Participatory Practice “Teach Less, Learn More”: A Case of Srikranuanwittayakom School
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 21 June 2021

Participatory Practice “Teach Less, Learn More”: A Case of Srikranuanwittayakom School

Surachet Rooptam, Wirot Sanrattana

Mahamakut Buddhist University, Thailand

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.302

Pages: 578-592

Keywords: Teach Less, Learn More, Participation, Action Research

Abstract

This research aimed to improve the quality of students in Srikranuanwittayakom School using the concept of Teach Less, Learn More. The method used in this study was Participatory Action Research, and there were twenty teachers voluntarily participating. The study had been done in two semesters of the academic year 2020. The three expectations from the development outcomes were: (1) the improvement under the identified indicators: a) teacher performance, b) organizing teaching activities and c) the students characteristic, (2) the researcher, the research participants, and the entire teaching staff learned from practice, and (3) the body of knowledge, which had been obtained from the practice as a foundation theory in this school context. The results of the study revealed three key features. Firstly, the average means of teacher performance, organization of teaching activities, and student characteristics after the 1st and after the 2nd cycles were higher than before the operation. Secondly, after adopting a participatory approach, researchers, co-researchers, and the entire teaching staff learned the importance and benefits of team collaboration. Lastly, the knowledge gained from the practice of this research consists of the ideas and strategies of the following concepts: 1) Expected change, 2) Driving factors for change, 3) Resistance to change and 4) Overcoming resistance drive change. The details of each issue can be used as a model for the students' quality development according to the concept of Teach Less, Learn More continuously. Moreover, the concept can be applied to other new conceptual developments.

References

  1. Aka, S. (2015, October 31). Reduce the time to study, increase the time to know. Reduce Study Time and Change to Meet Your Wishes. https://www.facebook.com/kruvarunee/posts/1579753345580605/

  2. Angkhanaphatkhachorn, V. (2012). Applying the concept of Teach Less, Learn More (TLLM) to learning management in mathematics class. Journal of Education, 23(1), 1-11. http://dspace.lib.buu.ac.th/xmlui/handle/1234567890/2505

  3. Arhar, J.M., Holly, M.L., & Kasten, W.C. (2001). Action research for teachers. Merrill Prentice Hall.

  4. Buachan, N. (2014). Teach Less Learn More: TLLM. https://nuttaphonbua.wordpress.com

  5. Bus, A.G., Neuman, S.B. (2009). Multimedia and Literacy Development: Improving Achievement for Young Learners. Routledge. DOIhttps://doi.org/10.4324/9780203892152

  6. Carr, W. & Kemmis, S. (1992). Becoming critical: Education, knowledge, and action research (3rd ed.). Falmer Press.

  7. Chalarak, N. (2015). The role of teachers and teaching and learning in the 21st century. Academic Journal, Far Eastern University, 9(1), 21-32. https://so01.tci-thaijo.org/index.php/FEU/article/view/39037

  8. Chantasuriyawong, W. (1985). Some observations on the development of cooperative technology. Social Development Journal, (6), 49-57.

  9. Chanthago, J., Phrakrudhammapissamai & Jantaragaroon, C. (2020). Development of a learning school in Wat Srichan School, Khon Kaen Province. International Journal of Higher Education, 9(1), 11-21. https://files.eric.ed.gov/fulltext/EJ1234060.pdf

  10. Coghlan, D.& Brannick, T. (2007).Doing action research in your own organization (2nd ed.). Sage.

  11. Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Merrill Prentice Hall.

  12. Haranaka, L. (2018, October 15). 21st century skills for teachers. Richmond Share Blog. https://www.richmondshare.com.br/21st-century-skills-for-teachers/

  13. Hongkhuntod, A. (2015, August 8). Technological Pedagogical Knowledge: TPK. Conceptual Teaching Techniques. https://pitcforteach.blogspot.com/2015/08/tpack-model-4.html

  14. Hongkhuntot, A. (2016, June 10). Concept of teaching and learning TPACK Model. Conceptual Teaching Techniques. https://pitcforteach.blogspot.com/2016/06/tpack-model-5.html

  15. James, C. (1964). Change is not an event, it's a process. Cheryl James Quotes. https://www.brainyquote.com/quotes/cheryl_james_421502

  16. James, E.A., Milenkiewicz, M.T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Sage.

  17. Jones, G. (2013, April 15). Characteristics of a 21st century learner. 21st Century Learner. https://learner21stcentury.wordpress.com/characteristics-of-a-21st-century-learner/

  18. Kaewthep, K. (1989). Community cultural development work: What it is and how to do it. Sangpattana Journal,(1-2), 14-35.

  19. Kagan, S. (n.d.). Teach Less, Learn More. Kagan’s Articles. https://www.kaganonline.com/free_articles/dr_spencer_kagan/294/Teach-Less-Learn-More

  20. Kemmis, S., & McTaggart, R. (1992). The Action research planner (3rd ed.). Deakin University.

  21. Lagacé, M. (2021, April 20). 145 Quotes about change and growth. Welcome to Wisdom Quotes. https://wisdomquotes.com/change-quotes/

  22. Lunenburg, F. C. & Ornstein,A. C. (2000). Educational administration: Concepts and practices. (3rd ed.). Wadsworth Thomson Learning.

