a preliminary review on the implementation of nss...
TRANSCRIPT
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A Preliminary Review on the Implementation of NSS Curriculum: Diversified Learning and
Stretching Potentials
History Parallel Session9.8.2010
(History/PSHE/CDI/EDB)
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Schoolwork – how do you feel?
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Cool down and think
• What are teachers and students doing at school?
• Are good exam results the final goal of schooling?
• What is the goal?
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Let’s focus on learners’ interests
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Learner differences
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Learner styles
Mini-survey (2009-2010)S1-4 History classes
Visual type: 35%Active learners: 25%
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Learner differences
• A guessing game
AnarchicalOligarchicHierarchicMonarchical
JudicialExecutiveLegislative
GlobalLocal
ConservativeLiberal
ExternalInternal
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How to cater for learner diversity?
Set the goal right.
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1km
3km
7km
10km
?
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How to help them remove their obstacles?
This morning’s programmeHistory C&A GuideYou can name a lotYou have done a lot
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110013. ( ) co-teaching
151512. ( ) learning portfolio
01511. ( ) leading role in interactive group learning
301510. ( ) extended work or independent study
4009. ( ) more demanding tasks
60608. ( ) recognize their performance
40607. ( ) set tests/examination papers that suit their level30706. ( ) assign small and simple tasks
60605. ( ) employ multimedia and interactive learning materials
30304. ( ) adapt or rewrite materials
60603. ( ) learning by doing ( e.g. group discussions, role-plays)
30302. ( ) modify the curriculum plan
60701.( ) identify their strengths and limitations
Above averageoften
%
below averageoften
%
Insert “Y” in the brackets below to indicate the items you have adopted.
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• Yes• No• Why not?• Is the right goal set?• Are problems and solutions well
matched?
Are teachers’ attempts effective?
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Goal
1km
3km
7km
10km
Goal: “encourage active learning”(C&A Guide p.23)
• Hitting the same goal at the same time?
• Keep moving towards the same goal?
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Curriculum planning
• A smooth & structured progression of study
• S1 - S6 as one curriculum in 2 parts
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Curriculum planningjunior secondary
Knowledge• Width:
– from pre-historic times to the modern world– the East & the West
• Depth:– dig into a few interesting & impressive parts– e.g. ancient civilizations, historical figures...
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Curriculum planning junior secondary
Attitude & historical concepts–Respect historical records, argue with
evidence, sensitivity to bias
World-wide picture of the past is the foundation of global perspective of the present
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Curriculum planningjunior secondary
• Integrated mode: – Strive for a balanced curriculum plan– S3: NSS Introduction, S3 Bridging Programme
• Independent mode: coverage vs interestsToo many rot learning of facts may kill interest.
• Local heritage - field visits• Extensive reading as supplement
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Curriculum planning senior secondary
CoreCommon practices in S4 Hist. classes (09-10)• Sequence 1:
– Theme A, then Theme B– “HK” 1st? If later, would lots of efforts be saved?– “China” 1st? Difficult for beginners?
• Sequence 2:– Theme B, then Theme A– Unfavourable to “Local Heritage Studies”
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Curriculum planning senior secondary
Is there a 3rd sequence?• Possibility 1
– Taking 1945 as a dividing line: pre-WWII Europe, pre-WWII Asia...
• Possibility 2– HK: “socio-economic development” before
“political & institutional changes”?– HK: “political & institutional changes” after
“China”?
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Curriculum planning senior secondary
• Electives– Free choices– Local heritage studies
• F.5 repeaters transfer to S5 class– SBA– Subject knowledge– Skills & concepts– 15-marks essays
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Learning and TeachingPrior knowledge
Extensive reading1. Western library books for kids; theme
books for teenagersthin, beautiful pictures/photos, different types of data, easy language
1. School-made reading materials2. S1-3 textbooks – selected chapters
(could be owned by schools)
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Learning and TeachingPedagogies
1. Co-operative learning2. Grouping: mixed-abilities and
homogeneous in alternative turns3. Engage students in learning4. Keep observing & facilitating the
learning process5. Give immediate feedback, be positive
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Assessment for Learning
• Good practice– Put much more time on skill training in S4,
especially in the 1st terme.g. essay writing skills
Cultivate sense of achievement
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24past paper (adjustment)S6
more analytical essays on topics taught in S4-5
S5
Lightly analytical essays on topics taught in 1st & 2nd terms
S4 2nd term
narrative essays on whatever topics taught
S4 1st term
Example 1 – essay writing
Assessment for LearningStratification
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Example 2: DBQ• Train up skills in teaching• Focus
e.g. 1st cycle – identify clues2nd cycle – attitude3rd cycle – opinion
• Step by stepe.g. ‘usefulness’ first, then ‘limitation’
Assessment for LearningStratification
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Thinking styles and Forms of Assessment
project/portfoliocreativity,team work
LegislativeExternal
essayanalysis,organization
JudicialHierarchical
short answer/multiple choice
memory,time allocation
Executive, LocalHierarchical
Form of Assessment
Main skillsCompatible style
Theory into Practice, 44(3)p.252
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Thinking styles and Forms of Assessment
Sugar & vinegar
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Thinking styles and Forms of Assessment
• Questions that match learner’s style– Comfort zone– Stretch potentials– Sense of achievement & self-confidence
• Questions that do not match learner’s style– Overcoming weaknesses– Risk-taking training– Greater sense of achievement
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Differentiated Instruction
• Carol Ann Tomlinson, Association for Supervision and Curriculum Development. www.ascd.org
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Differentiated Instruction
• DifferentiationCentralhttp://www.diffcentral.com/
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Differentiated InstructionSome big ideas/words
• Advanced learners, struggling learners• Teacher’s mindset ready for DI
– the major concern• Different sets of materials to different
types of learners– the last major concern
• Respectful tasks; equal opportunities– E.g. longer & more complicated passages,
shorter & easier passages
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• Learning menu– Main dish (core)– Side dish (elective)– Dessert (optional)
• Flexible grouping• Plan for content & students• Not all lessons to be differentiated
Differentiated InstructionSome big ideas/words
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Differentiated instruction& DSE
DSE Level Descriptors
Understanding:Show some understanding of factsabout the modern world, through sequencing of historical events
Understanding:Evaluate the relative significanceof factors that shaped the modern world
Knowledge:Show elementary knowledge, by (i) identifying familiar and (ii) simple viewpoints and perspective
Knowledge:Show comprehensive knowledge, by (i) differentiating facts from opinion, (ii) identifying different viewpoints and (iii) perspectives, and coming up with sound and independent points of view
Level 1Level 5
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DSE History
• SBA marks to HKEAA–Beware of time clashes with other
subjects–S5: Jun-July; S6: Jan-Feb–School-based co-ordination on
deadlines for students is necessary
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Why should teachers and students try so hard?
• Book: “Catch up or lead the way” (school should keep pace with the world’s pace)
• Video” “Did You Know” (youtube.com)
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Cool down and think• Keep calm
What you have watched is an opinion, a prophecy.
• Be wise– Learner differences– Meaning of life
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Life and schooling
life & living
schooling & exams life &
living
schooling & exams
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Where there are learners,learner difference exists.
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1km
3km
7km
10km
Construct a smooth & structured progression of study
to activate students to become active learners striving for improvement