The document discusses experiment-based teaching strategies for learner-centered learning. It explains the steps of observation, hypothesis formation, experiment design, experiment conduction, data analysis, and conclusion. An example experiment on investigating the effect of temperature on solubility is used to demonstrate these steps. The benefits of experiment-based teaching in developing students' scientific thinking skills are also highlighted.

1. Learner centered approach
EESDP LEARNING STRATEGIES:

2. IN THIS WEBINAR WE WILL BE USING THESE CHANNELS
2
FACEBOOK PAGE: FACEBOOK.COM/EESDP
REMINDER: MUTE “MIC” BUT OPEN “CAMERA”
CHAT BOX OF ZOOM MTG.
Active e-mails plus Google Docs/Forms:
Monitor the facebook.com/eesdp page for
important LINKS
1 2
3

3. On purpose
LET’S UNDERSTAND THE TERMS
An experiment is a study of cause and effect.
It differs from non-experimental methods in
that it involves the deliberate manipulation of
one variable, while trying to keep all other
variables constant.
What is EXPERIMENT
BASED- teaching?

4. Variable:
# of seeds
Variable:
Kind of pots
Variable:
Same soil
One Variable:
WATER!
POT A POT B POT A POT B

5. CONTROL
Variable:
# of seeds
CONTROL
Variable:
Kind of pots
CONTROL
Variable:
Same soil
EXPERIMENTAL
Variable:
WATER!
POT A POT B POT A POT B
EXPERIMENT TO
PROVE HYPOTHESIS
RIGHT OR WRONG
HYPOTHESIS: WATER AFFECTS THE GROWTH OF TOMATO PLANTS
NO WATER!
Which pot will grow seedlings from seeds? A or B?

6. After 3 days… observe what happened
Even “UNEDUCATED” FARMER KNOWS (BASED ON OBSERVATION AND TRADITIONAL KNOWLEDGE)
THAT PLANTS NEED WATER TO LIVE, SO WHAT DEEPER (MORE CRITICAL) KNOWLEDGE
THEN DO WE WE NEED TO TEACH AND LEARN IN SCHOOL?
WITH WATER VS WITHOUT WATER

7. We are training students to be scientific thinkers
(they use the scientific method of “evidence-based” thinking)
SURE, WE GIVE OUR PLANTS/CROPS WATER—
BUT HOW DO WE KNOW HOW MUCH WATER IS BEST FOR OUR SPECIFIC PLANTS?
1 CAN H20
2 CANS H20
½ CAN H20
So this is the VARIABLE we want to prove: amount of water per plant/day for 7 days from date of planting
seeds (but constant amount of soil/size of pot/kind of seed/kind of water/size of can/amount of sunlight)

8. LET’S APPLY TO
CONTEXT
What is a hypothesis?
• A hypothesis is a prediction you
create BEFORE running an
experiment. The common format is:
If [cause], then [effect], because
[rationale].
• In the world of experience optimization,
strong hypotheses consist of three
distinct parts:
• a definition of the problem,
• a proposed solution, and
• a result.
LET’S
UNDERSTAND
THE TERMS
In given example:
“If we give each
TOMATO seed, 1
can of water per
day for seven days
straight since date
of planting, then it
will grow optimally.
Proof: final
height/number of
leaves on day 7.
Because—not too
much to drown the
roots not too little
to dissolve
nutrients for roots
to absorb.

9. Start date/end date
I will control
seeds/soil/sun/pot; but I
will vary amount of water
Maybe it’s the
amount of water
6. CONCLUSION
5. ANALYZE
RESULTS
AND DATA
4.CONDUCT
EXPERIMENT
3. CREATE
EXPERIMENT
1. OBSERVATION
2. HYPOTHESIS
EXPERIMENT-
BASED
TEACHING
EXPERIMENT-BASED TEACHING
steps
I water plants everyday but
noticed non-uniform growth
Height/number of
leaves/color day to
day basis
For Tomatoes, best to water
only 1 can per day…
But what about
TIME of watering?

