1. Using LAO PDR Technique
Presented by
Associate Professor Khamhung Sengmany
Associate Professor Bounheng Siharath

2. LAO-PDR TECHNIQUE
Learner Centered Approach
2

3. LAO PDR TECHNIQUE
Learner-Centered Approach
3
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7. PRESENTERS
Khamhung SENGMANY & Bounheng SIHARATH
Teacher Development Specialists, Lao Language; Curriculum Development Specialist, English

8. - The LAO PDR technique was developed
locally, specifically for Lao.
- This is an original concept thought of by
the EESDP consultants and is a localized
teaching method based on the various
experiential learning concepts to improve
adoption of the learner-centered approach
in Lao classrooms.
- It outlines the instructional processes
starting from a lecturette up to reflection.
LAOPDR TECHNIQUE!
It is a powerful and flexible EXPERIENTIAL LEARNING technique that encourages
group and self-learning/critical thinking and easy to follow because each letter
describes the recommended process.

9. LAOPDR simply means:
L- Lecturette
A- Activity
O- Output
P- Presentation
D- Discussion
R- Reflection

10. Lecturette
Activity
Output
Presentation
Discussion
Reflection
The SEQUENCE/ORDER

11. Step1: Provide a Lecturette (mini lecture)
The teacher provides a 15-20 minutes lecture on key concepts to be learned
by the students targeting core competency achievement.
In this small/short lecture (that is why it is called a lecturette only) we must:
1. Clarify learning objective of that class period (ex. Within this class meeting
we have 55 minutes, our target is to increase your skill on _______)
--here you can use all lower and higher order thinking skills and list 1 objective for
each. “After 55 minutes we will all—”
• Remember that ______
• Understand that______
• Apply to_____________
• Analyze ____________
• Evaluate____________
• Create_____________

12. Step1: Provide a Lecturette (why mini lecture?)
Participants:
Explain why we
need to reduce
TEACHER TALK TIME
More activity and
student talk time

13. Step1: Provide a Lecturette (sample in MATH)
Sabaidee! Today, within 55 minutes, our target is to increase your skill on logical thinking as a key
learning outcome from Mathematics by demonstrating some key concepts which you will find very
applicable in real life. Specifically you will:
1. Remember that a+b=c
2. Understand that A is a unique value and B is unique value, combining them makes
another unique value called C which is not A, and is not B.
3. Application to real life samples include children where A can be the dad, B can be
the mom. C is you—you are not your dad, you are not your mom. You are unique from
Them even though you are their sum/product.
4. Analyze if there are other applications of this mathematical principle then
5. Evaluate if it can apply universally
6. Create your own proofs evidence of this principle in other areas and do your advanced reading
7. Then we will challenge what we learned together in the next meeting when we discuss syllogisms
Notice the flow as it anticipates the
next lesson and builds up to it

14. Step 2: Activity
The teacher provides a learning activity for students, with clear instruction on what to do
and what to achieve. It could be an experiment, group seatwork, game or task. Teacher
clarifies whether the students have to work in groups or in pairs.
Example:
Same Math Class. The teacher divides the class of 30 into 6 groups of 5 members
each. Each group has 2 colors each of poster paint. Their task is to create 4 new c
olors using only their assigned colors but varied formula of a+b=c
1. Group 1: blue and yellow
2. Group 2: red and yellow
3. Group 3: blue and red
4. Group 4: yellow and blue
5. Group 5: yellow and red
6. Group 6: red and blue
This is a STEAM (science, technology, arts, math) activity for lower secondary level. Some of you will say,
“but those materials are not readily available in secondary schools!” are challenged to create their own
ACTIVITY for their assigned subject using what they think are readily available materials. This is not about the
subject per se, but the sequencing of learning/instructional processes.

