an interflow with overseas educationalists - eduhk.hk · pdf filean interflow with overseas...
TRANSCRIPT
1
Shatin Tsung Tsin Secondary School
An Interflow with
Overseas Educationalists
10/12/2009
2
Speakers
Mr. Cheung, Hugo (Principal)
Mr. Leung (Vice-principal)
Ms. Leung, Irene (Vice-principal, Panel Head of Liberal Studies)
Mr. Mak (Deputy Prefect of Studies)
3
Programme
Sharing New Senior Secondary (NSS) Education
Reform & its Impact on School Curriculum
Preparation for NSS at Subject Level –Liberal Studies
School Initiatives
Questions & Answers
Campus Tour
4
New Senior Secondary (NSS) Education Reform & its Impact on School Curriculum
Mr. W.T. Leung
(Vice-principal)
5
Education Reform
The HK Government adopted the “Reform Proposal for the Education System” of
Education Commission in 2000
Goal: “for ALL students to develop into
balanced individuals who can contribute in meaningful ways to society, and who can draw on their own internal resources to continue to learn, apply their strengths and address their weaknesses.”
6
Areas of Education Reform
Academic structure: 3-3-4
Curriculum: objectives & contents
Public Exam: 1 exam + SBA
7
Reform of Academic Structure
Current Structure New Structure
(334)
3-year Degree 4-year Degree
S7
S6 NSS 3
S5 NSS 2
S4 NSS 1
S1-3 S1-3
HKCEE
HKAL
HKDSE
8
Merits of the new academic structure
All students may proceed to Secondary 6
Diversified curriculum
Only 1 public exam
9
Curriculum framework
Core subjects
• Chinese
• English
• Mathematics
• Liberal
Studies
Elective
subjects
(2-3 subjects
out of 20)
Other Learning
Experiences
(Moral & Civic
Education, Service,
Career …)
10
NSS education & its impact on curriculum
Cater for students’ learning diversity
Core subjects:
Liberal Studies as a subject for all
Mathematics with more in-depth content for all
Elective subjects:
Cater for students’ aptitude, interest & abilities
Implications: design of diversified curriculums
11
School NSS Curriculum
Class A B C D E
Core
SubjectsChinese, English, Maths., & Liberal Studies
1st
Elective
Chemistry Physics Economics Geography C. History
2nd
Elective
Physics/ICT/History/C.History/Biology/C.Literature
3rd
Elective
Biology/Chemistry/Economics/C.Literature/Visual Arts
Preparation for NSS at subject level
Liberal Studies (LS)
Major changes
an elective subject
for S.6-S.7 students
a compulsory subject
for all S.4 – S.6 students
Major changes
Student taking 2 modules
Students taking 6 modules(this affects how many modules
a teacher may teach )
Introduction to NSS LS6 modules are : 1. Personal development and interpersonal
relationships2. Hong Kong Today3. Modern China4. Globalization5. Public Health 6. Energy technology and the environment
Curriculum aimsKnowledge
• to enhance students' understanding of themselves, their society, their nation, the human world and the physical environment;
• to enable students to develop multiple perspectives on perennial and contemporary issues in different contexts (e.g. cultural, social, economic, political and technological contexts);
Curriculum aimsAbilities
• to help students become independent thinkers so that they can construct knowledge appropriate to changing personal and social circumstances;
• to develop in students a range of skills for life-long learning, including critical thinking skills, creativity, problem-solving skills, communication skills and information technology skills
Curriculum aimsAttitudes and Values
• to help students appreciate and respect diversity in cultures and views in a pluralistic society and handle conflicting values; and
• to help students develop positive values and attitude towards life, so that they can become informed and responsible citizens of society, the country and the world.
