Transcript Leading OLE Learning

Curriculum Leadership &
Management Series for NSS:
Workshop on Approaches &
Models of Implementing Schoolbased OLE and SLP
Workshop on Approaches &
Models of Implementing Schoolbased OLE and SLP
Objectives:
- To build professional capacity of OLE / SLP coordinators
- To discuss and explore the guiding principles
of planning school-based OLE & SLP
- To explore different considerations on the
development of quality OLE & SLP
- To discuss briefly how to build up a reflective
culture in school through the implementation
of school-based OLE & SLP
- To introduce different tools that may help
facilitating the SLP
Leading OLE
Learning-centred Leadership
Session 1
Other Learning Experiences (OLE)
and
Student Learning Profile (SLP)
in
New Senior Secondary Curriculum
源起篇
Reforming the Academic Structure for
Senior Secondary Education and Higher Education
- Actions for Investing in the Future (EMB,
Oct 2004)
Other Learning Experiences
suggested time allocation breakdown over 3 years
Minimum Hours
1. Aesthetic Development
5%
135
5%
135
5%
135
(e.g. music lessons, art performance)
2. Physical Development
(e.g. P.E. lessons, sports)
3. Moral and Civic Education
(e.g. form tutor lessons, religious education periods)
4. Community Service
(e.g. visiting elderly homes, community projects)
5. Career-related Experiences
(e.g. career talks, job shadowing)
Suggested Minimum
15% 405
Do you agree that other learning experiences
should be included as a component of the curriculum ?
Disagree, 6%
No Opinion,
9%
Strongly
Disagree, 1%
Agree, 63%
Strongly
Agree, 21%
Strongly Agree + Agree = 84 %
Do you agree that the achievements, qualifications and
other learning experiences of a student throughout the
years of senior secondary schooling should be
recognised by means of a student learning profile ?
(476 schools)
Disagree, 4%
No Opinion, 8%
Strongly Disagree,
1%
Strongly Agree,
18%
Agree, 69%
Strongly Agree + Agree = 87 %
Do you agree that universities should use broader
admission criteria, e.g. components in student learning
profile?
Disagree, 6%
No Opinion,
12%
Strongly
Disagree, 0%
Agree, 61%
Strongly
Agree, 21%
Strongly Agree + Agree = 82 %
The New Academic Structure for Senior Secondary
Education and Higher Education – Action Plan for
Investing in the Future of Hong Kong
(EMB, May 2005)
Understanding OLE and SLP
解碼
Building on Strengths of Basic Education: The
Whole Curriculum Framework (Coherence, Fullan)
4 Core Subjects
2 or 3 Elective
Subjects
Other Learning
Experiences
Chinese Language
English Language
Mathematics
Liberal Studies
2 or 3 subjects
chosen from NSS elective
subjects, or from Applied
Learning and/or other
language courses
Moral and Civic
Education, Community
Service, Aesthetic
Development, Physical
Development and Careerrelated Experiences
(45-55%)
(20-30%)
(15-35%)
NSS
Generic
Skill
Value &
Attitude
P1- S3
General
Studies
Moral and Intellectual Community Physical & Career-related
Aesthetic
Civic
Development Service Development Experiences
Education
Other Learning Experiences
(suggested time allocation breakdown over 3 years)
Minimum
Hours
1. Aesthetic Development
5%
135
2. Physical Development
5%
135
5%
135
3. Moral and Civic Education
4. Community Service
5. Career-related Experiences
Why OLE?
Expected Outcomes of OLE
 Whole Person Development: A balanced development
Chinese virtues (Ethics, Intellect, Physical development, Social
skills and Aesthetics)
 Complement the examination subjects/ careeroriented studies
 Building up life-long capacities:
 To nurture informed & responsible citizenship
 To respect for plural values
 To adopt a healthy living style
 To develop career aspirations and positive work ethics
The Conceptual Framework of Other Learning Experiences in New Senior Secondary Curriculum
School
Mass Media
Overseas
Peer
To become active,
informed and
responsible
citizens
Generic Skills
(e.g. Creativity,
Collaboration
skills, etc.)
To develop career
aspirations and
positive work
ethics
Building
Lifelong
Capacities
To respect for
plural values
Seven Core
Values
(e.g.
