Transcript Document 7114692

334: A Brief Revisit &
Reflection
Stephen Yip
Chief Curriculum Development Officer
CDI, EMB
Introduction
• In 2000, the Education Commission
recommended the adoption of a 3-year senior
secondary and 4-year university system.
• The Chief Executive’s Policy Address (2004)
set out the direction to develop the new
senior secondary and university system.
• 2004-05 Consultation phases – Preparation/
Implementation (2005 Policy Address)
The Need for Change
• Building on reform in basic education, the new
senior secondary and university system is
destined to help each student to be an informed
and responsible citizen with a sense of global
and national identity.
• This calls for a more broad-based curriculum
with more choice to suit individual aptitudes and
interests, enable ALL secondary students to
develop their capacities to the full.
A Comparison of the Current and the New Academic Structures
Current Structure
(“3+2+2+3”)
3-Year
Undergraduate
Degree
HKALE
New Structure
(“3+3+4”)
4-Year
Undergraduate
Degree
Secondary 7
Secondary 6
Senior Secondary 3
Secondary 5
Senior Secondary 2
Secondary 4
Senior Secondary 1
Secondary 3
Secondary 3
Secondary 2
Secondary 2
Secondary 1
Secondary 1
HKCEE
New public
examination leading
to HK Diploma of
Secondary
Education
Smoother articulation of SS to different pathways
for lifelong learning and success in life
Continuing Education for Higher Degrees/Further Qualifications
4-Year
Undergraduate
Degree
Year 2
Employment
Sub-degree
Senior Sec 3
Senior Sec 2
Senior Sec 1
Junior Secondary
Career-oriented
Studies Awards
Project
Yi Jin
Benefits of Change
“3+2+2+3”  “ 3+3+4 ” because:
Reducing one public examination
Increasing learning time and space
and enhancing learning effectiveness
All students study Secondary 6
Meeting the challenges of the
knowledge-based society of HK
More choices in senior secondary
Developing the full potential of
students with different aptitudes and
interests
More pathways for further study
and work
Providing opportunities for students
to be successful in life
Liberal Studies
New Curriculum
4 Core Subjects:
Chinese Language,
English Language,
Mathematics,
Liberal Studies
45-55%
2-3 Elective
Subjects out of
20 subjects or out
of courses in
career-oriented
studies
20-30%
Proposed subjects
Career oriented
studies
Other/ Essential
Learning
Experiences including
moral and civic
education, community
service, aesthetic and
physical experiences
and work-related
experiences (e.g. job
attachment)
15-35%
Why Change? Is our existing
system not good enough?
“A brief conversation with a friend in a ferry”
The world has changed!
…whether you agree or
not… whether you’re
‘fed up’ to hear this or
not!
Question time: Rationale of
Change
• Which part of the reform (mentioned
above) is particularly supported?
WHY?
• Any parts’ rationale not clear?
• Any parts are NOT supported at all?
WHY?
Unpacking 334: What’s in it?
Any new elements related to
teaching & learning?
Conditions for Knowledge Building in 334 –
aligning Curriculum, Pedagogy & Assessment
what is worth
learning
Pedagogy how
students
learn &
teachers
teach
Alignment
for student
learning
Curriculum
how to
know
students
have
learned
Assessment
Building on Strengths of Basic Education: The
Whole Curriculum Framework (Coherence, Fullan)
4 Core Subjects:
Chinese Language,
English Language,
Mathematics,
Liberal Studies
2-3 Elective
Subjects out of 20
subjects or out of
courses in careeroriented studies
Essential Learning
Experiences
(45-55%)
(20-30%)
(15-35%)
including moral and civic
education, community
service, aesthetic and
physical experiences and
work-related experiences
(e.g. job attachment)
NSS
Generic
Skill
Value &
Attitude
P1- S3
General
Studies
Moral and Intellectual Community Physical & Career-related
Aesthetic
Civic
Development Service Development Experiences
Education
Curriculum – design
(EMB, 2005)
• Prior knowledge – KLAs in basic education, crosscurricular opportunities in project learning,
• Essentials (core) – E, C, Maths, Liberal Studies
• Essentials (Other Learning Experiences) – moral
& civic education, aesthetic & physical activities,
community service, career-related activities
• Choices & diversification – elective subjects/careeroriented curriculum with elective parts,
• Greater breadth & same depth (AL/AS)
• Progression of studies
Why Other /Essential Learning Experiences
Expected Outcomes of OLE



Whole Person Development (德、智、體、羣、美)
Complement the examination subjects/ careeroriented studies
Building up life-long capacities:
To nurture informed & responsible citizenship

To respect for Plural values & Healthy living style

To develop career aspirations

Seven Guiding Principles of Designing
School-based OLE
1.
