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“ใคร ๆ ก็มีแผนกันทั้งนั้น จนกระทั่งถูกชกเข้าที่หน้านั่นแหละ”

"Everybody has a plan, until they get punched in the face"

(Mike Tyson)

Type Faster with 20 Minutes for 30 Days

Here is how you learn to type faster. All you got to do is to watch the video once and then follow the steps below every morning for 20 minutes for 30 days. Use the timer function of your mobile phone to track the time you spend on each of the 3 sections below. Important is you do it every day and for exactly 20 minutes.

Before Your start:

Test your current writing speed with TypingTest. Once you are done, note down or share your speed so you can compare it when you completed the course.

First 15 days:

Spend 20 Minutes every day on, to learn to position your figures and to type certain keys. Complete Beginner, Intermediary, Advance and Speciality Lessons.

The last 15 days:

Spend the next 15 minutes on, to continue your studies and the next 5 Minutes on the game RapidTyping or TypeRacer, where you car race against other learners.

When you are done:

Now again go test your writing speed with TypingTest and compare the results with the test of day one. You can now also calculate the % you increased your typing and if you are a math genius many even how much time you saved, giving you type 5 hours a week for the next 30 years ;)


The above guide is based on the learning method Spaced Repetition. According to brain research it is believed to be one of the most effective ways to learn really anything. It follows a few principles:

  • Learn every day a little, instead of just one day a lot. The reason for this is sleep. It's during sleep when your brain grows synapses (new connections), so if you don't sleep between your learning sessions you'll simply learn less.
  • Set yourself a clear start and ending time for your learning. Ending is as important as starting as it acts as a reward and hence increases the likely hood that you start again the next day.
  • While you learn, don’t do anything else and remove all distractions (turn off your phone,...). Use the Pomodoro Technique if you have trouble to focus.
  • If you don’t really enjoy what you want to learn, do it in the morning, it's when you have the most energy for that kind of stuff.

Changing Habits


Habits are driven by our believes and consists of 3 elements: cue, routine, and reward. For example if you believe that emails need to be answered within 24 hours, the habits sequence most likely looks like that:

  1. Cue: an email you receive
  2. Routine: you answer it immediately
  3. Reward: the pleasure you get from pressing the send button

You can change your habit if you change your reaction to the cue that triggers it. In order to do that, you need to alter your believes about the habit itself and create rewards for the new anticipated reaction.

So if you want to reduce your time spend on emails, say your new believe is that a research project you are working on is more important, then change the cue. You could for example set your email client to receive message only once a day, change the notification setting or create a different user on your computer for emails so you are required to logout and login to check your mails. Once you have changed the cue, you will experience a new routine.

To support and strengthen the new habit, make sure you put good rewards in place. If your new project is a long and enduring research paper which does not give you instant pleasure (there is not send button), you could use a timer that rings every half an hour to give yourself 5 minutes snack brakes.

Techniques to Learn a Foreign Language


The idea is that you pick up key words and phrases first, and then learn the grammar like a kid, unconsciously in the process. Ideally students learn the language through intensive exposure to it in a context that makes sense. So, for example, if you learn Italian, you better do so in Pizzeria. Your the teacher the can explain you the menu, you can start to discuss the wines and after the espresso review the dishes.

Immersion is commonly associated with the Berlitz, a language school that stopped using grammar textbooks long time ago. When Maximilian Berlitz started his school and was in need of an assistant French instructor in 1978; he employed a Frenchman only soon to discover that Joly barely spoke English, and was hired to teach French to English speakers in their native language.


Shadowing is a technique in which subjects repeat speech immediately after hearing it (usually through earphones). The reaction time between hearing a word and pronouncing it can be as short as 250 ms, which is only the delay duration of a speech syllable. The audio is usually accompanies by a manual of bilingual texts. The technique was developed by famous language learner Alexander Arguelles, who speaks over 50 languages.


