Addressing multi-cultural education and education for ethic minority groups through value-adding to the learning of Vietnamese students
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
ADDRESSINGMULTI-CULTURALEDUCATIONANDEDUCATION
FOR ETHIC MINORITY GROUPS THROUGH VALUE-ADDING
TO THE LEARNING OF VIETNAMESE STUDENTS
Tony Richardson
Sunshine Coast University, Australia
Email: [email protected]
his paper acknowledges the truly exceptional performance
T
of Viet Nam’s students, the success of Viet Nam’s education
system, and the achievements of its committed educational
professionals. The purpose of this paper is to encourage some
global dialogue by focusing on strategies that could be used to
further enhance the effectiveness of schools in Viet Nam, via multi-
cultural education and the education of ethnic minority groups,
through value-adding to the learning of students. The facilitation of
this global dialogue is addressed by emphasising three key areas;
the value-adding to the learning of students, the value-adding to
the learning of students through a teacher’s knowledge of practice
and knowledge for practice, and the value-adding to the learning
of students by the filling of gaps-in-contextual knowledge.
Received: 4/6/2019
Reviewed: 6/6/2019
Revised: 9/6/2019
Accepted: 13/6/2019
Released: 21/6/2019
DOI:
It is envisaged that the discussions generated from this paper
might contribute to the global dialogue on Viet Nam’s school
effectiveness, which in turn may assist in promulgating, and
enhancing, the excellent quality of education provided by Viet
Nam’s Ministry of Education and Training (MOET).
Keywords: Multi-Cultural Education; Ethnic Minority
Groups; Education for Ethnic Minority Groups; Value-adding to
the learning; Vietnamese Students.
1. Introduction
address these challenges, it does offer some insights
into providing further discussion. To provide further
discussion this paper will address the following
points; the value-adding to the learning of students
vs education, the value-adding to the learning of
students through a teacher’s knowledge of practice
and knowledge for practice, and the value-adding
to the learning of students by the filling of gaps-in-
contextual knowledge.
Watters (2015) highlights that one of the
common complaints about our current system of
education is a continued link to a factory model.
This common complaint suggests, in Watter’s
opinion, that our schools are therefore, woefully
outmoded. Rose (2012) outlines that this factory
model of education was inspired by Horace Mann
and introduced to adequately prepare American
youth for a 20th century industrialised economy. A
model, Rose adds, which has remained virtually
unchanged for over a one hundred years. However,
in 1983 the US government declared that this
model for educating students was not adequately
preparing them for the 21st century (Rose, 2012).
Therefore, Rose argues, that the time has come for
an unhinging of the many assumptions that underpin
how education is delivered so better models can be
designed to help meet the unique needs of each
student. Clearly, there is a need to design better
models to address the challenges of our current
system of education to meet the needs of students
in the 21st century and beyond. The author suggests
that whilst this paper does not provide a panacea to
2. The value-adding to the learning of
students’ education
In order to address the statement above this
paper will respond to two key points. First, provide
a definition for the value-adding to the learning
of students, and then second, discuss the value-
adding to the learning of students’ education.
After addressing these two key points this paper
will offer suggestions for strategies to encourage
global dialogue, which could further enhance the
effectiveness of schools in Viet Nam. A definition
for the value-adding to the learning of students
commences this discussion and is outlined below.
This discussion centres on the work of the New
South Wales Department of Education (2014)
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KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
Australia, and Professor Eric Hanushek from Sawchuk, 2011). Hattie (2009) states that “the major
Harvard University (2010).
message is simple – what teachers do matters”
(p.22), and he substantiates this claim through the
quantitative research he analysed. Hattie notes that
the mantra surrounding teachers is that teachers can
make a difference. However, according to Hattie
this mantra “is not quite right” (p.34) and that
some teachers display teaching which appropriately
challenges students by showing them how to “think
and strategize about the curriculum” (p.34). Hattie
argues that not all teachers are effective and not all
teachers “have powerful effects on students” (p.34).
Yet, teachers who are capable of having an effect on
students are able to contribute to a student’s in class
learning by being in a position to “have an influence
on student achievements” (p.34).Therefore, teacher
quality incorporates a broad range of intangible
attributes, skills and personal attributes, associated
with a tangible link to a student’s in class learning,
through an association with the teacher’s impact
on that learning (Richardson, 2018). Richardson
(2018) argues, that possibly a lack in the capacity of
a teacher to contribute to a student’s in class learning
and therefore, influence student achievement is the
result of the teacher’s lack of quality knowledge, a
lack of quality in their teaching or a combination
of both.
