Phaslized Thematic Socialized Using PTS as an innovative pedagogy： A case study from a culinary school in Taiwan 1

Introduction -1/3 Introduction 1/3 Organization Key competences UNESCO (1996) Learning to know; Learning to do; Learning to live together; Learning to be; Learning to change European Union (2006) Communication in the mother tongue; Communication in foreign languages; Mathematical competence and basic competences in science and technology; Digital competence; Learning to learn; Social and civic competences; Sense of initiative and entrepreneurship; Cultural awareness and expression 3

Introduction 2/3 Organization Key competences OXFAM (2006) Being aware of the wider world and has a sense of their own role as a world citizen; Respecting and valuing diversity; Having an understanding of how the world works; Being outraged by social injustice; Participating in the community at a range of levels, from the local to the global; Being willing to act to make the world a more equitable and sustainable place; Taking responsibility for their actions OECD (2005) Use tools interactively (language, technology); Interact in heterogeneous groups; Act autonomously 4

Introduction 3/3 Interpersonal Communication The competence to Global citizen Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo) Reference framework Learning: The treasure within (education for the 21st Century) UNESCO European Union Oxfam OECD Interpersonal Communication The competence to foster an active interaction between individual and environment 5

Introduction 4/4 Lifelong learning: help people possess certain skills and competences that are necessary for life skills to live under a world full of complex uncertainties (Crick & Wilson, 2005) . Innovative pedagogy: become one of most crucial enablers to drive the innovation in education because the challenges and problems are not alike as previous century ago (Ferrari, Cachia, & Punie, 2009) . Pay more attention to what to learn and how to learn instead of what to teach and how to teach. 6

What school teaches us Richard Riley (2007)…… Education should prepare young people for jobs that do not yet exist ….

Teaching for the Future Another educational perspective from Hsia (2017)： …in stead of giving answers to students, try to lead them in a real life way.

PTS PTS Pedagogy Phaslized learning (step by step learning process) Thematic teaching (integrated learning) Socialized learning environment (school as a micro-society) PTS

PTS in KaiPing Culinary School No learning boundary Learn how to survive in a real society

PTS in KaiPing Culinary School Build up a school environment as a micro-society Each student is treated as an individual in social context, where students are given autonomy and independence to actively participate in the exploration of their own interests by dialogue and interaction in designed curricula. Foster a school culture of teamwork and collaboration Bridge the gap between the school and real world English Science History Geography 18

PTS in KaiPing Culinary School An learning environment for equality and independence Students take responsibilities for not only their own behavior but the path to their careers. Immersed in a respectful and equal interaction in KaiPing, where students seek for their learning interests and make their own decisions with autonomy but also take responsibility for the results. English Science History Geography 19

PTS in KaiPing Culinary School The number of students (mixed-ages) small group→whole class→school→community/society The level of difficulties Execution→Planning→Coordination The degree of communication skills and relationship handling in complexity within class → within school → within community self-reflection and coping mechanisms for conflict resolutions 7

PTS in KaiPing Culinary School The acquirement of knowledge, skills and life experience theory→practice→integration The level of students’ competences supervision→direction→autonomy 7

PTS in KaiPing Culinary School 10

PTS in KaiPing Culinary School The integration of knowledge and life experiences; foster students’ development of hard and soft skills. The catalyst for teachers to work together A teamwork environment： integrate, reflect, and apply their learning through capstone projects English Science History Geography 15

Methodology Qualitative method is employed Interview with school principle and other stakeholders; Interview with teachers; Focus groups with students and parents; Classroom observation; Document analysis English Science History Geography 20

Findings and Discussion- Teaching Strategy 1/2 A learner-oriented teaching approach Echoing to the students’ needs, PTS in KaiPing Culinary School conducts project-oriented courses with the aspects of life experiences and practice. Problem-solving programs develop students a broad range of thinking abilities which engage them with relevant and real-life experiences. Collaboration among teachers, students and parents; school, community and culinary business English Science History Geography 21

Findings and Discussion- Teaching Strategy 2/2 A school climate of teamwork and mutual partnership Unlike traditional teacher-centered instruction, PTS teachers are not decision-makers but the roles of scaffolding and mentoring, rendering students autonomy to learn through practice. English Science Intensive cooperation in teacher community Team teaching Mentor-apprentice model of learning Collaborative style of interactive teaching History Geography 22

Findings and Discussion- Student learning outcomes Equipped with competences to adapt to the changing world The aspects of communication and interaction skills PTS pedagogy has underpinned can cultivate students’ adaptive abilities to work with the people and environment, further facilitate the students in future employment and social activities. English Science Active learning In lieu of project-based lessons, the design of PTS curriculum equips the students with enough flexibility and autonomy to help them understand themselves as active and independent learners. History Geography 23

Worldwide Recognition KaiPing is the one and only culinary school in Taiwan recognized with Quality Culinary Education Certification from WorldChefs (WACS).

Findings and Discussion- Challenges and limitation 1/2 Teachers’ abilities to adopt phaslized teaching Phaslized teaching is uncommon and challenging for teachers who had been trained in a traditional manner. It entails teachers’ profession as well as a new way of thinking toward teaching. English Science The evaluation of students learning outcomes Given thematic learning involving a combination of different disciplines, standardized tests can not appear to be an appropriate tool to assess students’ learning outcomes. Thereby, a diverse evaluation mechanism should be invented to address this issue. History Geography 24

Findings and Discussion- Challenges and limitation 2/2 To what extent of autonomy PTS allows for students Despite of autonomy being the essential element for PTS, there exists an ambivalent boundary regarding how much freedom the school and teachers can give it to students. The balance of autonomy and regulation remains the emerging issue in this pedagogy. English Science History Geography 25

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