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Udon Thani Rajabhat University

Receiving University

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About Udon Thani Rajabhat University

Udon Thani Rajabhat University (UDRU) located in Udon Thani province (Thailand), An important regional hub that connects northeastern Thailand with the rest of the country as well as neighboring Laos. Established in 1923, UDRU has been know as one of the fast growing Thai universites where international and local knowledge meet to empower the community and the region.

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The Campus
Udon Thani Rajabhat University has three campuses: themain campus (94.04 acres) conveniently located in the city; Sam Phrao campus, newly built in tranquil wide open outskirts of Udon Thani city (826.32 acres); and Bueng Kan campus (80.66 acres) in the recently established province of Bueng Kan about 200 kilometers north-east of the main campus.

Udon Thani International School

Class Observation and Assistance

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About Udon Thani International School

UDIS is an IB World School and uses a British influenced curriculum taught through inquiry-based learning.  This provides the structure, depth and standards of individual subjects from the British curriculum, with the freedom of the inquiry approach which can help students forge understandings across all areas of their learning. With this curriculum we aim to develop students who can be world citizens with high level thinking skills that can easily continue their studies throughout the world. UDIS offers the following programmes to our learners:

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Early Years (2-5 years of age)

The Early Years is based on the Early Years Foundation Stage (EYFS) curriculum and is a programme of instruction for children aged 2-5 years old. You can find out more about the Early Years at UDIS here.

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Primary Years (5-11 years of age)

The Primary programme, is based on the National Curriculum of England and comprises six levels for children aged 5-11 years of age (to 12 years of age for 2019/2020). You can find out more about the Primary programme at UDIS here. We teach our EY and PY programmes through inquiry based learning and the Primary Years Programme (PYP) from the International Baccalaureate. Find out more about the PYP programme at Udon Thani International School here.

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Middle Years (11-16 years of age)

UDIS is expanding into the middle years from August 2020. Our Middle Years Programme (MYP) will open from Year 8 and will use the MYP programme from the IB. Find out more about our Middle Years Programme at Udon Thani International School here.

Ban Thong-in Suan Morn School

Class Observation and Assistance

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About Ban Thong-in Suan Morn School

Ban Thong-in Suan Morn School, located in the serene Soe Phloe, Kumphawapi District, Udon Thani, Thailand. Our institution stands out for its distinctive approach to education, emphasizing a holistic learning experience that integrates environmental awareness.

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Ban Thong-in Suan Morn School is characterized by a holistic educational philosophy, setting it apart from conventional urban schools. While traditional institutions prioritize academic pursuits, our focus extends beyond the classroom, offering students a unique understanding of sustainable practices and the intricate processes involved in food cultivation.

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Ban Thong-in Suan Morn School is not just an educational institution; it is a community that values the intersection of education and the environment. The school's commitment to mitigating environmental challenges is an integral part of their curriculum, leaving a lasting impression on all who engage with our educational initiatives.

Ban Mueang Thong Border Patrol Police School

Class Observation and Assistance

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About Ban Mueang Thong Border Patrol Police School

The Border Patrol Police operates as a distinct police unit within the Royal Thai Police, with responsibilities that set it apart from other police divisions. Tasked with patrolling border areas, the unit serves as the frontline defender of the nation's sovereignty, effectively acting as a protective barrier. Amid the challenging landscapes, the Border Patrol Police encounters numerous individuals grappling with livelihood issues and health concerns. In response, the unit extends assistance by distributing essential provisions such as food and clothing alongside providing medical care to those in need.

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During their duties, the Border Patrol Police have observed villages where many school-aged children remain outside the realm of education due to the challenging terrain, preventing the establishment of schools by educational authorities. In certain areas, the presence of opposing forces to the government exacerbates the situation, turning these locations into rugged, forested territories. Consequently, in 1955, establishing a school emerged as a solution to this educational gap. The aim was to teach the hill tribe people, enabling them to grasp the Thai language for enhanced communication and mutual understanding. Simultaneously, the school was envisioned to serve as a conduit for disseminating knowledge and technology to improve living conditions and foster stability in governance.

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Following the Ministry of Education regulations, the Border Patrol Police School was inaugurated in 1956 at Don Mahawan Village, Chiang Khong District, Chiang Rai Province. Named "Border Patrol Police School Bamrung No. 1," it commenced teaching on January 7, 1956. During the initial stages, the school faced financial constraints, relying on support from the border patrol police for funding. Recognizing the financial challenges faced by the students, predominantly impoverished children, the school facilitated their education by sourcing books and school supplies through the generosity of kind-hearted donors coordinated by the Border Patrol Police.