Hattie (2009) and Richardson (2018) outline
that teachers vary in quality, and, as a result, have
differing impacts on student learning outcomes. This
paper contends that another key factor in defining
the value-adding to the learning of students is that
a student’s academic scores, from year to year, are
linked to their teacher/s. This focus highlights the
importance of the teacher, and their teaching, in
having an impact on the learning outcomes of the
student (Richardson, 2018). Therefore, just because
astudent’sacademicresultschangefromyeartoyear,
and there is comparability with respect to teachers
from year to year, this does not necessarily suggest
that these results can be attributed to the teacher.
Simply, using increases in a student’s academic
results, from year to year, to gauge the teacher, and
their teaching, is prone to miscalculations as to the
teacher’s impact on the value-adding to the learning
of students. Consequently, when determining the
value-adding to the learning of students it is also
important to link the teacher’s impact, which helps
to highlight the quality of the teacher, to that impact.
The New South Wales Department of Education
(2014) highlights that value-adding to the learning
of students focuses on the contributions made by
a school to student learning, which is over and
above the contribution made by an average school.
Hanushek (2010) argues that value-adding to the
learning of students reflects the teacher’s impact
on a student’s learning by the changes that occur to
the academic scores of students from year to year.
Hanushek adds that these changes need to reflect
increases in the academic scores of students from
year to year. Therefore, according to the New South
Wales Department of Education, and Hanushek,
value-adding to the learning of students is reflected
at a district level through comparisons between
schools, as gauged against an ‘average school’ or
changes to the academic scores of students from
year to year. For the purpose of this paper the author
applies Hanushek’s definition for value-adding with
additional caveats. A more detailed explanation of
this statement is outlined below.
Hanushek’s (2010) definition for value-adding
to the learning of students focuses on the changes
to the academic scores of students from year to
year. This paper contends that these changes to
the academic scores of students not only reflects
increases from year to year but also highlights
increases to the learning of the student, which
is linked to the teacher’s impact on that learning.
Richardson (2018) outlines that a quality teacher
is the product of the teacher and their teaching.
Consequently, for a teacher to be a quality teacher
that teacher needs to have quality as a teacher,
and quality in their teaching, the two components
are inseparable (Richardson, 2018). Richardson’s
research highlights that these two components
reflect the knowledge that a teacher has, the teacher,
and how a teacher applies that knowledge, their
teaching. For Richardson it is not possible for a
teacher to be a quality teacher if they do not have
quality as a teacher, and quality in their teaching.
Therefore, in addressing the link between the
teacher, and the changes to the academic scores
of students from year to year, it is important to
note that there are two key components that need
to be included; the knowledge that a teacher
brings to teaching, and how the teacher applies
that knowledge. The teacher’s knowledge, and
The author suggests that some schools focus
application of that knowledge, Richardson (2018) on unintended student learning outcomes because
highlights, reflects the in class impact that a quality of a desire to not engage in ‘shared risk’ (Fisher,
teacher has on the value-adding to the learning of 2018; USC, 2018). By focusing on unintended
students.
student learning outcomes these schools shift
the responsibility for learning on to the student.
Schools taking this approach to student learning are
no-longer accountable to value-add to the learning
of students, however, they still provide students
While teachers have the capacity to impact
on a student’s in class learning not all teachers’
impact equally on that learning (Hanushek, 2010;
Hanushek & Rivkin, 2010; Richardson, 2018;
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KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
with an education. In the authors ‘opinion schools learning, the author argues, highlights a 21st century
fail to share in the risk of a student’s learning approach to an acquisition of student skills that
because a school’s core business could be viewed encourages students to participate in their learning
by many as the education of students, as opposed by providing them with opportunities to work
to taking on the responsibility of value-adding to creatively, and collaboratively, apply knowledge
the learning of students. This paper contends that to unfamiliar problems, and therefore, acquire
some schools fail to engage in shared risk because knowledge through student centred discovery.
the ‘education system’s’ emphasis is on the greatest
‘number’ of graduates, which reflects the number
of people who were educated, reflected through a
‘graduation certificate’ or a ‘diploma’. This is in
contrast to how a school links their intended student
learning outcomes to the school’s real impact on
the learning of its students. Consequently, intended
student learning outcomes reflect an understanding
of the school’s value-adding to the learning of their
students through what the school did, and how the
school did it? Such an approach takes a different
view to the role of schools, as schools need to
engage with students, and take some responsibility
for students via intended student learning outcomes.