10. We are training
students TO BE
scientific thinkers
(they master the use of
scientific method or “evidence-
based” thinking)
--not just “learning
about” a specific
experiment

11. Can PLANTS use any KIND
of light apart from
SUNLIGHT?
Artificial LIGHT can be
used by plants same way
chicks use light bulbs to
“grow”
electric YELLOW LIGHT vs
WHITE LIGHT vs SUNLIGHT
Make your own
sample
Make your own
sample
Make your own…
Make your own…

12. Reaction to sub-topic 1
Questions
What is experiment based teaching?
• What are the steps?
• Can this be done in Lao classroom?
• What are the benefits?
• What are the challenges/setbacks?
• Reaction Panel (5 minutes each):
• Ajan Ket of DTE
• Ajan Keo of EESDP
• Ajan Outhit of RIES

13. Let’s continue

14. Why Use Experiments
Instead?
• What are some situations in which instructors might
choose to use a classroom experiments instead of, or in
addition to, more traditional classroom practices?
• Experiments can be used to introduce new ideas or to clarify
puzzling aspects of topics with which students typically
struggle.
• If the result of an experiment is surprising yet convincing,
students are in position to build ownership of the new
idea and use it to scaffold learning.
• In addition to checking that the conceptual focus of the
experiment has been understood correctly, post-
experiment assignments can push students to describe a
follow-up experiment or to extend the concept to another
application.

15. Benefits
The pedagogy is built on research on learning that shows that most
students do not respond best to pure "chalk and talk," but rather to "active
learning" environments.
Classroom Experiments keep learners active in a number of ways
depending on the nature of the particular experiment.
•Students are active in generating data or behavioral observations
•Students analyze data, examples or models
•Students answer leading questions posed by the instructor and compare their
answers with those of other students
•Students work together in groups to solve problems, devise strategies or
understand class concepts
•Students predict how changing the experiment will change the outcomes
•Students compare experimental results to classroom theories and use them to
confirm or critique the theories

16. Reaction to sub-topic 2
A. QUESTIONS
• Why Experiment-Based teaching?
• What are your experiences in using this teaching
method? Is it easy or difficult?
• Would you like to recommend it for Lao classrooms?
• What soft skills can be developed using these
technique?
B. REACTION PANEL
• Ajan Tavanh of DTE
• Ajan Houmphanh of RIES
• Ajan Sengkeo of DTE

17. Experiment Based Teaching
ACTIVITY
TIME !!!!
17
HOME TASK (SHOULD BE
DONE AND SUBMITTED
AFTER THE WEBINAR

18. Step 1: Observation
• Based on your daily life experiences, answer
the following questions:
1. Have you ever observed that sugar dissolves at different rates when
dissolved in hot and cold tea/coffee? Why is it so?
2. Imagine you forgot to put salt in the food while cooking, when do you think
is the right time to add salt: when the food is still warm or after it has
cooled down, in case you want to eat later?
3. Is it quicker to dissolve chocolate powder in hot milk than in cold milk
while preparing the chocolate milkshake or do you think there is no
difference?
Personal learning activity

19. • Based on your daily life observations, create
your hypothesis to answer the following:
Do you believe there is any relationship
between solubility of solute and the
temperature of the solvent/solution?
If yes, what is that?
Step 2: Create a Hypothesis

20. Step 3: Create an experiment
Design an experiment to test your hypothesis:
1. Imagine that you have been provided with a packet
of M&Ms or mentos, how can you investigate the
effect of temperature on solubility of solutes using
it
2. Write the steps you will perform to conduct an
experiment and confirm/reject your hypothesis
3. Also state if there will be any control variables in
your experiment

21. Time to share
• One representative from each group will
be asked to share the responses to
questions in steps 1, 2 and 3.
Did you get this result from your experiment?
We know that temperature affects the solubility of solutes as observed in daily
life examples, we can investigate this effect by using M&Ms and dissolving them
in water at different temperatures and then comparing the results, the more
colour and sugar dissolves from the coating of M&Ms in the water, the more will
be its solubility and therefore more chocolate will be visible in the water. We can
use cold water, hot water and water at room temperature to compare effect of
temperature on solubility
NOTE:
Require YOUR
students to
group for the
activity to
design their
experiment
and ask them
to share in
class
FOR THIS
WEBINAR:
YOU will
design the
experiment
mentally,
in your
“role play”
as student