Ban Nong Kung Kaew

Class Observation and Assistance

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About Ban Nong Kung Kaew

Nestled within the heart of its community, Ban Nong Kung Kaew emerges as a beacon of immersive education, encapsulating the spirit of farm-to-school practices and fostering a profound connection with the surrounding environment. As the culmination of a series of farm school visits, Ban Nong Kung Kaew showcased an exceptionally memorable and enjoyable experience for its guests.

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This newfound connection paved the way for an engaging tour around Ban Nong Kung Kaew's premises, offering deeper insights into the school's curriculum and its commitment to hands-on learning activities. The meticulous crafting of these activities reflects the school's dedication to farm-to-school practices, bridging the gap between theoretical knowledge and real-world applications.

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Ban Nong Kung Kaew stands as a testament to the symbiotic relationship between education and the environment, creating a dynamic learning space where students thrive academically while cultivating a deep understanding of sustainable practices. The school's commitment to fostering connections and providing enriching experiences marks it as a vibrant hub of learning and cultural exchange within its community.

Don Bosco Vitthaya School

Class Observation, Assistance, and Actual Teaching

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About Don Bosco Vitthaya School

Don Bosco Wittaya School Udon Thani Province It is a Catholic educational institution. Under the administration by Salesian clergy Strive to develop children and youth into perfect person, good citizen, good quality, and a good sacrament of religion.

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Grace Jao Klarins Jeduhart, the head of the Diocese of Udon Thani It intends to set up an educational institute in the province to preach knowledge and moral training for the youth of the nation. Therefore, Salesian clergy has been contacted to establish a school in Udon Thani city center. Chau Salesian District Pastor Hector Freireio then sent Archbishop Carlo Casetta to set up a school on purpose on June 24, 1949. Currently, it has a total area of ​​65 rai, with a territory to the north of Nong Si. m South of the country. On the east, take the railway zone The west touches all that. The school was authorized to establish a school on March 20, 1957 and taught from May 17, 1957 onwards. At present, Don Bosco Vittaya School has been teaching since Kindergarten. Up to the secondary school year 6.

Academic Support System

The key components and principles of the academic support system are outlined below:

 

1. Principles of Organizing Experiences:

  • Variety of Play and Learning Experiences: To develop children holistically in a balanced and continuous manner.

  • Focus on Individual Needs: Meeting the needs, interests, personal differences, and the societal context in which children live.

  • Importance of Learning and Development: Emphasizing the learning and development process of children.

  • Continuous Development: Managing development as a continuous process, integrating ongoing results into the experience.

  • Stakeholder Involvement: Involving parents, families, communities, and all stakeholders in the development of children.

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2. Guidelines for Experiences:

  • Developmental Psychology and Age-Appropriate Activities: Tailoring experiences based on developmental psychology and age-appropriate brain function.

  • Integrated Experiences: Integrating activities, skills, and learning materials.

  • Child-Initiated Experiences: Allowing children to initiate, plan, decide, act, and present ideas.

  • Interactive Environment: Creating an environment for children to interact with others in a conducive and cooperative atmosphere.

  • Diverse Learning Sources: Providing experiences that involve diverse media and learning sources.

  • Character Development: Incorporating experiences that promote good character and daily living skills, including morality, ethics, and discipline.

  • Planned Documentation: Documenting individualized information about a child's development and learning for the benefit of their development and research.

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3. Organizing Daily Activities:

  • Principles of Daily Activities:

  • Age-Appropriate Duration: Determining the duration of each activity based on the age of the child.

  • Balanced Activities: Balancing indoor and outdoor activities, activities for big and small muscles, individual and group activities, child-initiated and instructor-initiated activities.

  • Scope of Daily Activities:

  • Big and Small Muscle Development: Activities for developing strength, balance, flexibility, agility, and coordination.

  • Emotional, Mental, and Moral Development: Activities fostering good feelings, confidence, discipline, responsibility, honesty, compassion, and other moral and ethical values.

  • Social Habit Development: Encouraging good character, assertiveness, safety awareness, and habits of daily living.

  • Thinking and Language Development: Activities promoting problem-solving, conceptual thinking, mathematical and scientific thinking, language usage, and love of reading.

  • Imagination and Creativity: Encouraging creativity through arts, music, movement, role-play, and other imaginative activities.

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4. Development Assessment:

  • Systematic Assessment: Planning systematic development assessments.

  • Comprehensive Assessment: Assessing all aspects of child development, including physical, emotional, mental, social, and intellectual dimensions.

  • Regular Individual Assessment: Assessing individual child development regularly throughout the year.

  • Real-World Assessment: Using tools and methods that reflect actual conditions and are aligned with necessary daily activities.

  • Summary and Application of Results: Summarizing evaluation results and applying them to develop appropriate assessment methods for children aged 3-6 years.