These intended student learning outcomes reflect a
school’s intended value-adding to the learning of
each student, and not simply the learning outcomes
that occurred for the students.
Viet Nam’s MOET. is well positioned to
contribute to this global dialogue due to the quality
of Viet Nam’s education system, and a continuous
focus on teacher quality. These two factors suggest
that some adjustments to Viet Nam’s current
education system may further strengthenViet Nam’s
capacity to deliver quality educational programs into
the 21st century and beyond due to MOET’s strong
stance on the importance of education, backed by
the quality and professionalism of its teachers. The
author suggests that because of the encouragement,
and support, provided by MOET an initial internal
focus, to commence a movement away from the
education of students to their value-adding, relates
to the mindset of Vietnamese teachers. A focus on
the mindset of Vietnamese teachers is based on
MOET’s continued support to provide teachers
with the opportunity, and capacity, to develop,
This paper suggests that to encourage the design, and implement new teaching strategies that
introduction of the value-adding to the learning of could value-add to the learning of students. The
students, as opposed to a focus on the education development, design and implementation of these
of students, schools need to be encouraged to seek new teaching strategies is addressed later in this
a shared risk approach by 1) establishing a link paper under the headings of Knowledge of and for
between a school’s intended learning outcomes for practice, and Filling gaps-in-contextual knowledge.
students, 2) the impact of a school, via its teachers, An unpacking of addressing the mindset of Viet
and 3) the value-adding which occurs to the learning Nam’s teachers, and suggested ways to facilitate
of students.
this, is developed below by the author.
3. Exploring the Vietnamese educational
Viet Nam’s MOET, according to McAleavy
context and the value-adding to the learning of et al. (2018), accepts teachers modifying and
students’ education
creating their own mixed-methods approach to
pedagogy, thereby drawing on the best of both the
traditional and modern methods of teaching. This
mixed –methods approach to pedagogy suggests
that Vietnamese teachers combine ‘student centred’
approaches to more traditional ‘teacher-centred’
techniques (McAleavy, et al., 2018). Teachers in
Viet Nam, highlight McAleavy, et al., are able to
decide what teaching methods they adopt in the
classroom, and therefore, teachers are in a position
to make most of the day-to-day decisions about
their teaching. This approach to pedagogy allows
Vietnamese teachers to have a degree of freedom in
the delivery of their lessons, and as a result, gives
teachers a sense of ownership and some degree of
control over how they teach. By MOET. providing
teachers with a degree of freedom to make the day-
to-day decisions about their teaching, teachers are
given the opportunity to reflect on their teaching
based on their knowledge of what they taught and
how they taught it. This focus on an opportunity to
reflect on their teaching, in this way, can have an
Over the past twenty years teaching methods in
Viet Nan have been subject to extensive educational
reviews, encouraged by international agencies,
focusing on the traditional methods of Vietnamese
pedagogy(McAleavy, Fitzpatrick, &Ha, 2018). One
of the key determinates for reviewing the traditional
methods of Vietnamese pedagogy is because the
current delivery of education, which is based on a
factory model designed to prepare students for the
Industrial Age, is no longer adequate to meet the
needs of students in the 21st century and beyond.
Viet Nam is not alone in its quest to explore more
appropriate methods to address the changing needs
of 21st century students. Similar to a number of
countries located in Northeast and Southeast Asia,
Viet Nam is seeking to engage students in, what the
author describes as, active learning. Active learning
moves teachers away from the passive pedagogy
reflected by an Industrial Age (factory) model
of education to focus on student centred engaged
learning. This focus on student centred engaged
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impact on the teacher and their teaching.
pedagogy, could help in a transition from an inputs
and outputs model to one that focuses on the value-
adding to the learning of students.
Richardson (2018) argues that a quality teacher
is comprised of a number of conceptions. One
conception relates to a salient feature that highlights
From a practical application a focus on the
a teacher engages students, and therefore, students mindset of the teacher emphasises the development,
are encouraged to work in class. Based on Hattie’s design, and implementation of pedagogies, which
(2009) work student engagement plays a seminal encourage formative assessment to monitor the
role on the in class impact of a student’s learning daily individual learning on the outcomes for
outcomes. Again, Vietnamese teachers, according students, while at the same time acknowledging
to McAleavy et al. (2018), are well placed to engage the importance of summative assessment within the
students in some classes. For example, McAleavy Vietnamese education system. Also, there is a need
et al. outline that as part of the 2015 Program for to ensure that there is continuity of teacher quality,
International Student Assessment (PISA) survey from year to year, within Viet Nam’s education
89 percent of Vietnamese students agreed that they system. With respect to the teaching focus the first
generally had fun when learning science, and 88 area of priority is the development, design, and
percent agreed that they were happy working on implementation of lesson plans which reflect an
science topics. These results, highlight McAleavy individual student approach, that are linked with
et al. were the highest positive responses from the teacher’s teaching and the expected learning
students, from any country participating in PISA, outcomes for students. In addition, these lesson
worldwide. Viet Nam’s success in PISA could be, plans need to encourage, and facilitate, student
as outline McAleavy et al. (2018), attributed to a collaboration and what the author refers to as
number of factors.
