New Pedagogy Framework

Table of Contents
Abbreviations
1. PURPOSE AND USES OF THIS DOCUMENT . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Why A New Pedagogical Framework Is Timely
1.2 The Organization of This Document
2. WHY CAMBODIA NEEDS A NEW PEDAGOGICAL FRAMEWORK . . . 4
2.1 The Evolution of Pedagogy in Cambodia and Key Issues of Relevance
2.2 The Learning Needs of a New Century
3. DISTINGUISHING BETWEEN APPROACHES, METHODS, AND 9
TECHNIQUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. USING PEDAGOGICAL ECO-SYSTEMS TO ENHANCE THE EFFEC-
TIVENESS OF NEW TEACHING METHODS . . . . . . . . . . . . . . . . . . . . . . . . 13
4.1 What is a Learning Ecosystem
4.2 How Public Schools Can Learn from the Pedagogical Ecosystem in a
New Generation School
5. A HYBRIDIZED APPROACH TO TEACHING FOR CONCEPT-BASED
LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
5.1 The Merits of Developing a Hybridized Approach to Teaching
5.2 What is Constructivism?
5.3 How Constructivism Can Promote Concept-based Learning
5.4 Constructivism and Technology
ANNEXES
Annex 1: The Seven Philosophical Approaches of Education 21
Annex 2: Transitions in Education: Moving from the 20 th to the 21st Century 24
Annex 3: Pedagogical Strategies in New Generation Schools 28
Annex 4: Insights on Reforming the Teaching & Learning Process in 33
Cambodia
A 21st Century Pedagogy Framework for Cambodia
Abbreviations
CBL Concept-based Learning

CFS Child Friendly School
CL Cooperative Learning
CMOE Center for Management & Organizational Effectiveness
IBL Inquiry-based Learning
ICT Information and Communication Technology
MoEYS Ministry of Education, Youth, & Sport
NGS New Generation School
PBL Problem-based Learning
PLC Professional Learning Community
TTI Teacher Training Institution
i
1. PURPOSE AND USES OF THIS DOCUMENT

1.1 Why A New Pedagogical Framework Is Timely
As the 21st Century unfolds, Cambodia has seen a large number of different pedagogical
approaches and methodologies come onto the scene to help teachers improve the learn-
ing of their students. Often, however, these different methods of teaching compete with
each other, even though in many cases, they also overlap
with one another in terms of the teaching techniques . . . this document seeks
that they employ. Misunderstandings among teachers to provide ‘freedom
that they should always use one method over another within structure’ to
further confuses the issue. The purpose of the Ministry guide teachers in plan-
of Education, Youth, and Sport (MoEYS) in developing ning and executing
this document is to provide a flexible pedagogical their lessons effectively.
framework for teachers to consider that both resolves
some of the above issues and provides guidance in using
different teaching methods in different contexts (as required by those contexts) without
resorting to overly rigid and formulaic instructions. That is, this document seeks to pro-
vide ‘freedom within a structure’ to guide teachers in planning and executing their les-
sons effectively.
In any education system, policy makers want to give teachers as much freedom as pos-
sible in how they teach, but without creating total
chaos in the system, as well. On the other hand, too
much structure can create a learning environment
that is both mechanical and stifling, which often
leads to a situation where teachers do not under-
stand ‘why’ they are using certain prescribed meth-
odologies. Thus, MoEYS hopes that the current
document will provide a pedagogical framework
that maps out a middle path between these two ex-
tremes.
More recently, MoEYS has sought to prioritize the
integration of concept-based learning (CBL) into the What Do We Mean by Con-
redesign of the national curriculum and teaching cept-based Learning?
methodologies that are promoted at Teacher Concept-based Learning is
Training Institutions (TTIs). Although the use of driven by ‘big ideas’ rather
textbooks continues to be a major feature of Cam- than subject-specific con-
bodia’s education system, MoEYS would like teach- tent. By leading students to
ers to supplement textbook learning by ensuring consider the context in
that content knowledge is placed into a real-world which they will use their un-
context so that it is more meaningful and practical. derstanding, concept-based
As MoEYS considers the development of new guid- learning brings ‘real world’
ance for teachers about how they should approach
meaning to content
their teaching, there is clearly a need for a highly
knowledge and skills.
1
flexible conceptual structure that both avoids formulaic pronouncements and promotes
teachers’ ability to mix elements of different methodologies in a way that best responds
to the specific context in which they are teaching.
1.2 The Organization of This Document
In using this document, it is important to understand the
progression of ideas leading up to the articulation of a An improved under-
flexible pedagogical framework that is built mainly on standing of where ped-
the principles underlying what is known as Constructiv- agogical practice is
ist Learning. Constructivism is proposed as the corner- coming from will help
stone for the new pedagogical framework because it readers better under-
provides a broad architecture of concepts well-suited to
accommodating many of the teaching methods that are stand where the new
now commonly used in Cambodia (e.g., Inquiry-based pedagogical frame-
Learning, Problem-based Learning, Cooperative Learn- work is going and why.
ing, etc.). But before one even gets to an examination of
Constructivism, it is important to understand the evolutionary path of pedagogical
change in Cambodia and how these changes have been influenced by changes in the
economy in the 21st Century. An improved understanding of where pedagogical practice
is coming from will help readers better understand where the new pedagogical frame-
work is going and why.
The next section in this document seeks to provide some standardization of common
terms that are often used interchangeably, as this relates to the hierarchy of pedagogical
systems in education. For example, some educators wrongly understand that Construc-
tivism is a competing methodology on a par with such methodologies as Inquiry-based
Learning (IBL), Problem-based Learning (PBL), and others
when in fact we should consider Constructivism to be a much Hierarchy of
broader philosophical system or Approach that actually sub- Pedagogical
sumes such Methodologies as IBL and PBL. Indeed, each of
Systems
these methods promotes teaching techniques that are quite
similar to one another (e.g., collaborative group work, student Approach
research, student projects, etc.). Thus, this section helps read- 
ers to better understand what is meant by certain terms such Methodology
as Approach, Methodology, and Techniques and how they relate

to one another in a hierarchical sense. These common under-
standings will help to prevent confusion and facilitate a clearer Techniques
understanding of how Constructivism relates to commonly
used methodologies in Cambodia.
Finally, this document seeks to emphasize the importance of creating an enabling envi-
ronment in a school that can increase the effectiveness of various teaching methodolo-
gies promoted by the Ministry. That is, no teaching methodology can be fully effective
without supporting institutional structures and resources that should always be present
to some degree in a school. The reinforcing role of these supporting elements in a school
is called the Pedagogical Eco-system. The explanations provided in this section of the
document build on the experience of New Generation School (NGS) reforms, which have
demonstrated that changes in pedagogical practice can be made much more effective
when supported by other accompanying changes in the school’s environment and cul-
2
ture, such as modern libraries, science labs, ICT facilities, professional learning commu-
nities (PLC), mentoring systems and other institutional structures. Thus, teaching meth-
odology should not be considered in a vacuum, but rather in conjunction with other fea-
tures of the educational environment.
It should also be noted that this document is not only intended to be a descriptive expla-
nation of MoEYS’ new Pedagogical Framework; rather, the Ministry also intends for this
document to have a ‘didactic’ function, as well. Accordingly, each section of this docu-
ment provides English and Khmer Reference Documents for further reading (or use in
a TTI classroom as part of students’ reading assignments) as well as a series of Discus-
sion Questions that should help support the facilitation of workshops and classroom
interactions at TTIs. There is not necessarily a right or wrong answer to the Discussion
Questions provided. Rather the goal is for educators to discuss the issues together to
gain some depth of understanding of the issues that are raised in each section.
Finally, the Annex of the document also includes some supplementary reference mate-
rials and ready-made PowerPoint presentations (see Annexes 2, 3, and 4) on the topics
described above that may prove useful to workshop facilitators for making presenta-
tions during both pre- and in-service workshops.
3
2. WHY CAMBODIA NEEDS A NEW PEDAGOGICAL FRAMEWORK

1.1 The Evolution of Pedagogy in Cambodia and Key Issues of Relevance
The merit of the new Pedagogical Framework proposed in this document becomes more
apparent when one considers the historical evolution of pedagogical trends in Cambodia
over the last 25 years. This evolution has been characterized by a quest for standardized
orthodoxy and simple to understand pedagogical formula. This quest for simple formula
has sometimes taken the form of overly simplistic clichés such as, ‘learning by doing,’ and
‘students do more while teachers do less.’ While not incorrect, these oversimplifications
of how teachers should teach often obscure the need for flexible responses to sometimes
complex contexts in the classroom. There should not be one methodology over all others.
The quest for an oversimplified guide to how one should teach has had some unfortunate
consequences including the following:
 Educational practice has tended to become highly formulaic and prescriptive.
 Teachers only think about ‘what’ techniques they should use in teaching rather
than ‘why’ they are using them.
The last of these consequences has been particularly problematic because when teachers
do not know ‘why’ they are employing specific methods of teaching, their instruction be-
comes very mechanical, which very much lends itself to simply following the textbook; as
noted earlier, MoEYS seeks to promote Concept-based Learning, which is antithetical to
learning that is driven solely by what is in the textbook.
One of the biggest fault lines in pedagogical prac-
Box 1: Prescriptive & Reflective
tice can be found in the tension between what is
Teaching
known as Prescriptive and Reflective Teaching
 Prescriptive Teaching promotes
(see Box 1). While neither of these modes of
an approach to learning where the
steps in instruction are laid out teaching is a methodology per se, they imply sys-
for the teacher in a preconceived temic strategies used by a school or educational
manner with little scope for devi- authority to ensure that teaching is effective. For
ation. Common examples of Pre- example, Prescriptive Teaching is predicated on
scriptive Teaching include stand-
the idea that most teachers have very low quali-
ardized lesson plans, fixed steps
in teaching, and textbook-based fications and need very precise instructions
learning. about ‘what’ and ‘how’ they should teach with lit-
 Reflective Teaching promotes an tle scope for deviation. Prescriptive Teaching has
approach to instruction where the a long history in Cambodia particularly during
teacher has considerable freedom
the 1990s when teacher qualifications were gen-
to combine the techniques from
many methodologies to best suit erally much lower. The problem with Prescrip-
the context of his/her classroom. tive Teaching is that it generally ignores the com-
Through Reflective Teaching, plexity of learning contexts and does not allow
teachers do a self-assessment of much flexibility for teachers to respond to the
their teaching, wherein they ex-
many variations that exist from classroom to
amine their pedagogy, articulate
reasons and strengths for their classroom. As MoEYS seeks to prioritize Con-
strategies, and identify areas for cept-based Learning and move teachers away
revision or improvement. from total reliance on textbook learning, it will
4
need to actively move away from Prescriptive Teaching strategies.

