2017/2018 | piyawansunasuan

Goal Setting 2017/2018

Area/ Topic to Be Addressed
Learning and Skills for Sustainable Development

Where I am now?
I discovered that teaching methods that worked well for other subjects did not work well for the students in the Skill for Leadership and Management class. Students only learned and reflected on themselves, with no idea how to apply what they learned in real life. As a result, I've tried to incorporate more cooperative and collaborative learning, as well as project-based learning activities, because I believe these will help students learn more effectively.

Goal Statement (My desired results)
I would like to incorporate more cooperative and collaborative learning, as well as project-based learning, into my classroom. I anticipate that these lessons will enable students to meet all of the MUIDS ESLOs. My goal is to prepare them for the future by providing them with life-long learning opportunities and skills for sustainable development. Students will share their strengths while also developing their weaknesses as individuals, as well as as a team and as global citizens. These not only assist students in learning in a sustainable manner, but I also learn and develop alongside them.

Activities I will use to accomplish my goal

I will incorporate the techniques for students to help them be individually accountable for their work, while also effectively assessing the work of the group as a whole. Students will have the opportunity to develop a variety of real-world skills such as interpersonal skills, problem-solving abilities, planning abilities, and managerial abilities. They will also be able to draw on prior experience and incorporate knowledge from other subjects.
I plan to apply this concept to other subjects that I teach.

Accomplishments at Year End

Meet the goals

I have been conducting action research in order to put the new pedagogy of collaborative and cooperative learning into practice. The purpose of this action research paper is to clarify the concept of student-centered teaching and how it can be applied to the business studies class. I've been conducting the research from two of my classes: Introduction to Marketing and Advertising and Introduction to Leadership and Management Skills.

The methodology takes into account qualitative research design, data collection, and data analysis with a focus on student-centered teaching techniques.

The findings will be used to develop curriculums and lesson plans that will best meet the needs of students in the coming years. Most importantly, the teaching methods must be capable of instilling a life-long love of learning in order to match the school's vision.

Student feedback

The student feedback was excellent. For example, a project from the Marketing subject involved developing a loyalty program for a business. I had the students fill out exit slips at the end of the project to see how this project helped them understand the concept better.

Example

Question: How this project help you to understand more about how the loyalty program works and its importance to business?

One student answered

"I learned that some loyalty program looks very good but it may not work in our real life. There are many more ways to create a good and successful loyalty program. Some program looks so generic, but it really helps the business to keep their customers and earn more profit. The loyalty program is important because to run the business, it is not only about to make someone buy the product. It is also about making the customers buy again and distribute the brand to other people. These things can be successful by using the loyalty program."

This shows that student truly understands the concept and is able to connect that in a real-life situation which leads to sustainable knowledge and development in the future.

Teachers' Annual performance Review of the school year of 2017/2018

Observed by

JoAnne W., Deputy Director of Academics for MUIDS

March 23, 2018

Teacher got 4 rate out of 4 for:

Planning and preparation: The teacher

"is aware of a variety of human, textual, and community resources that will enhance students' learning experiences."

Instruction: The teacher

"Provides relevant, accurate, specific, timely and constructive feedback to students."

Teacher got 3 rate out of 4 for:

Planning and preparation: The teacher

"Establishes appropriate learning outcomes that clearly state what diverse students will learn as a result of
engaging in the lesson’s activities."

"Demonstrates that learning goals can be assessed appropriately, and uses assessment results to improve
teaching and learning."

"Demonstrates knowledge of content and pedagogy that encompasses all aspects of the subject, including what to teach as well as research-based best practices."

The instructional environment: The teacher

"Creates an environment of respect and rapport so that all students feel valued knowing they will be treated with
dignity and will take intellectual risks."

"Creates high expectations for all students, setting a high value on high –quality work."

"Demonstrate organization of physical space that sends a clear message to students that learning takes place in
an environment that is safe and has been arranged to optimize student learning."

Instruction: The teacher

"The teacher provides relevant, accurate, specific, timely and constructive feedback to students."

"Demonstrates clarity in directions, procedures, and explanations, both orally and in writing."

"Plans for students’ intellectual engagement and involvement with content so that they are actively constructing
meaning and understanding."

"Demonstrates ability to change, adjust, or alter the lesson in response to student confusion or lack of
understanding."

* 4 = Excels

The teacher who performs at this level consistently surpasses established standards for teaching and maintains high levels of accomplishment and performance.

3 = Highly Effective.

The teacher consistently meets school goals and standards for teaching in a manner that is above average.