discovery tasks. Discovery tasks allow students to
undercover answers as opposed to being provided
with answers. These tasks are aligned with the
application of knowledge across a broad range of
areas, as opposed to single assessment tasks, and
reflect a focus on 21st century skills by moving
students through the various learning domains.
In another of Young Lives’ studies, quoted
in McAleavy et al.’s report, several suggestions
were outlined as to the possible reasons for the
success of Vietnamese government schools.
One interpretation of the results from this study
links to the observation that Vietnamese teaching
focuses on the class (as a whole) achieving to an
4. The value-adding to the learning of students
acceptable level (McAleavy et al. 2018). Based on through a teacher’s knowledge of practice and a
McAleavy et al.’s observations the author suggests teacher’s knowledge for practice
a starting point for a transition to the value-adding
to the learning of Vietnamese students could be
achieved through a change in teacher mindset; for
example, that it is possibly not in the best interest of
a student for a teacher to focus on the whole class
achieving an acceptable level, rather there needs to
be a teacher focus on the individual student through
the value-adding to their learning. This focus on
the individual student moves teaching away from
an inputs and outputs approach, the whole class
achieving an acceptable level, to the learning of
the individual student. This new focus, the author
suggests, introduces the teacher to a mindset of the
intended outcomes of the student, as opposed to the
unintended outcomes.
Dann and Richardson (2013; 2015; 2017)
expand on McLaughlin and Talbert’s (2006) earlier
work on the building of professional learning
communities. McLaughlin and Talbert reflect on the
importance of building these professional learning
communities based on a teacher’s knowledge of
practice and a teacher’s knowledge for practice.
Dann and Richardson outline in their work the
importance of pre-service teachers acknowledging
the significance of their knowledge of and for
practice within the pre-service/mentor teacher
environment, whereby the acknowledgement of a
pre-service teacher’s knowledge of, and for, practice
assists in communicating effective feedback to the
pre-service teacher by their mentor.
With so many positive impacts on students
by Vietnamese teachers, as outlined above by
McAleavy et al. (2018), a focus on teacher mindset
could no doubt have a direct impact on helping to
facilitate teacher quality, and, as a result, student
learning outcomes. Given the already high level of
teacher quality, and the excellent teacher student
relationships which are acknowledged within some
of Viet Nam’s classroom (McAleavy, et al., 2018),
the capacity for all Vietnamese teachers to impact
on student learning, coalesced with the freedom
that Vietnamese teachers have in developing their
Building on the work of Dann and Richardson
the author suggests that the diagnosis that Caldwell
refers to may be developed through feedback and
feed forward learning loops. In addition, the author
also highlights, that the diagnosis of teaching
support also relates to a focus on intended learning
outcomes for students, linked with the value-
adding to the learning of students. This statement is
unpacked in more detail below.
There is no doubt that feedback plays an
important role in the in class outcomes of students
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(Hattie, 2009; Richardson, 2018) and for feedback the student’s knowledge of practice, whereby the
to be effective it must be evidence based (Dann submission of a history essay, in draft format, for
& Richardson, 2013; 2015). Based on Dann and example, is the evidence the student provides to
Richardson’s earlier work one likely way in which the teacher to highlight the completion of a specific
a teacher could acquire, and review, evidence based task. In addition, the teacher also provides feedback,
feedback is via reflecting on their knowledge for on the students’ knowledge of practice, by, for
practice and their knowledge of practice. Building example, marking the student’s draft. However, this
on the work of Dann and Richardson (2013; 2015; type of teacher feedback to a student’s knowledge
2017) and McLaughlin and Talbert (2006), the of practice may not always be effective (Halford,
author contends a teacher’s knowledge for practice 2018 citing Ochsner).
highlights what the teacher intends to undertake in
class to provide students with the learning material
to engage them in the lesson, which is linked to the
intended student learning outcomes.