Reflective Teaching on the other hand encourages teachers to assess how effective their
teaching has been in the past and how they might change it in the future to make it better.
Reflective Teaching practices can be used with any teaching methodology to make them
more effective. This is why we describe Reflective Teaching as a ‘process’ for approaching
teaching rather than a specific methodology itself. Reflective Teaching is relevant to the
new Pedagogical Framework described in this document because it encourages teachers
to think about ‘why’ they should be using specific teaching techniques in the actual con-
text of their classroom and how they can make these techniques more appropriate to the
specific contexts that they might encounter. Reflective Teaching is also highly accommo-
dative of Concept-based Learning because it asks teachers to reflect on the ‘big picture’
of what they want their students to learn beyond what might be in the textbook. It is for
this reason that MoEYS supports the incorporation of Reflective Teaching into the new
framework because it is highly responsive to strategic needs, as these relate to Concept-
based Learning.
To be sure, Prescriptive and Reflective Teaching each have their own advantages and
disadvantages. The choice of approach depends on how an educational system defines
its priorities. These advantages and disadvantages are summarized in Table 2.1 below.
TABLE 2.1: Advantages & Disadvantages of Prescriptive and Reflexive Teaching
Advantages Disadvantages
Prescriptive • Good for teaching the basics • Not useful for teaching
Teaching • Appropriate for teachers higher order thinking skills
who have low levels of • Not appropriate for teachers
training with high ability
• Teachers don’t have to • Teachers have little freedom
think much about their to adapt their teaching to
teaching specific contexts
• Easier for inspectors to • Teachers have little scope
monitor compliance. for professional growth
Reflective • Good for teaching both • More difficult to use with
Teaching lower and higher order teachers who have lower
thinking skills ability levels
• Appropriate for teachers • More difficult to apply and
with high ability levels monitor
• Provides more scope for • Reflection requires time to
teachers’ professional de- undertake
velopment
Although Prescriptive Teaching strategies may have been appropriate to support stu-
dent learning 25 years ago, many educators in the MoEYS believe that it is now time to
move forward into a new century where Reflective Teaching is much more appropriate
for current priorities.
5
1.2 The Learning Needs of a New Century

The need for a new Pedagogical Framework is also intimately related to changes in the
21st Century economy. Indeed, the movement towards such new teaching methodologies
as IBL and PBL is largely driven by the rapid pace of change in technology and the effect
this has on how the economy works. Comprehending these changes will help educators
understand why the adoption of new teach-
ing methods and the re-organization of Box 2: What is 21st Century Education?
schools along lines that promotes the new A 21st Century education is one that re-
Pedagogical Framework is so important. sponds to the economical, technological,
and societal shifts that are happening at an
Efforts to change the way that children learn ever-increasing pace. It’s an education that
in the new century are based on the assump- sets children up to succeed in a world
tion that educators understand how such where more than half of the jobs they will
changes will enable children to survive in have over their careers do not even exist
yet.
the new economy. For example, a young
adult in the 21st Century can expect to
change careers between three to seven times
during his or her life time. Unlike the 20 th Cen-
tury when one could expect to have a single ca-
reer for one’s entire lifetime, young people in to-
day’s world need to ‘learn how to learn,’ as they
move from profession to profession during their
life time (see Box 2). Indeed, many of the jobs of
the future have not even been created yet.
For educators, internalizing an understanding of
the needs of 21st Century society means aban-
doning older 20th Century conceptions about
how the education system should educate chil-
dren and youth as well as embracing 21st Cen-
tury educational concepts. In many cases, these The workplace of the past where compliance
concepts are the exact opposite of the previous and conformity were essential.
century. In the last century, schools were config-
ured to be like ‘learning factories’ with a strong focus on compliance and the belief that
most knowledge could be contained within a single textbook. In the past, knowledge was
relatively static, which allowed textbooks to be the primary depository of knowledge for
classroom learning. Today, knowledge changes much faster, making it difficult for text-
books to keep up; hence, the need for Concept-based Learning, which encourages teach-
ers to move beyond the textbook.
In the world of the past, children were prepared to work in places of employment where
uniformity and disciplined working conditions were essential. Because the conditions of
knowledge and economic organization were quite stable during the last century and
changed only slowly, the focus of schools on knowledge transfer, standardized class-
rooms, and static textbooks worked reasonably well. However, the digital revolution that
has accelerated rapidly during the 21 st Century has forever changed the way that both
6
knowledge and the economy are now evolving. As robots replace people, the focus of
education has shifted towards creating a workforce that can do the things that machines
cannot. This means creating a workforce that can think critically and adapt quickly to the
ever-changing boundaries of knowledge and the professions.
As MoEYS encourages teachers to change their educational practice, it important for all
teachers to consider ‘why’ such changes are important. All too often, teachers attempt to
mechanically adopt new methods of teaching without knowing ‘why’ they need to make
such changes (other than the fact that the Ministry has requested teachers to do so). Thus,
understanding the requirements of the 21st Century helps to give teachers a much better
understanding of ‘why’ the Ministry wants them to move to more dynamic teaching
methodologies that move children from rote learning, which may have been more than
adequate to work in a 20th Century factory, to teaching methods that help children to be
able to ‘learn how to learn.’ Table 2.2 below illustrates the contrast between the
educational model used in the 20 th Century and the model that is needed in the new
century. When reading the characteristics of each parameter given, consider whether
your school, district, or province has started to transition to a 21st Century educational
configuration and to what degree. Consider what needs to happen in your locality to
achieve the new configuration implied in the table provided.
TABLE 2.2: Differences in the Configuration of 20th Century & 21st Century Education
Parameter 20th Century Education 21st Century Education
• Concept of • Information Transfer • Learning to Learn

Learning • Passive Learning • Active Learning
• Rote Learning
• Curriculum • Standardized • Individualized

• Textbook-driven • Concept-based
• Research-driven
• Learning moves beyond the text-
book
• Assessment • Test-driven • Portfolio-driven
• Classroom Or- • Standardized • Flexible Furniture Arrangements

ganization • Rigid Furniture Arrange- • Organized for Group Learning
ments (e.g., Rows)
• School Organi- • Hierarchical • Organized around Networks and

zation Relationships
• Educational • Compliance-driven • Learning is Viewed as Dynamic

Philosophy • Conformity-driven • Learning is Non-conformist
• Uniformity is Key • Creativity-friendly
• School Architec- • Uniform • Dynamic

ture • Standardized • Unstandardized
7
Discussion Questions
Prescriptive & Reflective Teaching

1. Do you think that Prescriptive Teaching still has a role to play in Cambodia? Why or
Why not?
2. Do you accept the argument made above that Prescriptive Teaching is not compati-
ble with Concept-based Learning? Explain your answer.
3. The statement was made above that Reflective Teaching is not really a Methodology
per se because it is more of a process for planning one’s teaching that can be applied
to any Methodology. Do you agree with this distinction between the ‘process’ of
teaching and a ‘method’ of teaching? Why or why not?
4. What conditions (e.g., school leadership, mentors, etc.) do you think need to exist in
a school for Reflective Teaching to really work?
21st Century Education
5. Why do you think that Concept-based Learning is not so compatible with textbook-
driven learning? Do you agree with this proposition? Explain your answer.
6. If Cambodia did not adapt its educational system to the needs of 21 st Century soci-
ety, how do you think this would impact the Kingdom? Be sure to give specific exam-
ples.
7. Can you give concrete examples of each of the parameters for a 21 st Century Educa-
tion that are described in Table 2.2 above? To what extent is your locality actually
working towards achieving these changes?
Suggested Reading
1. Serra, R., (2015) What Is Reflective Teaching and Why Is It Important? Richmond
Share Blog.
https://www.richmondshare.com.br/what-is-reflective-teaching-and-why-is-it-important/
2. Theara, K. (2020) Education: Pedagogy and Infrastructure (Chapter 4), in Cambodia
2040: Culture & Society, Phnom Penh: Adenauer Foundation.
https://www.kas.de/documents/264850/9494366/Cambodia+2040+Culture+and+Soci-
ety.pdf/2d86a754-1708-ca31-d78f-e70ac7b19aac?version=1.0&t=1593966925445
3. MoEYS (2019) Transitions in Education: Moving from the 20th to the 21st Century
(PowerPoint Presentation).
4. What is 21st Century Education (Video)
https://www.youtube.com/watch?v=Ax5cNlutAys
5. What is 21st Century Education: What Should 21st Century Learning Consist of? (Video)
https://www.youtube.com/watch?v=ypSNpiW2qRs
8
3. DISTINGUISHING BETWEEN APPROACHES, METHODS, & TECH-