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In summary, Don Bosco Vitthaya School's academic support system is grounded in principles that emphasize holistic development, individualized experiences, stakeholder involvement, and ongoing assessment. The daily activities and assessment processes are designed to cover various aspects of child development, fostering a nurturing and comprehensive learning environment.

Teaching System

The teaching system at Don Bosco Vitthaya School is designed to cater to the needs, interests, and individual differences of learners from Grade 1 to Grade 6. The school adopts a curriculum based on the Basic Education Core Curriculum B.E. 2551 and aligns with the principles outlined in the National Education Act B.E. The teaching system takes into account brain development, career considerations, and the changing landscape of education in the 21st century. Below are key features and components of the school's teaching system:

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Grade 1 – 3 Curriculum:

  1. Learning Groups: Students are assigned to learn in 8 groups of subjects, including Thai language, mathematics, science and technology, social studies, religion, and culture, health and physical education, art, career, and foreign language.

  2. Reform Alignment: The curriculum is designed to align with the ongoing reform in the country's education and education management in the 21st century.

  3. English Language Activities: At the lower secondary level, the school organizes English language activities with foreigners.

  4. Music Practice: Students have the option to practice music according to their aptitude and interests.

  5. E-Learning: The teaching system incorporates E-Learning in conjunction with science and mathematics education.

Curriculum Divisions for Grade 1 – 3:

  1. Smart Program Course Plan / Special Classroom IPST:

    • Intensive science curriculum for students with high potential (gifted) in science, mathematics, and technology.

    • Additional focus on English language courses.

    • Advanced-level courses in science and mathematics.

  2. Intensive Science Math (ISM) Course:

    • Focus on developing students in mathematics and science.

    • Rich content of study, including higher-level science.

    • Promotes life skills, social discipline, and volunteerism.

  3. Intensive English Program (IEP):

    • Focus on developing students into lifelong learners.

    • Curriculum covers subjects in 8 learning groups.

    • Includes additional English language learning with foreigners.

    • Promotes life skills, social discipline, and volunteerism.

  4. Regular Course (Science-Math):

    • Covers subjects in 8 learning groups.

    • Encourages students to develop based on interests and potential.

    • Learners learn three additional subjects in subgroups: science, English, and mathematics.

    • Promotes life skills, social discipline, and volunteerism.

Secondary School Level 4 – 6 Curriculum:

  1. Mathematics-English Plan (Arts-Calculation):

    • Focus on developing students into lifelong learners.

    • Curriculum covers subject content in 8 learning groups.

    • Enhanced teaching and learning in math and English courses.

    • Concentration with foreign teachers.

  2. English-Chinese (Arts-Language) Study Plan:

    • Aimed at learners with an interest in languages.

    • Develops communication skills in Thai, English, or a foreign language as a third language.

    • Encourages the use of language in daily life.

    • Emphasizes the ability to use various technologies for creative work.

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Key Characteristics of the Teaching System:

  1. Individualized Approach: The teaching system takes into account individual differences, allowing students to choose courses based on their interests and aptitudes.

  2. Practical Skills Development: The curriculum emphasizes the development of practical skills, including life skills, social discipline, and volunteerism.

  3. Integration of Technology: The use of E-Learning and the encouragement of using various technologies highlight the school's commitment to integrating technology into the teaching and learning process.

  4. Foreign Language Emphasis: The school offers opportunities for students to learn and interact with foreigners, enhancing language skills and cultural understanding.

  5. Alignment with Reforms: The teaching system is designed to align with the ongoing educational reforms and the changing demands of the 21st-century education landscape.

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In summary, the teaching system at Don Bosco Vitthaya School is characterized by its flexibility, individualization, practical skill development, and alignment with both national curriculum standards and contemporary educational principles.

Materials and other Learning sources

  1. Curriculum Materials:

    • The school follows the Basic Education Core Curriculum B.E. 2551, and the school use curriculum materials aligned with these standards.

    • Learning materials specific to each subject group, such as Thai language, mathematics, science and technology, social studies, religion and culture, health and physical education, art, career, and foreign language.

  2. Teaching Aids:

    • Given the emphasis on experiential learning and diverse teaching methods, the school use a variety of teaching aids, including visual aids, multimedia resources, and interactive materials to enhance understanding.

  3. English Language Activities:

    • For English language activities with foreign students, the school uses materials such as English textbooks, language learning software, and interactive activities to promote language proficiency.

  4. E-Learning Resources:

    • The incorporation of E-Learning suggests the use of electronic resources, online platforms, and digital tools to complement traditional teaching methods in science and mathematics.

  5. Specialized Program Materials:

    • For specialized programs like the Smart Program, Intensive Science Math (ISM) Course, Intensive English Program (IEP), and Regular Course (Science-Math), the school provides specific materials tailored to each program's focus.