With Scriptorium students write the language while simultaneously speaking it out loud. While doing so students should (1) read a sentence aloud, (2) say each word aloud again as you write it and then (3) read the sentence aloud as you have written it. The purpose of this exercise is to force yourself to slow down and pay attention to detail and then review unknown words or refresh your grammar.


The idea is to match the unfamiliar (what we want to remembered) with the familiar (what we already know). You use this for learning vocabulary by creating an association in your mind that makes it easy to remember. For example, lets say you wanted to remember the French word “chou”, which means “cabbage” in English. “Chou” is pronounced like “shoe” in English, so you could imagine yourself putting on cabbages on your feet instead of shoes. Then, when you need to remember “cabbage”, your brain will think “cabbage -> shoes -> chou”.

Drown Yourself to Swimming

Most people are not in the position to apply this technique, but if you can and really want to learn the language go for it. Drown Yourself to Swimming means leave the comfort of your home and go to the place where they speak the language and then live there and try not to speak any other language until you’ve learned the new one. It might take 6-12 month, but if you manage not falling back to a familiar language and actively search for conversations with locals, you will indeed learn it fast.

Feynman Learning Technique

เทคนิคการเรียนรู้ของไฟยน์แมน เป็นเทคนิคที่มีประสิทธิภาพสำหรับการเรียนรู้เนื้อหาใหม่ ทำความเข้าใจในสิ่งที่รู้อยู่แล้วให้ลึกซึ้งยิ่งขึ้น หรือเมื่อต้องเตรียมตัวอ่านหนังสือสอบ อันดับแรก เริ่มจากการเลือกหัวข้อที่คุณต้องการและเริ่มศึกษามัน

เมื่อคุณเข้าใจเนื้อหาของเรื่องนั้นแล้ว ลองเขียนอธิบายเรื่องนั้นลงในกระดาษ ประหนึ่งว่ากำลังอธิบายเรื่องนั้นให้คนอื่นฟัง โดยพยายามเขียนและพูดอธิบายไปพร้อม ๆ กัน เหมือนกับอาจารย์ที่กำลังสอนอยู่หน้าชั้นเรียน

นี่จะทำให้คุณรู้ว่า มีเนื้อหาส่วนไหนที่คุณเข้าใจและยังไม่เข้าใจ ถ้ามีเนื้อหาส่วนไหนที่คุณติดขัด ลองย้อนกลับไปศึกษาส่วนนั้นซ้ำอีกครั้ง จนกระทั่งคุณสามารถอธิบายเรื่องนั้นได้ตั้งแต่ต้นจนจบ หลังอธิบายจบ ลองกลับไปอธิบายซ้ำอีกครั้งตั้งแต่ต้น แต่คราวนี้พยายามใช้ภาษาง่าย ๆ หรือใช้ตัวอย่างภาพประกอบในการอธิบาย ถ้าคำอธิบายของคุณยาวหรือซับซ้อนเกินไป แปลว่าคุณอาจจะยังไม่เข้าใจเนื้อหาดีนัก คุณจึงควรกลับไปศึกษาใหม่อีกครั้ง

การทบทวนโดยใช้การอธิบายเนื้อหาซ้ำ ๆ เป็นวิธีการเรียนรู้ที่มีประสิทธิภาพอย่างยิ่ง เมื่อคุณสามารถอธิบายเนื้อหาได้โดยใช้ภาษาที่เข้าใจง่าย นั่นแปลว่าคุณได้เข้าใจเนื้อหานั้นอย่างถ่องแท้ และจะสามารถจดจำเรื่องนั้นได้นาน

ริชาร์ด ไฟนย์แมน เป็นนักฟิสิกส์ชื่อดัง ผู้เคยได้รับรางวัลโนเบลจากผลงานด้านพลศาสตร์แม่เหล็กไฟฟ้าเชิงควอนตัม เป็นที่ทราบกันโดยทั่วไปว่าเขามักชอบขอให้นักคณิตศาสตร์คนอื่น ๆ อธิบายแนวคิดจ่าง ๆ ด้วยภาษาง่าย ๆ เพื่อทดสอบว่าพวกเขาเข้าใจเนื้อหาจริงหรือไม่

Richard Feynmann was a leading theoretical physicist who received a nobel prize for his work in quantum electrodynamics. He was notorious for asking his mathematicians to explain concepts in simple language to test their understanding. Here his technique:

Step 1. Choose a topic you want to understand and start studying it. Once you know what it is about, take a piece of paper and write the topic at the top of the page.