NIQUES
3.1 Explaining the Relationship between Approaches, Methods, and Techniques
Over the years, Cambodian educators have sought to systematize and standardize the
way that they use different terminology and concepts. Discussions about the differences
between Approaches, Methods, and Techniques have been particularly animated. Such
discussions once again represent another quest for methodological orthodoxy, the dan-
gers of which we have already dis- Figure 3.1: Hi-
cussed. Nevertheless, defining terms erarchical Re-
lationship be-
in a common way can be useful and tween Ap- Approach
may actually prevent disagreement; proach, Meth-
that is, if everyone can agree on a odology, &
common hierarchy of educational
Technique Methodology
systems.
In international parlance, educators Technique
usually refer to ‘Approaches’ as the
highest level of a system of educa-
tional ideas. In the framework shown in Figure 3.1, we define an Approach as a Philoso-
phy of Teaching & Learning (e.g., Constructivism, Progressivism, etc.). When used in this
way, we say that a philosophical approach is comprised of abstract principles that guide
the development of Methodologies (see Annex 1 for a listing of Philosophical Approaches
in Education). Within an Approach, there might be multiple Methodologies (e.g., IBL,
PBL, etc.) and within a Methodology, there might be multiple Techniques.
Figure 3.2: Examples of Educational Approaches, Methodologies, & Techniques in the New Hierarchy of Edu-
cational Systems
• Constructivism
Educational • Progressivism
Approach • Behaviorism
Educational • Inquiry-based Learning

• Problem-based Learning
Methodology
• Cooperative Learning
• Learning in Groups
Educational • Student Research
Techniques • Student Presentations
• Lectures
9
Standardized definitions of the terms Box 3: The Definition of an Educational Approach,

Approach, Methodology, and Tech- Methodology, and Technique
nique are provided in Box 3. It is im- Educational Approach refers to a philosophy of teach-
portant to note that when moving ing and learning that is comprised of abstract principles
that guide the development of specific methodologies.
from Approach to Technique, one
Educational Methodology refers to the system of tech-
moves from abstract principles to niques, practices, and procedures that a teacher uses to
more concrete procedures, skills, and teach. Methodologies are based on interpretations of
actions. In addition, any given Ap- specific philosophical approaches to teaching & learning.
proach might be exemplified by sev- Educational Techniques are the specific skills and
eral Methodologies, which provide actions that teachers employ (e.g., questioning, as-
signing student projects, organizing students into
different interpretations of the same groups, etc.) as part of a broader methodology.
Approach. For example, in Table 3.1
below, three different Methodologies
are described, which each exemplify the Educational Approach called ‘Constructivism.’
Within each Methodology, there are multiple techniques cited that comprise the method,
some of which may overlap. That is why ‘student presentations’ are commonly used as a
technique for Project Method, Inquiry-based Learning, and Problem-based Learning.
TABLE 3.1: Using A New Hierarchy of Systems to Explain the Relationship between Ap-
proaches, Methods, and Techniques in the Context of Constructivism
Approach (or Phi- Methodological Exemplars Techniques Associated with a
losophy) Method
Project Method requires chil-  Project identification

CONSTRUCTIVISM: dren to solve a practical problem  Students work in groups or individu-
over a period of time by develop- ally
Constructivism is ‘an ing their own projects. The pro-  Student research
approach to learning ject may be suggested by the  Student presentation
that holds that people teacher but should be planned
actively construct or and executed by students them-
make their own selves either individually or in
knowledge and that groups.
reality is determined
by the experiences of Inquiry-based Learning Method  Student identification of questions
the learner’ is a form of active learning that they want answered
starts by posing questions, prob-  Student research
lems or scenarios. It contrasts  Student presentation
with traditional education, which  Student Reflection on processes that
generally relies on the teacher worked/did not work
presenting facts and their own
knowledge about the subject.
10
Problem-based Learning  Step 1: Explore the issue and Identify

Method is a teaching method in the problem
which complex real-world prob-  Step 2: Students state what is known.
lems are used as the vehicle to  Step 3: Students define the issues
promote student learning of con-  Step 4: Students research knowledge
cepts and principles as opposed  Step 5: Investigate solutions
to direct presentation of facts and  Step 6: Present and support the cho-
concepts. sen solution.
 Step 7: Students review their perfor-
mance.
One should remember, however, that these

Box 4: What Is an Educational Strategy?
categories and definitions are merely rough
An educational strategy refers to the spe-
tools to help us understand how different cific actions that a teacher may plan to ad-
ideas relate to each other. In real life, a dress specific features of the learning con-
teacher will rarely use one Approach or text. These features may include the phys-
Methodology all of the time. Teachers are of- ical learning environment, the character-
ten expected to combine different elements istics of the students, and/or the nature of
the curricular content that has to be
of different Approaches and Methodologies
taught.
depending on the context. Teachers fre-
quently take specific actions to combine
and/or modify an approach/methodology to address specific constraints in their class-
room. When teachers do this, they are making a Strategy (see Box 4).
Teachers may employ different strategies when teaching based on specific features of the
physical learning context in which they are teaching (e.g., a classroom with many stu-
dents, a learning environment where teaching materials are scarce, etc.), the types of stu-
dents they are teaching (e.g., classrooms with students who are very diverse in their
make-up), or the kind of curriculum that they have to teach (e.g., textbook-based content,
electronic content, etc.). Teaching strategies are not educational systems themselves but
rather are specific actions formulated by teachers that may form hybridized combina-
tions of ideas from multiple approaches, methodologies, or techniques.
1. Does the hierarchy of educational philosophies and systems presented in this docu-
ment help you to more logically organize all the different teaching methodologies
that you have ever read about? Please explain your answer.
2. Several of the different teaching methods employed in Cambodia (e.g. IBL, PBL, etc.)
seem to have had a competitive relationship with one another over the years. Does
the educational hierarchy presented above help to better harmonize these compet-
ing approaches, especially if we can consider them to exemplify the same Educa-
tional Approach? Explain your answer.
3. How many Educational Approaches or Philosophies do you know of? Can you list
them and make a table that indicates how they are alike and how they are different?
11
4. Can you think of any other Teaching Methodologies that exemplify Constructivism
besides those already listed? If you can, try to expand the table provided above with
additional methodologies and techniques that you can think of.
Suggested Reading
1. Namoco, S. (2017) Teaching Approaches, Methods, Techniques, and Strategies

(YouTube Presentation).
https://www.youtube.com/watch?v=1xGmK_AJPNQ
2. Rhalmi, M. (2018) Approach, Method, Procedure, and Technique, in ‘Reflections in
New Teaching Horizons.’
https://www.myenglishpages.com/blog/approach-method-procedure-and-technique/
3. Bas, A., The Seven Philosophies of Education: What to Teach, Why to Teach, and How
to Teach. Academia.edu
https://www.academia.edu/36818346/The_Seven_Philosophies_of_Education_Philoso-
phy_Why_Teach_What_to_Teach_How_to_Teach
12
4. USING PEDAGOGICAL ECOSYSTEMS TO ENHANCE THE EFFECTIVE-

NESS OF NEW TEACHING METHODS
4.1 What is a Learning Ecosystem Box 5: What is an Ecosystem?
Advocating for teachers to change their teaching prac- An ecosystem is a system of
tice and to adopt teaching methodologies more in line interconnected elements,
with MoEYS’ preferred guidance (e.g., concept-based formed by the interaction be-
tween a community of organ-
learning, problem-based learning, etc.) cannot hap-
isms and their environment.
pen in a vacuum. There are many factors in a school’s
environment that can either promote or discourage
effective changes in teaching practice. This realization has given rise to the idea of com-
paring the learning environment in a school to what is known as a natural ‘ecosystem’
(see Boxes 5 and 6). In a natural ecosystem, there is a high interdependence between
animals and plants and their physical environment. A dramatic change in any one of
these will have an effect on everything else due to their degree of interconnectedness.
For example, cutting down trees may cause erosion that pollutes streams and lakes.
When these water sources become polluted, fish and other aquatic animals will die. This
in turn reduces the amount of food available for land-based animals to eat, which re-
duces their population. This simple example demonstrates how a change in one element
of the ecosystem will cause a chain reac-
tion that affects all of the other elements. Box 6: Comparing a School to an Ecosystem
Using the natural ecosystem as a meta- If we believe that a school is an ecosystem,

phor, educators now commonly talk and act that way, then we shift our perspec-
tive. We realize that every element of a
about ‘pedagogical ecosystems’ that com-
school affects the other parts. (Edutopia,
prise many elements (e.g., parents, com- 2016)
munity, physical facilities, etc.; see Figure
4.1). Understanding how these elements interact helps planners to better understand
how to amplify improvements in teaching practice in a school. For example, there are
many factors in a school that can actively disincentivize efforts aimed at changing teach-
ers’ classroom practice, even after heavy investment in training workshops. Such factors
may include poor school leadership, a test-driven culture, no mentoring support, a lack
of Professional Learning Communities (and lack of sharing), etc. (see Figure 4.2). Table
4.2 below gives some explanation how disincentivizing factors in the pedagogical eco-
system can affect efforts aimed at helping teachers to adopt new methodologies implied
by Concept-based Learning.
TABLE 4.1: Explaining the Interaction between Elements within a Pedagogical Ecosystem
Ecosystem Factor How This Factor May Undermine Adoption of New Teaching Methods
 Poor School Lead- School directors may focus on keeping everyone happy rather than ‘pushing the envelope’
ership to improve the school, ensure that teachers/students are using the library, etc.
 Test-driven Teach- Teachers focus heavily on ‘teaching to the test’, which creates a disincentive to focus on
ing Culture new teaching methods that emphasize higher order thinking.
 Textbook-driven Teachers focus only on what is in the textbook rather than giving students the ‘big picture’
Learning Culture of how new knowledge might be useful to students’ daily lives.
 Lack of Sharing Teachers focusing on teaching privately may encourage teachers not to share techniques
Among Teachers and useful documents with other teachers.
 Lack of Mentoring Teachers have nowhere to turn to receive guidance on how to adapt new teaching methods
Support to the specific requirements of their students and classrooms.
13
Figure 4.1: A Pictorial