22. NOTE THAT....
Only variable that should
be changed is the
temperature of the water,.
Variables that are kept
same for all conditions are
called controlled
variables, this is done so
that only the effect of the
changing variable can be
investigated and others do
not impact the
investigation
Time to share
CONTROL VARIABLES
These are following control
variables in designing this
experiment:
 Kind of container
 Amount of water
 Color of the
M&M’s/Mentos
 When the
M&M’s/Mentos are
placed in the water
 Location of the M&M’s in
each cup
All these variables should be
kept the same
NOTE:
Require YOUR
students to
group for the
activity to design
their experiment
and ask them to
share in class
FOR THIS
WEBINAR:
You will realize
the insights/
concepts
mentioned must
be DISCOVERED
by the class after
sharing their
experiment
design so you
must direct the
discussion
towards it

23. Self learning task/Simulation
You are encouraged to conduct
and video this experiment and
share results with us by
posting pictures/videos on
facebook.com/eesdp
Step 4: Conduct an experiment
Conduct an experiment using the following material and
procedure
 M&M’s/Mentos (3 same color)
 3 clear plastic cups
 1 sheet of white paper
 Room-temperature water
 Hot water (about 50 °C)
 Cold water (about 5 °C)
Procedure
1. Pour cold, room-temperature, and hot water into the cups
so that the water is deep enough to cover an M&M.
2. Place the three cups on the white paper. Write Cold,
Room-temp, and Hot near each cup.
3. Place a same-colored M&M in the center of each cup at
the same time. Observe for about 1 minute.
After class discussion, students will AGREE on the final PROCEDURES/PROTOCOLS of the experiment so that
all groups can conduct uniformly. It’s important that students did the “pre-planning” of experiment and not
just “follow book” so that we enforce the scientific thinking habit for them as target soft skill.

24. • Compare the results of dissolution of M&M/
Mentos coating in three different temperatures of
water and order them in decreasing order of
solubility.
Has any one of you ever tried this, can you answer the following ??
• Solubility in hot water is ___________
(greater/less) than in room temperature water.
• Solubility in cold water is ___________
(greater/less) than in room temperature water.
Thus, solubility in Hot water is > than Room temperature > than cold water
Step 5: Gather data and analyse results

25. Can you conclude whether solubility increases or decreases by increasing the temperature,
and comment if your hypothesis is valid (proven by evidence) or null (not proved by
evidence)?
CONCLUSION
More color and sugar dissolved from the M&M in the hot water than in the room-temperature and
cold water.
This means there is more chocolate visible on the M&M in the hot water than there is in the room-
temperature and cold water.
The color and sugar in the room-temperature water dissolved somewhere between the cold and hot
water, but are more similar to the cold than the hot.
Thus, hotter water causes more dissolving because increase in temperature increases the
solubility of solutes.
This is why sugar dissolves faster in hot coffee than in cold coffee.
Step 6: Conclusion
TEACHER: Remind students they are LEARNING TO BE scientific thinkers, not just LEARNING ABOUT the
experiment. Therefore, guide them to GATHER DATA, COMPARE DATA (ANALYZE) and make evidence-based
CONCLUSIONS like ABOVE. Part of target soft skill in activity includes COLLABORATION/COMMUNICATION and
the habit of RESEARCH via EXPERIMENTS.

