Transcript 20070110 01

優質校本全方位學習
課程編號：CDI020061678
日期：10-1-2007
http://www.emb.gov.hk/cd/lwl/
全方位學習是……
“……是把學習空間，從課室拓
展到其他環境中的策略。透過靈
活地利用多樣化的環境和社區資
源，配合時、地、人各方面所組
成的學習情境，讓學生獲得一般
在課堂上難以體會的經驗。”
全方位學習與課程的關係
促進
棋藝、 外語、
Enabling
影片製作
領袖、 思考、
社交技巧訓練
Enriching
KLA
KLA
KLA
KLA
Extending
延伸
KLA
KLA
博物館參觀
KLA
科學館、
KLA
擴闊
全方位學習經驗：
擴闊, 延伸, 促進 課室學習
以學習為中心的領導
(Learning-centred Leadership)
Opportunities for student Learning in
LWL
Student Learning
Opportunities for professional
Learning in LWL
Professional Learning
Opportunities for system Learning
in LWL
System Learning
Three Learning Agendas (三個學習方案)
以學習為中心的領導
(Learning-centred Leadership)
Establishing
Learning Purpose
for LWL
為LWL訂定學習目標
Building
Professional
Communities
建立專業群體
Acting
策略性的行動 Strategically
& Sharing
與共同領導
Leadership
Engaging
External
Environments
連繫外在環境
Creating
Coherence
創造連結力
推行校本全方位學習的模式
School
全校主題式
Project
專題項目為本模式
Activity
聯課活動為本模式
Curriculum
課程整合模式
Event
事件為本模式
Session
課節為本模式
學會怎樣學習
優質的全方位學
習經歷應該是…
導向性學習
有價值和愉
快的經歷
多官能學習
暢態的經歷
協作學習
擁有感
組織型學習的「雙環路」
「自我完善」
n行動
n計畫
我們做得有
多好?
Are we doing
the things
right?
n學習
n檢視
我們的目標
完善嗎?
Are we doing
the right
things?
宏觀
目標檢視
推行校本全方位學習：優質統籌概念
策劃與行政
Organizing &
Planning
課程領導
評鑑策略
Evaluation
Strategy
SPACES
Leadership in
curriculum
資源調配
人力管理
Deployment of
Resource
Manpower
Consideration
http://cd1.emb.hkedcity.net/cd/lwl/QF/02opening.html
推行校本全方位學習：優質統籌概念
1.
方向與目標
2.
探知各方面的需要
策劃與行政
1. 連繫其他課程
Organizing &
Planning
1. 蒐集學生成就
2. 擴闊學生的參
與和選擇
3. 開展多元/多
課程領導
2. 重視變革管理
評鑑策略
3. 表揚項目/活動
Evaluation
成就
Strategy
及學習經驗
SPACES
資源調配
1. 善用資源
Deployment of
2. 善用夥伴關係
Resource
樣化的項目
Leadership in
4. 採用有效的資
curriculum
訊策略
人力管理
1. 教師的投入參與
Manpower
Consideration
2. 學生與其他人士的熱心
參與
請評鑑
全方位學習網絡學校分享
•
•
•
•
確認方向、努力、學生表現、社會支援…
檢視方向、發展空間、手法、系統、未得之地、可刪減的環節…
交流素質為中心、校內參與者、持份者、諍友、網絡…
轉化
自評經驗、專業能力、評鑑結果、專業信心
Schools Can Speak for Themselves
網絡的發展
(David Hargreaves, 2003, Elliot, J 2000, Leiberman A.)
• 全方位學習網絡
(2002-03 12; 03-04 32; 04-06 50)
特色：
• Knowledge Building (e.g. Quality Frameworks of
LWL)
• 鼓勵担當諍友(Critical Friends)的角色
• Encourage the culture of Self-improvement
• More Collaboration between schools (prim & sec)
• ‘Peer-scrutinizing process in a trust-abundant
environment’
全方位學習活動資料庫 (http://www.emb.gov.hk/cd/lwl/)
‘Impact of Life-wide Learning (LWL)’ Evaluation [2004-06]
http://www.emb.gov.hk/cd/lwl/impact_study
Purpose: To evaluate the impact of LWL on Affective and
Social Outcomes (ASO) among students in the LWL
Network
Targets:
• LWL Network (8 primary schools; 3-5 secondary schools)
• Year group (primary): P4+P5 (04 – 05); P5+P6 (05 – 06)
• Sample size: approximately 2200 primary students
Methods
 Cross-sectional study + Longitudinal study
 Semi-structured Interview
 Questionnaire: Assessment Program for Affective and Social
Outcomes (APASO) (primary and secondary versions)
 Includes self-report on LWL participation (in the last 12 months)
 One-way ANOVA analysis was used to see if there is any difference of
the Affective and Social Outcome between students with
different level of participation and preference.
 Correlation analysis was used to find out any association between the
Affective and Social Outcome attributes and students’ engagement
and preference in activities.
Finding (1)
Perceived helpfulness of the LWL to students’ studies
•
Over 80% of students responded that LWL was helpful to
their academic studies; only less than 5 % responded that
LWL were completely not helpful.
