BEd English program has done different course integration throughout the year 2022.
The program believes that learning does not only take place in the four corner of the classroom; therefore, students are engaged in classroom activities that require critical thinking , leadership and teamwork skills.
Moreover, most of the co-curricular activities of the faculty are organised or facilitated by our students. Below are some of the faculty’s most encourage classroom activities that promote lifelong learning
|
Teaching-Learning Activities |
Role of Teacher |
Role of Student |
|
1. Seminar |
– Suggest, support the process, encouragement |
– Choose subject /knowledge/issue – Seek and collect modern knowledge – Analyze and conclude knowledge – Group meeting, make understanding, seminar pattern, job assignment |
|
2. Simulation |
– Prepare simulation, equipment, place (if needed) – Make understanding with students on learning results and learning and teaching methods |
– Role play or behavioral learning – Give opinion and feeling – Learning evaluation and suggestion |
|
3. Performance |
– Define issue and learning results – Facilitate, arrange learning framework and encourage suggestion and help in all required things – Observe and direct performance, role and interfere when occurred feeling to the expected excess role |
– Design performance in content, theme, learning result and divide the duty – Learning evaluation and suggestion process – Make understanding on process and performance role, divide the role, study the role, display the assigned role – Analyze feeling and self-control behavior |
Moreover, our faculty has its own student body, The Faculty of Education Student council. The student body council members are sent to different leadership trainings and seminars to develop them into independent and life-long learners. This year, we sent our five (5) student body council members to Global Leadership Conference held in Thammasat University.
5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset
Our outcome- based learning encourages and promote students’ creativity innovativeness and to have entrepreneurial mindset. Designing and planning teaching can include the following theory, concepts and principles: 1. Constructivism theory Concept ; Problem-based learning; Integration-based learning Principle; Learning from concrete to abstract; . Authentic Learning ; Learning from direct experience ; Induction and Deduction. Below are some of the activities conducted to promote students creativity, innovativeness and entrepreneurial mindset.
|
1. Seminar |
– Suggest, support the process, encouragement |
– Choose subject /knowledge/issue – Seek and collect modern knowledge – Analyze and conclude knowledge – Group meeting, make understanding, seminar pattern, job assignment |
|
2. Simulation |
– Prepare simulation, equipment, place (if needed) – Make understanding with students on learning results and learning and teaching methods |
– Role play or behavioral learning. Ex. Being business owner, school principal, etc. – Give opinion and feeling – Learning evaluation and suggestion |
|
3. Performance |
– Define issue and learning results – Facilitate, arrange learning framework and encourage suggestion and help in all required things – Observe and direct performance, role and interfere when occurred feeling to the expected excess role |
– Design performance in content, theme, learning result and divide the duty – Learning evaluation and suggestion process – Make understanding on process and performance role, divide the role, study the role, display the assigned role – Analyze feeling and self-control behavior |
6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes
Our BEd curriculum along with its teaching- learning approach has been continually improved to keep up with the changing times. Our teaching & Learning have integrated the use of Google Classroom and Moodle to assist instruction and to maximise students learning.
Evaluation & Improvement Plan
Teaching is learning is regularly evaluated by the program administrators and students to make sure that it’s aligned with the expected learning outcomes. The program instructor also conduct self- assessment and report the effectiveness and the achievement of Learning outcome through our TQF5 & 6
7. The classroom learning management is focused on a student-centered approach
The BEd Pogram employs Student-Centered approach in teaching wherein students are trained to be independent learners and are responsible of their own learning. The instructor serves as the facilitator of learning. Teaching and learning should help the students to study by themselves.
Teaching and learning management enables the students to be good, intelligent, smart and happy. Student-centered learning and teaching shall focus developing the students ability to think, analyze, criticize, solve the problem, become conscious and able to apply knowledge in daily life.
The Roles of instructor are to teach and coach the students:
- Teach the students to think by themselves, systematic thinking,
judgment thinking, logical thinking. - Teach the students to study, in-depth study in any matter and having research, academic reference.
- Teach the students to have social service, that is, things to learn will have value. When using that knowledge, it should be beneficial to the society.
Below is BEd Program Student- Centered Teaching & Learning Processs
| Planning Process/Designing | Description |
| 1. Behavioral Objectives | Should define in full the Knowledge (K), Process (P) and Desirable Attribute (A). |
| 2. Content | Define content consistent with behavioral objective in each article. Specified content may be fact, concept, principle, law and theory. |
| 3. Teaching Strategy (Using theory/concept/principle) | Teaching strategy shall use any learning theory, principle or concept that is considered fitting with the ability of the students including the institutional context. |
| 4. Student-Centered Learning and Teaching Activity | Arrange teaching and learning activity that may use in such forms as teacher center, media center, student center based on the needs of the students. The teacher blends to use many forms of teaching. |
| 5. Student-Centered Measurement | Define learning measurement with many methods by defining tools and criteria in measurement and evaluation |
8. Learning management is managed through various technics of information and communication technology systems with a student-centered approach
Since the start of 2019, our learning management has shifted to digital technology. Our class instructions are aided by technology such as Google Classroom wherein all assignments, teaching materials and projects are uploaded. Students can access all these teaching media anytime.
The program gives emphasis on the development of ICT Skills of students as a well as research oriented learning styles such as problem-based learning and cooperative learning. We annually organized ” Faculty of Education Academic Expo” which showcases students innovative output. These students academic outputs are coming from different courses in the curriculum.
The program instructors have been using Moodle and Google to further s assist and supplement instruction.
Most of our instructors employ technology- assisted instructions and encourage students to integrate ICT in all their works
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5….item |
IQA(1-8) |
1-8 |
8.ites |
…5..mark |
|
AUN-QA(1-6) |
1(4), 2(4), 3(4) |
5 | ||
Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 4.1 | 5 | 5 |