This document discusses educational innovations for three different schools based on their needs. For Premsawadsi School, which cannot connect to the internet, programmed instruction is proposed using programs that students can interact with individually. For Mahachai School, which needs flexibility, e-learning is suggested using online learning. For Tessabanwadtad School, where students construct their own knowledge, a constructivist learning environment incorporating problem-based learning, resources, scaffolding and collaboration is recommended. The document also describes the open approach to mathematics education, which involves posing open-ended problems, individual student work, whole-class discussion and connecting students' ideas.

1. Chapter 7
Educational Innovation

3. Mission 1
Describes the Definition and
Classifications of Learning Environments.

4. The definition of Learning Environments.
Learning environment refers to conditions that
affect student learning both concrete and
abstract.
• Concrete Environmental or Physical
Environment such as building, table, chair,
medias etc.
• Abstract Environmental or Psychological
Environmental such as conception ,knowledge
,attitude etc.

5. 1. Constructivist Web-Based
Learning Environments.
2. Constructivist Multimedia
3. Learning packages
for knowledge creation

6. Mission 2
Analysis using learning innovative
accordance with the context of
the 3 schools.
 Premsawadsi School
 Mahachai School
 Tessabanwadtad School

7. (1) Premsawadsi School
Need….
 Stimulating learner.
 Realistic Learning Situations.
 The learner to interact with
multiple virtual characters.
 Self-assessment and content
review resource
But !!
 Can't Connect to the Internet.

8. Innovation for Premsawadsi
School
Programmed Instruction
interaction
Program
Student
 Programmed instruction enables students to work
individually.
 One of the better-known methods of student-centred
learning.

9. Innovation for Premsawadsi
School
 As the technology developed,
other media, such as radio,
television video and
computer, came into use.

10. (2) Mahachai School
Need….
Innovation that……
 no time limit
 no placed limit
 can apply with school’s materials
 support students’ self-direction
 support both synchronous and
asynchronous learning
 To make learning environment.
 To support learning management and students’
learning

11. Innovation for Mahachai School
E-learning

12. Innovation for Mahachai School
E-learning
 Flexibility, Accessibility, Convenience
 Cross-platform Support
 Browsers and Internet Connections
are Widely Available
 Inexpensive Worldwide Distribution
 Ease of Updates
 Savings in Travel Cost and Time

13. (3) Tessabanwadtad School
Need….
 Learner construct knowledge
by themselves.
 The problem situation is
learning source of the learner.
 Intervention can support
collaboration solution.
 Can exchange ideas with each other all the time.
 Innovations developed to be used learning style.

14. Innovation for Tessabanwadtad
School
Network learning style
Innovation
for Educational
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15. Innovation for Tessabanwadtad
School
Multimedia
Learning style
Innovation for Educational
https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTiPGVtAvsUZYmpahxXM9arnGgGBuV--115FPoT9dHqRDNt7UK1

16. Innovation for Tessabanwadtad
School
Environments
learning style
Constructivist learning
Environments
o Problem based learning
o Resource
o Scaffolding
o Coaching
o Collaboration
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRZuK87tOwgnJsXSoIzkRVVUGUHR4Wiyd4thTtfK5kqEcsQL1mRsw

18. Open Approach…
Open-ended approach originated in Japan
during 1970s
Students engaging in open-ended
problems

19. The Open Approach based on
The self-learning activity
Consistent with the nature of
mathematical knowledge.
Is correlated with the decision of the
teachers.

20. The goals of Open Approach..
Provides an opportunity for students to
solve problems by their own mathematical
thinking as well as to see a variety of
solution from other students

21. The four steps of Open Approach..
Posing open-ended problems
Students’ self-learning
Whole class discussion and comparison
Summarize through connecting students’
mathematical ideas emerged in the classroom

22. Example of activity…
Subject : Comparison of Length

23. Step 1 : Posing open-ended problems

24. Step 2 : Students’ self-learning

25. Step 2 : Students’ self-learning

26. Step 3 : Whole class discussion and comparison

27. Step 4 : Summarize through connecting students’
mathematical ideas emerged in the classroom