15. Step 3: Students produce their Outputs
The activities you choose for each lesson must have
an output that you can use to process or drive-in the
key lessons and also use as assessment evidence
Based on the sample activity, expect to see various color combinations
depending on how much “A” color is used versus the amount of “B”
color used. The resulting “C” color will have different tonal values that
can be “seen”. Example A (BLUE) plus B (YELLOW) = C (GREEN)
But there are many shades of GREEN

16. Step 4: Students make a PRESENTATION of their outputs
Based on learning activity assigned by the teacher, the
students prepare outputs of group or pair interactions.
Example:
• using previous activity, groups display their outputs in a GROUP EXHIBIT and
everyone goes around to appreciate/ inspect the other group’s outputs.
• Now we will gamify it a bit (remember, gamified learning): “ok class,
since you saw all outputs, here is your new task. In 20 seconds, on my
signal, you will collaborate and label your exhibit with the following
equations and be able to explain why. 1-2-3 GO!:
• A+B=C
• B+A=C
• C=B+A
• C=A+B
• Group 1, share your exhibit and explain…Group 2….next!!!!
Notice how this strategy integrates
other experiential learning
Techniques like experiments and
gamified learning

17. - The teacher facilitates discussion with the students
based on presented outputs, helping them to
analyze and summarize key learnings.
Step 5: Discussion
• OK class! You have demonstrated a real life application of a mathemati
cal equation. You have proven if it is real using primary colors. You hav
e begun to represent real life through equations.
• Who is thinking now of other areas where MATH can summarize the formula?
• Who noticed that A+B=B+A in the activity?
• Who noticed that A+B=C=B+A?
• Who noticed A2+B=C variant 1
• How about A2+B2=C variant 2
• Any other formula you can extract from your activity?
Summarizes the activity relevance
and then challenges student to sh
are and discuss their own
Observations / realizations

18. Based on the discussion, the teacher can individually ask
students to share their reflections, or ask them to return
to their groups to agree on group reflection;
specifically, one key take away from the learning event
which has just been concluded from step 5.
Step 6: Reflection
Step 6: Reflection
L A O P D R
7 competency domains
STEP (original 2013):
1. Subject Matter & Didactic
Competence
2. Pedagogical Competence
3. Competence In Reflection
And Development
4. Interpersonal Competence
5. Organizational Competence
6. Competence In Cooperating
/ COLLABORATING With
Colleagues
7. Competence in cooperating
with the SCHOOL ENVIRON
MENT
You can relate this to
Teacher Competency Domains
(minimum summary of what
Teachers can do each area)
At this point it is good to make the students evaluate themselves and the class if the
learning objectives were achieved with good use of time and to apply to their insights to i
mprove their learning strategy and get better for the next module/lesson/meeting

19. ANY QUESTIONS/
REACTIONS
SO FAR?

20. I will now share how we use LAO-PDR
to teach LAO LANGUAGE

21. Example: Teaching Lao Language MATHAYOM 1
Lesson 13 : Principles of writing correctly
Explaining the meaning and the importance of the principles of wri
ting Lao Language correctly.
Writing or spelling the lao words correctly.
Step1: Provide a Lecturette (mini lecture)
The teacher provides a 15-20 minutes lecture on key concepts to be learned
by the students targeting core competency achievement.

22. Sample Lecturette:
- The Lao language must be written in the accent of Lao
people in a concise way, so that there are no excess
letters in a word -
- The way of writing must follow the principles as below
1. Principle of letters
2. Principle of tonal mark 1 (X່) and 2 (X່)
3. Principle of punctuations
4. Principle in using ‘ຮ’ and ‘ລ’
5. Principle in using vowel ‘ໄx ‘ and ‘ໃx’

23. Step 2: Activity
The teacher provides a learning activity for students, with clear
instruction on what to do and what to achieve. Teacher clarifies
whether the students have to work in groups or in pairs.
Example:
Students work in groups to discuss about the principles of
writing Lao Language correctly.
- The teacher will divide the class in groups of 5 members
, and lets them discuss about the following questions:
1. How important is it to write Lao language correctly?
2. How many principles ?
3. And what are they?
4. Give examples 4-5 words for each principle..
IS THIS CORRECT? THESE
BASIC PRINCIPLES CAN
SIMPLY BE PART OF THE
LECTURETTE
A BETTER ACTIVITY THAT GOES
STRAIGHT TO APPLICATION IS
TO GIVE THEM TIME TO CREATE
AN ACTUAL PRODUCT USING
THOSE PRINCIPLES, LIKE A
LETTER, A STORY, OR EVEN A
CAPTION FOR AN IMAGE

