Study Material to sit the TCT tests. - Page 2 - Ajarn Forum

Ganesha · 21st May 2008, 20:29

anyone know when the next set of tests can be signed up for? Or, what link takes one to where the dates will eventually be shown?

Stamp · 21st May 2008, 23:28

Quote:

Originally Posted by Ganesha

anyone know when the next set of tests can be signed up for? Or, what link takes one to where the dates will eventually be shown?

The link for the December 2007 and the April 2008 tests was: ¤ØÃØÊÀÒ - ÊÀÒ¤ÃÙáÅÐºØ¤¤ÅÒ¡Ã·Ò§¡ÒÃÈÖ¡ÉÒ

howdooski · 23rd May 2008, 14:55

This years "project"!

Stamp · 25th May 2008, 17:30

9: Professional Ethics

The Teachers' Council of Thailand published a document about Professional Ethics under the name: Volume 122 Special Part 76D Government Gazette September 5, 2005.

I scanned and uploaded the document here: Professional Ethics.pdf

Stamp

kempos · 25th May 2008, 18:36

Stamp, thanks a lot. I think ajarn posters (at least those who use your uploads) should do something special for you.

Thanks a lot Stamp.

Sorry Stamp but I must spread some reputation around before giving it to you again

Eric C · 25th May 2008, 22:31

Excellent stuff Stamp, thanks very much for taking the time!!
Thread stickied.

Stamp · 5th June 2008, 09:09

Many thanks to Loner

Quote:

During my GradDipEd I read and collected quite a number of articles related to education. I've pasted in the article below regarding active and passive learning. maybe it will be useful for the exam, or just general interest. Most readers probably are aware of these concepts, but I'll try and find some other more obscure ones.

What Is Meant By "Active Learning?"

Dr. Ken Petress

The term: "active learning" is frequently read in education articles, heard in education speeches, and spoken by educators at school meetings. Just what does this term mean? Often, terms are best understood when we are told what they do not mean: a definition by negation. Active learning is the opposite of passive learning. The passive student is dependent on a teacher to impart what is to be learned. Passive learning requires little student work and it is not self reinforcing. Passive learning tends to get dull very quickly. Passive students are or soon become disinterested, non motivated, ineffectual learners.
That which is learned passively is typically not well retained and is commonly not effectively applied. The active learner, on the other hand, is not dependent on a teacher; active learning makes the student a partner in the learning process. Active learners use teachers as resource people, as guides to the learning process, and as motivators for
further endeavors. Active learning, as the term implies, is a process where the learner takes a dynamic and energetic role in one's own education. Due to the learner's participation, such learning is self reinforcing. Such reinforcement adds to the retentive qualities of what is learned. Active learning usually is enjoyable, motivational, and effective in getting life's tasks done.

An active learner can be observed frequently performing the following behaviors:
1. Asking questions of clarification, example, category, nomenclature, status, reason, rationale, and kind. Such questions are to enhance learning, not to insult, intimidate, or embarrass anyone.
2. Challenging ideas, procedures, content relationships, priorities without attacking people or their character.
3. Following up learning sessions with personal extensions such as: added reading, group discussions about what was learned, experimentation, and applications of learning.
4. Connecting what was most recently learned with what was previously learned. This connection is best made through using what we learn.
5. Attaching what is learned with skill development.
6. Discussing with others what we know with others in order to validate our ability to clearly, thoroughly articulate what we think we know.
7. Keeping an enthusiastic attitude about learning.

These are not exclusive behaviors that signal an active learner; however, they are among the most frequent and telling signs we can readily observe. The price of being a passive learner is that most of the time, effort, money, and sacrifice to learn is wasted as such
learning is seldom retained, infrequently sharpened, and often incomplete. Active learning is not a guarantee of success; but it does enhance one's chances of doing well.

Stamp · 5th June 2008, 09:12

Many thanks to Loner again.

Quote:

Thanks stamp. I just dug this one up from my archives. Not about education per se, but gives a cultural perspective.

