TEACH THE

FUTURE NOW
 The Microsoft Certified Educator Program is a
professional development program that bridges the
gap between technology skills and innovative teaching.
Educators holding a Microsoft Certified Educator
certification can prove they have the skills needed to
provide rich, customized learning experiences for their
students that incorporate critical 21st century skills
using Microsoft tools.

Source: https://learn.microsoft.com/
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 ส่งเสริมการทางานร่วมกันของนักเรียน

สร้างทักษะการสื่อสาร
• โจทย์จำลองสถำนกำรณ์ทักษะกำรสอน
• จำนวนข้อ 40 ข้อ แบ่งเป็น ฝึกฝนการสร้างองค์ความรู้
• CaseStudy 3-10 ข้อ
• คำถำมทั่วไป (ตัวเลือก จับคู่ ถูก/ผิด) 25-35 ข้อ ฝึกฝนการควบคุมตนเอง

• เวลำในกำรสอบ 60 นำที เรียนรู้การแก้ปญ

ั หาทีเ่ กิดขึน้ และสร้างนวัตกรรมการเรียนรู้
• เกณฑ์กำรสอบผ่ำน 700 จำกคะแนนเต็ม 1,000
สนับสนุนให้นักเรียนในการใช้เครือ่ งมือในการสื่อสารและข้อมูล
• ข้อสอบเป็นภำษำอังกฤษ
ส่งเสริมการใช้ ICT อย่างมีประสิทธิภาพ

Source: https://learn.microsoft.com/
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 CERTIFICATION
CERTIPORT IS THE
AUTHORIZED
ACADEMIC EXAM
DELIVERY PARTNER
FOR THE MICROSOFT
CERTIFIED EDUCATION
EXAM.

Source: https://learn.microsoft.com/
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 ✓
AGENDA ✓
✓

Source: https://learn.microsoft.com/
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 1.Facilitate Student Collaboration
1.1 Determine the level to which a learning activity
meets the rubric for collaboration.
1.1.1 Prepare activites that enable students to work
together, have a shared responsibility for
deliverables, make decisions that are substantive
and crucial to learning activity success, and work
interdependently.
1.1.2 Analyze, evaluate, design, and manage the
learning environment to facilitate student
collaboration, given a set of resources available in a
classroom.
1.1.3 Virtual environment; physical environment;
software tools available.

Source: https://learn.microsoft.com/
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 WHY IS COLLABORATION
IMPORTANT?
In the modern workforce, people work in diverse teams across time zones,
continents, and cultures.

All members of the team must have strong collaboration skills and integrate
their individual expertise and ideas into one product. To be successful, they
need to Work respectfully, Communicate clearly, and Make compromises to
accomplish a common goal.

Source: https://learn.microsoft.com/
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 WHAT DOES COLLABORATION
LOOK LIKE?
To design learning environments that promote collaboration skills, educators
must first have a shared understanding and language to describe it. Once
they know what collaboration looks like and what skills it requires, they are
better able to plan for it.

To learn effective collaboration skills, children must work with others in

specific ways. Activities that promote collaboration require learners to Share
responsibility, Make substantive decisions together, and Work
interdependently.

Source: https://learn.microsoft.com/
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 Critical Thinking
& Problem

21 CENTURY SKILLS
Solving
ST
Communication
21ST CENTURY SKILLS ARE A
GLOBAL STANDARD OF
SKILLS STUDENTS WILL
Collaboration
NEED IN A WORLD WHERE
TECHNOLOGY IS PREVALENT
AND QUICKLY CHANGING.
Creativity &
Innovation

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 EDUCATORS MUST CONSIDER
THE FOLLOWING QUESTIONS
• Are learners working together?
• Do they have shared responsibility?
• Do they make substantive decisions together?
• Is their work interdependent?

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 2.Facilitate Skilled Communication
2.1 Modify a learning activity to meet the rubric for
the highest level of skilled communication.
2.1.1 Prepare activities that enable students to create
product deliverables that convey a set of connected
ideas, are multimodal, require supporting evidence,
and are designed for a specific audience.
2.2 Evaluate student product examples to determine
the level to which they meet the skilled
communication rubric.
2.2.1 Evaluate student product examples on the use
of connected ideas, multimodal approach, supporting
evidence, and design for a specific audience.

Source: https://learn.microsoft.com/
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 SKILLED
COMMUNICATION
Multimodal communication tools allow learners to select the
best medium to communicate their message.

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 EDUCATORS MUST CONSIDER
THE FOLLOWING QUESTIONS
• Is the communication extended or multimodal?
• Does the communication provide sufficient supporting evidence?
• Is the communication designed appropriately for a particular audience?

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 3. Facilitate Knowledge Construction
3.1 Determine the level to which a learning activity
meets the knowledge construction rubric.
3.1.1 Prepare interdisciplinary activities that enable
students to apply knowledge in a new context.
3.2 Transform a didactic learning situation into an
activity that requires students to apply knowledge in
a new context that facilitates interdisciplinary
learning.
3.2.1 Prepare activitities that enable students to
spend their time and effort developing knowledge
that is new to them and participate in interdisciplinary
learning activities.

