Transcript Introduction on Preparing students for Successful Transition in NAS: documents

Introduction on Preparing students
for Successful Transition in NAS:
Multiple roles of SLP and other
documents
Stephen YIP
CDI, EDB
20 Dec 2010
“Preparing students for successful
transition in NAS” Series
• Seminar on “Preparing students for
successful transition in NAS”
• Series of workshops from March to July
2011(in partnership with HKACMGM) to
cater for 3000 teachers.
TCS in Jan
2011
What will our students face in NAS?
(last cohort
in 2012)
S7
S6
Other
pathways
Other
pathways
HKCEE
(last cohort
in 2010)
4-year Degree
programme
HKALE
3-year Degree
programme
Old
New
Academic Structure Academic Structure
1st cohort
of graduates (2016)
Multiple
pathways
Senior Secondary 36
Secondary
Secondary 5
Senior Secondary 5
2
Secondary
Secondary 4
Senior Secondary 14
Secondary
Secondary 3
Secondary 3
Secondary 2
Secondary 2
Secondary 1
Secondary 1
2012
1st HKDSEE
DOUBLE
cohort year
New Senior Secondary
(NSS)
Sep 2009
3
Some concerns from
schools
How could
we make use
of SLP as a
connector,
to address
these
concerns?
What students’ abilities / personal
qualities are universities looking for?
JUPAS
Beyond academic
achievements…
OEA
Apart from academic qualifications,
how could universities select the
students based on the JUPAS OEA?
Functional roles of SLP and other related documents
As the first presentation tool:
Demonstrate personal values, belief and
career aspiration
SLP and other documents
Collect, Select and Reflect
Activity record database,
Testimonial, Certificates
As a depository of
activity records:
Evidence of student learning
Resume,
Reference Letter
Schools
Recommendation
Tertiary
Education
(Local & Overseas)
OEA, Personal Statement,
Application Form
Employers
Students
As a learning process:
A kind of Career-related
Experiences for goal setting and
personal development
SLP as Depository of
individual learning records
• Collect, Reflect & Select (e.g. most
schools encourage students to select &
reflect at least once a year via SLP)
• S6: Use of SLP records to complete
JUPAS OEA forms or other institutions’
application requirements.
Will there be a smoother transition, in
terms of working from SLP to JUPAS
application?
• JUPAS has designed a file structure to facilitate
schools to upload data to their online system
• WebSAMS will be enhanced accordingly to
facilitate the process.
– Students have accounts to access the WebSAMS
platform for preparing the JUPAS OEA information
based on their SLP
– Such information could be exported from WebSAMS
according to the preset file structure of JUPAS
JUPAS OEA Form: Some advice
• Based on own SLP;
• 20 items – NOT A MUST;
• Roles: Try to be realistic (e.g. not all leading
roles)
• Additional Information: NOT Testing
Language ability; Personal styles
• Student Ownership: No Over-intervening
Functional roles of SLP and other related documents
As the first presentation tool:
Demonstrate personal qualities,
orientations and career aspirations
SLP and other documents
Collect, Select and Reflect
Activity record database,
Testimonial, Certificates
As a depository of
activity records:
Evidence of student learning
Resume,
Reference Letter
Schools
Recommendation
Tertiary
Education
(Local & Overseas)
OEA, Personal Statement,
Application Form
Employers
Students
As a learning process:
A kind of Career-related
Experiences for goal setting and
personal development
Anne: My father is a businessman. After
thorough investigation and several talks with
my career teachers, I want to study business
in university. My subject results are not too
bad at school. I enjoy OLE very much and
participate several leading roles in activities. I
learn a lot from these experiences… I may
consider overseas institutions for future
study if needed.
How to help students present
themselves?
Anne: Documents I may need to
present myself…
•
•
•
•
Student Learning Profile
OEA Form (JUPAS)
School Reference Report (JUPAS)
Testimonial/ Reference letters (for
overseas)
• School Report Card (for overseas esp.
US to demonstrate full secondary
schooling)
• HKDSE results (available in summer)
Anne: Occasions that I may need to
present myself… INTERVIEWS
(1) Knowing what is needed?
• Local institutions
• Overseas
• Employers
For example, …
How could universities select students to meet
their goals of whole-person development?
Source: HKACMGM (http://www.hkacmgm.org/)
港大：會考慮校內成績、
學生的OEA、個人自述及
校方推薦/評語。
城大：按照學生提供的申
請資料（例如：志願組別、
學業成績、OEA 資料等）
浸大：學生對浸大課程選擇
的優先次序浸大：學生對浸
大課程選擇的優先次序、中
六校內成績、校內能力評估、
校方推薦/評語、OEA 及「其
他學習經歷」等
科大：參照同學的校內成績、
校方的評估以及同學提供的其
他學習經歷（OEA）
教院：考慮學生各方面之成就，
亦會參考學生在OEA、個人自述、
校方推薦/評語及「學生學習概覽
」內的資料。
理大：參考學校為學生於聯招
表格上填寫的校長推薦 / 評
語 (Reference Report) 、
中六校內成績 (Academic
Performance in School at
Secondary Six) 、 OEA
(Other Experiences &
Achievements) 及學生個人自
述 (Additional Information)
There are so many documents. Which
one is the most important?