Requirements for teachersKnowledge
• Relevant fields of knowledge
• Awareness of contemporary issues
Skills
• How to teach students various thinking skills
Attitude
• Willingness to change and welcome
challenges
How to prepare teachers Knowledge
• Relevant fields of knowledge
• Awareness of contemporary issues
Deployment of teachers
• Each teacher teaches 1 module, not 6
• Each teacher teaches the module that corresponds to the discipline that he /she chose in universities
Reduce the worries of teachers
How to prepare teachersSkills• How to teach students various thinking
skills, like using questioning techniques, leading discussion, promoting teacher-student and peer interaction, etc
Teaching pedagogy of teachers• Mentorship ( collaborative lesson
preparation + “co-teaching” + evaluation )• External training
How to prepare studentsKnowledge
• Relevant fields of knowledge
• Awareness of contemporary issues
Constructing knowledge
• S.3 bridging course
• Lesson preparation
• Newspaper clipping
How to prepare students
Learn and use various thinking skills,
develop multi-perspectives
• S.1 & S.2 school-based syllabus on thinking skills
• Discussion on current issues
• Newspaper clipping
• Drilling on one or two skills at a time
1
Use of quantitative analysis of
assessment results for improvement
in learning
Internal written assessment
Uniform Test and Exams
External written assessment
HKAT Pre-S1 Test
TSA (S.3)
HKCEE (S.5)
HKAL (S.7)
2
Identity students’ performance in
subject and class in Exam / UT
Remedial measures for S1, S2 bottom
20 in 4 subjects (Chin, Eng, Math, I.S.)
Interview parents and students with
poor performance
Formative internal written
assessment for learning (1)
3
Subject Mathematics
Class Passing % Professional Development
3A 70
3B 80
3C 90
3D 50 YES?
3E 95
Class 3D
Subject Passing % Professional Development
Chin 45
Eng 45
Math 50 NO!
IS 30
Geog 45
Chin Hist 55
Hist 25
Example 1:
4
Subject Mathematics
Class Passing % Professional Development
3A 70 NO?
3B 80
3C 90
3D 60
3E 95
Class 3A
Subject Passing % Professional Development
Chin 95
Eng 98
Math 70 YES!
IS 93
Geog 92
Chin Hist 97
Hist 93
Example 2:
5
Formative internal written
assessment for learning (2)Use statistical analysis of scanned
responses in m.c. items in uniform tests and exams to
find out common mistakes in each class
Follow up measures:
re-teaching, and
setting follow up exercises and/or
re-testing
6
Formative internal written
assessment for learning (3)
Use statistics of the same subject in the
whole level and the statistics of all
subjects in the same class to
find out teachers who need / need not have
professional development
Follow up measures
alert relevant teachers
arrange professional development
7
Formative internal written
assessment for learning (4) Collaborative teaching with action research
Pre-lesson preparation of students
Pre-test
Find out weakness by marking
Adjust teaching plan, material and activity
Teaching with class visits and follow-up discussion
Post-test
Find out weakness by marking & cross-tabulation
Re-teaching
Follow up supplementary exercise
8
Summative written
assessment for learning
Use statistical data to
find out common mistakes for further
teaching and practice (e.g. analysis report
for TSA, HKCEE, HKAL exam)
find out the strength and weakness of
teachers (longitudinal study of value-added
indicators and public exam results)
Small Class Teaching – Planning,
Implementation, Evaluation &
Reflection
Mr. Cheung Man Wai, Principal
10-12-2009
Shatin Tsung Tsin Sec.Sch.
