Transcript Slide 1

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Policy for Gifted Education in SHCC
•To enhance student awareness of learning opportunities
beyond classroom
• To create extended learning opportunities for more capable
students
•To provide a platform for capable students to further develop
their specific gifts and talents
•To set up a core group to promote various thinking/ learning
skills among students
Primary targets – more capable students:
F.2
to arouse curiosity to & interest in the world around
them
F.3
to develop additional thinking/learning skills in line
with the school theme & focus of the year
F.4
to raise awareness of a wider community &
readiness to apply knowledge & skills to serve
F.6
to enhance global perspective in current issues &
participation as world citizens
Secondary targets – the school population:
F.1-F.3
to provide all students with opportunities to
discover their strengths & interests through
Project-Based Learning
F.1
to
to set them tangible examples to aim high &
excel
F.2-F.6
to get them influenced by their peers to see
more & learn more
Staff
to identify more capable students to use as
constructive elements in the classroom
• Level 1:
enhance students’
potential in higher
order thinking,
creativity, and
personal-social
competence in
regular classrooms
•Level 2:
school-based
pull-out
programmes
outside regular
classrooms
•Level 3:
special
enhancement
programmes
with outsourcing
support
I. Whole class (school-based)
Project-Based
Learning
(F.1-F.3)
Extensive
Reading
(F.1-F.7)
Personal
-social
education
II. Pull-out
(school-based)
Ambassadors
of Learning
(F.2-F.6)
Student
Publication
(F.2 - F.6)
III. Off-site
support
International
conference
(F.4-F.7)
Extended
learning
(F.6)
Cultural
Exchange
(F.1 - F.7)
ChinaService
(F.4 - F.7)
Meeting with
outstanding
alumnae
(F.1 - F.7)
Teach thinking
skills
in curriculum
Gifted Education in Hong Kong (2000) http://cd.ed.gov.hk/ge
http://prod1.e1.com.hk/education4/guide/guide.html
如何透過專題研習照顧資優學生的特性和學習需要：
（一） 學習需具彈性，並能照顧學生的興趣及個別特性
（二）以解決實際生活問題導向，強化研習動機
（三）有系統地發展高層次思維及創造力，提升研習的挑戰性
施教時注意事項
(一) 照顧學生學習差異，作相應的引導
(二) 靈活變化教學編排，給予學生更大的學習空間
(三) 教師角色多元化
(四) 小組協作活動，有助增進溝通能力
(五) 客觀處理資優生的情緒問題
指導資優學生進行專題研習的重點：
(一) 教師需引導資優生在研習問題的深廣度，作出自我要求，嘗試鑽研較深入的
問題，及探討較廣泛的層面，以配合他們易於掌握高層次思維技巧，以及較
喜歡接受挑戰和自我要求的特性。
(二)
在學習層面上，教師需指導資優生在各研習階段中發展其高層次思維及創造
力，多安排較高層次的訓練或學習活動，例如在搜集和整理資料的過程中，
一般學生可能需要較長時間去搜集、理解及處理大量的資料，但資優生大多
能較易掌握處理及理解大量資訊，並能自行作出篩選。故此，教師應引導他
們多從事資料運用、探究性活動及應用嚴謹的研究方法等高層次思維的學習
活動，從而發揮他們較強的分析、綜合、探究等高層次思維能力。其次，在
研習過程中，教師需多鼓勵學生運用其創意來解決問題，並以獨特新穎的表
達方式來綜合研習的結果。
(三) 研習的過程中，教師需引導學生在自評或同儕互評活動中，作出客觀及正面
的評價及回饋，讓他們反思學習過程中的得失，以作改進。對資優生來說，
更可發揮他們的高層次思維，如自我反思和綜合評鑑等能力。
(四) 教師可因應資優生的能力和學習特性從旁引導，可先由學生的興趣作研習的
起步，繼而循序漸進地引導學生最終能像專家般進行較嚴謹的獨立研究，成
為真正的問題發現、探究和解決者。
Learning and Teaching Process
Project
Curriculum
•Mass
induction
• Projectlearning
in action
Thinking skills
curriculum
Cross-curricular effort
(integration of Humanities,
Science, language and IT)
PBL Presentation
Student-centred
Project-based learning
Staff
development
& support
•Staff
development
workshops;
• work manuals
production
•Evaluation
systems design
2004-2005
F.1 – Culture and Life
F.2 – scientific investigation & invention
F.3 – Creative community service
F.6 – Project Assistants
Project-based Learning Curriculum
Logical thinking – systems thinking,
reverse thinking, strategic thinking…
Information processing – survey, data
analysis, web search, synthesis,
summary…
Comprehensive Assessment - Teachers’
assessment, senior-form students’
questioning, peer and selfassessment …
Aspects of Assessment : Oral report,
written report, individual participation
and group work.
Project advisor
Teachers
Students
•F.4 & F.6
Written report
Individual participation
Non-project advisor
Peer assessment
from group mates
Individual participation
Oral presentation
Oral Presentation
• oral delivery
• visual presentation
• response to questions
• team work
Written Report
• creativity &
originality of the
service project
• learning in the process
• evaluation of the service
• benefit of people from the
project
Individual
Participation
• responsibilities in
carrying out duties
• effectiveness in
collecting & organizing
information
• cooperation with
other group members
• interests and
involvement in project
• readiness to make
improvement
Ambassadors of Learning
(F.2 – F.6)
• Potential students talented in at least one area
such as academic aspect, leadership, art, music,
dance, sports, etc. are nominated by teachers; and
interviewed.