Step 2. Pretend you’re teaching the idea to someone else. Write out an explanation on the paper while you describe them out loud. Like this you get an idea of what you understand and where you still have gaps. Whenever you get stuck, go back and study. Repeat that process until you can explain it.

Step 3. Finally do it again, but now simplify your language or use an analogy to make the point. If your explanation ends up wordy and confusing, that’s an indication that you do not understand the idea well enough. If that happens go back until you have mastered it.

It is the process of thinking about an idea while teaching it that make the method so effective. Once you can explain an idea with simple language and create graphic analogies, you have deeply understood it and will remember it for a long time.



เชียร์เป็นคุณครูสอนวิชาฟิสิกส์และเคมีชื่อดังของไทย ซึ่งมีแนวการสอนที่แตกต่างจากครูทั่วไป สถาบันกวดวิชา “Cheer Up Tutor” ของเขาใช้วิดีโอเป็นสื่อการสอนหลัก (มีแล้วมากกว่า 200 คลิป) โดยเขาจะคอยช่วยเหลือโดยการตอบคำถามหรือทำโจทย์ไปพร้อม ๆ กับนักเรียน เขาทำวิดีโอทั้งหมดขึ้นโดยใช้โปรแกรมคอมพิวเตอร์ธรรมดา และเพิ่มความน่าสนใจโดยการพูดบรรยายไปพร้อม ๆ กับการเขียนอธิบายและแสดงการคำนวณลงไปในวิดีโอ เชียร์เกิดแรงบันดาลใจหลังจากได้เห็นคลิปของครูฟิสิกส์สุดแนวอย่างวอลเตอร์ เลวินบน

Cheer is one of Thailand’s most popular teachers in physics and chemistry, although he doesn’t teach in the traditional sense. At his low cost tutoring centre "Cheer Up Tutor" he lets student watch videos (he produced over 200 already) and then assists by answering questions or working on problems. All his videos are made with standard science software and enriched with his voice over, on-screen notes and calculations. Cheer himself got inspired after watching rock-star physics teacher Walter Lewin on Youtube.

Contact Cheer

Teach for Thailand


ก่อตั้งขึ้นในปี 2013 Teach for Thailand เป็นส่วนหนึ่งของเครือข่ายองค์กรอิสระระดับนานาชาติ Teach for All ซึ่งก่อตั้งขึ้นเพื่อขยายโอกาสทางการศึกษาให้แก่ผู้คนทั่วโลก Teach for Thailand เปิดรับผู้เชี่ยวชาญจากหลากหลายสาขาวิชาเพื่อเป็นอาสาสมัครสอนหนังสือให้แก่นักเรียนในพื้นที่ที่จำเป็นต่าง ๆ

Founded in 2013, Teach for Thailand is the local platform of Teach For All, a global network of independent social enterprises working to expand educational opportunity. Teach for Thailand recruits leaders of all academic disciplines to commit some time to teach in high-need areas.

Start Teaching

Measures of Effective Teaching (MET)

The MET was a three-year study designed to determine how to best identify and promote great teaching. The project has demonstrated that it is possible to identify great teaching by combining three types of measures: classroom observations, student surveys, and student achievement gains. Additionally it suggest that good systems should not only identify great teaching, but also provide the feedback teachers need to improve their practice and serve as the basis for more targeted professional development.

The MET project, which was funded by the Bill & Melinda Gates Foundation, was a collaboration between dozens of independent research teams and nearly 3,000 teacher volunteers. The findings are useful to school districts working to implement new development and evaluation systems for teachers.