To achieve this outcome above the author
suggests, supported by the work of Hirsch, Kruse,
and Richardson and Curtis (2018), that assessment
tasks need to be structured so that key elements,
The feedback that a teacher receives from for example, in the teaching of essay writing, are
their knowledge of practice should include not broken up into specific skill acquisition sets through
only what the teacher is required to re-develop in learning steps; for example, learning content, essay
their lesson but also outline how the teacher will structure – introduction, body and conclusion,
implement these re-developments, which are linked developing P.E.E.L. (Point, Evidence, Evaluation,
to ‘what are the intended learning outcomes for Link) paragraphs, writing introductions, body and
students?’. By the author adding to the previous conclusions, and referencing. The author believes,
work of Dann and Richardson, the belief is that the based on Dann and Richardson’s work, that for a
knowledge a teacher acquires to address changes learning outcome to be value-added to there is the
in their teaching is referred to as feedback, while need to value-add to that learning outcome as the
the knowledge a teacher applies to implement student progresses through, what the author refers
those changes is referred to as feed forward. Again, to as, a learning steps, which are comprised of a
building on Dan and Richardson’s (2013; 2015; number of different feedback-feedforward loops
2017) work the author suggests that for there to be that the teacher, and the student, focus on as they
effective communication between the teacher and each move through the various stages of learning.
their teaching feedback – feed forward learning
loops need to be established. As a result, based on
the work of Dann and Richardson, Hirsch (2017),
and Kruse (2012) how a teacher implements
the changes highlighted in their teaching (feed
forward) could also reflect a teacher reviewing
their knowledge of practice by possibly focusing on
the following questions; what new knowledge as a
teacher have I learnt (feedback) from reviewing my
lesson, and how will I apply this new knowledge
in my next lesson/s (feed forward) to achieve the
intended learning outcomes for students? Therefore,
the authors suggests, that knowledge of practice
enables a teacher to provide evidence of what they
did, and how the teacher matches this against the
intended student learning outcomes for the lesson.
The teacher focusing on their learning loops
via their knowledge for, and of, practice, and the
student focusing on their learning loops, which
are linked to the teacher’s learning loops, via the
intended learning outcomes for the student. The
author believes that as the teacher, and student,
move through their various learning loops each
acquires a value-adding to their learning, the teacher
and the students, as each learning step is mastered.
As each learning step is mastered the value-adding
continues until finally the task is mastered by the
student (Richardson & Curtis, 2018).
5. Exploring the Vietnamese educational
context –Value-adding to the learning of students
through a teacher’s knowledge of practice and a
teacher’s knowledge for practice
Simply providing students with feedback on a
task may give the student details on where they may
have gone wrong, however, it could fail to provide
the student with an understanding of how they
might improve on a similar task in the future; value-
add to their learning. Halford (2018) reinforces
this viewpoint by citing neuroscientist Kevin
Ochsner whose research highlights that people
only apply thirty percent of the feedback that they
receive, and if the person is uncomfortable with the
feedback it could ultimately be unproductive. The
author suggests, based on Dann and Richardson’s
previous work, that a teacher’s feedback highlights
McAleavy et al. (2018) outline the importance
of the continued quality of teachers in Viet Nam.
McAleavy et al. argue that the quality of the teacher
work force in Viet Nam is a key determinate in
student outcomes. Therefore, the need to recruit,
and maintain talented, individuals into the
teaching workforce is a priority. McAleavy et al.
suggest that to facilitate the continued quality of
teachers in Viet Nam there is the need to include
internal accountability systems, reflected in peer
reviewing, encouraging teachers to a use repertoire
of pedagogical techniques, and assisting teachers
in recognising the power of engaging student
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feedback. This section expands on McAleavy et al. of their lesson plans (Richardson & Curtis, 2018).
comments on peer reviewing and assisting teachers These learning steps are developed around five key
in recognising the power of engaging student questions.
feedback.
