induction course for new history panel chairpersons (new) mr fong ho-nam, nelson stfa leung kau kui...
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Induction Course for New History Panel
Chairpersons (New)
Mr FONG Ho-nam, NelsonSTFA Leung Kau Kui College
19 November 2013 CDI020140502
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My Major Concerns…
Curriculum planning Learning and teaching strategies Assessment policy Panel and personnel management
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Part 1Curriculum planning
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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
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1. Curriculum planning
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!!
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1. Curriculum planning
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!?!
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1. Curriculum planning
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
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1. Curriculum planning
Interim solutionForm 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
Voyages of Discovery
HK 1841-1941 HK 1941-1970s
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1. Curriculum planning
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…
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Part 2Learning and teaching strategies
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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
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2. Learning & teaching strategies
Steps towards solution… Teachers’ side:
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2. Learning & teaching strategies
Steps towards solution… Students’ side:
Extended reading tasks + discussions & presentations
Sources: e.g. current news/History reference books
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2. Learning & teaching strategies
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Hyperlinks with extended reading
Extended reading & revision materials
attached
Colleague’s initiative
2. Learning & teaching strategies
Steps towards solution… Students’ side:
Learning excursions – local & overseas
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2. Learning & teaching strategies
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Colleagues’ initiative
2. Learning & teaching strategies
Steps towards solution… Students’ side:
Presentations on exam skills
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2. Learning & teaching strategies
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.
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Colleagues’ initiative
Part 3Assessment policy
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3. Assessment policy
How much to assess? Key issue:
Role of formative assessment
Assessment for Learning
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3. Assessment policy
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%)
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3. Assessment policy
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
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3. Assessment policy
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
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3. Assessment policy
How to assess a student’s lesson performance?
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.
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3. Assessment policy
How to assess a student’s lesson performance?
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
3. Assessment policy
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
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Part 4Panel and personnel management
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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
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4. Panel and personnel management
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
4. Panel and personnel management
Challenge (2): Colleagues’ lack of access to subject information
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4. Panel and personnel management
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Very useful!
4. Panel and personnel management
Solution (3): Markers’ meeting + Co-marking practices
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4. Panel and personnel management
Solution (4): Peer Lesson Observation
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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
4. Panel and personnel management
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
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Closing remark…
Great oaks from little acorns grow.
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Thank you.
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