Instructional Model Development with Constructivist Theory together with Differentiated Instruction to Develop Learning Management Skills for Uttaradit Rajabhat University Lecturers

Abstract

The purposes of this research article were 1) to study instructional model; 2) to create and verify the quality of the model; and 3) to study the results of using the learning management model to develop learning management skills for Uttaradit Rajabhat University lecturers. The sample group consisted of 9 lecturers at Uttaradit Rajabhat University using purposive sampling. The research instruments were 1) instructional model, 2) the assessment form for learning management skills that emphasized individual differences, and 3) the field record form. Data were analyzed using statistics, namely mean, standard deviation, content analysis, and one-group t-test. The research results found that 1) the approach for creating the model focused on organizing activities to develop learning management skills that emphasized individual differences by allowing lecturers to exchange ideas, create new knowledge, and create a design thinking process in learning, 2) instructional model had 5 components: principles, objectives, content, learning activities, measurement, and evaluation. There were 5 steps of teaching activities: 1) preparation step to deeply understand the target group, 2) learning step to set the problem framework, 3) idea generation step, 4) leading knowledge to prototype creation step, 5) measurement and evaluation step for testing. The evaluation results of the format were most appropriate ( = 4.71, S.D. = 0.52) and the learning management format was effective at 84.91/84.42 according to the set criteria, 3.1) the evaluation results of the skills in differentiated instruction of the teaching staff after the lesson were 90.91 percent, significantly higher than the criteria at the .05 level, 3.2) the teaching staff had appropriate skills in differentiated instruction, used effective group management techniques, interacts to stimulate learners to learn, and motivates learners to create design thinking effectively.