Topic: MoE Strands for English Language Instruction

[wangsuda]

For those who teach English at the Mathayom level, here are the M1-6 Foreign Language strands. With these, you can impress your school when they ask you to ive a reason for what you teach. Simply state that what you are teaching satisfies strand #___, substrand #___, and you'll be sitting pretty. These also come in handy for those who have to turn in lessons; you can show the strands and substrands satisfied in writing.
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MATHAYOMS 1-3
1.  LANGUAGE FOR COMMUNICATION
1.1) Understand the listening and speaking process.  Be able to understand a story from listening to and reading various media, and apply this understanding logically.
1.1.1. Understand a speaker's emotions in language and feelings.  Understand orders and requests, introductory words, and explanations in the media.
1.1.2. Read lessons aloud and with correct pronunciation.
1.1.3. Understand non-text information in various forms.  Translate texts into one's native language.
1.1.4. Understand and give opinions on the news, information, texts from print or electronic media, and interesting news from daily life.
1.2) Gain communication skills to exchange news and information, express thoughts and opinions.  Use proper technology and management for lifelong learning.
1.2.1. Speak in a proper manner to build personal relationships.  Communicate consistently by using technology in or out of school.
1.2.2. Express opinions and needs, offer help, provide service to others, and plan studies by using technology in or out of school.
1.2.3. Ask for and give information and explanations.  Compare stories in daily life, personal experiences, and interesting topics.
1.2.4. Use language to express feelings and relate stories in daily life, future plans, and for reasoning.  Take advantage of language learning by practicing learning skills.  Seek the best foreign language learning method for use.
1.3) Understand the speaking and writing process.  Gain communication skills in order to present information and express opinions.  Summarize contents creatively and effectively.
1.3.1. Present information, short stories, and experiences in daily life and general events.
1.3.2. Present concepts concerning personal experiences or various events.
1.3.3. Present songs, skits, poems, or information from various media in accordance with their own interest.
2. LANGUAGE AND CULTURE
2.1) Understand the relationship between language and culture of native speakers.  Behave properly for the occasion.
2.1.1. Present short stories and experiences in daily life and general events.
2.1.2. Express opinions about personal experiences or other events.
2.2) Understand the similarities and differences in the cultures and languages of native speakers and Thais.  Apply these understandings appropriately.
2.2.1. Understand the differences between Thai and foreign languages regarding sounds, vowels, consonants, words, sentences, and texts that are more complicated.  Apply learned knowledge appropriately.
2.2.2. Understand the cultural similarities and differences between Thais and native speakers that influence language use.  Apply learned knowledge appropriately.
2.2.3. Be aware that foreign language study is useful for gaining knowledge, socialization, and a career.
2.2.4. See the merits of participating in interesting language and cultural activities, according to personal interest.
2.2.5. See the merits of language and cultural studies.  Apply them to oneself, one's family, one's community, and society. 
3. LANGUAGE AND ITS RELATIONSHIP TO OTHER LEARNING GROUPS
3.1) Use the foreign language to connect knowledge with other learning areas.  This is the basis for opening up and developing student's vision.
3.1.1. Understand and transfer foreign language content related to other learning groups from a variety of sources.
3.1.2. Use a foreign language to seek knowledge related to other learning groups.  Use a variety of sources, to expand one's worldview.
4. LANGUAGE AND RELATIONSHIPS WITH COMMUNITIES AND THE WORLD
4.1) Be able to communicate in a foreign language in various situations, such as school, community, and society.
4.1.1. Communicate in a foreign language in different situations at school and in the community.  Use a variety of methods and formats.
4.1.2. Communicate in a foreign language with people in school and the community,
4.2) Use and apply foreign language applications as a learning tool for higher studies, for a career, and for cooperation and harmony in society.
4.2.1. Employ simple foreign language in communicating about work, job applications in actual or simulated situations.
4.2.2. Communicate in a foreign language in situations where students learn to work together.  Exercise self-control, listen to others opinions, express one's own opinions, and negotiate reasonably.
4.2.3. Employ specific foreign language terms for communication, learning management, further study, and/or a vocation.
4.2.4. Use a foreign language to disseminate, as well as understand, community or national news.  Encourage social cooperation. 