Perseverance,
Respect for
Others,
Responsibility,
To adopt a
National Identity,
healthy living style Commitment),
Caring, ＆
Integrity
Community Service
Suggested forms of experience
※ Visit the centres for the deprived communities
※ Be a member in a uniformed group regularly serving the community
※ Clean HK campaigns
Internet
Industrial and Commercial
Organizations
Through these learning experiences, to
nurture…
Seven Core Values: Generic Skills:e.g.
•
•
•
•
•
•
•
Perseverance
Respect for Others
Responsibility
National Identity
Commitment
Caring
Integrity
•
•
•
•
Communication
Creativity
Critical Thinking
Collaboration
Other Learning Experiences (OLE)
AIM - To facilitate whole person development of
students as lifelong learners with a focus on
sustainable capacities, NOT about meeting the time
requirements or counting OLE hours.
“Other Learning Experiences:
What is it about?”
Expected
learning
outcomes of
specific OLE
components
Moral and Civic Education:
Expected learning outcomes
To develop and exemplify positive values and attitudes
when dealing with personal and social issues pertinent
to the development of adulthood;
To identity the moral and civic values embedded in
personal and social dilemmas, and to make rational
judgment and take proper actions with reference to
their personal principles as well as the social norms;
To become “informed”, “sensible” and “responsible”
citizens who would care for others, develop a sense of
identity and commitment to the society and the nation,
and show concern on world issues.
Community Service:
Expected learning outcomes
To identify and reflect on various social issues
/ concerns encountered in Community Service
experiences;
To develop positive attitudes (e.g. respect and
caring for others, social responsibility) and
related generic skills (e.g. collaboration) to
prepare for future voluntary service
involvement;
To nurture lifelong interest and habits in
Community Service.
Career-related Experiences:
Expected learning outcomes
To enhance up-to-date knowledge about “the
world of work”;
To acquire knowledge related to employability,
in order to encourage personal career planning
and development;
To reflect on work ethics, and employers’
expectations in the current labour market.
Aesthetic Development:
Expected learning outcomes
Learning experiences of Aesthetic Development
extend the learning of the arts at the junior
secondary level, and further:
develop students’ creativity, aesthetic
sensitivity and arts appraising ability;
cultivate students’ attitude of respecting
different values and cultures;
cultivate students’ lifelong interest in the arts.
Physical Education:
Expected learning outcomes
To refine the skills learnt and acquire skills of novel
physical activities, and participate actively and regularly
in at least one PE-related co-curricular activity;
To analyse physical movement and evaluate the
effectiveness of a health-related fitness programme;
To take the role of sports leader or junior coach in
school and the community, and to demonstrate
responsibility and leadership.
Time Arrangement of
Other Learning Experiences(OLE)
•
OLE could be arranged within and outside
normal school hours.
•
Instead of rigidly allocating lesson time into a
fixed number of lessons per week/ cycle,
schools are encouraged to have an overall
and flexible planning of lesson time for
students throughout the three years of senior
secondary education.
For example……..
For example:
•
Aesthetic Development and Physical Development
could be largely implemented in the form of structured
lessons, which are already available in many schools.
They should NOT be implemented merely through cocurricular/ extra-curricular activities or one-off special
school days.
•
Moral and Civic Education is commonly provided in
class teacher’s periods or the assemblies, specifically
assigned lessons and other outside class events to
develop positive values..
•
Career-related Experiences and Community Service
could be arranged after school, during postexamination period, on weekends or during school
holidays if required.
School examples…..
Flexibility- An AD Example
• It is worth noting that the ＆suggested minimum time allocation＊ is
to provide schools with guidance in planning and implementing OLE,
in terms of curriculum time.
• Schools could implement Aesthetic Development (AD) in accordance
with their own situation. The best way to deliver AD is to provide
students with structured learning sessions, which are
complemented with authentic arts activities outside the classroom.
e.g. structured learning sessions - music and/or visual art lessons,
seasonal structured arts programmes, structured arts learning days.
• e.g. authentic arts activities- extra-curricular/co-curricular activities
and interest groups.