Depiction of a Peda-
gogical Ecosystem in a Technologists
Modern School
Parents
Teachers
Students
Administrators
Community
The tendency of educational development efforts to focus heavily on investments in

workshops about teaching methodology while placing less emphasis on creating an ena-
bling environment to promote change may help explain why teaching practice has been
so slow to change in Cambodia. Thus, new concepts about the school that encourage ed-
ucators to look at changes in teaching practice as part of an interdependent ecosystem
may help to ensure that Cambodia implements change in teaching practice more effec-
tively.
Figure 4.2: Interaction

Between Factors That Textbook-
May Disincentivize Test-driven driven
Adoption of New Culture Learning
Learning Methods Culture
Lack of Poor
Sharing Educational
among Facilities (e.g.,
Teachers library, etc.)
Disincentivizes
Lack of
Adoption of Poor School
Mentoring
New Teaching Leadership
Support
Methods
14
4.2 How Public Schools Can Learn from the Pedagogical Ecosystem in a New Gen-
eration School
Recent reforms in Cambodia’s education system to create what are known as New Gen-
eration Schools provide a significant amount of experience about modifying the school’s
pedagogical ecosystem to amplify changes in teaching practice. These efforts started first
and foremost with building good leadership among school administrators, which in turn
result in active advocacy for teachers to better utilize school resources. This advocacy
results in better use of the
Figure 4.3:
school library (for student Changes in
Good
research) and new facilities the Pedagogi- Governance
provided in redesigned cal Ecosystem
at a New
classrooms and labs (see Generation 21st
New
Figure 4.3). Managers also School Century
Methodologies
Library
made the active use of tech-
nology an important part of
how they managed the
Pedagogical
school including the re-
quirement that teachers
Learning Eco-system
Communities Technology
submit lesson plans elec- (PLC)
tronically for review and
discussion during one-on-
one conferences with New
Classroom Mentoring
school-based mentors. Designs & Systems
These mentors were Materials
brought into schools on a
permanent basis to assist
school managers in supporting Box 7: Research on How Teachers Change their Prac-
tice: The 70-20-10 Model
teachers to adopt new teaching
methodologies, which generally The 70-20-10 Model is a well-accepted formula used in
the training profession. It is derived from US research in
focused on the higher order the ‘1980s on the key sources of learning of 200 success-
thinking skills. By placing a ful managers.
heavy focus on student research The research found that:
linked to the use of the 21st Cen-  70% of learning came from hands-on experience
tury Libraries in each school, where the worker met job-related challenges and re-
ceived immediate feedback on their performance
school leaders were able to from line managers and mentors.
move the culture of the school  20% of learning came from interaction and collabo-
away from test- and textbook- ration with other peers, coaches and mentors that
driven learning. gave encouragement and feedback.
 Just 10% of professional development came from
While it may not be possible to traditional training and other educational events.
radically change the pedagogi- When combined with formal training, coaching and
cal ecosystems in normal public practice reinforcement can produce remarkable results.
schools to the degree that New According to the Centre for Management & Organiza-
tional Effectiveness (CMOE), the combination of train-
Generation Schools have done,
ing plus coaching can lead to an 88% increase in
there are still some compelling productivity, contrasted with 23% from training alone.
15
lessons learned in NGS settings that may yet have relevance for many schools. For exam-
ple, forming Professional Learning Communities by connecting teachers through social
media would not require much investment. Similarly, requiring teachers to do project
work and library research would help to move schools at least partly away from test-
driven learning. Strong school leadership is essential for such change to occur.
Whatever a school might decide to do, it is important for school planners to remember
that changes in teacher practice do not occur in a vacuum and that creating an enabling
ecosystem will help to amplify those changes. In particular, school planners must remem-
ber that teacher workshops on their own are likely to have little impact on teaching prac-
tice without a strong enabling environment to push new practices forward. Adding fea-
tures to the school ecosystem that include professional sharing and mentoring support are
likely to have a dramatic effect on the adoption of new teaching methods among teachers,
as extensive research has shown (see Box 7).
1. When thinking about your own school or a school that you have studied in, can you
think how specific improvements in different aspects of the school could support the
effectiveness of changes in teaching practice? Explain how can these improvements
can impact on teaching and learning in the classroom.
2. Do you think that the comparison between a ‘natural’ ecosystem and the ‘pedagogi-
cal’ ecosystem described above is a valid metaphor? Why or why not?
3. New Generation Schools have been able to make a dramatic change in their peda-
gogical ecosystems because of the diverse range of investment to support multiple
aspects of the school environment (e.g., leadership, mentoring, library upgrading,
etc.). Do you think that the experience of a New Generation School has any relevance
to a normal school in terms of upgrading the pedagogical ecosystem? Explain your
answer.
4. Even if a normal school does not have all of the investment of a New Generation
School, do you think there are still things that can be done to improve the overall
pedagogical ecosystem there?
5. In your opinion, what elements of the pedagogical ecosystem described above have
the most importance in terms of effecting change in the school? Explain your an-
swer.
Suggested Reading
1. World Education (2019) What is a Learning Ecosystem, In EdTech Cen-

ter@Worldeducation.
https://edtech.worlded.org/what-is-a-learning-ecosystem/
2. Elias, M.J. (2016) What Kind of Ecosystem Is Your School? In Edutopia

https://www.edutopia.org/blog/what-kind-ecosystem-your-school-maurice-elias
16
5. A HYBRIDIZED APPROACH TO TEACHING FOR CONCEPT-BASED

LEARNING
5.1 The Merit of Developing a Hybridized Approach to Teaching
An important issue raised earlier in this framework document concerned the tendency
among some educators to become very formulaic in their approach to how teachers
should teach. This often manifests itself in the form of rigid adoption of one methodology
or another without regard to the specifics of the setting or educational objectives being
taught. This formulaic approach to teaching often results in inappropriate and ineffective
instruction. Educational reformers in Cambodia have, therefore, sought to promote the
use of a more hybridized strategy in the way that teachers teach. This requires that teach-
ers consider the educational setting and objectives in a more measured way. Such con-
siderations, if adopted by teachers, will lead to a stronger awareness of ‘why’ they are
using a particular teaching method rather than mechanically adhering to a rigid prescrip-
tion to use one particular methodology.
When teachers consider their educational objectives and setting carefully, it is more
likely that they will need to strategically synthesize many different techniques from
among many different methodologies. They may combine these techniques in unique
TABLE 5.1: An Example of How Teachers May Synthesize Methodologies to Fit a Specific
Context
An Example of a Techniques Associated with Specific Hybridized Application of a
Specific Setting Teaching Methodologies Teaching Method (Strategy)
A classroom in a ru- COOPERATIVE LEARNING  The teacher gives a list of pos-