MATHAYOMS 4-6
1.  LANGUAGE FOR COMMUNICATION
1.1) Understand the listening and speaking process.  Be able to understand a story from listening to and reading various media, and apply this understanding logically.
1.1.1. Understand the tone and feelings of speakers, as well as explanations, narrations, introductions, information, and technical terms.
1.1.2. Read lessons aloud, correctly and properly, based on principles of pronunciation.
1.1.3. Understand and give opinions on complex text and non-text information.  Translate text using your own words.
1.1.4. Understand, analyze, and give opinions on texts that are more complicated, news, informational passages, and documents, from print and electronic media.
1.2) Gain communication skills to exchange news and information, express thoughts and opinions.  Use proper technology and management for lifelong learning.
1.2.1. Use proper language to communicate and build relationships.  Employ learning media that is available in and outside of school.
1.2.2. Express opinions and needs, provide service to others, and negotiate and plan studies by using technology in or out of school.
1.2.3. Ask for and give information and explanations, exchange ideas, or discuss current issues in the community and in society.  Build up knowledge by practicing learning skills.  Plan educational and career goals.
1.2.4. Use language to express personal feelings about past, present, and future events.  Use reasoning to explain personal feelings.  Seek the best foreign language learning method for use.
1.3) Understand the speaking and writing process.  Gain communication skills in order to present information and express opinions.  Summarize contents creatively and effectively.
1.3.1. Present information and report on experiences in general events.
1.3.2. Present concepts concerning various events, activities, merchandise, or services in their locality.  Use diverse vocabulary and sentence structure.
1.3.3. Present poems or skits adapted from original work, or present original material.
2. LANGUAGE AND CULTURE
2.1) Understand the relationship between language and culture of native speakers.  Behave properly for the occasion.
2.1.1. Present and report experiences and general events.
2.1.2. Talk about ideas and events, activities, and local goods or services using different methods.
2.2) Understand the similarities and differences in the cultures and languages of native speakers and Thais.  Apply these understandings appropriately.
2.2.1. Understand the differences between Thai and foreign languages regarding sounds, vowels, consonants, words, sentences, and texts that are more complicated.  Apply learned knowledge appropriately.
2.2.2. Understand the cultural similarities and differences between Thais and native speakers that influence language use.  Apply learned knowledge appropriately.
2.2.3. Be aware that foreign language study is useful for gaining knowledge, socialization, and a career.
2.2.4. See the merits of participating in interesting language and cultural activities, according to personal interest.
2.2.5. See the merits of language and cultural studies.  Apply them to oneself, one's family, one’s community, and society.
3. LANGUAGE AND ITS RELATIONSHIP TO OTHER LEARNING GROUPS
3.1) Use the foreign language to connect knowledge with other learning areas.  This is the basis for opening up and developing student's vision.
3.1.1. Analyze and synthesize foreign language content related to other learning groups.
3.1.2. Use a foreign language to seek knowledge related to other learning groups.  Use a variety of sources, to expand one’s worldview.
3.1.3. Discuss the experience of doing research through a foreign language.
4. LANGUAGE AND RELATIONSHIPS WITH COMMUNITIES AND THE WORLD
4.1) Be able to communicate in a foreign language in various situations, such as school, community, and society.
4.1.1. Communicate in a foreign language in different situations at school and in the community.  Use a variety of more complicated methods and formats.
4.1.2. Communicate in a foreign language with people in school, the community, and in society.
4.2) Use and apply foreign language applications as a learning tool for higher studies, for a career, and for cooperation and harmony in society.
4.2.1. Employ simple foreign language in communicating about work, job applications, and in asking for and providing information in actual or simulated situations.
4.2.2. Communicate in a foreign language in situations where students learn to work together.  Exercise self-control, listen to others opinions, express one’s own opinions, and negotiate reasonably.
4.2.3. Employ foreign language to disseminate information in one’s community and society.  Manage studies for higher learning or professions.
4.2.4. Use a foreign language to disseminate, as well as understand, community or national news.  Encourage social cooperation.  Be competitive and react appropriately.