The author contends, based on the research of
The author suggests that one of the most Richardson (2018), that the possible enhancement
powerful tools that any teacher has in their arsenal of lesson plans produced by Vietnamese teachers
of teaching strategies is their lesson plan. The lesson through focused guidance, if Vietnamese teachers
plan can provide evidence based feedback and feed are not already doing so, is achieved by aligning
forward for the teacher, the student and their peers. the structure of their lesson plans with five key
For a lesson plan to facilitate this evidence based questions; 1) What will I be teaching in this lesson;
feedback and feed forward the author believes that the content?, 2) How will I be delivering this
it needs to focus on three important elements 1) content; my teaching? 3) What skills do I want
what is going to be taught, 2) how it is going to individual students to attain from this content
be taught, and 3) what is expected to be observed delivery; the objectives? 4) What do I expect to
from students to suggest that 1 and 2 have been observe from students to indicate that each student
successful? Successful is defined, by the author, understands the content; the strategies that I will
as being reflected in the student’s understanding use to check student learning? 5) How does this
of classroom tasks, which are linked to the expected observation of student outcomes relate to
student’s intended learning outcomes. A student’s the intended learning outcomes of the student; how
understanding, is defined by the author, as those does what happened in class link with what was
things that the student demonstrates to the teacher supposed to happen?
which highlights that the student as meet their
intended learning outcomes. (The author would like
to refer the reader back to the statement; ‘how far
could the student and the teacher work together to
value-add to the learning of the student and not the
class as a whole?’)
The application of these five key questions
creates the foundations for Vietnamese teachers
to provide evidence based feedback to students,
themselves, and their peers, by facilitating evidence
based feed forward. The answering of these five
questions above provides the teacher with evidence
The implementation of the lesson plan, as based feedback, which the teacher uses in feed
expressed by the author, could also assist MOET forward to reassess their next lesson, which is
in their systems’ capacity building through juxtapose to what did happen in class with respect
uncovering ways in which to focus on the mindset of to the value-adding to the learning of students. This
Vietnamese teachers previously discussed in section process of feedback and feed forward is repeated in
1. Therefore, the lesson plan represents one tool a cyclic manner until the task or tasks are completed
that MOET might use to assist in promulgating an (Dann & Richardson, 2017).
enhancement of teacher mindset through furthering
the development of peer reviewing and engaging
student feedback. The following paragraphs expand
on the development of peer reviewing and engaging
student feedback to value-add to the learning of
students through a teacher’s knowledge for, and
of, practice by including strategies to stimulate
dialogue in the learning step process. facilitates
evidence based feedforward (Dann & Richardson,
2013; 2015; 2017). What this statement highlights
is that for feed forward to be effective the feedback
used to drive the feed forward needs to be accurate
and therefore, based on evidence to provide the
opportunity for future dialogue. One way in which a
teacher can provide evidence based feedback to their
students, themselves, and their peers, is through the
use of lesson plans. The author suggests that lesson
plans play a powerful role in continuing to assist
Vietnamese teachers in structuring their lessons
by providing them with what the author refers to
as focused guidance (Richardson & Curtis, 2018)
during their lesson delivery. Focused guidance is a
term that the author uses to outline the formulation
of learning steps, which a teacher applies to each
The teacher should be encouraged to focus on
providing the student with details that assists the
student to understand the task now but also in the
future (Hirsch, 2017; Kruse, 2012), thereby, value-
adding to the learning of students. The way a teacher
facilitates this future focus is by providing students
with strategies to fix what they are currently not
understanding (Hirsch, 2017). Therefore, the
feedback response from the student, to facilitate
feed forward by the teacher, is the teacher not simply
telling the student where they have gone wrong but
also advising the student on how they can address
their mistakes via an explanation that focuses on
future attempts at similar tasks. For example, a
student’s essay draft, which reflects feedback, is
being checked by the teacher, for feed forward.
Based on the work of Halford (2018), Hirsch (2017),
Kruse (2012), and Richardson (2018) a teacher’s
interaction with a student focusing on the feedback
feed forward learning loop could go as follows;
The continued use of lesson plans, as one
vehicle of instruction in Vietnamese schools,
could play a powerful role in continuing to have a
positive impact on the outstanding work provided
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KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
by MOET. in addressing multi-cultural education, gaps-in-knowledge diminish through the use of
and the education of ethnic minority groups, in Viet effective communication provided by the mentor
Nam. With a focus on teacher mindset to address teacher (Dann & Richardson, 2013; 2015; 2017).
the individual student, and not the class as a whole, Richardson argues that a similar application could
the Vietnamese teacher is encouraged to address also apply to the teacher and the student.
the individual needs of the student. These needs are
reflected in not simply what is taught, and how it
is assessed but in how what is taught is assessed
to assist students in their future understanding of
similar tasks and planned learning outcomes. By
Vietnamese teachers being encouraged to focus on
the individual student, through their lesson plan
preparation, and an emphasis on addressing the five
key elements of the lesson plan above, the author
contends that this helps, and guides, teachers to
focus on the needs of all students; which includes
the education of multi-cultural and ethnic minority
groups.