• However, the ratio between structured learning sessions and the
related activities need not be rigid. What is more important is that
schools should provide quality arts learning opportunities for their
students.
Seven Guiding Principles of designing school-based OLE:
How to build OLE on existing practices?
OLE aims,
expected learning
outcomes & School
development plan
Self-check existing
provisions arranged
by school (or coorganised with
other bodies)
Identify strengths
& gaps under
“provision for all”
as entry-points
Quality of OLE,
rather than quantity
OLE time planning & arrangement
 The recommended
The
recommended
hours
for OLE
Other OLE-related
experiences
hours for OLE: only a
reference point to
ensure sufficient
opportunities for whole
person development of
students.
 Student engagement
and fitness to specific
OLE expected outcomes
should be examined as
priority in time planning.
OLE time arrangement
Overall and flexible planning of lesson time
OLE arranged by school (or coorganised with other bodies):
 within and outside normal school
hours.
 during time-tabled and/or non-timetabled learning time
Existing school practices for whole person development
I need to self-check the
How can I make sure
existing practices. By
that my
has
doing
so, school
I can ensure
met
the OLE
time
sufficient
OLE
requirement?
opportunities
for
students.
Religious
Studies
Assembly
Timetabled
Career talk
HOW?
A self-checking workflow
of OLE time arrangement
- Time% as reference
- Counting only those arranged for all and
best fit specific OLE expected outcomes
- Minimum Threshold Approach
A self-checking workflow of OLE time arrangement
School A using a ‘minimum threshold approach’
Regular &
‘For all’
Mode A: OLE implemented through
timetabled lessons
‘For all’
Mode B: OLE implemented through
special days on school calendar
At this point, most
schools could satisfy
the OLE 15%
Widespread &
voluntary
Mode C: OLE implemented through
specific school policies on extra-curricular /
co-curricular activities
Existing school practices for whole person development
Assembly
Life
Education
period
Mode A
Mode B
Mode C
Timetabled
Career talk
Example of the self-checking workflow
SKH Kei Hau Secondary School (Step One - Mode A only)
Physical
Development
PE lessons (2 periods)
37 hr
Aesthetic
Development
Music lesson (1 period)
19 hr
MCE, CS, CRE
Morning assembly (4 half
58 hr
periods); Assembly (1 period);
Religious Studies/ Class teacher
period (1 period)
Total
114 hr
(11.4%)
SKH Kei Hau Secondary School (Step Two - Mode A & B)
Physical
PE lessons (2 periods)
Development
Special Days (e.g. Sport Days - whole school
involvement– 2 days)
37 hr
12 hr
Aesthetic
Music lesson (1 period)
19 hr
Development
3 half-day programmes for Arts & Creativity
9 hr
In-school Music Festival (for all)
8 hr
In-school drama performance & competition (for all)
9 hr
MCE, CS,
CRE
Morning assembly (4 half periods; Assembly (1
period); Religious Studies/ Class teacher period (1
period)
+ CRE & CS activities (e.g. career talks, visits to
universities, and service-learning activities at
community centres and/or natural environment) for
all students
Total
58 hr
10 hr
162 hr (16.2%)
Over the suggested minimum lesson time (15% / 135 hrs)
Example of the self-checking workflow
Pentecostal Lam Hon Kwong School (Step One - Mode A only)
Physical
PE lessons (2 periods)
Development
32 hr
Aesthetic
AD lessons (2 periods)
Development Choices on various art forms (e.g. drama
and music) are provided for students.