Source: HKACMGM (http://www.hkacmgm.org/)
同學應在撰寫人自述部分表
現出持續性的質化提升，如
同學在興趣方面的持續性以
及真實的自己。
同學應在撰寫個人自述
部分表現出個人經驗及
特質。
由於同分考生增多，故表現出
個人特質最重要。同學可描述
自己的非學術方面顯赫/令人
印象深刻的成就。
同學應在撰寫個人自述部分
表現出有關經歷如培養個人
成長或對自己有何得著並附
上例證說明。
同學應在撰寫個人自述部分
表現出個人強項及有關經驗
/活動/興趣的投入。
同學在撰寫個人自述部份應
盡量表現真實的自己，在學
習經歷方面，同學應嘗試接
觸不同的事物，不要留於現
實行事。
同學應在撰寫個人自述部分表
現出個人鮮明的特質。
Is my academic performance in school
important?
Source: HKACMGM (http://www.hkacmgm.org/)
會認真參閱校長推薦/評語
(Reference Report)
如學生同分會以校內成績
而在名單調整先後次序。
會考慮申請人所有資料，
包括OEA、課程選擇的優
先次序、校內能力評估
等。
What if I want to apply for
universities overseas?
Some advice from overseas universities
• Importance of School Results
• US universities puts great emphasis on applicant’s school
performance and whether they completed the secondary
education
• Presentation of school information
• Some US universities recommends that secondary schools in HK
provide past achievement information of the school on students’
transcript
• Importance of Student Work Portfolio
• Some US universities treasures real work portfolios for some
“talent” programmes (e.g. architecture, music, arts)
• Undesirable to give high grades to all students
• Undesirable to give too stringent grades to students
School
Recommendation
Letters
(2) Preparing Anne how to present
themselves through various learning
opportunities
Not just about writing
Not just about skills, workshops or English
techniques or tips… department involvement
rehearsals…
Selection and reflection on
impressive experiences
5 slides to present
about own self
Reflection on personal growth through narrative approach
五頁簡報:
我是誰
我的強項是
我高中時期，參加過最重要的活動是
我希望未來在哪方面發展
我希望你這樣認識我
Example: “WOW: I’m Ready”
Workshops
•
An EDB pilot, which engages with a group
of experienced human resource experts
from the World of Work (WOW), aims to
help students self-confidence and how to
take lead of their life.
•
A session on how to present themselves
verbally & non-verbally. Discussing what
personal qualities they wish to present (incl.
handshake), in the light of giving people
GOOD IMPRESSION
Developing Anne’s ‘story-telling’ capabilities
through SLP, rather than mere lang.
improvement
•
•
•
•
•
•
•
•
Content counts – depends on reflection capabilities
Presentation skills (both verbal and written)
Sense of audience
Higher order thinking skills, beyond descriptive
Vocabularies with deep personal understanding
ability to summarise (綜合能力)
Creativity; personal styles – No Standard Format
Mutual support among peers through sharing and
encouragement
Life-long benefits
Functional roles of SLP and other related documents
As the first presentation tool:
Demonstrate personal qualities,
orientations and career aspirations
SLP and other documents
Collect, Select and Reflect
Activity record database,
Testimonial, Certificates
As a depository of
activity records:
Evidence of student learning
Resume,
Reference Letter
Schools
Recommendation
Tertiary
Education
(Local & Overseas)
OEA, Personal Statement,
Application Form
Employers
Students
As a learning process:
A kind of Career-related
Experiences for goal setting and
personal development; Nurturing
Reflection Capabilities
Please reflect on your experience in bus this morning.
Don’t Forget: Anne has undergone a range
of impressive learning experiences to
develop her Reflection capability
Anne was given the opportunities to assess his strengths and
needs, and formulate his career aspiration. He learnt of the
career and life planning…
Further advice from the social worker…Anne
realises that the personal qualities is crucial for
his life long planning.
demonstrating
flexibility in
facing
difficulties
passionate
person
Personal
Qualities
concern to
social and
global issues
Have to work on
irregular hours
to serve the
youth / elderly
Equipping students to present himself
through self-account / personal statement.
Begins with good Reflection Habits in OLE/NSS
Reflection exercise
in OLEs
Self-account in
SLP
OEA 300, Personal
Statement
反思的六個層次
層次
描述
I
只有經驗
II
把經驗以記錄形式明確地表達
III
反思學習的經驗
IV
把兩者連繫
V
把所學應用於新的環境
VI
適應新的環境
資料來源：
高彥鳴教授
Workshops & development on
Reflection
• EDB Workshop: The Art of Facilitating
Student Reflection (Oct 2010 – July 2011)
• Student-LED Project – jointly run by EDB,
AHSS & Prof Edmond Ko (focus on level
4-6).
• Examples of reflection resources, from
worksheet design to reflection activities
design that can address different learning
styles available on OLE web site.
www.edb.gov.hk/cd/ole
through SLP, as depository,
presentation tool, learning process
外在應對
(實戰)
外功
內功
“空心”
Developing
Reflection
Capabilities and
Assessing own
strengths and
weaknesses
JUPAS
Application
e.g. OEA, SRR
Application to
overseas
universities or
universities in
mainland China
Future
Employment
“Preparing students for
successful transition in NAS”
Workshops
• Series of workshops from March to July
2011(in partnership with HKACMGM)
- Assessing own strengths & weaknesses
- Effective presentation and planning ahead
A 6-hours workshop - aims to cater 3000
teachers
(career teachers, form teachers, OLE TCS in Jan
2011
teachers, SLP co-ordinators …)