Action of Concept Documents and Tutorial on Distance Education Documents
1. Concept Documents
In order to write the modules successfully, the writers should follow the principle of (a) observing the school in order to get teacher representatives who pass the competence test; (b) conducting placement test after identifying the objective of the module, the committees did some placement test with 100 students and 300 teachers. Then they decided to write the content of the module.
The committees have more time to discuss with each other in order to share ideas and experience before writing the material for teaching, learning and strengthening. After having finished writing all documents, concerning the three main points, they are sent to the teacher trainers to be piloted in the primary schools. Teachers participating in the pilot send feedback for module improvement. Then, the module writers accommodate the feedback to revise the modules.
One final check before printing the module is reviewing each module by the Pedagogical Research Department Technical Committees in order to see its relevance with the national curriculum. Then, the modules were sent to teachers through MoEYS distribution system.
2. Distance Tutorial Committee
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Each teacher receives distance-learning module from his or her school director. Within one week or 10 days every teacher who receives the module has to read it carefully and does the exercises in their spare time. After that teacher trainers conduct a regional meeting to learn the content of the module for half day.
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Teachers have to do the task given in the following week in their school, supervised by their school director.
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Teacher trainers have to correct the teachers’ assignments within the region by taking notes on their achievements for improvement.
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The next week teacher trainers have to arrange teacher demonstration class how to teach distance education module in class.
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In order to improve the distance education module another meeting is normally held at the end.
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Subject |
Unit |
Contents |
Grades |
|
M A T H E M A T I C S |
1 2 3 4 5 6 7
8 9 10 11
12 13 14 15 16 17 18 19 |
Whole number (1>9 and 0> Addition and Subtraction whole number Multiplication and division whole number Multiplication and division decimal number Conception of fraction Geometry (using: rules, compass, protractor, and square) Addition and subtraction fraction with the same denominator and different numerator Multiplication and decision fraction Time (hour) Length measurement: Systematic Geometry: Quadrilateral: (calculate area of parallelograme, lozenze, trapeze) Capacity (liter, milliliter) Percentage Addition of angle in triangle, mass measurement Time measurement Speed Selling, buying, profit, lose Statistic, bar graph, circle, graph, comparison of diagram Problem solving skill in daily life |
1 2 and 3 3 and 4 4 and 5 4 and 5 4 and 5 5
5 3 2 and 3 5
2 and 3 5 5 and 2 6 6 3 6 Rtc*) |
*) Rtc: Reinforce teacher competencies
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Subject |
Unit |
Contents |
Grades |
|
K H M E R
S U B J E C T
|
1 2 3 4 5 6
7
8
9
10
11
12
13
14 15 16 17 18 19 20 |
Methodology of hand-writing Methodology of reading Khmer grammar (sign and Khmer phonetic, Pali, Sanskrit) Khmer grammar continued (simple sentence with two elements) Khmer grammar continued (simple sentence with three elements) Khmer grammar continued (style of simple sentence and complex sentences) Practice the pedagogical objective: grammar (simple sentence with one element and many elements) Grammar continued (complex sentences) writing in learning and teaching part Reading: Phcum Ben Festival, writing in learning and teaching part, and reinforcing the many myth related to Pchum Ben Festival Kind of literature: non-fiction story and fiction story, writing in learning and reinforcing part Topic: necessity of study (conversation, reading) and grammar: (simple sentence) Kind of Khmer literature continued: fiction, myth, legend, fairy tale, fable and realistic story Topic: Phnom Penh capital (writing of four competencies: listening, speaking, reading, writing and synonym, antonym according to the context) Topic: my parent (self-recognition) Topic: children’s rights (our community) Topic: protection of village Tex production: (request letter) Tex production: (report letter) Tex production: (announcement) Understanding competency in reading |
2 1-6 3 2 Rtc*) Rtc
2-5
5-6
6
Rtc
6 5
4
1 6 2 4-5 6 5-6 Rtc |
*) Rtc: Reinforce teacher competencies
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