32 hr
MCE, CS,
CRE
Total
Class teacher periods (5 periods/cycle)
78 hr
covering programmes on MCE, religious
education, career guidance, and activities
to facilitate students to build their Student
Learning Profile; Assembly (1 hr/cycle)
142 hr
(14.2%)
Pentecostal Lam Hon Kwong School (Step Two - Mode A & B)
Physical
Development
Aesthetic
Development
PE lessons (2 periods)
32 hr
Special Days (e.g. Sport Days - whole school
involvement – 2 days; PE Day - 4 hr)
20 hr
AD lessons (2 periods)
32 hr
In-school music competition (for all)
AD Assembly (e.g. talks on drama and media
arts; music & drama appreciation)
MCE, CS,
CRE
Class teacher periods (5 periods/cycle; covering 78 hr
programmes on MCE, religious education,
career guidance, and activities to facilitate
students to build their Student Learning Profile);
Assembly (1 hr/cycle)
+ Community Service and specific CRE
programmes (e.g. career talks)
Total
6 hr
6 hr
16 hr
190 hr (19%)
Over the suggested minimum lesson time (15% / 135 hrs)
Example of the self-checking workflow
Diocesan Girls’ School
(50 mins/period)
(Step One - Mode A only)
Physical
PE lessons (1 period)
Development
30.4 hr
Aesthetic
AD lesson (drama, visual arts and music)
Development (1 period)
30.4 hr
MCE, CS,
CRE
60.8 hr
Total
Class teacher period (1 period)
Religions Education lesson (1 period)
121.6 hr
(12.6%)
Diocesan Girls’ School (Step Two - Mode A & B)
Physical
Development
Aesthetic
Development
PE lessons (1 period)
30.4 hr
Annual Inter-house swimming gala and athletics
meet
20 hr
AD lesson (drama, visual arts and music) (1 period)
30.4 hr
Appreciation project in drama
5 hr
Annual functions in AD (e.g. annual variety show, 20hr
annual whole-school hymn practice, Easter
concert, Dance and Music Festivals)
MCE, CS,
CRE
Total
Class teacher period with programmes on MCE,
CS and CRE (1 period)
Religions Education lesson (1 period)
30.4 hr
Annual functions in MCE, CS and CRE (e.g.
Career talks, the Harvest Festival, Lenten Box,
Famine Lunch, the Flag-raising ceremony, Mini
Bazaar and a whole-school charity project to
support communities in need)
17.5 hr
30.4 hr
184.1 hr (18.4%)
Over the suggested minimum lesson time (15% / 135 hrs)
OLE time planning
a ‘minimum threshold approach’
“Do”s
• There is usually no need to go into Mode C.
• Schools should plan Mode C effectively to ensure
sufficient range of opportunities for students to
extend their interests and learning.
•Consider school policies to ensure coverage of
OLE (e.g. CS) of individual students (i.e. provisions
for all, e.g. different service programmes under
Community Service).
OLE time planning
“Don’t”s
• Schools should not consider using
Mode C, in replacement of allocating
OLE time into timetable and calendar.
• Do not fit events/ days just for the
sake of meeting up OLE time
requirements.
OLE time arrangement: Existing school strategies when applying
the self-checking workflow in ‘OLE Clinic’
1
Mode A:
Timetabled lessons
Mode B:
Special days/events
Mode C: Extracurricular / Cocurricular activities
Regular lessons
Special Days
School policy
(e.g. PE lessons, Music
lessons, Form-teacher
periods)
(e.g. OLE Day, Sports
Day, AD Day, PD
Games Day, Service
Learning Day)
(e.g. ‘one student one
service’ policy)
Special events
Extended school
programmes
2 Flexible arrangements
within respective OLE
component to enrich
experiences (e.g. lesson
swapping, group swapping)
3
Timetabled OLE
periods
(e.g. In-school music
contest & drama
appreciation, career
talks & workshops,
community service in
and/or outside school)
(e.g. after-school sports
training workshop for
all)
Initiative of OLE Clinic
 Since July 2008: More than 50 schools
(including Seed Schools and OLE network
schools) have sent us their OLE school plans
using the “minimum threshold approach” after
briefing.
 Meetings with individual schools (on optional
basis) were arranged to explore feasible
strategies (“OLE Clinic”).
 “OLE Time Arrangement Database” has been uploaded
on web for schools’ reference.
http://www.edb.gov.hk/cd/ole
OLE
Leadership
Co-ordinators
統籌工作
ROLES of an OLE Co-ordinator
OLE!
An advocate
Promoting the importance
ROLES of an OLE Co-ordinator
Art
MCE
CS
PE
CRE
A conductor
Coherent making and Liaising different people to work effectively
ROLES of an OLE Co-ordinator
An Innovator
Transforming ‘old’ things to ‘new’
ROLES of an OLE Co-ordinator
An Explorer
Trying out new things and at the same time, ‘dropping’
some old ways
ROLES of an OLE Co-ordinator
L
A Learner, QC
& Researcher
Monitoring quality and planning for improvement if necessary
Four ‘Getting Things Started’ Questions
1.