ral setting has a very  Students are organized into mixed abil- sible issues in the environ-
large class size of al- ity groupings of 4 to 6. ment (e.g., litter, recycling,
most 50 students.  Teachers organize a division of labor in air pollution, water pollu-
These students have each group so that all students are en- tion) for students to choose
never encountered gaged on a specific task. and consider whether this is
self-directed learning  Teachers monitor group work. a real problem in their envi-
before and have lim-  Student groups make reports or presen- ronment. This technique still
ited research skills. tations gives students control over
The learning objec- INQUIRY-BASED LEARNING problem identification but
tive that the teacher  Students identify questions they want recognizes that they are not
wants to achieve is as answered. familiar with self-directed
follows: learning.
 Student research
 Students can  Student presentation  The teacher organizes 5
identify prob- groups of 10 students but
 Students reflect on processes that
lems related to increases monitoring to en-
worked/did not work
the environment sure that all students are ac-
in their commu- PROBLEM-BASED LEARNING tively engaged in the task.
nity.  Step 1: Explore the issue and Identify  The teacher assigns specific
 Students can the problem tasks in each group (e.g.,
propose solu-  Step 2: Students state what is known. stating what is known, de-
tions to the prob-  Step 3: Students define the issues fining the issues, gathering
lems that they  Step 4: Students research knowledge research documents, etc.)
identify through  Step 5: Investigate solutions  One or more students help to
research and dis-  Step 6: Present and support the chosen write up the findings and so-
cussion. solution. lutions.
 Step 7: Students review their perfor-  One or more students present
mance. the findings/solutions.
17
ways that are guided by a clear understanding of ‘why’ they need to teach in a particular
way. An example of how teachers may synthesize multiple methodologies to meet a spe-
cific situation is provided in Table 5.1. From this example, readers may note that some-
times the techniques adopted by a teacher may not be ideal (e.g., organizing students into
very large groups) but that they nevertheless recognize the constraints that a teacher
may face in a large classroom with many students. In such cases, teachers must find other
ways to compensate for these less than ideal choices that they make (e.g., by increasing
the amount of group monitoring that they undertake). This example demonstrates that it
may not be possible or even advisable for a teacher to use a single methodology all of the
time but rather to develop hybridized approaches that borrow, combine, and modify
techniques from multiple methodologies.
5.2 What Is Constructivism? Box 8: Constructivism Defined
Concept-based Learning requires that Constructivism is ‘an approach to learning
Cambodia’s education system moves that holds that people actively construct or
make their own knowledge and that reality is
away from ‘passive learning’ models in determined by the experiences of the learner.’
which students are thought of as ‘recep- This experiential reality may be formed by
tacles’ of knowledge to a new approach in pre-existing knowledge of the learner or re-
which students are active ‘constructors’ search that he/she undertakes as part of a
of new knowledge. Constructivist Learn- classroom assignment.
ing Approaches have been put forward as
an ideal vehicle to achieve such change (see Box 8). As Cambodia enters the 21st Century,
there is an increasing need for the education system to produce a work force that can
think critically, solve problems, and work collaboratively. Mechanized teaching ap-
proaches of the past that focus heavily on rote learning are singularly ill-equipped to meet
these needs. Constructivism has arisen as a response to such challenges.
5.3 How Constructivist Learning Can
Box 9: Key Characteristics of Concept-based
Help to Promote Concept-based
Learning (CBL)
Learning
1. CBL is a philosophy of learning that not
Concept-based Learning provides a new only has implications for ‘teaching’ but
theoretical framework for Cambodian ed- also for ‘curriculum design.’
ucators to make education more relevant 2. In CBL, learning occurs at the level of ‘con-
to students’ everyday needs, particularly cepts’ rather than simply ‘facts.’
as these needs relate to the 21st Century 3. CBL encourages a multi-disciplinary ap-
proach to learning in which one lesson
economy. CBL is not just a teaching may cut across multiple subjects.
method but an overarching educational 4. CBL focuses on the application of facts and
strategy that applies as much to curricu- concepts in the ‘real’ world rather than the
lum design as it does to teaching. Some of memorization of facts only, as is true in a
the key precepts of CBL are summarized more traditional learning setting.
in Box 9. One of the key features of CBL is 5. CBL requires students to see the synergies
the desire to help students actively ma- between facts and concepts. This creates
an interplay between ideas so that stu-
nipulate concepts so that they gain the
dents can see how ideas may change or
power to think critically. This may entail evolve over time and in different settings.
the ability of students to cite examples of
18
principles that they learn, explain how principles can be used to solve problems that they
are given or that they themselves identify, or even generate their own theories and hy-
potheses about why something happens. Doing projects, either individually or in groups,
is often an excellent vehicle to help students achieve such aims.
Given the requirements Problem-based learning
of CBL, as outlined critical thinking
Construc-
ing
Problem Solv-
above, Cambodia re-
quires an ap-
proach to teach- Inquiry experi-
tivism Discovery learning
imagina-
tion
ing and learning ence Conceptualization
that is eclectic in Collaboration context
terms of its ability to accommodate multi- technology
ple methodologies designed to promote
inquiry and concept manipulation. In par-
ticular, this means conceiving of knowledge not as something that is static (e.g., facts) but
as actively changing, depending on the context or problem to which it is applied. Con-
structivist Learning is an educational approach that is highly suited to meeting these re-
quirements because it is eclectic in terms of its formulation and actively promotes fram-
ing knowledge in a way in which students are active constructors of knowledge, as noted
above. Constructivism is a very broad theory of teaching and learning that takes in many
pedagogical concepts that are of relevance to CBL. While the central feature of the ap-
proach is all about the ability of students to manipulate concepts, there are many related
elements of the approach that include critical thinking, problem-solving, the need for col-
laborative learning, and intensive use of technology amongst many others. Constructivist
learning also subsumes several other teaching methods with similar goals such as Prob-
lem-based learning, Discovery Learning, Inquiry-based approaches, and Cooperative
Learning. Thus, Constructivism is a very eclectic theory of learning that takes in several
other methods of teaching. Because of its eclectic nature and ability to accommodate mul-
tiple methodologies under one roof, Constructivism helps to neutralize the competitive
nature of different methodologies all jockeying for dominance, which has been a histori-
cal feature of the evolution of pedagogy in Cambodia.
5.4 Constructivism and Technology
Although Constructivist Learning has been around for
a long time, its relevance has greatly increased as the
world enters the information age. Information tech-
nology has amplified the potential of Constructivist
Learning Approaches to promote collaborative learn-
ing (e.g., through networking), to construct and synthe-
size new information (e.g., through PowerPoint presenta-
tions), and solve problems (e.g., through data processing programs that can find relation-
ships, sort data, etc.). Thus, the use of technology can be a great tool to help students
manipulate concepts, which is a central feature of both Concept-based Learning and Con-
19
structivism. Because the manipulation of concepts is one of the key features of Construc-
tivist Learning, it is highly suited to promoting critical thinking, one of the most important
skills required for an information age workforce. There are, therefore, very close connec-
tions between Constructivist Learning, Technology, and the Needs of a 21st Century
Workforce.
1. What do you think are the advantages and disadvantages of a hybridized pedagogical
approach to promote Concept-based Learning. Explain whether you think that the ad-
vantages outweigh the disadvantages or vice versa.
2. Concept-based Learning has been referred to in this section as a ‘Strategy’ to teach-
ing and learning rather than an Approach or a Philosophy. Do you agree with this
designation or do you think that CBL should be called its own Approach? Explain
your answer.
3. Do you agree with the proposition that Constructivism is a broad enough theory that
can accommodate IBL, PBL, and CL under one roof, which in turn facilitates hybrid-
ized teaching? Why or why not?
4. Can you think of additional examples of learning settings that may require a hybrid-
ized approach to teaching and learning? Use the structure provided in Table 5.1 to
come up with your own examples.
Suggested Reading
1. McLeod, S., (2019) Constructivism as a Theory for Teaching & Learning, In Simple
Psychology.
https://www.simplypsychology.org/constructivism.html
2. KAPE (2016) Constructivist Training Manual, Phnom Penh: MoEYS.

http://www.kapekh.org/files/report_file/166-en.pdf
3. Murphy, A., (2017) A Quick Guide to Concept-based Learning and Curriculum, In Atlas
Next.
https://www.onatlas.com/blog/concept-based-learning-curriculum
20
ANNEX 1: The Seven Philosophical Approaches of Education
PHILOSOPHICAL WHY TEACH WHAT TO TEACH HOW TO TEACH

APPROACH
1. Constructivism  To develop in-  The students are  The teachers pro-
trinsically moti- taught how to vide students with
vated and inde- learn. data or experi-
pendent learners  They are taught ences that allow
adequately learning pro- them to hypothe-
equipped with cesses and skills size, predict, ma-
learning skills for such as search- nipulate objects,
them to construct ing, critiquing pose questions, re-
knowledge and and evaluating search, investigate,
make meaning of information. imagine and in-
them. vent.

2. Essentialism  This philosophy  The emphasis is  Essentialist teach-
contends that on the academic ers emphasize the
teachers teach for content for stu- mastery of the
learners to ac- dents to learn subject matter.
quire basic the basic skills  They are expected
knowledge, skills and fundamen- to b e intellectual
and values. tal r’s – reading, and moral models
‘riting, ‘rithme- of their students.
tic and right  They are seen as
conduct. “fountain of
 The teachers knowledge” and as
and administra- “paragon of vir-
tors decide what tue”.
is most im-
portant for the
students to
learn.
3. Progressivism  Progressivist  The progressiv-  Progressivist
teachers teach to ists are identi- teachers employ
develop learners fied with need- experiential meth-
into becoming based and rele- ods.
enlightened and vant curricu-
intelligent citi- lum.
zens of a demo-  The curriculum
cratic society. should respond
to students’
needs and that
relates to stu-
dents’ personal
lives and expe-
riences.
21

APPROACH
4. Perennialism  To develop the  The perennialist  The perennialist
students’ rational curriculum is a classrooms are
and moral pow- universal one “centered around
ers. on that all hu- teachers”.
man beings pos-  The students do
sess the same not allow the stu-
essential nature. dents’ interests
 It is not a spe- and experiences to
cialist curricu- substantially dic-
lum but rather a tate what they
general one. teach.
5. Existentialism  To help students  In an existen-  Existentialist
understand and tialist curricu- methods focus on
appreciate them- lum, students the individual.
selves as unique are given a  They help students
individuals who wide variety know themselves
accept complete way of options and their place in
responsibility for from which to society.
their thoughts, choose.
feelings and ac-  Provide stu-
tions. dents with vi-
 To help students carious experi-
to define their ences that will
own essence by help unleash
exposing them to their own crea-
various paths tivity and self-
they take in life. expression.
6. Behaviorism  Behaviorist  Behaviorist  Behaviorist teach-
schools are con- teachers teach ers ought to ar-
cerned with the students to re- range environmen-
modification and spond favorably tal conditions so
shaping of stu- to various stim- that students can
dents’ behavior uli in the envi- make the re-
by providing for ronment. sponses to stimuli.
a favorable envi-  Teachers ought to
ronment. make the stimuli
clear and interest-
ing to capture and
hold the learners’
attention.
 They ought to pro-
vide appropriate
incentives to rein-
force positive re-
sponses and
weaken eliminate
the negative ones.
22

