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三十五週年校慶教育研討會 學與教的新里程----破舊立新 程介明教授 11- 5 -2013 程序 時 間 8:30-8:45 8:45-9:00 9:00-10:15 10:15-10:30 10:30-10:40 入 座 祈禱及致歡迎辭 主題講座 答問時間 致送紀念品、拍照留念 10:40-11:00 茶聚 11:00-12:30 各學習領域分享會 St Teresa, 11 May 2013 Kai-ming Cheng University of Hong Kong 11 May 2013 St Teresa College 35 Anniversary Symposium Do we know what we are doing? When we started (1999): Aims of Education “Lifelong Learning, Learning for Life” We landed on (2001): Curriculum Reform “Learning to Learn!” It used to be … 四川廊中 始於隋朝 單一功能 傳入日韓 社會上升 選拔官員 唯一途徑 十年寒窗 一朝成名 不问出身 只须勤奋 四书五经 一次考试 读书为高 崇尚文字 引经据典 八股文章 勤有功 戏无益 揣摩上意 政治正确 拜為宰相 招為駙馬 目的鮮明 家喻户晓旨在功名 全民文化 功名 It used to be … in Industrial Society … Organization Society Knowledge Credentials Manpower Education Young People Manpower Education Young People Engineers Technicians Craftsmen Operatives Degrees Diplomas Vocational Training Basic Education Professor Chi Chee Ming Lam Woon Kwong Credentials! Society has changed! And is still changing, very fast. But how? I How long do credentials last? 一勞永逸？終生受用？ Department Heads in Department Stores Secondary school graduates • 1970s: stable and comfortable • 1980s: re-engineering, second tier shops • 1990s: shops in malls • Late 1990s: domestic helpers It used to be … Cycle of societal changes 20 Career Life 40 60 80 100 120 It used to be … Cycle of societal changes 20 Career Life 40 60 Now … 10 20 Career Life 30 40 50 60 Then Now Observation of Change I Credentials do not last long! Learning has to go beyond credentials! Hence, Learning to Learn? II Study for the Job? 學以致用？ University Graduates Medicine: Law: Engineering: Arts & Social Sciences 1% 15-20% 35% varied Imperial College Year Aspiring to be an engineer (%) 1 2 3 4 81 74 49 44 Accountants Mismatch Morgan Stanley “Integrity and sensitivity” KPMG “Winning Personality” Senior Partner Deloitte Physics, Psychology PhD, Computer Science PhD More non-accounting graduates Society of Accountants “Don’t teach!” John BScEng (1971) Graduated in Electrical Engineering Appointed to the Department of Electrical Engineering Promoted to a very senior position Stayed in the Department until 55 Enjoying early retirement Shirley BA (1987) 87-92 Teaching 92-95 Publishing 95-02 Newspaper Editor 02-05 Corporate Communications 05Consultancy Firm Nancy BA (Economics) 2002 2000-2 MPhil (Psychology) + Free Lance Photographer 2002-4 Free Lance Photo Organizer + PT Tutor 2004-5 Manager (Fashion Design) 2005 Administrative Officer (6 months) 2005Financial Planner + NGO China Rural Education Change of jobs： UK (City and Guild, 2006): 13 jobs/life US (DOL) 10.6 jobs/life (2006) 4.3 occupations/life (2002) Jobs? Jobs are declining in number! Traditional jobs are disappearing! Free-lancing & self-employment are on the rise! Jobs are changing in nature! Observation of Change II Study-occupation mismatch and job-changes are commonplace! Ability counts more than stock of information! Hence, Reforms in Curriculum? Reforms in Pedagogy! Reforms in Assessments! III Education for Knowledge and Skills? 學好數理化，走遍天下都不怕？ 一技傍身？ Source of Knowledge and Skills – MIT Alumni Source: Kristen Wolfe, B.S. Thesis, Department of Mechanical Engineering, June 2004 Knowledge and Skills – MIT Alumni Mean Frequency of Use Source: Kristen Wolfe, B.S. Thesis, Department of Mechanical Engineering, June 2004 Same credentials, differential salaries (Top salary/Bottom salary) Investment banking Retail banking Computer related Marketing Social Work 13+ 5.5 4.5 4 2 (Kan 2009, Data from two universities in Hong Kong) One-stop Team Blurred layers Integrated teamwork Frontline design, personal responsibility Promote or perish Appointment by personality Loose rules & flexible procedures Output rather than process SelfConsciousness Lifelong Learning Commitment Passion Team Work Human Interactions Integrated Self-Expertise Management Personal Emotional Responsibility Challenges Innovations & Communications Indecent Design Risk Temptations Presentations Taking Moral Brainstorming Judgments Persuasion Ethical Negotiation Dilemmas Debates Networking Mindfulness Work units are getting smaller and looser Front-line responsibilities