SDBThai

(Look under Thai National Character, in particular).

Rudolph Dreikurs - Stuff about behaviour.

Dreikurs, Rudolf - WikEd

Some education Definitions follow - direct from the first education assignment I wrote.

1. Schema
A schema (or ‘mental map’) refers to the accumulated knowledge, beliefs, attitudes and experiences that a person has, and influences how they view the world (Ch. 1, p. 28; Ch. 2, p. 10). In particular, the schema affects how teachers teach and their view of learners, and how students learn (Ch. 1, p. 23). The schema either assimilates new knowledge when it ‘fits’ with previous knowledge, or adapts to accept conflicting new knowledge (Ch. 1, p. 28).

Example: A child’s schema may include a belief in Santa Claus. When the child comes to understand that there is no Santa Claus, there is a certain amount of cognitive conflict: ‘There must be a Santa!’ After a while, the child adjusts their schema to accommodate this new knowledge.

2. Constructivist Model of Teaching
This model asserts learning only occurs when children construct their own knowledge based on their past and current understandings, values, beliefs and attitudes (i.e., their schema). The constructivist model emphasises hands-on, concrete experiences that are suitable for the level of cognitive development of the students (Ch. 1, p. 28). Constructivism allows for group discussions and scaffolding, where weaker students are assisted by stronger peers or teachers (Ch. 1, p. 29).

Example: A student may have to convert 6.5 feet to feet and inches. Instead of trying to remember a long algorithm to do the conversion, she can use informal methods. We know 0.5 feet equals 6 inches, so 6.5 feet must be 6 feet 6 inches. Often students can’t remember formulae because they don’t make sense. Rather than trying to remember algorithms taught by the teacher, the constructivist model would allow students to discover their own way to solve problems, in a way that makes sense to them. When students construct their own understandings, the new knowledge is more likely to be retained, than if they attempt to learn something that doesn’t make sense.

3. Realist Teacher
The realist teacher views knowledge as not open to interpretation by the individual based on their past experiences and understandings (Ch. 2, p. 3). Realists view knowledge as independent of the person who discovers it.

As an example, a group of realists looking for the answer to a question will always arrive at the same answer, because the knowledge is ‘out there’ and independent of individual interpretation. A realist’s prior knowledge, values and experiences are not considered when interpreting new knowledge (Ch. 1, p. 27). Realist teachers tend to be content-oriented and employ the transmission model of teaching, as outlined below. In contrast, constructivists use their schema to help interpret new knowledge to make sense of it. Two constructivists trying to answer the same question may arrive at different answers because their schema influences the way they process the new information.

4. Transmission Model of Teaching
The role of the teacher is to transmit facts and knowledge to their students as efficiently as possible and ensure that it is understood. However, this model does not allow students to reflect on what they have learned, to discuss, and to develop alternative explanations and answers. This model of teaching will involve a large fraction of the time consumed by “teacher talk”, and possibly a few minutes for questions at the end of the lesson. This was a common method teaching method when I was at university. I vividly recall spending three hours in a row copying down copious math notes that made no sense until we attended the tutorial the following day!

5. Pedagogical Content Knowledge
Pedagogical Content Knowledge (PCK) refers to the knowledge of a subject (content knowledge) that has been transformed, based on suitable teaching strategies (pedagogy), into a form that students can understand and relate to (Ch. 1, p. 14). Thus, PCK represents the overlap of pedagogical knowledge and content knowledge, as shown in the Venn diagram.

Pedagogical content knowledge was illustrated by ‘Nancy’, where she deliberately adapted her teaching method of a piece of text when she found some students were having difficulty – she focused on meanings of words and less on literary interpretations. Moreover, “her combination of subject matter understanding and pedagogical skill was quite dazzling” Ch 1, p. 12.