Source: https://learn.microsoft.com/
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 KNOWLEDGE
CONSTRUCTION
With the advent of internet search engines, learners no longer need
to memorize a lot of facts. Instead, they need to know how to use
facts and information to construct their own understandings, make
connections, and generate ideas.

Learners construct knowledge by engaging in deep learning

through:
Interpretation, Analysis, Synthesis, and Evaluation .
Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 EDUCATORS MUST CONSIDER
THE FOLLOWING QUESTIONS
• Does the learning activity require knowledge construction?
• Is knowledge construction the main requirement?
• Are learners required to apply their knowledge in a new context?
• Is the learning activity interdisciplinary?

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 4. Facilitate Self-Regulation
4.1 Determine the level to which a learning activity
meets the rubric for self-regulation.

4.1.1 Prepare long-term activities that enable

students to plan their own work and revise work
based on feedback.

4.2 Determine which opportunities facilitate an

environment of self-regulation.

4.2.1 Provide students with opportunities to set their

learning goals, decide on the best strategies to
achieve these goals, and monitor to see if these
strategies are working

Source: https://learn.microsoft.com/
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 SELF-REGULATION
Educators play a key role in ensuring that our learners develop self-
regulation skills by designing appropriate learning tasks. Learners
must have the opportunity to engage in learning activities that are
meaningful to them and take place over an extended period of time
• Create opportunities to learn effectively
• Take responsibility for their own learning
• Develop initiative and self-direction skills

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 EDUCATORS MUST CONSIDER
THE FOLLOWING QUESTIONS
• Is the learning activity long-term and do learners have the learning goals
and success criteria in advance?
• Do learners plan and assess their own work?
• Do learners have the opportunity to revise their work based on feedback?

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 5. Facilitate Real World Problem Solving
and Innovation
5.1 Determine the level to which a learning activity
meets the rubric for real world problem solving.
5.1.1 Prepare activities that enable students to
develop a solution to a problem that is new to them,
complete a task that they have not been instructed
how to do, or design a complex product that meets a
set of requirements.
5.2 Select a strategy to encourage students to
problem-solve, innovate, and apply a solution that
benefits others in the real world.
5.2.1 Develop learning objectives that involvereal
world issues.

Source: https://learn.microsoft.com/
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 REAL-WORLD PROBLEM
SOLVING AND INNOVATION
Educators must design learning activities that engage learners in
problem solving. The key is to design a learning scenario with a
defined challenge in a real-world context. This challenge requires
learners to innovate by implementing their solutions, designs, or
ideas to audiences outside the classroom

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 EDUCATORS MUST CONSIDER
THE FOLLOWING QUESTIONS
• Is problem solving the main requirement?
• Are learners working on a real-world problem?
• Does the activity require innovation?

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 6. Facilitate Student use of Information
and Communication Tools (ICT)
6.1 Determine the level to which a learning activity
meets the rubric for use of ICT learning.
6.1.1 Prepare activities that enable students’ use of
ICT to support knowledge construction; address the
needs of diverse learners.
6.2 Fulfill student learning outcomes by using
Microsoft technology tools.
6.2.1 Identify the skills required to implement the
resources.
6.3 Select the best ICT resource to help resolve or
manage the logistical challenges of reaching the
desired educational outcome.
6.3.1 Lab configuration issues; shared computers;
BYOD.

Source: https://learn.microsoft.com/
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 ICT FOR LEARNING
ICT is essential to building lifelong learning. Educators must
therefore balance the use of technology to not only consume
information but also to design and create it in their learning activities.

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 EDUCATORS MUST CONSIDER
THE FOLLOWING QUESTIONS
• Do learners have the opportunity to use ICT?
• Does the use of ICT support learners' knowledge construction?
• Is ICT required for constructing this knowledge?
• Are learners designers of an ICT product?

Source: https://learn.microsoft.com/
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 Source: https://learn.microsoft.com/
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 7. Use ICT to be an Effective Educator
7.1 Determine which ICT resource supports a specified
educational outcome.
7.1.1 Evaluate a learning activity; rate the
appropriateness of specific ICT resources; address the
diverse needs of all learners.
7.2 Determine the appropriate pedagogical approach to
meet an educational outcome using ICT resources.
7.2.1 Planned vs. unplanned situations; appropriate
performances of understanding; different learning styles.
7.3 Select an appropriate ICT resource to reach a
professional development goal.
7.3.1 Improve productivity; time management skills.
7.4 Evaluate responses to a scenario involving Digital
Citizenship.
7.4.1 Internet safety; security issues; cyber-bullying;
digital footprint; privacy issues; communication forums;
acceptable use.

Source: https://learn.microsoft.com/
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 COURSES
TO TAKE ADVANTAGE OF THESE
FREE RESOURCES VISIT:
HTTP://AKA.MS/MCESTUDYGUIDE

Source: https://learn.microsoft.com/
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