The Older the Kids, the Smaller the Classes Please

Economist Josh Angrist and Victor Lavy shed light on the issue of class size, publishing their results in a 1999 paper. In Israel, classes are capped at 40 students. If one school has 38 fourth-graders, those children will all have one teacher, while in an otherwise similar school that has 42 fourth-graders, the children will be split into two classes with an average size of 21 students. Examining 1991 test scores of students from more than 4,000 fourth- and fifth-grade classes in Israel, Angrist and Lavy found that smaller class sizes generated “significant and substantial” gains in math and reading achievement among the fifth-graders and smaller gains in reading among the fourth-graders.

Scholarships for Achievers and Cash Rewards for Weak Students Don't Really Work

Merit schol­ar­ships for high achiev­ers have long been a fea­ture of col­lege life, but most merit schol­ar­ship recip­i­ents are, by def­i­n­i­tion, stu­dents who could be expected to do rea­son­ably well with or with­out schol­ar­ship sup­port. Performance-based awards for weak stu­dents are a rel­a­tively new devel­op­ment. Angrist, Oreopoulos, and Williams eval­u­ate the effects of aca­d­e­mic achieve­ment awards for first and second-year col­lege stu­dents on a Canadian com­muter cam­pus. The award scheme offered lin­ear cash incen­tives for course grades above 70. Awards were paid every term, and pro­gram par­tic­i­pants also had access to peer advis­ing by upper­class­men. Program engage­ment appears to have been high but over­all treat­ment effects were small. The inter­ven­tion increased the num­ber of courses graded above 70 and points earned above 70 for second-year stu­dents, but there was no sig­nif­i­cant effect on over­all GPA. Results are some­what stronger for a sub­sam­ple that cor­rectly described the pro­gram rules.

Public Elite Schools that Limit Admission by Entrance Exams Hardly Add Value

At a first glance, exam school stu­dents do well on most mea­sures of achieve­ment. This may be why many par­ents dream of send­ing their chil­dren to top exam schools. However, while exam school stu­dents clearly excel in school, the ques­tion remains: Does receiv­ing an exam school edu­ca­tion add value rel­a­tive to receiv­ing a stan­dard pub­lic edu­ca­tion for already high achiev­ing stu­dents? To answer this ques­tion, SEII researchers employed a research design which com­pares test scores of the mar­ginal appli­cants – those who fall just above and just below admis­sion cut­offs. Using this design, the study esti­mates the causal effect of exam school atten­dance on stu­dent achieve­ment as mea­sured by stan­dard­ized state test scores. The esti­mates show lit­tle effect of exam school offers on most stu­dents’ achieve­ment in most grades. Students who win these prized seats might have ben­e­fit­ted from expo­sure to a higher-achieving group of peers and a more demand­ing cur­ric­ula, but the results indi­cate that in spite of these fac­tors, the stu­dents just above the admis­sions cut­off do not reap these ben­e­fits in the form of improved test scores. While there are a hand­ful of small gains, the intense com­pe­ti­tion for exam school seats does not appear to be jus­ti­fied by improved achieve­ment for most stu­dents.

Early Childhood Educators Should Regular Visit the Homes of the Kids

A study con­ducted by Christopher Walters finds that Head Start, Americas answer to early childhood centers offer­ing full-day ser­vice boost cog­ni­tive skills more than other cen­ters and cen­ters offer­ing fre­quent home vis­it­ing are espe­cially effec­tive at rais­ing non-cognitive skills. Other key inputs, includ­ing the High/Scope cur­ricu­lum, teacher edu­ca­tion and cer­ti­fi­ca­tion, and class size, are not asso­ci­ated with increased effec­tive­ness.