Referring back to Dann and Richardson’s work,
and building on the work of Richardson (2018), and
Richardson and Curtis (2018) this paper suggests
similar feedback and feed forward loops could
be used to fill the gaps-in-contextual knowledge
of students. This filling in the gaps-in-contextual
knowledge of students occurs when the teacher
provides students with feed forward knowledge.
The process of feed forward knowledge, and the
significance of feed forward knowledge provided
by the teacher is addressed in some detail in section
2 of this paper. Therefore, it is suffice to say that
the feedback and feed forward loops, which cycle
6. The value-adding to the learning of students through learning steps are designed to value-add
by the filling of gaps-in-contextual knowledge
to the learning of students. Consequently, for this
value-adding to occur for the student there needs
to be some filling of a gap-in-knowledge for them.
This filling of a gap-in-knowledge represents the
student gaining more knowledge on the topic, and,
as a result, there is hopefully a value-adding to
the learning of the student. Again, this process of
value-adding, via a filling of a gap-in-knowledge
also emphasises the role of value-adding to the
learning of students vs education as discussed in
section 1 of this paper. Therefore, a filling in a gap-
in-knowledge helps to exemplify the difference
between the education of a student and value-
adding to the learning of the student. The filling
of a gap-in-contextual knowledge builds on Dann
and Richardson’s (2013, 2015) later work by the
University of the Sunshine Coast (USC - Global
Project Development: CIDSEL, 2018).
This section represents the final section of
this paper and focuses on the value-adding to
the learning of students by the filling of gaps-in-
contextual knowledge. Section 3 builds on the
previous discussions outlined in sections 1 and 2.
Section 3 provides the reader with an understanding
of the ‘filling of gaps-in-contextual knowledge’,
the significance of the contextualisation of that
knowledge, and finally, linking value-adding to
the learning of students by the filling of gaps-in-
contextual knowledge related to a Vietnamese
context. To commence this discussion this paper re-
tells the story about ‘The teacher, the student and
the 4 bananas’ as told by Phuong Thau Dinh to the
author. An excellent story, and one that highlights
the focus of this section of the paper which expands
on the filling of gaps-in-contextual knowledge, and
the value-adding to the learning of students.
7. Exploring the Vietnamese educational
context – Value-adding to
The work of Dann and Richardson (2013; 2015;
2017) reflects on the importance of the filling in of
gaps-in-knowledge, and that this filling of gaps-in- contextual knowledge
the learning of students by the filling of gaps-in-
knowledge is addressed through feedback and feed
forward loops. Dann and Richardson highlight that
the purpose of the feedback and feed forward loop
is the provide individuals, in their example, pre-
service teachers, with information that facilitates
their understanding of the knowledge that their
mentor teacher is attempting to communicate with
them. This information is designed to fill gaps-in-
knowledge that the pre-service teacher has about
their lesson, which is reflected in meeting specific
teacher standards. By the mentor teacher providing
the pre-service teacher with sufficient information
that reflects new knowledge, and understanding
of that knowledge, the pre-service teacher is able
to fill their gap-in-knowledge. The more effective
the communication is the quicker the pre-service
teacher’s gap-in-knowledge diminishes. Therefore,
Viet Nam’s MOET. has taken the necessary
steps to advance the needs of students. Over the
past twenty years MOET has been encouraged,
by international providers, to develop and design
pedagogy to assist Vietnamese students to move
into a 21st century learning environment; a similar
challenge confronting most nations globally. One
of the areas of interest for MOET is the capacity
of their teachers to build on the success of their
students. This paper suggests that this capacity
building could be facilitated, and commenced,
through a focus on a Vietnamese teacher’s mindset.
This focus on a teacher’s mindset reflects an
emphasis on the individual student, as discussed in
section 1.
To assist in developing this focus on a teacher’s
Volume 8, Issue 2
61
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
mindset this paper argues that one strategy MOET and feed forward learning loops. Learning loops
could encourage, and support, is a focus on the that acknowledge the knowledge that students
value-adding to the learning of students, via placing bring to class. By MOET continuing to support
attention on the intended learning outcomes of the advancement in the quality of its teachers a
students. This paper further advocates that this focus on learning loops, which are contextualised,
focus on value-adding, and intended learning incorporates the knowledge of the teacher and the
outcomes, could be facilitated through MOET student, thereby, further cementing the excellent
supporting teachers through a review of lesson work that MOET has achieved through international
plan design, and implementation. This section of results. This cementing of excellent work is
the paper builds on previous sections by suggesting acknowledged through the teacher and the student
that MOET support, and encourage teachers, via working together; risk sharing, to achieve intended
the use of lesson plans, to focus their attention on learning outcomes that are reflective of knowledge
the individual Vietnamese student and that in order that is not just teacher based.
to achieve this outcome, this paper advocates that
Vietnamese teachers could view a possible lack
of understanding by Vietnamese students as gaps-
in-contextual knowledge, and it is the role of the
teacher, and the student, to diminish that gap-in-
contextual knowledge.