6. Pedagogical Knowledge
Pedagogical knowledge refers to classroom management practices and teaching strategies that are independent of the content being taught (Ch. 1, p. 14). Pedagogical Knowledge and PCK are two of seven types of knowledge needed to bring about successful teaching and learning (Shuman, Ch 1, p. 14-15). Pedagogy may include organizing pair and group work, management of behaviour problems and differences in ability within the classroom.

7. Real Learning
Real learning occurs when new knowledge and skills form part of the students’ schema (Ch. 2, p. 3). Real learning results in knowledge that is retained and that can be used daily and is relevant to the learners’ lives (Ch. 2, p. 17).

Example: Recently, my wife’s nephew has shown evidence of real learning. At school he was not good at math. Now, he is an apprentice motor mechanic. He has been learning maths in relation to cars, and now he can understand maths. He even enjoys maths now, because he uses it everyday and now sees it as relevant. That’s real learning!

8. Passive Learning
Passive learning is directly related to the transmission model of teaching described earlier. Passive learning may involve:

 the teacher seeing language as a ‘speaking tube’. He sends information down the tube and asks questions to see if it was received (Ch. 2, p. 10).
 memorising facts without understanding – students memorise other peoples work for an exam, and forget it soon after (Ch. 2, p. 10),
 little assimilation of new knowledge into working knowledge,
 not being critical with no generation of new ideas and thoughts.

9. Active Learning
Active learning is the opposite of passive learning, and is concerned with making students actively involved with learning, via inquiry training, roleplays and simulations, interactive teaching, etc. (Ch. 2, p. 26-39). Active learning involves:

 gathering, interpreting and evaluating information and incorporating it into their pre-exisiting ideas (e.g. collecting and presenting data on traffic near the school).
 being critical, making decisions and asking questions (e.g. what are the causes of traffic jams and how can we solve them?).
 linking past and previous experiences, and applying their knowledge to new situations (e.g. what traffic problems were there in the past, and can we learn anything from this to apply today?).

10. Doyle’s Four Tasks
Doyle identified four learning tasks that are commonly used in classrooms. The type of task determines the type of learning that will take place (Ch. 2, p. 13). The four tasks are:
1. Memory tasks involve remembering important facts, dates, spelling, formulae, etc. These tasks require students to recall content, such as the formula for the area of a circle.
2. Routine tasks involve remembering set procedures, such as how to solve an equation or undertake a scientific experiment.
3. Understanding tasks involve knowing the meaning of information, how it relates to the student’s pre-existing knowledge, and applications of this knowledge. e.g. students understand why triangles are used in the construction of bridges and towers.
4. Opinion tasks involve students forming an opinion, regardless of their level of understanding of the topic. e.g. students may be against smoking in public places, but they may not fully understand the implications of passive smoking and associated disease.

11. Risk and Ambiguity
Doyle’s four tasks carry a certain amount of ambiguity and risk and are defined below (Ch. 2, p. 14-15).

11a. Risk
Risk is defined as the likelihood that the answer provided by the student is incorrect. For example, simple routines and memory tasks carry a low risk. An example is remembering the formula for the area of a circle. If the student can recall it, a solution is easily found. Similarly, opinion tasks are low risk because there are no right or wrong answers. High risk tasks may include reciting poetry off by heart or carrying out large mathematical computations.

11b. Ambiguity
The level of ambiguity is another characteristic of tasks. Opinion and understanding tasks are ambiguous because the correct answer is hard to find, or may not exist. For example, a highly ambiguous task may be to write an essay on how to solve the problem of bird influenza in south-east Asia. The student will not be certain of the correct answer, or even if there is one. Low ambiguity tasks involve recalling routines and facts – it is clear what the answer is.

Stamp · 5th June 2008, 09:14

Quote:

12. Zone of Proximal Development
The Zone of Proximal Development (ZPD) was an idea developed by Lev Vygotsky. The ZPD is the zone over which learning can occur. The lower boundary of the zone represents what the student can do on their own, whereas the upper boundary reflects what a student can do with assistance (scaffolding) from a teacher or stronger peer (Ch. 1, p. 29). The teacher directs the student to act and thing independently, challenging them at all times just above their current ability level. For example, one of my students cannot solve an algebra problem. I give her some hints and leading questions, until she says, ‘oh, now I understand, the answer is 3x+2’.