2
A. Belief
To create an environment which is
favourable for the interactive and student-
centre mode of of teaching
To create a suitable teacher-student ratio
which is favourable for teachers to take care
of students
3
B. Preparation
1. To decrease the S1 intake
2. To discuss in the Academic Affairs
Committee
4
C. Implementation – Streaming Procedures
1. 25 students are selected from the bottom 40 students of prospective S3 students (no. of students promoted to S3 + S3 repeaters = 190)
2. Special consideration for integrated students & repeaters
3. List of students to be recommended by form teachers
4. Recommended list to be confirmed by Student Guidance Committee, Discipline Committee & Academic Affairs Committee
5
C. Implemenation – Administrative Support
1. One form teacher and one assistant form teacher (the form teacher determines the candidate of assistant form teacher)
2. Each subject panel has to deploy suitable teachers for the small-class:
i. Firm, but kind-hearted
ii. Panel head teaching that class if there is no suitable candidate
3. Student Guidance Committee organizes programmes to raise students’ self-esteem (Shatin Integrated Family Service Centre)
6
C. Implementation – Administrative Support
4. School financial support for class functions
5. Information of the students’ background provided by school to subject teachers
6. Arrangement of subject teacher meeting: 3 times a year
7. Camp function to be held in November
8. Class observation by vice-principal to ensure the exercise of the strength of small class arrangement in teaching
7
C. Implementation - Schedule
1. Administration of questionnaires (Sept., Jan., May)
2. Subject teacher meetings (Sept., Jan., Apr.)
3. Class observation (Oct.-Dec.)
4. Adventure Training Camp (Nov.)
5. Programmes to raise self-esteem (Jan.-Mar.)
6. Evaluation of students’ performances (Jan., Apr.,
Jul.)
7. Interviewing students (Jun.)
8
C. Implementation – Teaching Support
1. To promote lesson study
2. To promote collaborative teaching in each
subject
3. To implement teacher mentoring scheme
4. To implement pre-lesson preparation
among students
9
C. Implementation – promoting the varieties
of teaching
Science: every student participates in practical work
Liberal Studies & language subjects: Group discussion
Maths.: individualised caring
Geog., LS, C.History: Higher order learning
Arts-in-Life: Project learning
10
D. Evaluation
Academic Year (no. of students)
04-05
(25)
05-06
(19)
06-07
(S2:19)
06-07
(S3:17)
No.of students with improvement
19
(76%)
14
(74%)
13
(68%)
12
(71%)
Improvement in average rank order
22.8 17.8 17.3 12.7
11
D. Evaluation
Result of interview:
Fortunate/
unfortunate
Reasons
25 students
considered
themselves
fortunate and
they were
willing to
continue to
study in small
class.
1. Student relationship is good.
2. Teaching is good.
3. Teachers are caring.
4. Teachers address their learning needs.
5. Students have hand-on practical
experiences.
6. More spacing, better ventilation in class.
7. Teachers arrange classmate to help me.
12
E. Reflection (Teaching & Learning)
Strengths of small class teaching over normal classes:
Teachers
easier for teachers to recognise students’ behavioural or
emotional problems to give timely follow-up.
To address individual needs of students; to cater for
individual differences; to offer individualized counselling
Marking of assignments is speeded up. This facilitate the
offering of short exercises more frequently to student to
inform teachers of students’ learning progress.
As there is a close tie among teachers (Chi., Eng., Maths.) ,
teachers can fully comprehend students’ learning progress
and emotions.
13
Strengths of small class teaching over normal classes:
StudentsClassmates may serve as peer mentors in the learning processConstructivist learning:Students have more opportunities to communicate their thoughts and interact with others. Students learn how to think through more interaction in class.As small class is favourable for teacher-student interaction, most students participate actively in class discussion and enjoy class activities.
E. Reflection (Teaching & Learning)
14
F. Outcome ~ HKCEE Results
Year
Subjects04-05 05-06 06-07 07-08 08-09
Chinese 96.3 98.5 99.4 99.4 98.3
Maths. 94.1 94.9 99.4 98.9 98.9
English 94.1 91.8 100 100 100
5E or above 93.6 93.8 100 100 99.4
Subject passing %
93.8 93.7 98.6 98.6 97.5
15
G. Keys for Success
PISA studies:
Best school systems: Hong Kong, Japan, Singapore, Finland, S. Korea, Australia
Three guiding principles for success:
1. To find suitable people to teach
2. To train them to become highly effective teachers
3. To ensure that the school system can facilitate highly effective teaching for the benefit of students
16
~ End ~
Thank You