(04-05)
7.60%
Very helpful /
Helpful /
Fairly helpful
4.60%
Slightly helpful
Completely not helpful
87.80%
(05-06)
8.40%
Very helpful /
Helpful /
Fairly helpful
4.10%
Slightly helpful
87.50%
Completely not helpful
Finding (2)
ASO scores of students by their LWL participation
• Students, who frequently participate in LWL, have
significantly higher ASO scores
3.06
3.05
(04-05)
3.02
3
2.8
2.64
2.63
2.6
Less often
2.51
often
2.43
2.4
2.2
2.2
2
A: Attitude towards learning
B: Self concept
C: Attitude toward school
D: Problem solving
(05-06)
3
2.95
2.94
2.86
2.8
2.6
2.55
Less often
2.43
2.46
often
2.39
2.4
2.2
2.14
2
A: Attitude towards learning
B: Self concept
C: Attitude toward school
D: Problem solving
Finding (3)
ASO scores of students by their LWL preferences
• Students who like LWL have significantly higher ASO
scores.
3.2
3.1
(04-05)
3.08
2.99
3
2.8
2.62
2.61
Dislike them very much
2.6
Like them very much
2.46
2.45
2.4
2.23
2.2
2
A: Attitude towards learning
B: Self concept
C: Attitude toward school
D: Problem solving
3.2
(05-06)
3.04
3.03
2.95
3
2.8
2.6
Dislike them very much
2.53
2.53
Like them very much
2.43
2.39
2.4
2.21
2.2
2
A: Attitude towards learning
B: Self concept
C: Attitude toward school
D: Problem solving
Finding (4)
ASO scores of students by their fondness of
participation in LWL
• Students who frequently participated in and are fond of LWL
have significantly higher ASO scores.
3.02
2.99
(04-05)
3
2.9
2.8
2.71
2.7
2.59
2.6
Frequently participated in
but not fond of LWL activities
Frequently participated in
and fond of LWL activities
2.44
2.4
2.28
2.2
2
A: Attitude towards learning
B: Self concept
C: Attitude toward school
D: Problem solving
3
2.92
2.9
2.8
(05-06)
2.8
2.68
2.64
2.6
2.5
Frequently participated in
and fond of LWL activities
2.39
2.4
2.29
2.2
2
A: Attitude towards learning
B: Self concept
Frequently participated in
but not fond of LWL activities
C: Attitude toward school
D: Problem solving
Finding (5)
The correlation between the participation in LWL and
the ASO scores
•
All the five learning experiences of LWL have positive and
significant impact on ASO.
Participation in
the 5
experiences
A: Attitude
towards
learning
B: Self concept
C: Attitude
towards school
D: Problem
solving
Moral and
Civic Education
0.255
0.269
0.239
0.278
Intellectual
Development
0.306
0.302
0.315
0.322
Community
Service
0.246
0.229
0.205
0.254
Physical and
Aesthetic
Development
0.289
0.308
0.285
0.294
Career-related
Experiences
0.268
0.245
0.221
0.270
(04-05)
(05-06)
Participation in
the 5
experiences
A: Attitude
towards
learning
B: Self concept
C: Attitude
towards school
Moral and
Civic Education
D: Problem
solving
0.256
0.216
0.255
0.235
Intellectual
Development
0.317
0.271
0.321
0.277
Community
Service
0.261
0.193
0.235
0.221
Physical and
Aesthetic
Development
0.275
0.267
0.291
0.270
Career-related
Experiences
0.267
0.230
0.244
0.232
Finding (6)
ASO scores differences (04-05 and 05-06) of students
with changed LWL participation during two years
• In the group of students with changed LWL participation
during two years, those who changed from ‘less often to often’
have significant improvement in ASO scores.
0.3
0.2298
0.2
0.229
0.1413
0.1268
0.1
0
-0.0371
-0.0709
-0.0708
-0.0997
-0.1
Often -> Less often
Less often -> Often
-0.2
-0.2355
Unchanged
-0.2772
-0.3
-0.3965
-0.4
-0.5
-0.5413
-0.6
A: Attitude towards learning
B: Self concept
C: Attitude towards school
D: Problem solving
Finding (7)
ASO scores differences (04-05 and 05-06) of students
with changed LWL preferences during two years
•
In the group of students with changed LWL preferences
during two years, those who changed from ‘like them very
much to dislike them very much’ have significant
improvement in ASO scores.
0. 5
0. 4
0. 3772
0. 3302
0. 3115
0. 3
0. 2
0. 137
Lik e t hem v ery muc h -->
Dis lik e t hem v ery muc h
0. 1
-0. 0267
-0. 0768
0
-0. 0432
-0. 0697
-0. 0767
-0. 1
-0. 2
-0. 3
-0. 3046
-0. 4
-0. 4526
-0. 4911
-0. 5
-0. 6
A: At t it ude t owards
learning
B: Self c onc ept
C: At t it ude t owards s c hool
D: Problem s olv ing
Dis lik e t hem v ery
muc h --> Lik e t hem v ery
muc h
Unc hanged