APPROACH
7. Linguistic  To develop the  Learner should  Experiential is the
Philosophy communication be taught to most effective way
skills of the communicate to teach language
learner. clearly – how to and communica-
 To develop in the send clear, con- tion.
learner the skill cise messages  The teacher facili-
to send messages and how to re- tates dialogue
clearly and receive and cor- among learners
ceive messages rectly under- and between
correctly. stand messages his/her students.
sent.
 Communication
takes place in
three (3) ways –
verbal, non-ver-
bal and para-
verbal.
Source:
Euphemia Abigael Bas
23
ANNEX 2:
Transitions in Education: Moving from the 20th to the 21st Century
11/25/20
Table of Contents
1. Education in the
20 th Century
T RANSITIONS IN E DUCATION : M OVING
2. Education in the
FROM THE 20 TH TO 21 ST C ENTURY 21 st Century
3. How NGS Seeks to
New Generation School Reflection M eeting
M eet Expectations
Prim ary School Level of the 21 st Century
9 May 2019 – Kampong Cham
1 2
1. Education in the 20 th Century Taylor revolutionized Industry by:

• 20 Century Education
th
was greatly influenced • Standardizing tasks

by Principles of • Standardizing tools
Scientific M anagem ent • Standardizing
• These were principles schedules
developed by a man
named Frederic Taylor • Standardizing
• Taylor was the first Workplace
‘Efficiency’ Expert organization
3 4
Taylorism in the 20 th Century: Education Factories . . .

• Soon, Educators thought that Taylorist
• https://w w w.youtube.com /w atch?v=CC sO qW Principles could be applied to schools
bK46o& frags=pl% 2Cw n • This led to standardization of:
– Curriculum
– Schedules
– Classrooms
– Examinations
– Etc.
• These changes would help prepare children
to work in factories . . .
5 6
24
11/25/20
Compare the Taylorist Factory to the

The Taylorist Classroom . . .
Taylorist Classroom . . .
Taylorist Factory Taylorist Classroom
Welcome to the 20th Century!
7 8
Taylorism comes to Cambodia. . . Taylorism in Cambodia . . .

• Through French Colonialists, Taylorism • https://www.facebook.com/SORCHEANG.offi
was introduced into the Cambodian cial/videos/896484580542768/UzpfSTEwMD
Education System . . . . AwMDY0Mzg4NzY1MzoyMDE1MDkyMjM4N
TIyMjE5/
• Now we have Education Factories in
Cambodia, too.
9 10
The biggest change . . .

What has changed in 60 years?
Women’s Hair Styles 1969 Women’s Hair Styles 2019
11 12
25
11/25/20
A quick comparison . . . 2. Education in the

Factor 1969 è 2019
Classroom Organization Same
Classroom Furniture Same
Teaching Methods Same
Building Style Same
Uniforms Same
Women’s Hair Styles Changed • The needs of society have totally changed in
comparison to the 20th Century
13 14
How is society changing? What is 21st Century Education?

• Knowledge is no longer stable as in the 20th • https://w w w.youtube.com /w atch?v=Ax5cN lu
Century tAys
– The idea of a fixed textbook is old-fashioned
• Machines are replacing people
• Jobs are disappearing
• New Jobs are arising
• Need to train people to do the things that
machines can NOT do
15 16
Comparing 20th & 21st Century Education A Humorous Look at Education in the
P a ra m e te r
1. Concept of Learning
2 0 th C e n tu ry E d u catio n
· Information Transfer
2 1 s t C e n tu ry E d u ca tio n
· Learning to Learn
20th Century . . .
· Passive Learning · Active Learning
• https://w w w.youtube.com /w atch?v=kb6U U 8
2. Curriculum · Standardized · Individualized
· Textbook-driven · Research-driven R1YPA
3. Assessment · Test-driven · Portfolio-driven
4. Classroom Organiza- · Standardized · Flexible
Discussion
tion · Rigid Rows · Organized for Group
Learning
• An im portant conclusion from this short clip
5. School Organization · Hierarchical · Networks and Rela- is:
tionships
6. Educational Philoso- · Compliance · Dynamic
Teachers D on’t H ave to Think
phy · Conformity · Non-conformist
· Uniform · Creative
• W hy is this a problem for 21 st Century
7. School Architecture · Uniform · Dynamic Education?
· Standardized · Unstandardized
17 18
26
11/25/20
3. How NGS Seeks to Meet Needs of

the 21 st Century . . .
• Let’s go back to our
Comparison Table of
Differences between 20th
and 21st Century
Education.
• In small groups, try to
find some concrete
examples of things we
should be doing in NGS to
promote 21st Century
Education . . .
19 20
Give Concrete Examples . . .

P a ra m e te r 2 1 st C e n tu ry E d u ca tio n C o n cre te E x a m p le s in
Directions:
NGS . . .
1. Concept of Learning · Learning to Learn · ________________________
· Active Learning · ________________________ • Please complete the table in small
2. Curriculum · Individualized · ________________________
· Research-driven · ________________________ groups and present to the main group . .
3. Assessment · Portfolio-driven · ________________________
.
4. Classroom · Flexible · ________________________
Organization · Organized for Group
Learning
· ________________________
• Give specific exam ples of things you are
5. School Organization · Networks and Rela- · ________________________
tionships · ________________________
doing or will do in your classroom
6. Educational Philoso-
phy
·
·
Dynamic
Non-conformist
·
·
________________________
________________________
• Discuss and React to the ideas
· Creative · ________________________ presented
7. School Architecture · Dynamic · ________________________
· Unstandardized
21 22
27
ANNEX 3:
Pedagogical Strategies in New Generation Schools
11/25/20
MINISTRY OF EDUCATION, YOUTH, & Table of Contents

SPORT
1. Pedagogical Eco-systems
PEDAGOGICAL STRATEGIES IN NEW 2. Hybridized Methodologies
GENERATION SCHOOLS 3. The Role of Technology in
Improved Learning
Special Presentation at MoEYS 4. Introduction of School-
based Mentoring System
and Possible Links with
15 September 2020– Phnom Penh
TTIs
1 2
1. Pedagogical Eco-systems The Methodology is like the seed. . .

Illustration of a Learning u The Successful u A seed can only grow into a
Eco-system
Improvements in the NGS healthy plant if the
Learning Environment are environment provides the
only partly due to the New needed support. . .
Learning Methodologies u While this seems obvious,
that have been promoted training inputs often overlook
u The bigger story relates the many disincentives that
more to the Pedagogical exist in most schools
Eco-system that has been u This may be why the heavy
created by NGS Reforms investment into teacher
training has borne little fruit
3 4
What are some of the disincentives that

exist in schools. . . .?
u The Education System is very test-driven, creating a
disincentive to focus on new teaching methods that
emphasize higher order thinking. . . The Pedagogical Eco-system created in a
u School Leadership often focuses on keeping everyone New Generation School helps to
happy rather than ‘pushing the envelope’ neutralize each of these factors that
u The Dominance of Private Teaching has a pernicious disincentivize change in classroom
effect on learning by: practice . . . .
u Reinforcing test-driven learning
u Reinforcing textbook driven learning
u Discouraging learning communities & cooperation
5 6
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11/25/20
Elements of the Pedagogical Eco-System

in a New Generation School . . . 2. Hybridized Learning Methodologies
The supportive u Many of the teaching methods
environment created Good The New promoted by NGS are not new
by this Pedagogical Governance
Methodologies to MoEYS.
Eco-system is what supported by NGS
drives improved 21s t Century N ew
are only one
u MoEYS has been promoting
learning. Lib rary M e thod ologies
element behind these methods for many
the success of years:
Governance is key
• School accreditation Pedagogical Student Learning.
u Inquiry-based Learning (IBL)
• Linking Incentives
to Performance
Learning Eco-system Te chnolo gy
u Problem-based Learning (PBL)
Com m unitie s
(P LC)
• Increased Teaching
u Cooperative Learning (CL)
Hours
• No Private Teaching
N ew
u . . . And more recently:
Classroom M ento ring
D esigns & Sy stem s u Blended Learning
M aterials
7 8
What is perhaps new is the way that NGS Hybridizing Methodological Content . . .
has tried to ‘hybridize’ these methods . .
Classroom
u One element of this hybridized u Most of the Content in NGS
Learning approach focuses on Probl em -based learning critical thinking
Methodology derives from
Networks Methodological Content, Constructivism Probl em S olvin g
Constructivism
bringing the various methods In q u i ry Previ ou s experi en ce
imagination
(e.g., IBL, PBL, Project Work,

R ef l ecti on Col l aborati on
Bl oom ’s Taxon om y
Di scovery l earn i n g
Con ceptu al i z ati on
u This is a very ‘eclectic’
etc.) together under one roof
N etwork i n g A n al y si s
Con text T echn ol ogy
Grou p Di scu ssi on
theory of Teaching &
Tech-
Learning that takes in
based
u Another element of this hybrid many aspects of the
Projects Learning model focuses on the Process methodologies promoted
of Implementing different by MoEYS
teaching methods.
9 10
Defining Constructivism . . . Constructivism subsumes IBL, PBL, CL,

and many other Learning Approaches . . .
u Constructivism is the view
that students collaboratively IBL
construct their knowledge PBL
Project
from individual experiences Work
and from thinking through CL
these experiences Bloom
(Reflection).
u Through this process, they
can create new knowledge
Constructivism
products and projects.
11 12
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11/25/20
Key Elements in the Constructivist Constructivism and its link with