•These learning ambassadors are committed to
setting a good example of self-motivated learning &
sharing their learning with other students.
Ambassadors of Learning Team
School Principal
Teacher A
Teacher B
Teacher C
•Selection Process
• F.2
• F.2
• videoconferencing
• F.3 & F.4
Teacher D
Teacher E
• F.2
• F.6
Ambassadors of Learning
– enhancing students’ potential through training
Activities:
F.2
F.3
F.4-F.6
visits to exhibitions & museums
live-in camps that challenge their physical
& intellectual limits
activities & projects involve exposure to
local community & global issues
Training camp – F.3 AoL
Extending students’ personal limits
as well as tackling problems in
different dimensions.
Audio
Book
Listening
• The
Giver by
Lois
Lowry
Video conferencing with overseas students
e.g. Programme started since
2002. In 2004, a video
conference was held
with Indiana-US High
School students to
exchange views on
‘multiculturalism’
Participants widened
their global perspectives
-A company set up by
F.6 Ambassadors of
Learning to gain first
hand experience of
running a business
- Organised by Junior
Achievement Hong
Kong
- Conducted by
business volunteers
http://www.jahk.org
•Strategic planning:
determination, resilience, vision….
• Ample resources:
manpower, networking, information,
funding
• support from teachers and parents
• students’ self-motivation:
needs of students, choice, autonomy,
time available
Learning Characteristics
Gifted children are natural learners who often show many of these
characteristics:
•keen powers of observation, an eye for important details.
•read a great deal on their own, preferring books and magazines written
for children older than they are.
•take great pleasure in intellectual activity.
•well-developed powers of abstraction, conceptualization, and synthesis.
•readily see cause-effect relationships.
•display a questioning attitude and seek information for its own sake as
much as for its usefulness.
•critical, evaluative, quick to spot inconsistencies.
•a large storehouse of information, recall quickly.
•readily grasp underlying principles and can often make valid
generalizations about events, people, or objects.
•quickly perceive similarities, & differences
•attack complicated material by separating it into components and
analyzing it systematically.
http://www.ri.net/gifted_talented/character.html#Learning
Basic Educational Options for Gifted Students in Schools.
Joyce VanTassel-Baska , Ed.D. College of William and Mary
Instructional approaches that foster differentiated responses among diverse
learners include those that are inquiry-based, open-ended, and employ
flexible grouping practices. An example of an effective inquiry-based model
would be problem-based learning (PBL) that has the learner encounter a real
world problem sculpted by the teacher out of key learning to be acquired in a
given subject, proceed to inquire about the nature of the problem as well as
effective avenues to research about it, and sources for acquiring relevant data.
The instructional techniques needed by the teacher include high level
questioning skills, listening skills, conferencing skills, and tutorial abilities
in order to guide the process to successful learning closure in a classroom.
PBL also requires the use of flexible team grouping and whole class discussion.
Problem resolution requires student-initiated projects and presentations, guided
by the teacher.
http://www.geniusdenied.com/Cybersource/Record.aspx?lib
=1&scat=902&stype=110&sid=12845&sterm=
The Schoolwide Enrichment Model1
Executive Summary
Joseph S. Renzulli and Sally M. Reis
University of Connecticut, Storrs, Connecticut, USA
….. a focus on concept rather than skill learning, the use of
interdisciplinary curriculum and theme-based studies, student
portfolios, performance assessment, cross-grade grouping,
alternative scheduling patterns, and perhaps most important,
opportunities for students to exchange traditional roles as
lesson-learners and doers-of-exercises for more challenging and
demanding roles that require hands-on learning, first-hand
investigations, and the application of knowledge and thinking
skills to complex problems.
http://www.gifted.uconn.edu/sem/semexec.html
Questioning techniques for gifted students
Author: Jo Painter
Gifted Students
There is a difference between nurturing the gifts of all students and
providing an appropriate education for gifted students. Gifted students need
educational experiences that match their different ways and rates of learning.
Intense curiosity, high motivation, the ability to generalise, abstract and
see relationships, problem-finding and problem-solving ability and
acute sensitivity are characteristics and behaviours commonly observed of
students who are able to learn at rates and levels of complexity in advance of
their age peers.
Gifted students should be supported to move beyond being simply
consumers and users of information. They should become producers of new
information that adds to the knowledge in any given field. Appropriate
learning activities must be integrated into a cohesive whole based on
thoughtful planning to develop programs that are comprehensive, permanent,
ongoing and related to individual needs, experiences and interests.
http://www.nexus.edu.au/teachstud/gat/painter.htm
Dear Parents,
Your daughter______ of F.3 __ has been identified as a high flyer among our
students and therefore, potentially capable of greater scholastic achievement.
We at Sacred Heart believe that education is to develop the ability of
youngsters to the full. We are inviting you to join hand with us in the
programmes of our F.3 Ambassadors of Learning. ….
Since the programme demands a heavy investment from the school, we need
highly motivated participants. We are asking you to support this programme
by encouraging your daughter to work to their full capacity so as to excel in
the development of their mind. …. I look forward to seeing acceleration in the
learning experience of your daughter. ….
• the names of AoL’s are to be made known to all
teachers so that teachers communicate with them &
support their development
• teachers are to provide opportunities for AoL’s to
share their knowledge & skills to help the class to
solve problems & overcome challenges
• any AoL identified with a specific talent or a
particular keen interest in a subject is to be
recommended to the respective teacher for further
enhancement
Hong Kong International School
– High Achievers Programme
Standford University
– Education Programme for Gifted Youth
The Chinese University of Hong Kong
– gifted programme
The University of Science
& Technology
– gifted programme