Transcript PowerPoint 簡報

Life-wide Learning (LWL)
in HK schools
YB Chung
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(www.yblearning.net)
My Position:
Government
Communities
&
Resources
School
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What is LWL?
http://www.edb.gov.hk/cd/lwl
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(www.yblearning.net)
Life-wide Learning Spectrum
Uniformed
groups
Interests
Clubs
Museum
visits
LWL/
Project
learning
Instruments
Football
team
training
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More choice
Less Choice
More teacher-led
Seminars
More student-led
LWL
LWL may refer to:
• learning in real contexts and authentic settings
• learning the complexity of real world or life
instead of a simplified pack of knowledge learned
inside a classroom or by textbook
• ways to achieve certain learning goals that are
more difficult to attain through classroom learning
alone
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(www.yblearning.net)
LWL may refer to:
• making good use of resources and settings
available at their schools and in the
communities, in order to create suitable
learning contexts (combinations of time, place
and people) for particular educational
purposes
LWL contextual matrix
Time
Place
People
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LWL could be…..
Learning in libraries, museums, learning resources
centres, public and private institutions and the
countryside (such as Nature Education Parks) …
uniformed groups
cultural and arts groups
sports activities
outdoor training camps
social services
life skills / leadership / creativity training …..
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The origin of LWL
Skolverket (2000) Lifelong Learning and Lifewide Learning
“The lifewide dimension
recognises formal, non
formal and informal
learning.”
“lifewide learning implies a shift in responsibility for
education and learning from the public to the private and
civil spheres. Education monopolies are being dismantled
and replaced by a diversity of learning environments,
actors and principal organisers.”
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(www.yblearning.net)
The origin of LWL
Principles of Education Reform proposed in 2000:
‘In setting the direction and formulating the proposals
for reform, the EC has adopted the following
principles –
• Student-focused
• “No-loser”
• Quality
• Life-wide learning
• Society-wide mobilisation’ (EC, 2000)
“Support from the community and learning beyond the
confines of the classroom”
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Life-wide Learning
Out of School Hours / Learning
Contextual Learning
Study Support
Non-formal Learning
Free-choice Learning……
An invaluable SPACE in
curriculum for
Learning and Development
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The functions of LWL
The Goals of LWL:
 Whole Person Development
(Chinese virtues :Moral, Intellect, Physique, Social and
Aesthetics 德、智、體、群、美)
 Life-long Learning
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(www.yblearning.net)
Whole Person Development?
Bloom’s Taxonomy of Learning (Bloom, 1956)
Multiple Intelligences Theory (Gardner, 1983)
Four Pillars of Learning in Education (Delors, UNESCO, 1996)
Chinese Traditional Virtues
Perspective of Life Career Development (Gysber &
Henderson, 2000)
Life-long Learning
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HK school-based LWL practices:
School
Whole-School thematic model
Project
Project-based model
Activity
Activities-based model
Curriculum
Curriculum integration model
Event
Event-based model
Session
Session-based model
They are not mutually exclusive!
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(www.yblearning.net)
Whole-School thematic model
• LWL activities align with the theme set
• The theme is usually broad and wide with the potential of
sustainable development
e.g. environmental protection education, living/life
education, health education and or peace education, etc.
• It is in line with the school’s characteristics, culture and
development direction
• The school can choose a key theme for several
consecutive years or have a series of chosen themes
conducted in rotation yearly
Project-based model
• Focuses on the learning methods or strategies
• It can be the Four Key Tasks under the curriculum reform or
other specific learning strategies
• Most projects require students to make use of LWL
opportunities to collect information, conduct observations,
investigations and examinations to develop their independent
learning skills
• All projects should be inter-related with each other and
should not be mutually exclusive
Activities-based model
• ECAs are part of the curriculum to implement LWL
• Most schools will organize ECAs to develop students’ lifelong interests, and their multiple intelligence
• To emphasize the linkage with classroom learning, ECAs
are renamed co-curricular activities in some schools in
order to enhance the learning effectiveness
• Some schools may set up sessions for ECAs or put ECAs
into the school calendar
Curriculum integration model
• Focuses on the extending function of the curriculum
• Some schools may apply the cross-subject approach for an
entire class level to implement LWL
• Individual subjects may have their own LWL activities
• Cross-subject LWL activities are usually planned by a
coordinator, and are normally held on LWL Days scheduled
in the school calendar
• For schools preferring subject teachers to organize LWL
activities will have their events held during the weekend or
holiday
Event-based model
• LWL activities in the form of LWL Days or Week are
scheduled in the school calendar
• Activities can also be held during different days or several
consecutive days, or even a whole week within the school
year
Session-based model
• LWL activities are implemented during specified sessions of
each cycle, e.g. two or three sessions during the class teacher
periods or special periods
• For some schools, LWL activities are usually carried out on
weekends
LWL and School Guidance
Career-related Experiences
Group works
Peer tutoring
Class teacher periods / Assemblies……
Comprehensive Guidance Programme
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School Establishment (traditional)
School Head
Deputy Head 1
Subject Matters
Chi
Eng
Deputy Head 2
Student Affairs
……
Guidance
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ECA
……
EDB Establishment
SED
School Administration &
Professional
Development Branch
DS3
PSED
DS5
CDI
PAS
Guidance & Discipline
Curriculum & Quality
Assurance Branch
PAS
LWL
KLAs
School Administration &
Support
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(www.yblearning.net)
The Whole Curriculum Framework from 2009
4 Core Subjects:
Chinese Language,
English Language,
Mathematics,
Liberal Studies
2-3 Elective
Subjects out of 20
subjects or out of
courses in Applied
Learning
(45-55%)
(20-30%)
Other Learning
Experiences
including moral and civic
education, community
service, aesthetic and
physical development and
career-related experiences
(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
Student Learning Profile
The main objective:
To reflect a fuller picture of the students in
terms of whole person development
Every student should be encouraged to build
up a personal profile for recording their learning
experiences during the senior secondary years.
 Academic performance in school
 Other learning experiences
 Performance/ awards in other
aspects, and important activities
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Design and Implementation
Schools will have full discretion over
the design and implementation of
their SLP, including:
 The format
 The content
 The level of detail required
 The implementation process
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First scenario
Lack of
Sustainability
Summative
Formative
Second scenario
Lack of
Learning
Formative
Summative
Third scenario
Summative
(reporting)
Formative
(recording)
Challenges ahead:
Communication and Collaboration
Quality and Quantity
Assessment
Resources
OLE
SLP……
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Thank You!
[email protected]
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(www.yblearning.net)