  6. Foreign Language Learning Materials:

    • For programs emphasizing foreign language learning, such as English and Chinese, the school may use language textbooks, language-learning apps, and materials to expose students to authentic language use.

  7. Science and Technology Resources:

    • Given the emphasis on science, mathematics, and technology, the school provide materials such as laboratory equipment, science kits, and technology tools to facilitate hands-on learning experiences.

  8. Library Resources:

    • Don Bosco Vitthaya School have a library stocked with a variety of books, reference materials, and educational resources to support independent and supplementary learning.

  9. Collaborative Learning Tools:

    • The school utilizes collaborative learning tools to encourage student interaction and group activities. This could include project materials, group discussion platforms, and collaborative software.

  10. Documentation and Assessment Tools:

    • Materials for documenting individualized information about child development and assessments include tools for observations, assessments, and documentation of student progress.

Measurement and Evaluation System

  1. Assessment Methods:

    • The school employs various assessment methods, including written exams, quizzes, projects, presentations, and practical assessments.

  2. Continuous Assessment:

    • Ongoing assessment throughout the academic term to gauge students' understanding and progress in each subject.

  3. Formative Assessment:

    • Assessment methods aimed at providing feedback during the learning process, allowing teachers to adjust their teaching strategies and students to improve their understanding.

  4. Summative Assessment:

    • End-of-term or end-of-year assessments to measure overall achievement and understanding.

  5. Examinations:

    • Standardized exams or assessments covering the curriculum content.

  6. Project-Based Assessment:

    • Evaluation of students' ability to work on projects, promoting critical thinking, creativity, and application of knowledge.

  7. Individual and Group Assessments:

    • Both individual and collaborative assessments to foster teamwork and interpersonal skills.

  8. Practical Assessments:

    • Assessment of practical skills, especially in subjects like science, technology, and art.

  9. Performance Evaluation:

    • Evaluation of students' performance in activities such as sports, arts, and other co-curricular activities.

  10. Language Proficiency Assessment:

    • Assessment of language skills, particularly for programs with a foreign language emphasis.

  11. Regular Reporting:

    • Regular reporting to parents or guardians regarding students' academic progress and areas for improvement.

  12. Adaptation to Learner Differences:

    • Consideration of individual differences in learning styles and abilities in the assessment process.

  13. Documentation of Child Development:

    • Documentation of child development, which include observations and records of individualized information.

Curriculum

Don Bosco Wittaya School follows the Basic Education Core Curriculum B.E. 2551. The curriculum appears to be comprehensive, covering a range of subjects and programs to address the diverse needs and interests of students. Here's a summary of the key elements of the school's curriculum:

Grade 1 – 3 Curriculum:

  1. Learning Groups:

    • Thai language

    • Mathematics

    • Science and technology

    • Social Studies, Religion, and Culture

    • Health and Physical Education

    • Art

    • Career

    • Foreign language

  2. Programs and Initiatives:

    • Specialized programs such as Smart Program course plan/special classroom IPST, Intensive Science Math (ISM) Course, Intensive English Program (IEP), and Regular course (Science-Math).

  3. Foreign Language Activities:

    • English language activities with foreigners at the lower secondary level.

Secondary School Level 4 – 6 Curriculum:

  1. Learning Groups:

    • Subjects grouped into eight categories to cover a wide range of disciplines.

  2. Programs and Initiatives:

    • Mathematics-English Plan (Arts-Calculation)

    • English-Chinese (Arts-Language) Study Plan

Common Themes Across the Curriculum:

  1. Emphasis on Practical Skills:

    • Promotion of life skills, social discipline, and volunteerism.

  2. Integration of Technology:

    • Use of E-Learning in conjunction with teaching and learning science and mathematics.

  3. Alignment with Educational Reforms:

    • Adherence to the principles of brain development, individual differences, and the ongoing educational reform in the country.

Specialized Programs:

  1. Smart Program Course Plan / Special Classroom IPST:

    • Intensive science and mathematics education for gifted students.

  2. Intensive Science Math (ISM) Course:

    • Focus on the development of students in mathematics and science, including life skills and social discipline.

  3. Intensive English Program (IEP):

    • Concentration on developing students into lifelong learners with an emphasis on English language skills.

  4. Regular Course (Science-Math):

    • Encouragement for students to develop based on interests and potential, covering subjects in 8 learning groups.

  5. Mathematics-English Plan (Arts-Calculation):

    • Focus on language and mathematics skills for students interested in both areas.

  6. English-Chinese (Arts-Language) Study Plan:

    • Aimed at learners with an interest in languages, developing communication skills and the ability to use various technologies.

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