Student-focused
2.
Building on existing practice (own strengths)
3.
Entitlements (including disadvantaged students)
4.
Quality experience
5.
Coherent with KS3 and the whole NSS Curriculum
6.
Flexibility (e.g. could be out-of lesson time for
community service)
7.
Diversity in Implementation modes (e.g. in the
form of lessons, sessions, projects, programs…)
…… NSS Guide, 2006
from curriculum to pedagogy
Learning Communities
Inquiry-Based Learning
Meaningful Learning
How
knowledge
is learnt
Generic Skills
Content Knowledge
Bransford, Brown, & Cocking (2000). How People Learn
What is
worth
learning
Effective pedagogy – inquiry/problembased learning
• Teachers do:
Clear target/goal/objective
Ask more
Talk less
Individual/group/wholeclass
Feedback
Scaffolding
Teaching ‘content’ & use
generic skills
Accept no ‘model’
answer…
Learn with students …
• Students do:
Set goals
Respond actively
Ask more
Group & independent
learning
Reflection
Learning w generic skills
Pedagogy ……. focus on deep understanding
Knowledge is ‘information on tap’
Skills are ‘routine performances on tap’
Understanding is ‘the ability to think and
act flexibly with what one knows’. In other
words, ‘an understanding of a topic is a
“flexible performance capacity” with
emphasis on the flexible’.
MS Wiske Teaching for Understanding
Research into human learning
Research in human learning suggests that all learners are
capable of making further progress given appropriate
learning conditions, which can be characterised as a mix of
‘challenge and support’.
New learning opportunities are likely to be most effective in
promoting further learning if they: take account of the
learner’s present knowledge, skills and understandings; tap
into the learner’s interests and motivations; are consistent
with what is known about the learner’s preferred style/s of
learning; and if learning opportunities are provided in a
supportive social context.
(Professor Geoff Masters)
Views about Learning
As an outcome: enduring change in knowledge, skill
etc. resulting from exposure to some experience. Short term
gains in knowledge as opposed to development leading to
understanding
As a process: transformation of information in solving
cognitive problems
As an apprenticeship: doing in the community as a
way of becoming a full member of that community
Watkins classification of
learning(Watkins 2003)
Chart Title
3 kinds of learning
Learning as being taught
a process of
knowledge
accquisition
Learning as individual
sense making
making sense of
experiences
Learning as building
knowledge with others
meanings constructed
through social activity
Cognitive Skills for Learning
(Moseley et al. 2003)
Chart Title
Strategic &
Reflective Thinking
Information processing
skills
Accessing stored
& recorded knowledge
Basic Understanding
forming concepts
Orgainizing ideas
Adding to meaning
Productive thinking
Reasoning
Problem-solving
Creative thinking
Teaching as
Direct
Instruction
Teaching as
Enquiry
Teaching as
Expert
performance
Teaching as Instruction
 Provide an Advanced Organizer
 Check what pupils know with quick, snappy
question & answer session
 Present new knowledge
 Provide for practice which emphasises application
 Extend practice by homework
 Give feedback which is informative
 Review new learning
Learning by Direct Instruction
The findings are most relevant when the
object is to teach explicit procedures,
concepts or a body of knowledge
The findings are less relevant where
skills to be taught cannot be broken down
into explicit steps
(Rosenshine 1987)
Uses of Direct Instruction
• Mathematical
procedures
• English grammar
• Scientific information
• Historical facts
• Using maps
• Practical skills
• Mathematical problem
solving
• Extended writing
• Scientific
investigations
• Discussing
controversial social
science topics
Teaching as Enquiry
Engaging in complex cognitive processes requires
thoughtful discourse. Pupils are invited to make
predictions, debate alternatives, etc. This can take
place during interactive whole class teaching or
during peer interaction in pairs or groups and
should involve:
 Placing the topic in the wider, meaningful context
(big picture)
 Using ‘open ended’ questions
 Allowing suitable ‘wait times’
 Encouraging explanations or elaboration of
answers.