Small High-Schools Work for New York City

One of the most wide-ranging reforms in pub­lic edu­ca­tion in the last decade has been the reor­ga­ni­za­tion of large com­pre­hen­sive high schools into small schools with roughly 100 stu­dents per grade. SEII researcher used assign­ment lot­ter­ies embed­ded in New York City’s high school match to esti­mate the effects of atten­dance at a new small high school on stu­dent achievement. More than 150 uns­e­lec­tive small high schools cre­ated between 2002 and 2008 have enhanced auton­omy, but oper­ate within-district with tra­di­tional pub­lic school teach­ers, prin­ci­pals, and collectively-bargained work rules. Esti­mates show pos­i­tive score gains in Mathematics, English, Science, and History, more credit accu­mu­la­tion, and higher grad­u­a­tion rates. Small school atten­dance causes a sub­stan­tial increase in col­lege enroll­ment. Stu­dents at small schools are more engaged and closely mon­i­tored, despite fewer course offer­ings and activ­i­ties. Teachers report greater feed­back, increased safety, and improved collaboration.

About Montessori

Montessori is an educational approach developed by Italian physician Maria Montessori with an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development.

Some key elements:

  • Mixed age classrooms
  • Student choice of activity
  • Uninterrupted blocks of work time, ideally three hours
  • An “inventor model”, where students learn concepts from working with materials, rather than by direct instruction
  • Freedom of movement within the classroom
  • And more...

There are now a few Montessori school in Thailand.

Rockstar Teacher Walter Lewin (Physics)

Popular Physics Professor Walter Lewin from MIT shows his love for Physics in this last lecture of Physics.

Rockstar Teacher Michael Sandel (Law)

Popular Harvard Law Professor Michael Sandel explains the moral side of law in his famous lecture series "Justice".

How to Set Up Your Youtube Studio

Background, lightning, video and sound. Watch the 6 minute video to get an idea of how you need to set up your studio at home. For a free crash course visit the website of James Wedmore. For reviews on cameras check this.

For a good free prompter in order to read the scrip from your screen, check this:

Erik Erikson’s 8 Stages of Development

Erik Erikson identified 8 main stages people go though in their life.

1) Basic Trust vs. Mistrust, 0-18 month

Kids learn, that if they can trust someone now, they can also trust people in the future. If they experience fear, they won’t be able trust others in the future. Key influencer: mother

2) Autonomy vs. Shame & Doubt, 18 month - 3 years

Kids experience themselves and mechanism of their body, such as their genitals. If they are allowed to do that they develop self-confidence, otherwise they develop self-doubt and shame. Key influencer: parents

3) Initiative vs. Guilt, 4-6 years

Kids start to explore the outside world and need to be allowed to go out. If you don’t allow it to go out of home, they might feel guilt for their own actions and develop self-doubt. Key influencer: family

4) Industry vs. Inferiority, 6-11 years (Puberty)

Kids need to experience success with the skills they are developing, otherwise we risk that they carry the fear of failure into adulthood. Key influencer: neighbours, school friends

5) Identity Achievement vs. Role Confusion, Adolescence

Children learn different roles (they are children, adults, students, friends) and try to bring all roles into one single identity. If they fail to do so, they might experience ego confusion – “being a bit lost”. Key influencer: peers and role models.

6) Intimacy vs. Isolation, Early Adulthood – Thirties

It the stage in which we try to become emotionally and sexually intimate with others. Due to the many roles one now might play, some get confused of who they are and then are afraid to open themselves up and to share their feelings – then they might end up feeling isolated and lonely. Key influencer: friends and partners

7) Generatively vs. Stagnation - Middle Adulthood (forties and fifties)

People direct their energy to social change. They turn to become more charitable. They donate their time and money to do Good. But if they did not resolve some earlier conflicts in their lives, they can become too self-obsessed and then they don’t grow and experience isolation. Key influencer: household, workmates

8) Ego Integrity vs. Despair, Late Adulthood (fifties up)

People look back over their lives and judge it. If they can look back positively, they feel good about their lives, if not they experience a sense of despair. As some people start counting down, they ask themselves “how well have I done?” Key influencer: mankind, my-kind Video by Rory Lees-Oakes

Learning Creative Learning: How we tinkered with MOOCs


In the spring of 2013, everyone was talking about Massive Open Online Courses (MOOCs). Startup companies like Coursera and Udacity were offering free courses from distinguished professors. MIT and Harvard joined forces to create EdX. Everyone was promising a revolution in education, in which high-quality learning experiences would be available to anyone with a computer and Internet connection, anywhere in the world, from Boston to Bogota to Bangalore.