Approach . . . . Technology
u Although Constructivism was a concept first promulgated in
Building on
Actively making 1974 by Ernst von Glaserfeld, its popularity has been amplified
associations to
Previous create new by the proliferation of new technologies and networking . . .
Knowledge & concepts
Experiences
(Project Work)
u New technologies make it easy for students to:
u Do research
Exchanging ideas
through u Network with each other and exchange ideas
Learning is collaboration
'active' & 'self- enriches the idea u Create knowledge products with PowerPoint, Photoshop, etc.
directed' creation process
What is (Cooperative u Investments in Technology in New Generation Schools are a key
Learning)
Constructivism? strategy to modernize teaching and have greatly facilitated the
adoption of Constructivist Learning Approaches
13 14
The New Generation School Central Office has

documented Constructivist Learning Approaches The Process of Improving Classroom
Practice: Reflective Teaching . . .
u The Constructivist
Learning Manual is one of
C o n s tr u c tiv is t L e a r n in g u The new Learning Methods that
the key documents T r a in in g M a n u a l
provided to all teachers N e w G e n e r a tio n S c h o o ls P r o gr a m m i n g NGS Teachers learn should not
during capacity-building remain static . . .
workshops u While Constructivism is the
u The document is also used Content of the NGS Approach,
as part of the syllabus of Reflective Teaching is the
the New Generation Process through which change
Pedagogical Research PH N O M PEN H
A UG UST 20 16
occurs . . .
Center (NGPRC)
K a m p u c h e a n A c t i o n f o r Pr i m a r y E d u c a t i o n , P O B ox 1 6 2 1 , P hn o m Pe nh , T e l : 0 4 2 - 9 4 1 -
4 8 1 , F a x : 0 4 2 - 9 4 1 -9 1 8 , e m a i l : k a p e @ k a p e k h. or g , w e b s i t e : w w w . k a p e k h . o rg
15 16
New Generation Schools have set up a

Helping teachers to automatically reflect on
structure that helps teachers to Reflect on
their practice should be an essential element of
their Practice . . .
u The Process of Change their capacity-building. . .
begins with a Career Path
!
Career Path Planning event at the
Planning u The Teacher Supervisory
start of the school year Fo r m a t ive !Tea c he r !Suppo
r t!
System in New Generation F ra m ew o rk!!!!!!
u This is followed by one- Schools is designed to be non- N e w !G e n e ra tio n !S ch o ol s!I n
it i a t iv e !
Re- Reflection
on-one Conferences with
M IN I S T R Y !O F !E D U C A T I O N
implement threatening so that teachers
,!YO U TH , !& !S P O RT !
Meeting ! !
& Observe
Reflective a Mentor bond with Mentors.
Teaching u In the past, the Mentor u The process is documented in
was a KAPE staff member the Formative Teacher Support
Reflection Implement u School-based Mentors are Framework Manual
Meeting & Observe now replacing KAPE staff P h n o m &P e n h ,&C A M B O D I A
&
D e c em b e r &2 0 1 6 &
17 18
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11/25/20
Finally, NGS spends a great deal of time on

training teachers on Student Assessment 3. The Role of Technology in Improved
u In the experience of NGS, many teachers Learning
do not understand well about the key
Principles of Assessment
u New Technologies have
u Therefore, specialized training is helped to amplify the
provided on Student Assessment using the effectiveness of
Manual Shown. The Content includes: methodologies such as
u Purpose of Evaluation Constructivism.
u Kinds of Evaluation (e.g., Formative, etc.) u Teacher skills in using
u What is Validity ICT to promote student
u Link between Educational Objectives & learning are an
Assessment essential part of NGS
u Tables of Specification Programming
Question Formats
1
u
u Item Analysis
19 20
There are multiple ways that NGS has Some examples of ICT in Education
harnessed technology to facilitate new Curricular Topics at NGPRC . . .
teaching methods . . .
1. E-safety and Digital Citizenship
2. Using ICT to Maximize Presentations for Learning
Electronic Platforms:
Software Programs: Helps
Networking: Facilitates
Sharing & Communication in
to reinforce understanding;
Facilitates distance
learning, flipped classroom,
3. Using the Internet as an Educational Resource
creating knowledge
PLCs working outside the
products (e.g., PowerPoint) classroom 4. Student Self-Learning & ICT
5. Using Technology to Support Professional Learning
Mentoring Software: Communities
Access to Search Engines:
Increases the effectiveness
of Mentors to reach many
6. Using Technology to Support Problem and Inquiry-based
Facilitates library research teachers in a way where
teachers have control over
Teaching & Learning
the process 7. Computational Thinking as a pedagogical tool
8. Using Observic as a Mentoring Tool
21 22
4. Introduction of School-based Mentoring The reasoning behind investing in Mentoring is

Systems and Possible Links with TTI’s based on the 70-20-10 Model . . .
u The opening of the New

Generation Pedagogical
Research Center has played
a major role in actualizing
increased mentoring in New
Generation Schools
u 25 mentors were posted to
New Generation Schools and
TTI’s this year
u 32 mentors are planned for
2021
23 24
31
11/25/20
The 70-20-10 Model

This is a well accepted formula used in the training profession. It is derived from US research
in the ‘80s on the key sources of learning of 200 successful managers.
The research found that:

u The interesting thing about this research is that it
70% of learning came from hands-on experience where the worker met job-related attributes only 10% of the change in Teacher
challenges and received immediate feedback on their performance from line managers and
mentors. Practice to Workshops, . . .
20% of learning came from interaction and collaboration with other colleagues, peers, u Yet, this is the frontline strategy of most donors
coaches and mentors that gave encouragement and feedback. to effect change in teacher practice.
Just 10% of professional development came from traditional training and other educational
events.
When combined with formal training, coaching and practice reinforcement can produce
remarkable results. According to the Centre for Management and Organizational
Effectiveness, the combination of training plus coaching can lead to an 88% increase in
productivity, contrasted with 23% from training alone.
25 26
The NGPRC Mentor Training Curriculum is well-

documented and may prove useful to TTI’s . . . Finding Ways for Mentors to Support TTI’s
u Course Work (4 Streams) The NGPRC will be producing highly qualified Ministry
u Stream 1: Teacher Ethics & personnel in the form of Mentors who can support
Mentoring
2019-2020 Syllabus
Ma e De ee Ed ca
improved training at TTI’s. This support may include:
M e n t o r in g
u Stream 2: English for u Improving the Practicum: Based on their own Practicum at
Educational Research NGPRC, Mentors can help TTI’s to improve the Practicum
u Stream 3: ICT in Education experience for prospective teachers.
u Stream 4: Systems & u ICT in Education: With their advanced understanding of ICT in
Principles of Pedagogy Education, they can be helpful in organizing courses in this
u Practicum area for the TTI’s.
u Mini-thesis N e w G e n e r a t io n P e d a g o g ic a l R e s e a r c h C e n te r
u Tracking Teachers after Placement: The NGPRC is currently
N A T IO N A L IN S T I T U T E O F E D U C A T I O N , P H N O iM
PENH tracking the effectiveness of mentors in their placements.
Mentoring software may be useful in this regard.
27 28
29
32
ANNEX 4:
Insights on Reforming the Teaching & Learning Process in Cambodia
11/25/20
MINISTRY OF EDUCATION, YOUTH, & SPORT

Table of Contents
Insights on Reforming 1. Key Issues in

Cambodia’s
the Teaching & Learning Pedagogical Evolution
Process In Cambodia 2. Organization of

Presentations
Prepared by: KAMPUCHEA ACTION TO PROMOTE EDUCATION
26 OCTOBER 2020 3. Some Key Conclusions

to Look for
1 2
1. Key Issues in Cambodia’s Pedagogical

Prescriptive versus Reflective Teaching
Evolution
u Educational Practice in Cambodia has long been characterized
u The historical evolution of Pedagogy in Cambodia has been by a tension between Prescriptive Teaching and Reflective
characterized by a quest for orthodoxy and simple to understand Teaching
pedagogical formula . . .
u Prescriptive Teaching promotes an approach to learning where the
u The quest for orthodoxy has had some unfortunate consequences: steps in instruction are laid out for the teacher with little scope for
u Educators spend significant amounts of time arguing about deviation.
definitions and classifying concepts according to rigid formula that u Reflective Teaching promotes an approach where the teacher has
have little relevance to the problems classroom teachers actually considerable freedom to combine the techniques from many
face. . . methodologies to best suit the context of his/her classroom.
u Educational practice has become highly formulaic and prescriptive u To be sure, each approach does have its own advantages and
u Teachers only think about ‘what’ techniques they should use in disadvantages. The choice of approach depends on how an
teaching rather than ‘why’ they are using them educational system defines its priorities.
3 4
Advantages & Disadvantages of

Prescriptive and Reflective Teaching Cambodia’s Choice . . .
Advantages Disadvantages
Prescriptive • Good for teaching the basics • Not useful for teaching higher order u Some educators have argued that Prescriptive
Teaching • Appropriate for teachers who thinking skills approaches were useful for Cambodia 20 years ago
have low levels of training • Not appropriate for teachers with high
ability when most teachers were less qualified
• Teachers don’t have to think
much about their teaching • Teachers have little freedom to adapt u However. . . It is now time for Cambodia to move
• Easier for inspectors to their teaching to specific contexts
monitor compliance. • Teachers have little scope for forward and start transitioning away from
professional growth Prescriptive Approaches to more Reflective Teaching
Reflective • Good for teaching both lower • More difficult to use with teachers
Teaching and higher order thinking skills who have lower ability levels u This is the only way that teachers will become more
• Appropriate for teachers with • More difficult to apply and m onitor professional.
high ability levels • Reflection requires tim e to undertake
• Provides more scope for
teachers’ professional
developm ent
5 6
33
11/25/20
Ways of Thinking about Educational Nevertheless, . . . It is true that defining terms