Teaching as Expert
Performance
Helping pupils to learn how to ‘think for
themselves’ requires temporary frameworks or
scaffolds. They reduce ‘the degrees of freedom a
child must manage in the task to prevent error
rather than induce it’. (Bruner)
Several scaffolds have been identified from the
teacher effectiveness literature
Providing models of appropriate response (e.g.
model answers, demonstrations etc.)
Providing prompts and feedback as in guided
discovery
More Effective Scaffolding
As identified in the cognitive strategy research these
latter scaffolds appear more effective in teaching
higher cognitive skills.
Rehearsing an argument (pupils explain to
class/group in words their reasoning e.g.their
answer to a maths problem)
 Cue Cards ( as in writing frames )
Self-evaluation checklists (requires pupils to check
through the process by which they reached a
conclusion and to indicate how it might be improved
8 Key Characteristics of
effective teaching
1 Pupil Exploration usually preceded formal
presentation.
2 Initially, tasks were structured to limit the
range of alternatives pupils could explore.
3 There was a high proportion of pupil talk,
much of it occurring between pupils.
4 The metaphors “teacher as a listener” and
teacher as “guide on the side rather than
sage on the stage” were characteristic.
8 Key Characteristics of an
effective teaching (continued)
5 Pupils used a variety of means and media to
communicate their ideas
6 pupils’ questions and comments often
determined the focus of classroom discourse
7 the ethos encouraged pupils to offer
speculative answers to challenging
questions.
8 lessons often required pupils to reflect
critically on the procedures and methods
used
Instruction Approach
•Input and output tasks
Classroom activity systems in 3
views of learning
•Teacher o many
•Teacher-chosen resources
•Teacher controls time: ‘pace’
seen as key
•Teacher as teller, organiser,
judge
Construction Approach
•Tasks for processing and
understanding
•Individuals, peer groups
•Students experience a resource
•Longer time blocks, student-paced
Co-construction Approach
•Teacher as enquirer
•Tasks of generating knowledge
•Changing groups, networks,
linkages
Social
structure
Tasks
•Access to world of resources
•Teacher as learner too
Resources
Goals
Role
•Time seen as less relevant
•Teacher as enquirer
Time & pacing
Classrooms as Learning Communities
Strategies related to
the view- ‘Learning
as Product’/
‘’Teaching as direct
instruction’
Strategies related
to the view‘Learning as
Process’/
‘’Teaching as
enquiry’
Strategies related
to the view‘Learning &
Teaching as Coconstruction’
Building a Learning Community in a classroom: Nonlinear evolution
Building a sense of
community
Social engagement in
learning
Co-constructive responsibility in
knowledge building
Wide Repertoire of Effective
Teaching and Learning Strategies
From Curriculum to Pedagogy in KLAX
Learning as…
Learning
Communities
Meaningful
Learning
Learning as a
‘product’
Learning as a
‘process’
Learning as
‘Co-construction’
Classroom examples:
Classroom examples:
How knowledge
is learnt?
(Pedagogy &
Assessment)
Classroom examples:
Classroom examples:
Classroom examples:
Classroom examples:
Generic Skills
Content Knowledge
(Sources, Understanding,
Structure, & Nature)
What is worth
learning?
(Curriculum)
Classroom examples:
Classroom examples:
Classroom examples:
Teaching as
Direct Instruction
Teaching as…
Teaching as
Enquiry
Teaching as
‘Co-construction’
ASSESSMENT AS A
CONTRIBUTION TO LEARNING
 Assessment that fosters understanding has to be
more than an end of unit test. It needs to inform
students and teachers about what students
currently understand, and how to proceed with
subsequent teaching and learning
 Ongoing assessment is the process of providing
students with a clear response to their
performances of understanding in a way that will
help to improve their next performance
ASSESMENT FOR LEARNING
The process of seeking and interpreting
evidence for use by learners and their
teachers to decide where learners are
in their learning, where they need to go
and how best to get there
(Assessment Reform Group 2002)
IS THIS TRUE OF CLASSROOMS IN
YOUR SCHOOL?