  23. Mattson, D. (2017, August 9). 6 Benefits of teamwork in the workplace. Sandler Training. https://www.sandler.com/blog/6-benefits-of-teamwork-in-the-workplace/

  24. McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly, 41(3), 168–187.

  25. McTaggart, R. (2010). Participatory action research or change and development. James Cook University.

  26. Meeraka, P. (2017). Teach Less, Learn More (TLLM). MBU Education Journal: Faculty of Education, Mahamakut Buddhist University. 5(2), 10-21. http://ojs.mbu.ac.th/index.php/edj/issue/view/12

  27. Mills, G. E. (2007). Action research: A guide for the teacher researcher (3nd ed.). Merrill Prentice Hal

  28. Office of the Education Council Secretariat. (2017). Education reform for the future of Thailand is stable, prosperous and sustainable. 21 Century Co., Ltd.

  29. Panich, V. (2012). Way to create learning for students in the 21st century. Sodsri-Saritwong Foundation. The 1st Kamphaeng Phet Rajabhat University National Conference 399.

  30. Planning Department, Srikranuanwittayakom School. (2018). School Self-Assessment Report, Academic Year 2018. Srikranuanwittayakom School.

  31. Prasertsan, S. (2015).Inscriptions on the path of wisdom breeding teacher. Namsilp Advertising Company Limited. https://xn--e3c1aia.net/home/wp-content/uploads/2018/12/E-book

  32. Predikul, A. (2015). Development of a teaching model for listening-speaking skills in English according to the principles of language teaching for communication and brain-based learning to strengthen the Communication skills of Rajabhat University students. Dissertation, Naresuan University.

  33. Pinitphuwadol, K., Niamhom, K., & Rachapongsa, P. (2016). Sustainable Development. Office of the ASEAN Community Center of the Secretariat of the House of Representatives. https://www.parliament.go.th/ewtadmin/ewt/parliament_parcy/download/article/article_20170626115405.pdf

  34. Rodchuen, M. (n.d.). Teach Less, Learn More (TLLM): Using problems as a learning base. http://apr.nsru.ac.th/Act_learn/myfile/10062014104139_3.pdf

  35. Sanrattana, W. (2012). Concepts, theories and issues for educational administration. Tipwisuth

  36. Sanrattana, W. (2013). A new paradigm in education: A Case of perspectives on 21st century education. Tipwisuth.

  37. Sanrattana, W. (2018). Educational administration research: Concepts and practices (4th digital ed.). Thipvisut

  38. Sergiovanni, T.J. (1999). The principalship: A Reflective practice perspective. (4th ed.). Boston: Allyn & Bacon.

  39. Sukcharoen, C. (2013, September 9). Teach Less, Learn More (TLLM). Knowledge Boromarajonani Chon Buri. http://164.115.41.60/knowledge/?p=159

  40. Suphakitcho, S., Sanrattana, W., & Namsiri, S. (2018). The Development of appropriate digital classroom at Chandawittyakhom General Buddhist Scripture School. Journal of Education Naresuan University. 20(2), 112-125. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/58254

  41. Teo, J. E., Deng, Z., Lee, C. K., & Lim-Ratnam, C. (2013). Teach Less, Learn More: Lost in translation. In Deng, Z., Gopinathan, S., & Lee, C. K. E. (Eds.), Globalization and the Singapore Curriculum: From Policy to Classroom (pp. 99-117). Singapore: Springer.

  42. Thacha, W., Phrakrusuteejariyawat, & Pongpinyo, R. (2018). E-Learning development for professional learning community in Mahamakut Buddhist University, Isan Campus. Journal of Education Naresuan University. 20(1), 139-150. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/58249

  43. Thongroj, P. (n.d.). Council of Higher Education Institutions and the Development of Higher Education. http://www.mua.go.th/users/bhes/catalog_h/StdEdu/FormCurr/PavitSpeak.pdf

  44. Turner, K., Petkong, C., Haohan, J., & Mamak N. (2017). Increased reduction of study time: Concepts and applications in nursing education. Journal of Nursing, Ministry of Public Health. 26(3), 13-26. https://he02.tci-thaijo.org/index.php/tnaph/article/view/74384

  45. Vikas The Concept School. (2020, October 1). The Importance of innovation in education. Shaping the Leaders of Tomorrow. https://vikasconcept.com/the-importance-of-innovation-in-education/

  46. Waichompoo, N. & Jarachit, S. (2012). Nurse teacher challenge: Teach less, learn more of the 21st century. Princess of Naradhiwas University Journal of Humanities and Social Sciences, 3(2), 73-81. https://so05.tci-thaijo.org/index.php/pnuhuso/article/view/61723/50847

  47. Words of Wisdom website. (n.d.). 29 Actions speak louder than words quotes. Inspirational Words of Wisdom. https://www.wow4u.com/actions-speak-louder/

bottom of page