[Mods-Rockers]

Wangsuda.
in your honest opinion what percentage of M6 grads have attained these standards? certainly I see scant evidence of it in 1st uni students for the most part.

[hero]

These also come in handy for those who have to turn in lessons; you can show the strands and substrands satisfied in writing.

Yes, we have a book full of these in school for all subjects.  The great thing with the English Language strands is that they leave so much room for interpretation is that one can happily teach anything at all and find a strand somewhere in the curriculum to cover your arse when anyone asks what the heck's going on in the classroom!

Not that I would ever do anything like that -

In your honest opinion what percentage of M6 grads have attained these standards? certainly I see scant evidence of it in 1st uni students for the most part.

All the strands are quite left to the interpretation of the teacher - there are no pre-defined levels of achievement or benchmarks.  The teacher is free to set the bar low enough to ensure that each student passes on each outcome.

Each test I set is supposed to reflect some of these outcomes (given to me by the English department).  The reality of it is that the tests have to be 40 questions multiple choice based on the usual gapfill and find-the-best-answer principles.

Students that do badly in the test will (invariably  ) achieve good scores on their continual assessment so as all the students pass each outcome each year - whether or not they can actually do what's on the list is irrelevant frankly!


As Wangsuda rightly says, these things are what they (heads of department and IME MoE inspectors) like to see featured heavily in curriculum outlines and lesson/unit plans - so in that respect they are very useful.  Thanks to Wangsuda, everyone now has them cut-and-pasteable 

[wangsuda]

All the strands are quite left to the interpretation of the teacher - there are no pre-defined levels of achievement or benchmarks.  The teacher is free to set the bar low enough to ensure that each student passes on each outcome.

Technically, there are specific outcomes for each level of Mathayom (at least there are in the government/MoE published book that I have). To be honest, I was too darn lazy to transcribe all the outcomes. But as you said, these strands and outcomes are broad enough to cover anything. And it certainly is impressive to the schools when you can shoot off strand numbers.

[diaw]

If schools were able to fulfill these aims, then the Thai education system would indeed be world-class. To my mind, at least, they seem to very commendable targets to aim for.

If Thailand were able to institute a system of checks-&-balances whereby independent assessments were performed between schools & educational institutions, against these objectives, then it would be well on its way upwards.

IMHO it is this lack of suitable cross-checks that is severely hampering the whole educational system. The aims are commendable, but the delivery is lacking.

[bomha]

Wangsuda, as usual, is head and shoulders above most of the professional educators who run Thai government schools.  To them, this is just bureacracy.  It is a game they play.  They are not serious, but when you want to pretend you are serious, these MoE strands sound real serious. 

And the strands (which mean whatever you wish to interpret, since theyre really in Thai anyway) are great goals. 

Wangsuda has had the joy of actually working in teaching enviroments that are professional by Western standards.  Where you could give honest evaluations of failing students.  Where you could write open ended questions not multiple choice.  I think more than 90% of the Thai government schools are not halfway to this goal.

Thanks, Wangsuda.  The photo is your baby, yes?

[wangsuda]

Yes, handsome devil, isn't he?

[Andy]

What scale do they use to determine if they met those strands or not. I ain't ever heard of strand before so what's the diff between a strand and a standard?

[wangsuda]

What scale do they use to determine if they met those strands or not. I ain't ever heard of strand before so what's the diff between a strand and a standard?

Strands and standards are pretty much the same. Thailand calls them "strands," and America calls them "standards." Results for Thai strands are measured in outcomes (which I have NOT included). While strands are the same from P1 through M6, and substrands are the same for P1-P3, P4-P6, M1-M3, and M4-M6, outcomes change every grade level. Thai standardized tests are based on outcomes.