“My teacher sets me targets to aim for and then
helps me check my progress”
“My teacher gives me time to look at my work and
improve it after she’s marked it”
“My teacher tells me what I’m going to learn and
then we talk about how to get there”
“I know how I learn best and my teacher gives me
time to talk about what works for me”
KEY FACTORS THAT IMPROVE LEARNING
THROUGH ASSESSMENT
• Providing effective feedback to pupils
• Actively involving children in their own learning
by sharing criteria with learners
• Adjusting teaching to take account of assessment
results
• recognising the way assessment impacts on selfesteem and motivation
• considering ways that pupils can assess
themselves and understand how to improve
3 Kinds of Feedback
1 About Self: should focus on effort rather than on
person. Thus ‘That’s a good try’ rather than ‘Good
Girl, Well done.’ Purpose is re-enforcement
2 Task processing: Purpose is self-regulation
‘Where have you got to?’ ‘What do you think may
have gone wrong?’ ‘What are you going to do
next?’
3 Correction : most powerful when it is about
faulty interpretation rather than supplying missing
information. ‘Show me how you got that answer’
rather than, ‘ You need to do it like this.’
3 Kinds of Feedback: Effect Size
(An effect size of 1.0 is equivalent to advancing achievement by one
year’s average progress)
Task processing
self-regulation
cues
Self
re-inforcement of effort
praise
Task
corrective
0.95
1.10
0.94
0.14
0.37
INVOLVING PUPILS IN THEIR OWN
LEARNING
1 Asking pupils “what helps them to learn?” For
example, “What does it feel like when I choose
you to answer a question in front of the class?”
2 Devising ways pupils can assess their own
learning and share this with the teacher. For
example, Pupils use a traffic light system to
evaluate their performance (red dot=hard,
orange= bit hard, green=easy).
Taking Account of Assessment in Teaching
• Identify Curricular targets (i.e. what pupils need
to learn)
• Set targets for groups/individual pupils
• Monitor targets regularly to inform decision
making and communicate these to pupils either
orally or in writing
• Review targets with colleagues and engage in joint
planning for next stage
To make sense of data in chart or graph
form
Name
Make
table
Construct
graph
Read
numbers
John
v
v
v
Paul
v
Mary
v
v
Tracey
v
v
v
Interpret
scales
v
Identifying Learning Objectives
Teachers tend to identify what pupils will do, not what
they will learn. Learning objectives then need to be turned
into success criteria by using such stems as:
To be successful you will need….
What I expect from everyone is….
Better still use questions so that pupils help to establish
what is needed
To produce good work what will you need t
What do you think we mean by…?
PUPILS’ AS THEIR OWN ASSESORS
• Each Curricular targets have their success
criteria which are shared with pupils
• Class debriefing sessions are held at the end
of the lesson. “What did we achieve?”
“What have we learned for next time?” etc.
• Pupils in pairs (or groups) complete checklist of success criteria and to talk about what
they can do to improve
Developing AfL in your school
Key elements of AfL
Teaching Strategies
Sharing learning objectives Talk about these at start of
lesson. Use them as a basis
of questioning and feedback
Involving pupils in peer
Pupils explain how they got
assessment
the answer, pupils discuss
how they can improve.
Create reflection time
Providing feedback which Tell pupil what s/he has
helps pupils to take next
done well, what more needs
steps
doing and how to do it
Promoting self-esteem and Identify small steps
confidence to motivate
whereby pupils can
pupils
improve, establish a secure
ethos where pupils feel
comfortable when
explaining their thinking
Assessment
as a contribution to learning
• Assessment that fosters understanding has to
be more than an end-of-unit test. It needs to
inform students and teachers about both what
students currently understand, and how to
proceed with subsequent teaching and
learning.
• Ongoing assessment is the process of
providing students with clear responses to
their performances of understanding in a way
that will help to improve their next
performances.
Assessment:
assessment for learning
(on-going assessment)
• Do they include clear, public criteria?
• Do they use criteria closely related to understanding
goals?
• Do they provide frequent opportunities for feedback
throughout the unit’s performances?
• Do they provide feedback that tells students how well
they are doing and how to do better?
• Do they offer opportunities for multiple perspectives?
