Create enabling classroom conditions and realign the syllabus before implementing KCLS at higher secondary level¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the identified barriers, the article recommends that schools "create enabling classroom condition for effective practice of KCLS as transformative teaching pedagogy" and that "the realignment of the existing syllabus is crucial to overcome this challenge". Curriculum specialists, planners and implementers are urged to become aware of the practical requirements of KCLS and make recommendations to policy makers and administrators, so that structures are not imposed on conditions (large classes, rigid syllabi) that impede them.

Design Implications¶

Context¶

Requirements¶

• Reduced or realigned grade 11 and 12 syllabi
• Classroom space and class sizes conducive to team structures

Constraints¶

• Addresses the Bhutanese higher secondary context with examination-driven content coverage

Target Learners¶

• Grade 11 and 12 students in Bhutanese higher secondary schools

Target Learning Goals¶

• Effective implementation of cooperative learning pedagogy

Affordances¶

• Kagan Structural Approach Kcls

Related Strategies¶

• Use the Stokamer taxonomy of course and syllabus change to revise syllabi for civic competence integration

Examples¶

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Key Sources¶

• Karma Wangda, Kinzang Dorji, Kinley. (2020). Teachers and Students Perception on the Impact of Kagan Cooperative Learning Structures at Higher Secondary School. ASEAN Journal of Open and Distance Learning, 12(2). https://rcl.sce.rub.edu.bt/ajod/