24.  Each group will discuss and take note the output on a
piece of paper. For question 2, teacher may assign eac
h group to give examples of one principle.
 The teacher must give how much time is allowed for
each activity with clear instruction of what they are
going to do, for example:
 Note down the answers,
 report orally to the class.
 The group that has done the activity well should
be rewarded by 10 claps or will get extra points.
A BETTER ACTIVITY THAT GOES
STRAIGHT TO APPLICATION IS
TO GIVE THEM TIME TO CREATE
AN ACTUAL PRODUCT USING
THOSE PRINCIPLES, LIKE A
LETTER, A STORY, OR EVEN A
CAPTION FOR AN IMAGE. THIS
WILL BE A BETTER EVIDENCE OF
ACTUAL WRITING SKILL.

25. Step 3: Outputs
Based on learning activity assigned by the teacher, the students
prepare outputs of group or do paired interaction and discussion
Example:
The principle of writing Lao correctly is a principle that everyone must strictly follow in
order to make them write accordingly to the rules of Lao grammar and use it for clear
and meaningful communication.
So the best expected output is a demonstration of these rules
through a 3-paragraph letter of Application to a hypothetical job.
The output/product must be an assessment evidence of
the target skill/knowledge in Lao grammar. It must also have relevance
to the real world context where students are expected to be
prepared for. This skill must be perfected from LSE to USE.

26. Example of writing/spelling:
- ຄະນະທຝ
ົ ນຕ
ົ ກ (wrong) ຂະນະທຝ
ົ ນຕ
ົ ກ (correct),
- ເພມ (wrong) ເພມ (correct),
- ສອງຮອຍ (correct) ສອງລອຍ (wrong)
- ວ
ັ ດຖ
ຸ ປ
ັ ດໄຈ(correct) ວ
ັ ດຖ
ຸ ປ
ັ ດໃຈ (wrong)
- ສອງໄຟຟາ (correct ຊອງໄຟຟາ (wrong) …
The teacher must roam around the room to make sure
that every body is actively participating in the activity.

27. The teacher asks groups or pairs to present results of their works.
Depending on available time, the teacher calls all
group representatives to present and discuss their outputs to class.
- Each group presents the outputs of the two questions that
they have discussed to the class in turns while the rest of the
class pay attention to listen. They may ask questions of the
Outputs.
- After presentation, each group may submit their repoRt to the
Teacher (part of portfolio assessment)
Step 4: Presentation
As suggested, a real
LETTER of
JOB APPLICATION is
better to demonstrate
actual writing skill.
We don’t ask them to
talk about writing.
WE ASK THEM
TO WRITE AND THEN
TO CORRECT/EDIT
THEMSELVES
ACCORDING TO
GRAMMAR RULES.

28. Step 5: Discussion
The teacher facilitates discussion with the students based on presented
outputs, helping them to analyze and summarize key learnings.
- The discussion will be done after each group presentation to avoid confusion.
- The teacher instructs students to pay attention to each group report presentation in order to point out the issues. When discu
ssing about spelling and punctuation of Lao language , there is a lot of controversy.
Example: - ເຊງ /ຊງ , ຈງ / ຈງ, ທໜງ / ທໜງ, ນງ / ໜງ, ຫວງໃຍ / ຫວງໄຍ, ກ
ໍ ໄດ /
ກ
ໍ ໄດ.....
- “ກນແລວແຂງແຮງບ
ໍ ມພະຍາດບຽດບຽນ” (ການໃຊເຄອງໝາຍວ
ັ ກຕອນ)