(ie, teacher assessing student, students assessing one
another, student assessing themselves)
Assessment of learning (HKEAA)
• Standards-referenced Assessment (SRA)



To help users better understand what students
know and can do
To facilitate teaching and learning and make explicit
what a student has to do to reach a given level
To better maintain standards over time
Standards-Based
• Most systems have adopted standards-based
curriculum and assessment.
• This implies being explicit about the required
standard performance expected of students
• Standards referencing allows performance to be
reported in relation standards that do not change
over time
• Some systems use expert judgment to set
standards. In HK we use psychometric methods
and fine tune using expert judgment
Different Kinds of Reporting
Comparison of the performance of an
individual or group with:
• that of other individuals or groups, especially a
representative sample (Norm-referenced reporting)
• the criterion set for performance on that task (Criterionreferenced reporting)
• a predefined standard defined by one or more cutscores on an underlying variable (Standards-referenced
reporting)
Standards-Referenced Reporting
Levels
5
4
Descriptors
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3
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2
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1
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Samples
HKDSE Levels
5**
5*
A
B
5
4
C
3
D
2
E
F
1
HKALE
U
HKCEE
U
HKDSE
Assessment of learning (HKEAA)
• School-based Assessment (SBA)



Improve reliability of assessments
Improve validity of assessments
Less reliance on a ‘one-shot’ examination
Assessment of learning (HKEAA)
• Student Learning Profile




Reflects a concern for whole-person development
To motivate learning and engagement
To recognize non-academic achievements
To give employers and higher education institutions a
more complete picture of the individual and his/her
其他學習經歷紀錄
achievements
香港高級程度會考
香港中學會考
公
開
考
試
證
書
其他資歷
校內成績
香港中學文憑
公
開
考
試
證
書
Celebrating Whole Person
Development
Senior Secondary Student Learning
Profile (SLP)
NSS Student
Learning
Student
Learning
Profile Profile
Will include:
1) HK Diploma of Secondary Education
2) Career Oriented Studies
3) School Internal Assessment
4) Other Learning Experiences (Essential
Student Experiences)
5) Other Achievements gained outside
schools
Senior Secondary
Curriculum Guide in
mid 2006
Student
Learning
Profile
NSS Student
Learning
Profile
 To give employers and tertiary
education institutions a more
complete picture of the individual and
his/her achievements
 To recognize both academic and nonacademic achievements/
participation
 To motivate on-going learning and
engagement
 To help students reflecting for own
whole-person development
Other Learning
Experiences
• Moral & Civic
Education
• Physical Education
• Aesthetic Experiences
• Career-related
Experiences
• Community Services
Student Learning
Profile
• Participation
• Achievements
• Reflections
• Attributes &
Capabilities
Participation
(e.g. no. of hours, participating role)
Achievements gained
(e.g. Prizes, awards, certificates,
qualifications….)
Reflections
(e.g. student log/ journals, short essays)
Attributes
and Capabilities
(e.g. leadership, social skills, … ) [a checklist
to choose] + a qualitative remarks/ comment
(overall)
SLP at Systemic Level
SLP: Certification/ Final
School-based SLP
Report
Achievements
and awards
outside
schools*
HKEAA
exams
SLP final
report
schools
Other
Learning
Experiences
Student
(PARA)
COS
Electronic system/
infra-structure run by
HKEAA/EMB
Information validated
by schools
SS3
Internal
results by
subjects
SS2
SS1
Web-SAMS
* Data provided by student. Student holds sole responsibility to provide evidence when requested.
Question time:
• Views of Teaching/Learning: What is the
dominant view in our school/ department/
panel?
• Wide Repertoire of learning/ teaching
strategies: How should our schools go ‘from
here to there’?
• Assessment – Any new ideas that the school/
panel could put into practice?
• SLP – How would this affect our existing
work?
School as a Learning
Community/ Organisation
• No reform would succeed in a purely ‘Top-down’
manner.
• Learning is the key at all three levels (Society/
Community, School, Classroom)
• Five collective discipline (internal capacities;內功)
in a learning organization (P. Senge):
–
–
–
–
–
Personal Mastery ( as a professional)
Shared Vision (as a group of professionals)
Mental Models (a ‘shared’ map)
Team learning (On-going reflection in practice)
Systems Thinking ( Growing body of theory/ ‘Living
mechanism’ to improve as an orgnaization/ system)
Dealing with levels of Concerns
Concerns-based Model of Educational Change
Stage of
Concern
0
Awareness
1
Informational
2
Personal
Teachers’ concerns & typical
expressions
Attention elsewhere
I am not concerned about it
Interest to know more
I would like to know more about it
Uncertainties
How will it affect me?