are getting more complex More people do not work in organizations More people are between jobs More people retire early The workplace: Products/services: Customized or Personalized Production: “Less of More”, Variety over Quantity Organizations: smaller, flatter and looser Working modes: intensive human interactions Observation of Change III What is expected is well beyond what the curriculum provides. Hence, Broader learning experiences! Key Learning Areas, and plus Learning beyond classrooms, campuses, … Learning beyond family and culture, … Society had changed! In sum, .. Industrial Large pyramids Producer-centred Departments Hierarchy Tight structure Design at the top Assigned procedures Rules & regulations Post-industrial Small companies Client-centred Project teams Flat Loose & fluid Design at front-lines Improvised actions Fit-for-purpose acts Industrial Division of labour Individual tasks Specialist duties Administrative links Credential-based appointments Appraisal by seniors Post-industrial Total solutions Team work Integrated expertise Human interactions On-demand, just-in-time learning 0 360 appraisal Post-industrial Industrial Paper work Circulars Minutes Documents Instructions Written reports …… Communications Brainstorming E-mailing Seminars Debates Conferencing Negotiation Presentation Confrontation Lobbying Retreats SMS Blogs Facebook You-tubes Industrial Bottom of the hierarchy Hiring due to credentials Member of a specialised department Implementation of design Using specific skills Routine and repetitive activities Working according to job descriptions Following set procedures Maintaining the convention Abiding by rules and regulations Appraised by degree of compliance Stable and secure Blue collars Post-industrial Member of a small group Hiring due to personality Working in teams Directly facing clients Handling human relations Directly facing problems Anticipating total solutions Designing solutions with creativity Using multiple skills Taking risks Improvising fit-for-purpose activities Managing oneself Learning on-the-job, on-demand, just-in-time Appraised 3600 Unstable, uncertain and insecure Knowledge workers Industrial Lifelong career Long-term loyalty Occupational identity Work-study consistency Org membership Stable employment Escalating salaries Upward mobility Foreseeable retirement Constant networks Stable relations Security, certainty Post-industrial Multiple careers Multiple jobs Blurred identity Work-study mismatch Possible free-lancing Frequent off-jobs Precarious incomes Fluctuating status Unpredictable future Varying networks Changing partners Insecurity, uncertainty Moreover, … Moral Standards Attitudes Emotions Values Ethics Personality ….. All in the affective domain! There are lives beyond jobs or economic lives. Family lives? Cultural lives? Political lives? Spiritual lives? Leisure lives? Lives after retirement? …. Preparation for Disruptions in Life Unpredictable natural disasters Man-made accidents Emerging disease and recurring epidemics Precarious economic crises Surprise attacks of terrorism Unexpected political turmoil Irresponsible politicking Hidden potentials of wars Intolerable social inequality and conflicts Decreasing number of pure manual workers Rapid change of environments Does education prepare for adaptability, creativity? Expectations in attitudes, values, ethics Where can school failures/dropouts go? Are students prepared? Demand for learning all the time Do students learn how to learn? All in all, We cannot content with doing more and better of what we have been doing! We have to do Education differently! Hence, Education Reform! Therefore How would learning be different? Or rather, how would formal education be different? We are blessed by the wealth of research findings in Sciences of Learning 1. Deep learning is achieved only through the learner’s meaning-making efforts during which the learner constructs his/her own understanding. Learning as Meaning-making 2. Learning is a process of active construction of knowledge based on individuals’ experience and prior knowledge, and not one of knowledge transmission. Learning as Knowledge Construction 3. Creation of new knowledge requires individual’s meta-cognitive capacities which can only be nurtured through reallife problem solving and innovations. Learning through Experience! 