13. Quantitative Approach to Learning
Students displaying the quantitative approach view the purpose of schooling as the acquisition of facts and routines, utilising memorisation of the content as their main learning strategy (Ch. 2, p. 15). Their view of a good scholar is one who can remember and recall facts at will (Ch. 2, p. 11).
Example: An example of the quantitative view was held by the student in Mr. Figg’s class, with the comment ‘You are the bloody teacher, you teach us. You tell us, we copy it down’ (Ch. 2, p. 10). The comment shows a clear preference for passive learning and a rejection of the active learning method presented by Mr. Figg.

14. Qualitative Approach to Learning
In contrast, students showing the qualitative approach to learning have an interest in understanding the facts presented to them (Ch. 2, p. 11, 15). Students that ask many ‘why’ questions, ‘how does that work’, and ‘where can I get more information about…’ are showing a qualitative approach to learning – they show an interest that goes beyond learning facts and figures.

15. Metacognition
Metacognition literally means having knowledge of one’s own thinking processes and how those processes work. For learners, metacognition involves them looking at the strategies they employ to solve problems (Ch. 3, p. 19). They need to ask themselves questions, such as ‘how did I get the answer’, and ‘is there a better way to do this’. An example of metacognition is a writer, through experience, who learns to employ more efficient strategies for drafting and writing articles.

Thanks a lot Loner

peelieorion · 5th June 2008, 10:21

I cannot believe any of this bolloks is in a test for people teaching EFL. You don't learn this on your P.G.C.E. Maybe its interesting to learn but utterly pointless here where zero application of any theory is ever appled to the classroom. What an utter load of crock shit this course is

8ball · 5th June 2008, 11:04

Quote:

Originally Posted by peelieorion

What an utter load of crock shit this course is

I A gree wiv that

but peel,,,,,, try 2 write in English pls

Loner · 5th June 2008, 19:55

Quote:

Originally Posted by peelieorion

I cannot believe any of this bolloks is in a test for people teaching EFL. You don't learn this on your P.G.C.E. Maybe its interesting to learn but utterly pointless here where zero application of any theory is ever appled to the classroom. What an utter load of crock shit this course is

Then what do you learn on a PGCE? No theory? No Piaget? No Vygotsky? NO?.....

Actually I use it all the time...but then again I don't teach EFL.... I can't believe a PGCE grad wouldn't know what the constructivist model of learning/teaching is...

Obviously PEEL, you don't need to take the course/exams, or you speak as if you don't need to...

New007 · 27th July 2008, 20:29

Are there any general books one can read and get in Thailand?

Stamp · 28th July 2008, 17:31

Quote:

Originally Posted by New007

Are there any general books one can read and get in Thailand?

Quote:

Curriculum development
Curriculum development: A guide to practice – Wiles, John & Joseph Bondi. (1989)
Instructional Method
Methods for effective teaching – Burden & Byrd (1999)
Designing Instructional Strategics – Edward Kameenui
Educational psychology
Psychology and Teaching – Guy Lefrancois (1999)
Educational Psychology – Robert Slavin (2003)
Classroom Management
Organizational Behavior in Education – Robert Owens (1991)
Educational Technology
Instructional Media and the New Technologies of Instruction – Robert Heinich (1993)
Educational Evaluation
Educational Evaluation – Blaine Worthen (1998)
Curriculum-Based Evaluation for Special and Remedial Education – Kenneth Howell (1987)
Educational Research
Research in Education – John Best (2003)
Teachership
Becoming a Teacher – Forrest Parkay (1992)

Thanks to our member Mobiiart. He got this list from a lecturer at the Thai Language, Culture and Ethics Course.