Approaches, Methods, & Techniques in a common way can be useful . . .
u Over the years, Cambodian educators have also sought u For example, . . .
to systematize and standardize the way that they use different u In international Approach
terminology and concepts. parlance, Approaches
u Discussions about the differences between Approaches, are generally seen at Methodology
Methods, and Techniques have been particularly animated. the top of the
u Such discussions once again represent another quest for hierarchy of
methodological orthodoxy, the dangers of which we have educational systems Techniques
already discussed. while Methods and
u The danger is that such discussions take a lot of time and often Techniques come
have little relevance to the actual problems that teachers below. . .
confront in their classrooms. . . .
7 8
Approach (or Methodological Techniques Associated w ith a Method

Here is how we might use this Hierarchy of Systems to Philosophy) Exem plars
better organize frequently used terms . . . Project Method • Project identification
Constructivism : • Students work in groups
• Student research
u In the framework shown to the Constructiv ism is ‘an • Student presentation
right, we define an Approach as a approach to learning Inquiry-based • Student identification of questions they want answered
Philosophy of Teaching & Learning Educational • Constructivism that holds that Learning Method • Student research
peo ple actively
(e.g., Constructivism, Progressivism, Approach
• Progressivism
• Essentialism
• Student presentation
construct or m ake • Student Reflection on processes that worked/did not work
etc.) their ow n know ledge Problem-based • Step 1: Explore the issue and Identify the problem
and that reality is
u A philosophical approach is Educational • In quiry-ba sed Learning Learning Method • Step 2: Students state what is known. ...
• Problem -based Learning determ ined by the
comprised of abstract principles that Methodology • Coopera tive Learnin g experienc es of the • Step 3: Students define the issues. ...
guide the development of Educational • Learning in Groups learner’ • Step 4: Students research the knowledge. ...
• Stu dent Research • Step 5: Investigate solutions. ...
Methodologies . . . Techniques • Stu dent Presentations
• Step 6: Present and support the chosen solution. ...
u Within an Approach, there might be • Step 7: Students review their perform ance.
multiple Methodologies (e.g., IBL,
PBL, etc.)
u And Within a Methodology, there
Here is an example of using this
might be multiple Techniques. . . Framework with Constructivism . . .
9 10
But we should remember that categories are Exceptions!

never as clear-cut as we would like them to be . .
u This is where Strategies come in. . .
u A teacher will rarely use one Approach or Methodology all
of the time. u Participants should remember that the Framework
presented above is only a rough conceptual tool
u Teachers are often expected to combine different
elements of different Approaches and Methodologies to think about different terms and ideas. . .
depending on the context. u It should not be used as a rigid instrument to
u Teachers often take specific actions to combine and/or maintain ideological orthodoxy . .
modify an approach/methodology to address specific
u There are always going to be exceptions, where
constraints in their classroom
the Framework might not work . .
u When teachers do this, they are making a Strategy.
11 12
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11/25/20
2. The Organization of Today’s Education in the 21st Century

Presentations u The Movement towards such new Teaching Methodologies
as IBL and PBL is largely driven by changes in the 21st
u Presentations during this workshop will focus on: Century Economy
u Transition from a 20th to 21st Century Economy u A planned presentation seeks to show the linkages
and Its Effect on Education between the 21st Century Economy and Changes in
Education.
u Key Characteristics of Constructivism and Its
u Understanding these changes will help educators
Relationship to Inquiry and Problem-based understand why the adoption of new teaching methods
Learning and the re-organization of schools is so important
u This presentation provides a good backdrop for later
discussions.
13 14
Understanding Constructivism Constructivism subsumes IBL, PBL, CL, and

many other Teaching Methodologies . . .
u Another planned session focuses on helping
Educators understand what Constructivism is and Embracing
why it is important IBL
PBL Constructivism
helps to resolve
u Constructivism is not a Methodology but a Theory Project
Work the rivalry
of Teaching & Learning that subsumes many
teaching methodologies that are currently very CL between all of
Bloom these competing
popular . . . Methods because
u Constructivism is an Educational Theory well- they all borrow
from Constructivist
suited to the 21st Century because of its focus on
Principles . . .
promoting critical thinking and problem solving in Constructivism
any context. . .
15 16
The Planned Session on Constructivism will

3. Some Key Conclusions to Look for . . .
cover the following topics . . .
u When this Workshop is completed, Facilitators hope
1. Definitions and Key that participants will be able to see the bigger
Concepts in Constructivism picture of how Pedagogy is and has evolved in the
C o n str u c tiv ist L e a r n in g
Kingdom. . .
2. Applications of T r a in in g M a n u a l
Constructivist Learning in
N e w G e n e ra tio n S ch o o ls P r o g r a m m in g
u This includes more awareness about the following:
the Classroom u Avoiding a rigid mind set about the adoption of
Methodologies such as IBL and PBL
3. Creating the Institutional
u Developing a habit of asking ‘why’ we do things in a
Context to Promote certain way and not just ‘what’ we have to do . . .
Constructivist Learning
u Articulating a message to other educators about how
4. Evaluating Students in a PHNO M PEN H
Cambodian education must change to help the Kingdom
Constructivist Learning survive in the new century.
A U G U ST 2 0 1 6
Context K a m pu c h e a n A c t i o n f o r Pr i m a r y E du c a t i o n , P O B o x 16 2 1 , P h no m P e n h , T e l : 0 4 2 - 9 4 1 -
u Developing an ability to hybridize many different
methodologies to meet specific contexts while
4 8 1 , F a x : 0 4 2 - 9 4 1 - 9 1 8 , e m a i l : k a p e @ k a p e k h . o r g , w e b s i t e : w w w . k a pe k h .o r g
maintaining the integrity of Constructivist principles.
17 18
35

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Table of Contents

CBL Concept-based Learning

1. PURPOSE AND USES OF THIS DOCUMENT

2. WHY CAMBODIA NEEDS A NEW PEDAGOGICAL FRAMEWORK

need to actively move away from Prescriptive Teaching strategies.

1.2 The Learning Needs of a New Century

• Concept of • Information Transfer • Learning to Learn

• Curriculum • Standardized • Individualized

• Assessment • Test-driven • Portfolio-driven

• Classroom Or- • Standardized • Flexible Furniture Arrangements

• School Organi- • Hierarchical • Organized around Networks and

• Educational • Compliance-driven • Learning is Viewed as Dynamic

• School Architec- • Uniform • Dynamic

Prescriptive & Reflective Teaching

3. DISTINGUISHING BETWEEN APPROACHES, METHODS, & TECH-

Educational • Inquiry-based Learning

Standardized definitions of the terms Box 3: The Definition of an Educational Approach,

Project Method requires chil-  Project identification

Problem-based Learning  Step 1: Explore the issue and Identify

One should remember, however, that these

1. Namoco, S. (2017) Teaching Approaches, Methods, Techniques, and Strategies

4. USING PEDAGOGICAL ECOSYSTEMS TO ENHANCE THE EFFECTIVE-

Using the natural ecosystem as a meta- If we believe that a school is an ecosystem,

Figure 4.1: A Pictorial

The tendency of educational development efforts to focus heavily on investments in

Figure 4.2: Interaction

1. World Education (2019) What is a Learning Ecosystem, In EdTech Cen-

2. Elias, M.J. (2016) What Kind of Ecosystem Is Your School? In Edutopia

5. A HYBRIDIZED APPROACH TO TEACHING FOR CONCEPT-BASED

A classroom in a ru- COOPERATIVE LEARNING  The teacher gives a list of pos-

2. KAPE (2016) Constructivist Training Manual, Phnom Penh: MoEYS.

ANNEX 1: The Seven Philosophical Approaches of Education

PHILOSOPHICAL WHY TEACH WHAT TO TEACH HOW TO TEACH

PHILOSOPHICAL WHY TEACH WHAT TO TEACH HOW TO TEACH

PHILOSOPHICAL WHY TEACH WHAT TO TEACH HOW TO TEACH

1. Education in the 20 th Century Taylor revolutionized Industry by:

was greatly influenced • Standardizing tasks

Taylorism in the 20 th Century: Education Factories . . .

Compare the Taylorist Factory to the

Welcome to the 20th Century!

Taylorism comes to Cambodia. . . Taylorism in Cambodia . . .

The biggest change . . .

A quick comparison . . . 2. Education in the

How is society changing? What is 21st Century Education?

3. How NGS Seeks to Meet Needs of

Give Concrete Examples . . .

MINISTRY OF EDUCATION, YOUTH, & Table of Contents

1. Pedagogical Eco-systems The Methodology is like the seed. . .

What are some of the disincentives that

u Discouraging learning communities & cooperation

Elements of the Pedagogical Eco-System

(e.g., IBL, PBL, Project Work,

Defining Constructivism . . . Constructivism subsumes IBL, PBL, CL,

Key Elements in the Constructivist Constructivism and its link with

The New Generation School Central Office has

New Generation Schools have set up a

Finally, NGS spends a great deal of time on

4. Introduction of School-based Mentoring The reasoning behind investing in Mentoring is

u The opening of the New

The 70-20-10 Model