29. Based on the discussion, the teacher can individually ask students
to share their reflections, or ask them to return to their groups to
agree on group reflection; specifically, on key take away from the
learning event which has just been concluded from step 5.
Step 6: Reflection
- here you see how shallow the learning would have been if they were just
REMEMBERING grammar rules for recitation/discussion and not actually
APPLYING the rules directly to an authentic output. There would be
nothing to reflect about.
[refer to lower order and higher order thinking Skills when
preparing your learning objectives vs. learning tasks
(activities) vs. learning outcomes]
Step 6: REFLECTION

30. But as you can see it is not simplistic. Just like all the other
Experiential learning techniques it needs CAREFUL PLANNING
And reflection first by the teacher. NO FAKING/CHEATING.
Teacher must be the first model for Lao Lifelong Learners
Comparative Description
Similar to other experiential learning techniques, LAOPDR passes on
deeper learning to the students, with the aim to provide them an
opportunity for deeper and more meaningful learning which would be
translated from short term memory to long term memory.
LAOPDR also introduces them to reflective learning which leads to
the development of critical thinking skills.

31. Remember to do:
Once tasks are assigned to groups or pairs of students,
the teacher should ensure that s/he provides good
guidance and proper directions to these groups and
pairs, thus the need to encourage them to ask questions
frankly to be guided properly, so that tasks and underlying
concepts required to fulfill the tasks are clarified.

32. Questions for Reactors/Participants:
LAOPDR is simple but not “simplistic”. It uses strong foundation on
Learning Objectives, classroom based assessment and the basic
experiential learning principles (in short, the MINIMUM Teacher Competencies
gained before graduation from pre-service.)
1. PRE-SERVICE: HOW CAN WE ENSURE such quality of teacher
graduates where the minimum qualifications = minimum competency
sets = mastery of these pedagogical content knowledge at the
TTI Level?
2. IN-SERVICE: how urgent is it that these experiential
Learning techniques be mastered by all secondary teachers
Preparing students to be Lao Lifelong Learners?

33. Questions for Reactors/Participants:
3. HOW MANY LEARNED SOMETHING NEW TODAY?
• PLEASE TYPE “LAOPDR” IN CHAT BOX.
4. HOW MANY FEEL THEY NEED TO LEARN MORE SO THEY WILL
JOIN AGAIN NEXT WEBINAR?
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34. To all participants
Please use principles in writing and spelling correc
tly in order to make Lao language accurate and unif
orm
Thank you

35. 35
ຍນດຕອນຮ
ັ ບຄ
ໍ າຖາມຂອງທານ !
ກະລ
ຸ ນາຍ
ົ ກມຂນເພອໃຫເປ
ັ ນທຮ
ຈ
ັ ກ
ຫ ພມຄ
ໍ າຖາມຂອງທານລ
ົ ງໃນ:
ZOOM CHAT BOX
(ສ
ຸ ມເລອກ 3 ຄ
ໍ າຖາມ ໃຫຜເຂ
ົ າຮວມ ຫ ເຈ
ົ າຄະນະ
ຮ
ັ ບຜດຊອບເປ
ັ ນຜຕອບ)

36. 36
SPECIAL THANKS TO:
The Department of Teacher Education (DTE)
The Department of General Education (DGE)
The Research Institute for Educational Sciences (RIES)
The Institute for Education Administrators Development (IFEAD)
The EESDP Project Management Unit (PMU)
The Project Implementation Consultants of INTEM Philippines
Hosted by:
Dr. Bernadette V. Gonzales, Team Leader
Presentor:
KAMHUNGSENGMANY
Reactors:
Segment 1: Ajan Ket of DTE/Ajan Keo of EESDP/Ajan Outhit of RIESSegment 2: Ajan Tavanh of DTE/ Ajan Houmphanh of RIES/ Ajan Sengkeo
of DTESegment 3: Ajan Lamphoun of IFEAD, Ajan Vongduean of DTE, Ajan Keomannivanh Phimmahasay, 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

37. THE END