induction course for new history panel chairpersons (new) mr fong ho-nam, nelson stfa leung kau kui...

Induction Course for New History Panel

Chairpersons (New)

Mr FONG Ho-nam, NelsonSTFA Leung Kau Kui College

19 November 2013 CDI020140502

1 STFALKKC History Panel - Nelson Fong

My Major Concerns…

Curriculum planning Learning and teaching strategies Assessment policy Panel and personnel management


Part 1Curriculum planning


1. Curriculum planning

Source A: Students’ priority of DSE electives 1st 2nd 3rd 4th 5th 6th

Economics 37 31 32 28 14 15Chemistry 34 46 16 21 18 7

Biology 38 28 29 19 20 12BAFS 16 23 29 33 26 13

Physics 24 17 21 16 20 17Chinese History

9 10 11 15 12 19

Geography 2 9 15 21 30 33Chinese

Literature5 6 6 2 2 7

ICT 5 3 7 5 11 14Visual Arts 3 1 6 3 1 6

History 4 2 2 4 14 10Integrated

Science0 1 3 9 8 23



07-08 08-09 09-10 10-11 11-12 12-13 13-14

F. 1 3 2 2 2 3 3 3

F. 2 2 2 3 3 3 2 3

F. 3 3 3 3 3 2 2 2Senior

6 6 6 6 6 6 7

Source B: Number of lessons per cycle

A change in subject content is needed!!



Source C: Topics offered in junior formsForm 1 Form 2 Form 3

Ancient Egypt

Greco-Roman civilization

HK before 1841

Voyages of Discovery

Renaissance

Industrial RevolutionAmerican

RevolutionFrench Revolution

HK 1841-1941

First World War

Second World War

Cold War

International Cooperation

HK 1941-1970s

Prehistoric times

About 28-40 lesson hours all

year round

Too much!?!Too rushed!?!



More issues… Other subjects’ needs, e.g.

Liberal Studies – HK History (1960s-80s) Liberal Studies – China (1949-2000) Liberal Studies – Int’l peace-keeping

(1945-2000) Economics – HK economic stages (1946-

2000) Students’ degrading ability/willingness to

learn Widening learner diversity



Interim solutionForm 1 Form 2 Form 3

Ancient Egypt

Greco-Roman civilization

HK before 1841


Renaissance

Industrial RevolutionAmerican

RevolutionFrench Revolution

HK 1841-1941

First World War

Second World War

Cold War

International Cooperation

HK 1941-1970s

Prehistoric times


HK 1841-1941 HK 1941-1970s



Steps towards REAL solution…1. Consider the role of History in a student’s

learning journey2. Define the skills and attitudes to be

acquired3. Seek Vice Principal’s & other panel heads’

advice4. Collect pupils’ voice5. Exchange ideas with panel heads of other

schools

6. Reach the outcome: WHAT to teach, WHEN to teach, HOW to teach…


Part 2Learning and teaching strategies


2. Learning & teaching strategies

About us…

Positive side

EMI status

Band 1 in Tuen Mun

The other side

Students’ language ability

School’s established culture• Direct teaching• “Silence is golden.”• Rote learning• Heavily exam-oriented



Steps towards solution… Teachers’ side:



Steps towards solution… Students’ side:

Extended reading tasks + discussions & presentations

Sources: e.g. current news/History reference books




Hyperlinks with extended reading

Extended reading & revision materials

attached

Colleague’s initiative



Learning excursions – local & overseas




Colleagues’ initiative



Presentations on exam skills



STFALKKC History Panel - Nelson Fong

DSE-level command

wordsJunior-form assessment questions

Compare [F.1] Identify the similarities and differences in the leadership qualities of Alexander the Great and Julius Caesar.[F.2] What were the similarities and differences between the government systems of the United States and Meiji Japan?

Impact [F.1] How did the conquest of Alexander the Great affect the areas he conquered?[F.2] How did the American Independence affect Europe in the 19th century? Explain your answer.

Justify [F.3] “Democratic countries like Britain, France and the United States should be blamed for causing the outbreak of WWII.” Explain why this statement is reasonable with relevant historical facts during the period 1919-39.

