Download - 1 Teaching Thinking Skills in Junior Liberal Studies —Hui Kwai Yin, Shau Kei Wan Government Sec. Sch
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Teaching Thinking Skills in Junior Liberal Studies
—Hui Kwai Yin,
Shau Kei Wan Government Sec. Sch.
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Liberal Studies
Junior Level Senior Level
Geography
Chinese History
History
EPA Liberal Studies Economics
-started in September 2005 as an independent subject in Secondary 1
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Lesson Allocation S1&2 3 double lessons per cycle (10-day)
- 2 parallel session- 1 non-parallel session
1 collaborative preparation lesson per cycle (formally fitted into teachers’ timetable)
S3 2 double parallel lesson per cycle 1 collaborative preparation lesson
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Curriculum
Personal development S1-2: 成長新動力 S3: Personal development & Interpersonal relationships
Current issue discussion
Module S1 – S2: 2 modules per term S3: 1 module per term
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S1 Modules
1st term 生活在「一國兩制」下的香港 Our Neighbouring Environment
2nd term Disease and Public Health in Hong Kong Religion and Society in Hong Kong
1st term 當代中國 Rich and Poor in Hong Kong
2nd term Mass Media and Society in Hong Kong Technology and Society in Hong Kong
S2 Modules
S3 Modules
1st term Sustainable Development & Hong Kong
2nd term Globalisation & Hong Kong
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Teaching Thinking Skills
To enable students to develop multiple perspectives on issues in different contexts
To help students become independent thinkers
To develop in students skills for life-long learning
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Teaching Thinking Skills
Set clear goals for learning tasks Apply to cases
less abstract Discuss in lesson Consolidate the skills in writing assignmen
t Students are ready and able to think
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Secondary 1
Module “Religion & Society in Hong Kong” + a workshop
-Critical thinking skills : classifying, organising, analytical
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每事問歌 陶行知
knowledgeA knowledgeable person
有學識懂發問
Knowledge is Power; wonder is the essence of knowledge! -F. Bacon 培根
發明千千萬,起點是一問。禽獸不如人,過在不會問。智者問得巧,愚者問得笨。人力勝天工,只在每事問。
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Bloom’s Taxonomy- a classification of levels of intellectual behaviour in learning
Know
Analyze
Synthesize
Evaluate
ApplyUnderstand
得知理解應用分析
綜合評估
布林母 知識分類法
know the
facts
know why
make use of it
classify, examine
combine & create
weigh, judge, decide
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Why is questioning skills important?
To get more information than others
do!To train our high order thinking
skills - we get cleverer!
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To know the truth faster !
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There are four kinds of questions:
1. Fact Questions
2. Why Questions
3. Idea Questions
4. Opinion Questions
Who? What? Where? When?
Why? How? In what ways?
Imagine.., Suppose.. If....,then…, Predict
Do you agree …. What is your view about…
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Workshop on Questioning Skills Student Worksheet 1
: note taking Student Worksheet 2
: application Student Worksheet 3
: synthesis & evaluation
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Religion & Society in Hong Kong
Lesson 2 – Project Preparation
:Project Instruction Sheet
:Student Assignment Sheet
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Secondary 1
“Our neighbouring Environment”
-Critical thinking skills : analytical (causal relationship)
Enquiry Question: What is the quality of the
environment of our neighbouring districts?
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Enquiry Process
Lesson 1 Input of related concepts and knowledge: the quality of the environment, level and types of pollution
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Lesson 4
Data Analysis for the Field Study Report: The relationship between the quality of the environment and level & types of pollution Land use
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Lesson 6
Generalizations on the findings of the four study areas:: The relationships between the quality of the environment, level and types of pollution and land use.
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Intended Outcomes
1. Students understand their neighbouring environments on their own.
2. Students are able to find out the relationship between quality of the environment, level and types of pollution and land use.
3. Students are able to make generalizations on the quality of the environment, level and types of pollution and land use.
4. Students are able to acquire learning skills e.g. observation, recording, presentation and report writing.
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Lesson 4: Data Analysis for the Field Study Report organise the data collected in the field stud
y (Lesson 3)
- a summary map 1
- a summary map 2
All the data are marked in the summary
map for easy use in the analysis.
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relate the quality of the environment and level & types of pollution
- a warm-up exercise at the
beginning of the lesson
- learning outcome
Students are given direction for
analysing the data.
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To prepare students analyse the data for the field study report
- a graphic organiser in the worksheet
- introduce the concept of land use to help land use students to make generalizations on the quality of the environment, level of pollution and land use
Students are guided to do the analysis.