2.
3.
4.
e.g. Audit
What are the existing practices that have already
met the OLE requirements? What are the ‘gaps’
and areas that need future development? What
would be approach to fill these gaps?
e.g. Control
Does the school have any policy or measure
to
measures
provide sufficient flexibility to those
OLE
programmes organized within and outside normal
school hours?
e.g.Collaboration
Any key players in the school needs to work with/
alongside, to lead OLE ?
e.g. Action
What would be the plan (timeframe, structure
and
programme) to make this work? How doplan
these
plan communicate to staff?
Forming a co-ordinating Team
‘Getting Started’
Suggestion
Auditing the existing
An Innovator
Filling the gaps (‘do’s and ’don’t’s)
An Explorer
Communication strategies (in and
out of schools)
An Advocate
A Conductor
Making good use of resources
& partnerships
Monitoring/ celebrating the
quality of programmes
…
A Learner, QC
& Researcher
OLE Planning
•Forming a coordinating
team
•Auditing the existing
•Filling the gaps
•Communication
strategies
•Tapping the resources/
partnerships
•Monitoring the quality
OLE does not
OLE = ECA
include ECA
OLE means
abolishing PE
SLP requires
lessons
reflection or
portfolio
SLP is assessment
Only teachers
could take up
OLE
Some common Myths/
CS means visits
Related Misunderstandings
to Elderly
experiencesabout
gained OLE Experiences
& SLP
homes
from subjects do
not count
gained from
ECA has less
Meeting hours quality
‘OLE entitlements’ requirement is
in
mean everyone have all we need OLE
to participate the OLE
needs
same programmes
grading
CRE means
only work
attachment
All OLEs have to
be highlystructured and in
the lesson
timetable
A spectrum of different leadership styles
Instructional
“Level 5”
Invitational
Inclusive
Primal
Transactional
Learning-centred
Distributive
Student
Charismatic
Transformational
Situational
Authoritarian
Coercive
Heroic
Democratic
Leadership
Visionary
Professional
Collaborative
Moral
Servant
“Three-D”
Strategic
Principlecentred
Top-down
Bottom-up
Slightly ‘top down’
Adapted and modified from ‘The Leadership File’ (2003), MacBeath, J
Slightly ‘bottom up’
Learning-centred Leadership in OLE: Three Learning Agendas & Contexts
Student Learning
Professional
Learning
System Learning
School contexts
Community contexts
Policy and professional contexts
Learning-centred Leadership
Establishing a focus on learning
‘What have I learned
in this OLEon
activity?’
By persistently and publicly focusing their own attention
learning (teaching) in OLE
Students & teachers
 Building professional learning communities
How could this
By nurturing work cultures that value and support
their
programmecolleagues’
be improved?
learning in OLE
Sharing reflection?
 Engaging external environments for matter of learning
By building relationships and securing resources from
outside
Networks,
agencies,
groups that can foster students’ or teachers’ learning
in parents,
OLE. …
groups,
 Acting strategically and sharing leadership Helps learning in OLE
Any systemic change
By mobilizing effort along pathways
that lead to student,
needed to improve
professional or system learning
and by distributing leadership
OLE?
across levels and responsibilities in OLE
A
‘ nything (themes, entry
 Creating coherence
points,
values,
skills)that
By connecting student, professional
and
system
learning with one
connects well with
another and with learning goals of OLE

different levels?
Distributed Leadership




More than shared leadership or delegation
Involves formal and informal leaders
Web of leaders; connected leadership
It is interaction that matter; not roles and positions
Outcomes:
• People have
contribution to make
• Willing followers
‘Leader-ful Organisation’
• More sustainability
‘Leader-ful Community’
LCL in practice:
reflection questions of OLE




What would be the guiding principles in
designing/ planning my school-based OLE?
Any possible approaches and models that I
could learn from the ‘external world’?
How could I go from here to there? What
are certain and what are still uncertain? What
sort of things the school should do it anyway?
Do my colleagues know what I know? How
could I share with them?
OLE and SLP Clinic
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