4. Human knowledge is socially constructed. It is continuously improvable through collective intentional efforts in the relevant communities. Learning as Social Cognition 5. Collaborative and inquiry-based approaches to organizing learning have become the most prominent focus in learning sciences and pedagogical enhancement. Collaborative Learning In any case, Learning should be the Core Business of Education! However, How would Education be different? Study = Learning for life? Scores = Learning outcomes? Teaching = Learning? Curriculum = Learning Experiences? Pedagogies = Learning Theories? Teacher = Learning Professionals? School Management = Learning Leadership? Resources = Learning Environments? Assessments = Facilitating Learning? What kinds of learning experiences do students deserve? What kind of learning experiences do we offer to students? What kind of learning experiences do students miss? ……… Dimension 1 Learning & Policies Example: Early Childhood Neurons fullest developed: 3 years old Language best learnt: 3-6 Multilingual capacities Memory as storage: Recitation: multiplication tables, poems Musical instruments: muscular memory Dimension 2 Learning & Assessment: Example: PISA PISA Testing of Knowledge versus Testing of Ability Dimension 3 Learning & Curriculum Reform: Example: Hong Kong, since 1999 Curriculum as Subjects Curriculum as Key Learning Areas Study Classes Academic Classes Knowledg e Chinese Languages English Language Mathematics Humanities Science Technology Arts Physical Education. Moral and civic education Intellectual development Community services Physical and aesthetical development Workplace experience Vertical Disciplines Social Capacity Creativity Moral & Ethical Standards Human Relations Baseline Competence Baseline Competence Vertical Disciplines Liberal Studies Social Capacity Creativity Moral & Ethical Standards Human Relations The Five Dimensions of Education Moral Intellectual Physical Social Aesthetic Dimension 4 Learning & Pedagogy Example: Chinese Language Creative Chinese learning Creative reading Creative writing Creative dictation 一、二、十、人、 丁 三、大、小、土 川、士 警察、蝴蝶、讀書 填充 Filling the blanks 造句 Creating a sentence 改錯 Correcting mistakes 重組 Reordering 默書 Dictation What are they doing? What kind of learning do we expect? 單字 單句 短文 長文 為誰而寫？為什麼而寫？ 背書 抄書 默書 Minimum 6 Write as many as possible Spring 3 marks for each correct No deduction for mistakes Mental Lexicon Creation of Vocabulary Encourage Exploration Ability Differentiation Chinese Language Learning PIRLS 2001: 14th PIRLS 2006: 2nd PIRLS 2011: 1st Explanation “Creative Learning” introduced Chinese Language Learning Before end of Grade 2: 2,500 characters Learning Chinese characters Learning writing Grade 4-5: Reading classical novels Other examples of learning and pedagogy Pedagogical Content Knowledge Drama Education Problem-based Learning CDIO in Engineering Dimension 5 Learning & Training Examples: Motor Learning Motor Learning: Explicit versus implicit learning Speech Science Sports Science Medical Rehabilitation Dance Scale Practice Translation Dissemination Basic Research Cross-disciplinary Strategic Research Theme (HKU) Neuroscience: language learning, mindfulness Psychology: experiments, interventions, reading, … Pedagogy: PCK, Curriculum, … T&L units: PBL, CDIO, … Motor Learning Non-cognitive learning: forgiveness, emotions, … Spirituality learning: meditation, enlightenment,.. Arts learning: music, dance, drama, … Learning and social context: Policy, dissemination Learning leadership vs school management Learning resources vs education funding Community of learning professionals Assessment for learning vs teaching force vs assessment of learning, for classification and sifting Technology for liberation of learners vs replacement of teachers Back to basics: Learning! Thank you! [email protected] 組別 學習領域 1 中國語文 2 ENGLISH 3 數學 4 通識 5 綜合科學及資訊科技 6 中國歷史 7 宗教教育 8 健康教育 地點 LY5室 學生活動室 101室 102室 103室 104室 105室 106室