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Team 2: Project Based learning ( Chin Dara, Sang Savry, Rann Monireach, Nang Sreynith )

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Team 2: Project Based learning ( Chin Dara, Sang Savry, Rann Monireach, Nang Sreynith )

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Question
Typically the project will start with a question, problem or challenge. This will lead on to many other questions.

Plan
Projects are usually time limited so it is important to plan how and when you will approach your project.

Research
Undertaking the research to address your question(s) is likely to include both secondary research (what is already known) and primary research (what you need to find out).

Produce
With all projects something will be produced. This may be a report, artifact, instillation, presentation or a prototype.

Improve
An essential stage in the project is to improve upon the first iteration and make the necessary adjustments. It is highly likely you will re-visit this stage many times throughout the project.

Present
The project is then typically presented as a report, demonstration or oral presentation (however there may also be other ways to do this).

Evaluate
As students, the final stage which is the evaluation of the projects, is a key area to consider as it is often included the requirements of the project brief. However it is a valuable stage for all projects, and it is useful to build this in. In order to evaluate effectively, you either have to have a very good memory or engage in ways you can capture ongoing feedback and reflection throughout the project.

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Team members: Bormey,Dane and senghour

TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.

*There are 7 steps in TPACK:

-Content knowledge(CK)

-pedagogical knowledge(PK)

-technology knowledge(TK)

-pedagogical content knowledge(PCK)

-technological content knowledge(TCK)

-technological pedagogical knowledge(TPK)

-technological pedagogical content knowledge(TPACK)

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Team3: Flipped Classroom (Touch Chandara, Seth Davin, Cheang Koungyou)

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Team3: Flipped Classroom (Touch Chandara, Seth Davin, Cheang Koungyou)

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Four Pillars of Flipped Classroom.

1. Flexible Environment: In flipped classroom, teachers need to create flexible learning environment by providing opportunities for students to choose when and where they want to learn.

2. Learning Culture: In flipped model, class time is shifting to discuss more in-depth about each topic. More over, flipped classroom changes the traditional learning culture into learner centered class. As a result, students are actively involved in knowledge construction.

3. Intentional Content: Flipped learning requires intentional content. Means, in flipped model, the teachers determine what they need to teach and what materials students should handle on their own. Here, teachers use intentional content to maximize class time in order to adopt learner-centered, activity-oriented class.

4. Professional Educator: The role of a professional educator is even more important in a flipped classroom than in traditional one. The flipped model needs instructors who can observe, provide timely feedback, continuously assess work, and help students master content. This is something only professional educators can do.

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Team1: Inquiry-based learning (MONY POLYRATANAK, HORN LYDA, SRUN THEAVEN)

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Team1: Inquiry-based learning (MONY POLYRATANAK, HORN LYDA, SRUN THEAVEN)

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Inquiry-based learning (IBL) is an active learning method that encourages students to explore new ideas, ask questions, and conduct research. It's a student-centered approach that helps students develop critical thinking, problem-solving, and research skills.

There are 4 phases in Inquiry-based learning (IBL):

Interaction

Clarification

Questioning

and Design