แนวปฏิบัติที่มีผลกระทบสูงในการจัดการเรียนรู้เพื่อการเปลี่ยนแปลงพฤติกรรมการเรียนรู้ของผู้เรียนในบริบทชุมชนแห่งการเรียนรู้ทางวิชาชีพ

Montree  Yamkasikorn; Wilawan  Phothong

Authors

Montree Yamkasikorn Program in Educational Technology, National Institute of Development Administration, Bang Kapi, Bangkok 10240, Thailand
Wilawan Phothong Program in Educational Technology, School of Education, University of Phayao, Mueang Phayao District, Phayao 56000, Thailand

Keywords:

High-impact practices, Learning management, Learner behavior change, Professional learning community

Abstract

This article aims to examine the application of High-Impact Practices (HIPs) within the Professional Learning Community (PLC) process to foster student learning behaviors and enhance educational quality in the 21st century. HIPs are teaching and learning strategies that are empirically proven to increase engagement, deep learning, and mitigate educational disparities. This article will discuss the origins, key principles, and mechanisms of HIPs, while providing examples of High-Impact Practices that can be practically applied in classrooms, such as collaborative lesson design, fostering student discourse, frequent writing, inquiry-based learning, cooperative learning, and formative assessment. Furthermore, the AKITA Action Model is introduced as a practical framework supporting the implementation of HIPs, emphasizing the role of designing activities that promote higher-order thinking and specific techniques such as Think-Pair-Share. This article will highlight the significant role of Professional Learning Communities (PLC) as a key mechanism for driving and sustainably promoting the application of these HIPs, thereby serving as a guideline for teachers, educational supervisors, and school administrators in developing Thai educational quality.

References

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