18

Colleagues’ initiative

Part 3Assessment policy


3. Assessment policy

How much to assess? Key issue:

Role of formative assessment

Assessment for Learning



Assessment ratio

Different schemes of assessment ratio (per school term)

Simplest structur

e

Better balance

Greater diversity

Bolder suggesti

on

Uniform Test (30%)

Examination (70%)

Examination (60%)Uniform Test

(40%)

Uniform Test (30%)

Examination (60%)F.A. (10%)

Uniform Test

(25%)

Formative Assessment

(25%)Examination (50%)



Components of formative assessment

Different combinations of assessment componentsQ

1Q2

Q3

Q4

Q5

Q6

Q7 Qn….

Q1

Q2

Q3

Q4

HW1

HW2HW3

HW4HW5

Q1

HW1 L1

Q2

HW2 L2

Q3

HW3 L3

Q1

HW1 L1 HW2

Q2

L2FT1 FT2 FT3

Quiz-based

HW + Quiz

HW + Quiz + Lesson

HW + Quiz + Lesson + Field trips



How to assess a student’s lesson performance?

Options of in-class performance assessment

Participation in discussion

Presentation

Response to questions

Punctuality

Discipline General impression




Adapted from Prof. Magdalena M.C. Mok's presentation in the EDB PD event "Workshop on cultivating students' self-directed learning in the context of e-Learning" on 3 October 2013.




Stage Assessment component

Metacognition 自知

Pre-lesson online quizPreparation of lesson

Self-management 自理

Keeping of log-book and worksheetsSelf-checking of DBQ assignments

Self-assessment 自評

Post-lesson online quiz

Personal best 自強

Self-reflection upon marked essay assignment

Adapted from Prof. Magdalena M.C. Mok's presentation in the EDB PD event "Workshop on cultivating students' self-directed learning in the context of e-Learning" on 3 October 2013.25 STFALKKC History Panel - Nelson

Fong


e-Class: a good assessment tool

Pre-lesson assessment

Post-lesson assessment

Poll DBQ assignment

YouTube viewing +Question to ponder

Quiz

Fact sheets / handouts Poll


Part 4Panel and personnel management


4. Panel and personnel management

Challenge (1): Question of Quantity

History English

Teacher A

Teacher B

Teacher C

Panel Head

1A

1B

1C

1D

2A

2B

2C

2D3A

3B

3C

3D

3E

F.4

F.5

F.6

F.3

F.3F.3

F.2F.2

F.4

F.5

Heavy pre-occupation with major subject (English)

Inability to concentrate on History



Solution (1):

History English

Teacher A

Teacher B

Teacher C

Panel Head

1A

1B

1C

1D

2D3A

3B

3C

3D

F.4

F.5

F.6

F.3

F.3

F.3

F.2F.2

F.4

F.5

2A

2B

2C

Re-allocation of subject combination upon liaison

Specialization and economy of scale Vertical coherence and sustainability31 STFALKKC History Panel - Nelson

Fong


Challenge (2): Colleagues’ lack of access to subject information




Very useful!


Solution (3): Markers’ meeting + Co-marking practices



Solution (4): Peer Lesson Observation


Organizational priority:

1. Same subject, same level

2. Same subject, different levels

3. Different subjects, same level

4. Different subjects, different levels

Pedagogical priority:

1. Questioning skills (Teacher- student interaction)

2. Student’s learning motivation

3. Student-student interaction

4. Students’ ability to speak in English


Solution (5): Collaborative Lesson Preparation + Peer Lesson Observation

Setting lesson

objectives

Drafting lesson plans

Confirming lesson plan

Production of teaching materials

Peer Lesson Observation

Fine-tuning lesson plan &

teaching materials

Evaluation by students

Evaluation by teachers

Archiving


Closing remark…

Great oaks from little acorns grow.


Thank you.


induction course for new history panel chairpersons (new) mr fong ho-nam, nelson stfa leung kau kui...

Documents

role of history

liberal studies hk history

panel heads advice

curriculum planning

rote learning

solution students

curriculum planning

learning excursions