School-based approaches in implementing OLE

1. School-based approaches in implementing OLE Session 2 Entry Points

2. Existing Curricular Arrangement Approaches Event-based Approach Curriculum-based Approach High Structure OLE Programmes (apart from Sessions / formal lessons in AD, PD, MCE) Low Pre-defined Content High Pre-defined Content Project-based Approach Activity-based Approach Low Structure

3. They are not mutually exclusive and exhaustive!

4. 考慮要點:

5. From Initial Planning to Quality

6. Seven Guiding Principles of Designing School-based OLE School-based Models

7. Building on existing practice/ strengths • Identifying gaps (or any over-dos) • Using the strengths as ‘entry-points’ • Communicating the need of change • Initiate adjustments (if necessary) in a co-ordinating team.

8. Sch A builds on their existing strengths in Life Education programme in junior forms and attempts to cover the ‘gaps’ of OLE via a NSS life-education scheme inside timetabled periods and also extends to outside hours activities Building on existing practice/ strengths • Identifying gaps (or any over-dos) • Using the strengths as ‘entry-points’ • Communicating the need of change • Initiate adjustments (if necessary) in a co-ordinating team.

9. Wide variety of strategies: e.g. structured lessons, leadership training, drama, campus TV, role-playing, simulation, duties, career talks, clean HK, speech festival, sports day duties Flexibility OLE Suggested minimum In terms of • mode of implementation • Time, place and people • Learning strategies • Integration approaches Professional Judgments

10. OLE 歷奇訓練 探究 參觀體驗 比賽 規範性團隊 興趣小組 體藝活動 與工作有關的體驗 營會活動 講座/工作坊 服務學習 Learning Expected Outcomes 活動形式 Assemblies PE Lessons Form teacher periods Art Lessons

11. Why OLE?Expected Outcomes of OLE • Whole Person Development: A balanced developmentChinese virtues(Ethics, Intellect, Physical development, Social skills and Aesthetics) • Complement the NSS subjects/ Applied Learning • Building uplife-long capacities: • * To nurture informed & responsible citizenship • * To respect for plural values • * To adopt a healthy living style • * To develop career aspirations and positive work ethics

12. Flexibility- An AD Example • It is worth noting that the suggested minimum time allocation is to provide schools with guidance in planning and implementing OLE, in terms of curriculum time. • Schools could implement Aesthetic Development (AD) in accordance with their own situation. The best way to deliver AD is to provide students with structured learning sessions, which are complemented with authentic arts activities outside the classroom. e.g. structured learning sessions - music and/or visual arts lessons, extended arts learning lesson,seasonal structured arts programmes, structured arts learning days. e.g. authentic arts activities- extra-curricular/co-curricular activities and interest groups. • However, the ratio between structured learning sessions and the related activities need not be rigid. What is more important is that schools should provide quality arts learning opportunities for their students.

13. Sch B uses sports day duties to create a wide range of learning opportunities (via duties, interest teams…) with reflection Student (learning) focused • Always starts from where our students are (e.g. knowledge, prior experience, attitudes, inclinations, interests) • Engaging students via interactive activities, experiential learning, learning by doing, rather than transmission model of learning • Choice, voice, and responsibilities (to increase sense of belonging). • Opportunities of reflection

14. Alongside a MI learning Log book, Sch C performs a survey every half year to monitor the opportunities offer to their students as well as identifying any low participating individuals. Student Opportunities • Sufficient opportunities (‘entitlements’ in loose sense) (Suggested minimum hours- a ‘magnitude’) • How do we know it is sufficient? Using strategies to monitor (e.g. surveys, logbook, activity data system). • Low SES students (expensive activities not necessarily more effective than those that cost less)

15. Coherence • OLE should not be always treated as a series of ‘unconnected activities’ • It could be linked with other subjects (degree of linkages –seeing/ making connections) • Coherent to previous experience in basic education (junior forms) • Coherent to current life-wide learning policies

16. 促進 Enabling Enriching NSS Subject Learning Experiences KLA KLA KLA 擴闊 KLA KLA KLA KLA KLA Extending 延伸 OLE and Subjects in NSS Other Learning Experiences： 擴闊, 延伸, 促進 課堂學習

17. Learning Together • OLE is not only for students • Good opportunities for teachers (as facilitators; maybe not as experts) to learn: • To test new learning approaches, professional skills (related or unrelated to their specialism) • Students different learning styles and quality • To build stronger bond between students • To build better collaboration with the community, parents, outside agencies…

18. Quality • Quality of learning experience • Quality of organization • Quality of space

19. The Plenary 重質不重量 優質 Three notions from Dewey: Educational experience, non-educational experience, mis-educational experience

20. 學會怎樣學習 導向性學習 有價值和愉快的經歷 多官能學習 暢態的經歷 協作學習 擁有感 www.emb.gov.hk/cd/lwl/qf

21. 以學生持續發展為本，不重學分、報告 應改才改，不是為改而改 重經歷、重組織、重空間 校本彈性處理，理念方向不變 與初中、學科、活動互相協調，突顯主線、核心價值 鼓勵參與，賦予機會，不宜過份強逼 師生齊學習，過程同分享 Plenary: ‘Something to take home’ OLE A trust system; A learning culture.