Designing the Active Blended Learning Integrated with Self-regulated Learning Model for Teaching Grade 8 Science

Active Blended Learning Integrated with Self-regulated Learning Model

Abstract

Active Learning (AL) is continually implemented in the educational context of Thailand. In addition, during the COVID-19 outbreak in Thailand and around the world, most teachers are forced to teach via on-line and some teachers combine on-line learning with face-to-face learning in the appropriate time that we call Blended Learning (BL). Learning on-line as well as face-to-face demand students’ ability to control and monitor their teaching. In other word, students need self-regulated learning (SL) skill. From those three key conceptions of learning, this article aims to review and analyze the literatures related to AL, BL and SL. The authors selected the papers related to AL, BL and SL from the national and international contexts. The teaching steps from these literatures were analyzed by using content analysis. Then, the authors synthesize the Active Blended Learning Integrated with Self-regulated Learning (ABL-SL) model for teaching science for grade 8 students. From the analysis, the authors came up with six teaching steps that could be simply called as MSASA teaching steps: a) Motivation), b) Set goal, c) Active interaction, d) Sharing and e) Assessment. At final, the authors raised one lesson plan as an example of applying the MSASA teaching steps in teaching the topic of Blood circulatory system in science subject for grade 8 students. This example may pave the way for other science teachers in creating the teaching being suitable for their students or they can apply the MSASA teaching steps in teaching science or other subjects.