We were skeptical. We certainly recognized that MOOCs could play a role in the educational ecosystem. Watching a video lecture by a university professor can be an interesting and rewarding experience. But we doubted whether MOOCs, at least in their current form, could support the types of learning experiences that we felt were most valuable. We worried that MOOCs were focusing too much on delivering content to students – and not enough on engaging students in creative and collaborative learning experiences.

Instead of simply complaining about MOOCs, we decided to create our own. Our goal was to create an online course more aligned with our own educational sensibilities and style. We were not opposed to “massive” but it was not our first priority. Could we bring our interest-driven, project-based, peer-oriented learning approach to the world of MOOCs?

In developing the course, we brought together expertise and experience from two different organizations. Mitch and Natalie are researchers in the Lifelong Kindergarten group at the MIT Media Lab, where they develop new technologies and activities to engage children in creative learning experiences. Philipp is co-founder of Peer-to-Peer University (P2PU), a grassroots open-education project that designs and organizes online learning experiences, with special focus on people learning with and from one another.

When Philipp came to the Media Lab in 2012 as a visiting fellow, the three of us decided to join forces to experiment with MOOCs. In particular, we decided to create an online version of a course called Technologies for Creative Learning, which Mitch had been teaching at MIT over the past decade. The course had been organized as a project-based seminar. Throughout the semester, students worked together in small groups, designing technologies and activities to engage people in creative learning experiences. During the weekly meeting of the class, students discussed readings and provided feedback on one another’s projects. The course typically attracted about 25 graduate students each year, mostly from the MIT Media Lab and the Harvard Graduate School of Education.

For the spring 2013 semester, we decided to open up the course so that people around the world could participate online for free (with no credit or certification), in parallel with the in-person course at MIT (where students were receiving academic credit). Our goal was to engage more people in exploring and discussing ideas related to creative learning, so we renamed the course “Learning Creative Learning.” In a recursive twist, we wanted the course itself to be a model of creative learning, so that course participants would be experiencing the creative-learning process at the same time that they were learning about it.

At first, Natalie expressed hesitation about whether the online experience would work well, and if we could preserve the hands-on character of the Media Lab course in the online environment, but she agreed to join the design and planning. Philipp worked with the P2PU team to create a playful and inviting website which clearly stated that the course was “a big experiment.” We sent out some tweets and emails about the course, but had no idea what type of response to expect. Word about the course spread rapidly, as the announcement was picked up by a few prominent blogs and websites. Within a week, about 25,000 people had registered to participate. In the end, about 10,000 people joined the discussion forum for the course, and a few thousand people actively contributed.

We were happy that so many people were interested, and particularly pleased at the diversity of the participants – including not only educators (which we expected), but also parents, librarians, designers, lawyers, and technologists from around the world. At the same time, we were worried. Could we provide a meaningful learning experience to such a large group of people?

Continue reading at:

Globalisation of Higher Education

กระแสโลกาภิวัตน์ของอุดมศึกษา: เคลย์ตัน คริสเตนเซ่น อาจารย์ประจำโรงเรียนธุรกิจมหาวิทยาลัยฮาร์วาร์ด และนักทฤษฎีเกี่ยวกับนวัตกรรมและการศึกษาแบบแหวกแนว อธิบายวิธีที่จะช่วยเปลี่ยนแปลงการเรียนการสอนได้ในวงกว้าง และทิ้งการเรียนการสอนแบบเดิม ๆ ซึ่งทำได้ง่ายและไม่จำเป็นต้องใช้เงินลงทุนมาก เยี่ยมชมสถาบันวิจัยของเขาได้ที่

Clayton M. Christensen is at the Harvard Business School professor and business theorist on disruptive innovation and education. He explains how simple, inferior and cheap solutions, such as massive open online courses and online learning will transform education on a massive scale and drive traditional educators out of the market. Visit his research institute: