Abstract
The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3) to disseminate using theconducted model, to childhood, secondary and elementary education. The subjects consisted of school administrators, instructors, and students of Satit Vajiralongkorn Rajabhat University School in the academic year 2018. The instruments used included 1) GPAS 5Steps Teaching Model, 2) test, 3) instructors and learners’ ability evaluation, 4) observation form, and 5) opinion evaluation. The statistical analysis utilized mean, percentage, standard deviation, and content analysis.
 The results were as follows: 1) GPAS 5Steps Teaching Model included principle, objectives, instructions, assessment and evaluation, and success factors. 2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors’ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors’ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students’ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level. 3) In conclusion, the disseminatedresults provided benefit to instructors as pedagogues and the overall student learning experience.
Highlights
In contemporary society, education seeks to equip students with the skills and attributes to navigate and succeed in a challenging period of rapid cultural, societal, economic and technological change. 3R 3Cs are learning skills for preparing learners to develop emotionally and cognitively in society, exemplified by the basic„3R‟s - reading, writing, arithmetic and the„3Cs‟ - critical thinking and problem solving, creativity and innovation, cross-cultural understanding, all essential forcollaborative teamwork and leadership, communication, information and media literacy, computing and ICT literacy, career and learning skills and compassion (Office of the Education Council: ONEC, 2018: introduction)
2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors‟ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors‟ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students‟ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level
According to the educational position report 2016/2017 guideline of educational reform into Thailand 4.0 era (Office of the Education Council, 2018) teacher professional development is a crucialfactor for improving basic education quality.This Report suggests that education should focus onanalytical thinking alongside experimental and active learning instruction
Summary
Education seeks to equip students with the skills and attributes to navigate and succeed in a challenging period of rapid cultural, societal, economic and technological change. 3R 3Cs are learning skills for preparing learners to develop emotionally and cognitively in society, exemplified by the basic„3R‟s - reading, writing, arithmetic and the„3Cs‟ - critical thinking and problem solving, creativity and innovation, cross-cultural understanding, all essential forcollaborative teamwork and leadership, communication, information and media literacy, computing and ICT literacy, career and learning skills and compassion (Office of the Education Council: ONEC, 2018: introduction). The Minister of Education for Thailand recentlyannounced the use of Basic Education Core Curriculum B.E. 2551 (A.D. 2008) to promote independent learning skills within the school framework This scheme is expected to create more technologically and cognitively astute learners but make the learning process a more emotionally sustaining and positive experience on the journey to collaborative citizenship.(Thailand Minister of Education, 2008: 17). A learner-centered curriculum, thereforeis neededto drive educational reform, an initiative which empowers students to embrace their differences from other students and use their own knowledge, learning aptitudes and motivations as tools for self development This philosophy is consistent withthe royal educational thoughtof His Majesty King Bhumibol Adulyadej(King Rama IX) and The King Maha Vajiralongkorn (King Rama X)who both contend that lesson study and the Professional Learning Community- PLC –are essential for role modeling the effective teacher in the 21st century. An essential part of the process is assessment and evaluation: students are encouraged to check, review and ask questions of peers related to data findings and teaching performance
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