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

2. 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

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

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

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

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

7. 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.

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

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

10. 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

11. 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

12. 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

13. 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

14. PTS in KaiPing Culinary School10

15. 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

16. 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

17. 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

18. 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

19. 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

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

24. 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

25. 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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