From Phuong Thau Dinh’s story it is important
for Viet Nam to not only have teachers who know
what to teach, and how to teach, but also teachers
who are aware of the contextual knowledge of their
students. Knowledge is a very powerful tool, and
the need to focus on ways in which knowledge can
be accessed provides Vietnamese teachers with the
opportunity to glean information from different
contextual environments.
This paper suggests that MOET encourage and
support its teachers to acknowledge that students in
Viet Nam’s school come to school with knowledge
that the teacher, and the student, need to connect
with to encourage a filling of a gap-in-knowledge
that is contextualised. By taking this approach
this paper argues that Vietnamese teachers could
continue to build on their successes through a
focus on enhancing student feedback through
the implementation of contextualised feedback
8. Conclusion
As initially outlined in the abstract the purpose
of this paper is to encourage further discussion that
might contribute to the global dialogue on Viet
Nam’s school effectiveness. To help facilitate this
discussion this paper focuses on the value-adding
to the learning of students. This focus on the value-
adding to the learning of students centres on three
key areas; students’ education, knowledge of and
for practice, and finally, filling gaps-in-contextual
knowledge.
This paper suggests that to assist MOET to
further enhance the quality of its teachers, and
their teaching, which in turn could value-add to the
learning of their students, an emphasis on teacher
mindset, and a focus on lesson plans reflecting
a change in teacher mindset might culminate in
enhancing the quality of Vietnamese teachers,
and, as a result, the value-adding to the learning of
students.
The author hopes in some little way the
discussions outlined in this paper will be able
to facilitate Viet Nam’s contribution to a global
discussion on school effectives by M.O.E.T possibly
seeking to explore some of the points above.
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GIÁO DỤC, GIÁO DỤC ĐA VĂN HÓA CHO CÁC NHÓM DÂN TỘC
THIỂU SỐ THÔNG QUA GIÁ TRỊ GIA TĂNG ĐỐI VỚI VIỆC
HỌC TẬP CỦA SINH VIÊN VIỆT NAM
Tony Richardson
Đại học Sunshine Coast, Australia
Email: [email protected]
Tóm tắt: Bài viết ghi nhận thành tích đặc biệt của sinh viên
Việt Nam, thành công của hệ thống giáo dục Việt Nam và những
thành tựu mà các chuyên gia giáo dục đã cam kết. Mục đích của
bài viết là khuyến khích đối thoại toàn cầu bằng cách tập trung vào
những chiến lược có thể được sử dụng để tăng cường hơn nữa hiệu
quả của các trường học ở Việt Nam, qua giáo dục và giáo dục đa
văn hóa cho các nhóm dân tộc thiểu số, thông qua giá trị gia tăng
vào quá trình học tập của sinh viên. Thuận lợi của đối thoại toàn
cầu được giải quyết bằng cách nhấn mạnh vào ba lĩnh vực chính;
giá trị gia tăng đối với việc học tập của sinh viên, giá trị gia tăng
đối với việc học tập của sinh viên thông qua kiến thức thực tế và
kiến thức phục vụ thực tế của giáo viên và giá trị gia tăng đối với
việc học tập của sinh viên qua cung cấp kiến thức theo ngữ cảnh.
Dự tính các cuộc thảo luận được tạo ra từ bài viết này có thể góp
phần vào cuộc đối thoại toàn cầu về hiệu quả của các trường học ở
Việt Nam, từ đó hỗ trợ việc phổ biến và nâng cao chất lượng giáo
dục toàn diện của Bộ Giáo dục và Đào tạo Việt Nam (MOET)
Ngày nhận bài: 4/6/2019
Ngày gửi phản biện: 6/6/2019
Ngày tác giả sửa: 9/6/2019
Ngày duyệt đăng: 13/6/2019
Ngày phát hành: 21/6/2019
DOI:
Từ khóa: Giáo dục đa văn hóa; Các nhóm dân tộc thiểu số;
Giáo dục cho các nhóm dân tộc thiểu số; Giá trị gia tăng đối với
việc học tập; Sinh viên Việt Nam.
Volume 8, Issue 2
63
9 trang
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