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get familiar with report writing format
- Project Instruction Sheet
Students are able to write the report in
a proper way.
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Lesson 6: Generalizations on the findings of the four study areas Organise the data of the four areas
- a group worksheet
All the data are shown in the tables for easy reference
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Generalize the findings of the four study areas
- a group worksheet
students are given directions to make generalisations on the quality of the environment, level and types of pollution and land use
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Get familiar with report writing format- Project Instruction Sheet
Students are guided to analyse the findings
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Secondary 2
“Mass Media & Society in Hong Kong”
-Critical thinking skills : fact + opinions, identify fallacies
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Mass Media and Society in Hong Kong
Concepts about mass media
Identifying facts and opinion Interpreting data Identifying fallacies and logical flaws in news
reporting Evaluating news and making value
judgements about mass media
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Mass Media & Society in HK Thinking Skills Group similar or different ideas under meaningful
categories
Identify cause-effect relationships
Distinguish between fact and opinion
Use multiple perspectives
Identify fallacies
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Case Study
The wallet of one of your classmates was stolen by someone in the classroom during lunchtime yesterday.
Who was the thief?
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Student A
assumption: Bullying = Theft
Student A likes bullying classmates doesn’t mean that he steals things from others as well.
Valid or Invalid statement? Why?
Invalid—Making wrong assumption
Student A always bullies his classmates, he must be the thief!!
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Student B
Not enough evidence to show that student B was the only student in the classroom. There might be other students as well.
Valid or Invalid statement? Why?Invalid
—Insufficient supporting reasons given in the argument
I saw student B stayed in the classroom during lunch time. She must be the
thief!!
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Student C
Student C was having lunch with other classmate outside school but the theft took place in the classroom.
Valid or Invalid statement? Why?
Invalid--Inconsistent argument
She told me she would like to buy a new bag as schoolbag when we were having lunch in a
restaurant. She brought a new famous brand name bag as schoolbag today. She must be the thief!
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Student D
Student D’s action is not related to the theft that happened in the classroom during lunch time.
Student D took out a wallet from his pocket in the garden after school.
Valid or Invalid statement? Why?
Invalid--Irrelevant information
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Conclusion
In order to construct valid statements, the following principles should be met:Avoid making wrong assumptionsConsistency of the argumentsSufficiency of the supporting reasons given in the argumentsRelevancy of the arguments
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Secondary 3
Modules “Sustainable Development & Hong Kong” & “Globalisation & Hong Kong”
: consolidate thinking skills learnt in S1 & 2
: more sophisticated
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Secondary 1-3Current Issue DiscussionExample 1: multiple perspectives
Secondary 1 – 校本驗毒計劃 請選擇以下兩類持份者,並對「校本驗毒計劃」
的「以強制作為原則」這一做法作出回應。
持份者: (1) 教育局 (2) 禁毒處 (3) 警方 (4) 學校 (5) 中學生家長 (6) 學校社工 (7) 有吸毒習慣的學生 (8) 未嘗接觸毒品的學生
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Secondary 2 - To revive, or not to revive?
Should the government revive the home ownership scheme? How do you think the following stakeholders would respond to this proposal?
Stakeholders: The government, Private land developer, Public housing residents, Sandwich-class
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Secondary 3 - Liberal Studies Textbooks
1. Should schools use a textbook for Liberal Studies? How do you think the following stakeholders would answer this question? Choose any four from below.
Education Bureau Officer, Publishers, Professor of Liberal Studies, School Head, Liberal Studies Teachers, Parents
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Secondary 2 - Internet subsidies
Can an annual $1300 subsidy help students from low-income families to access the internet? Discuss.
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Secondary 3 – The Influence of Public Figures
Why do people in general have higher expectations for the behaviours of civil servants and politicians than that of celebrities? Give examples to support your answer.
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Example 3: Evaluation
Secondary 1- 人類豬流感疫苗
人類豬流感疫苗接種計劃實施後,接連發生懷疑吉巴氏綜合症的個案。若政府擴大疫苗資助計劃的接種群組至小學生,你會否贊成你的弟妹接種呢?請參考資料二、三,解釋你的立場。
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Secondary 2 - Drunken Driving
Do you think the guilty driver’s loss of his driving license will deter other drivers from driving dangerously? Explain.
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Secondary 3 – Post 80’s generation
Some claim that improving the economy can relieve the grievances of the Post-80’s generation. Do you agree?
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Reflection- Teaching Thinking Skills
Collaboration within LS Department School support Students’ ability