3
Management
Focus on how to do
4
Consequence
Evaluation of impact on students
5
Collaboration
Co-ordination and communication to
improve effectiveness
6
Refocusing
I seem to be spending all time
getting materials ready
How is this affecting learners? How
could I refine to have more impact?
How can I relate what I am doing to
what others are doing?
How to work better
I have ideas about something that
would work even better.
Innovation Configurations: Mapping where we’re
heading to…
• “All too frequently the developers of an educational
innovation have not thought clearly about what the use of the
change will really entail. They have more about what is needed
to support its implementation, such as training and materials.”
• Innovation Configuration ‘Map’ (e.g. Integrated use of I.T.)
Unacceptable
e.g. Classrooms
with few computers,
no Web links;
mainly for drilling
and practice
Acceptable
Ideal
e.g. Classrooms with
computers with good
Web access; students
work with IT to
research, plan and
present their learning
e.g. Schools build a
culture of using IT in
most aspects; Also
catering for the needs or
self-motivated projects
among students
Examples of Intervention strategies (1)
Stage of
Concern
(0-3)
0
Awareness
1
Informational
2
Personal
3
Management
Examples of intervention strategies
Acknowledge little concern about the innovation is
legitimate & appropriate; Share some information to
arouse interests…
Share general descriptive information, short media
presentation; State realistic expectation about the costs &
benefits; Provide genuine cases/ visits…
Establish rapport and signs of encouragement/
assurance; Clarify how innovation relates to other
priorities that potentially conflict in energy/time demand.
Show how the innovation can be used via gradual
introduction rather than leap…
Provide answers to address small specific ‘how-to’;
Demonstrate models for effective use of innovation…
Examples of Intervention strategies (2)
Stage of
Concern
(4-6)
Examples of intervention strategies
4
Encourage & reinforce regularly;
Consequence
5
Collaboration
Use ‘stage 5 concerned’ teachers to be teacher
educators; Create sharing networking opportunities
6
Refocusing
Provide teachers at this stage with resources to
access and encourage them to pilot new ideas that
are of use
Intervention Strategies
Creating a context supportive of change
Investing Professional
Learning
The Concerns-based Adoption Model
Probing
Stages of Concern
Innovation Nonusers
and Users
Resource
System
Change
Facilitator
Team
Levels of Use
Innovation
Configurations
Intervening
User System Culture
Environment
The Eight Propositions for 334
1. We have a clear, well-articulated moral
purpose underpinning 334
Providing all students with the opportunity to
receive a higher standard of education, and a
more suitable curriculum catering to
individual needs and abilities to ensure their
success.
理念明確
2. Schools need to develop effective
leadership teams to implement the 334
reform
Leadership teams help sustain school
improvement, provide support and advice,
and develop leadership in others.
領導有力
3. Leadership teams develop and promote a
vision and plan with the involvement of key
stakeholders
The 334 action plan sets out what has to be done,
how it will be done, by whom and when
匯聚各方
4. The 334 Action Plan will seek to transform
curriculum, pedagogy and assessment
Schools must clarify what is worth learning, how
teachers will teach and students will learn it, and
how we will know what has been learned.
設計課考
5. Efforts to build the capacity of all teachers
in the school are central to this task.
The school should identify its professional learning
needs and prepare a whole school professional
development plan.
專業提昇
6. The broad 2005-9 Action Plan is
supplemented by more detailed annual
plans
These annual plans include specific goals,
along with professional development and
other strategies for key areas of activity.
週年規劃
7. Sharing between schools increases their
collective knowledge and capacity to act.
Networking is an important source of advice
and sharing of successful practice to
supplement broader EMB support.
網絡互助
8. 334 Action Plans must be flexible enough
to accommodate change as needed
Implementation of plans needs to be
constantly monitored and regularly
evaluated to ensure they are achieving what
is intended and are adjusted where required.
靈活調適
Character
Story
Blending
Confidence
Quality of Space