26. Activity 2
Develop a lesson plan on any topic from
your subject specific curriculum guide using
Experiment Based Teaching. Discuss how
you will conduct all procedural steps of this
teaching strategy.
Home-task: For teachers/participants who want a certificate, submit your sample lesson plan using
EXPERIMENT BASED LEARNING by messaging FACEBOOK.COM/EESDP or emailing with SUBJECT: Module
1.1 homework to eesdp.2020@gmail.com
(HOME PERFORMANCE TASK)

27. Activity 2: Performance Task
DISPLAY ALL GROUP LESSON PLANS FOR SHARING (post in class FB Group/Google Classroom/share screens).
In actual classrooms: One group shall be selected for presenting the lesson plan in 5 to 7 minutes. Feedback on the
presentation will be discussed in 5 minutes.
IN THIS WEBINAR: message FACEBOOK.COM/EESDP or email
to eesdp.2020@gmail.com with SUBJECT: Module 1.1 homework
27
What do my students
need to LEARN to
survive 21st century
Laos
How can I prove
learning happened?
How can I facilitate
that kind of deep
learning?
What do I know
about my students?
Teaching
and Learning
Activities
Assessment
tasks
Intended
Learning
Outcomes

28. Intended learning
outcomes
ASSESSMENT
LEARNING ACTIVITIES
THE TEACHER AND LEARNING METHODS WHICH THE
TEACHERS USE TO ACHIEVE EACH OF THE LEARNING
OUCTOMES. STUDENTS WILL KNOW EXACTLY WHY THEY ARE
BEING ASKED TO ENGAGE IN THESE ACTIVITIES FOR THEIR
COURSE
A CONTINUOUS PROCESS AIMS TO IMPROVE STUDENTS’
LEARNNG BY MEASURING THE LEARNING OUTCOMES
ACHIEVED. FEEDBACK WILL BE GIVEN TO STUDENTS SO THEY
KNOW WHAT THEY NEED TO DO TO IMPROVE THEIR OWN
GRADES (EVIDENCE OF ACHIEVEMENT)
CREATING LEARNING EXPERIENCE FOR LEARNERS IS
THE CENTER OF O.B.E. STUDENTS ARE PRIORITY IN
DESIGNING LEARNING OUTCOMES, ASSESSMENT
TASKS, AND TEACHING/LEARNING ACTIVITIES
STATEMENTS SPECIFYING WHAT THE LEARNERS WILL KNOW AND
ABLE TO DO AT THE END OF THE COURSE
OUTCOME BASED EDUCATION (OBE)

29. Reflection
• What do you think about
experiment based teaching??
Share your reflections, participants
will be asked randomly to share
their reflections.
Reflection
time!!!
PLEASE SHARE YOUR THOUGHTS:
 1. Did you learn something new today? What did you learn
 2. Do you think that experiment based teaching is a learner centered
approach?
 3. In your opinion, what benefits can be achieved by adopting this
teaching strategy in planning lessons.
 4. Can you differentiate between experiment based teaching and
experiential learning?

30. EESDP LEARNING STRATEGIES
EXPERIMENTAL LEARNING
30
We welcome your
questions !!!!!!
Please raise hands to
be recognized/
Type your questions in
ZOOM CHAT BOX
(random selection of 3 questions to be answered by the
resource person or the hosts)

31. Final reflection
• Summary of learnings and
recommendations
• (for 5 minutes each) to be shared by:
1) Ajan Lamphoun of IFEAD
2) Ajan Vongduean of DTE
3) Ajan Somphone of DGE

32. 32
SPECIAL THANKS TO:
The Department of Teacher Education (DTE)
The Department of General Education (DGE)
The Research Institute for Educational Sciences (RIES)
The IFEAD
The EESDP Project Management Unit
The Project Implementation Consultants
Hosted by:
Dr. Bernadette V. Gonzales, Team Leader
Presentors:
Mr. Bounchanh (Curriculum Development Specialist)
Reactors:
Segment 1: Ajan Ket of DTE/Ajan Keo of EESDP/Ajan Outhit of RIES
Segment 2: Ajan Tavanh of DTE/ Ajan Houmphanh of RIES/ Ajan Sengkeo of DTE
Segment 3: Ajan Lamphoun of IFEAD, Ajan Vongduean of DTE, Ajan Somphone of DGE
Technical Support: (ICT/Assessment)
Joel Wayne A. Ganibe, Phoungkham Somsanith, Phonexay Soukkaseum, Jamil Lagunzad
chat panelists: Ajan Bounheng, Ajan Phouangkham, Ajan Manichanh, Joel, Nadet