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Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile

Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile. LWLL Section, CDI, EDB 2009 ／ 10. Programme Rundown. NOT aim at:. Teaching on the use of tools Encouraging schools to use WebSAMS Making an SLP for applying JUPAS or other universities

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Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile

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  1. Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile LWLL Section, CDI, EDB 2009／10

  2. Programme Rundown

  3. NOT aim at: • Teaching on the use of tools • Encouraging schools to use WebSAMS • Making an SLP for applying JUPAS or other universities • Making an SLP for employers

  4. Objectives • Discuss the importance and strategies to arouse students’ intrinsic motivation for quality involvement in their SLPs; • Strengthen teachers’ capabilities to facilitate students to think deeply that would be essential for turning experiences into learning; and • Explore possible mechanism and strategies to enable students telling their own stories of learning through SLP. • Introduction on the use of tools

  5. Warm-up Activity – My role in developing SLP • Select two cards which could best describe your role now and your expected role in future. • Share with your group members.

  6. Your role(s) in developing SLP Principals Vice-principals Career Masters/Mistresses Guidance Teachers ECA Masters/Mistresses Class Teachers Subject Teachers Students’ telling their own ‘stories of learning’ Quality Student Involvement

  7. ROLE? • Task focused? • Committee focused? • Subject focused? • Class focused? • Learning focused? • Student focused?

  8. Physical & Aesthetic Development Moral and Civic Education Career-related Experiences Intellectual Development Community Service Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) Other Learning Experiences Moral and Civic Education, Community Service, Aesthetic Development, Physical Development and Career-related Experiences (15-35%) 4Core Subjects Chinese Language English Language Mathematics Liberal Studies (45-55%) 2 or 3Elective Subjects 2 or 3 subjects chosen from NSS elective subjects, or from Applied Learning and/or other language courses (20-30%) NSS Generic Skill Value & Attitude P1- S3 General Studies

  9. Student Learning Profile (SLP) For Senior Secondary A key to future success…… ‘Students telling their own learning stories’

  10. What is SLP? It provides a fuller picture about my competencies and specialties. It is a summary presentation of what I have participated and achieved in terms of whole-person development during my senior secondary years.

  11. Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements.

  12. Broad Framework of SLP • Academic performance in school (other than results in HKDSE); • Other Learning Experiences (OLE); • Performance / awards gained outside school; and • Student’s self-account (e.g. highlighting impressive learning experiences or career goal setting)

  13. Implementation strategies in existing school practice student led Student Ownership, but not learning-focused Self-regulated learning recording reflection Turning experience into learning, but insufficient student ownership Tendency to compliance mentality teacher driven

  14. Activity One:Quality Student Involvement in SLP

  15. Procedures • Select two desirable templates. • State reasons for your preference. • Select two undesirable templates. • State reasons for your less preferred templates.

  16. Procedures • Further information about student’s learning will be given to you. • Would you change your choices? Why?

  17. 第組 學校一 附件二  yyyyy  yyyyy zzzzz  zzzzz  原因︰ 學校六 學校二 原因︰ 原因︰ 選出兩所學校在推行「學生學習概覽」時著重學生的學習。 原因︰ 原因︰ Ways for improvement 學校五 原因︰ 學校三 學校四

  18. Your choice of school templates and practices…

  19.                  How good are the templates? School 1 2 3 4 5 6 Broad Framework Tell stories of learning Balanced development

  20. School case 1 No academic performance Not in line with 5 OLE components

  21. School case 2 School case 3 No self-account Limitation in telling stories of learning

  22. In line with broad framework with specific highlights School case 5 School case 6

  23.                        Is there quality in student learning? School 1 2 3 4 5 6 Quality OLE Quality space for SLP Tools for deep thinking Teacher’s mediation

  24. Quality OLE – students’ interest and abilities School Case 3

  25. Quality space for SLP School Case 3

  26. Quality space for SLP School Case 4

  27. Appropriate tools for deep thinking School Case 6

  28. Appropriate tools for deep thinking School Case 5 Lack of teacher’s mediation

  29. Teacher’s mediation during the learning process School Case 6 Teachers provide mediation in Learning Experiences

  30. Procedures • More information about teachers’ input in implementing SLP will be given to you. • Taking into consideration the 2nd piece of information (附件二), would you change your choices? Why?

  31. 第組 學校一 附件三  yyyyy  yyyyy zzzzz  zzzzz  原因︰ 學校六 學校二 原因︰ 原因︰ 選出兩所學校能有效而全面地推行「學生學習概覽」。 原因︰ 原因︰ Ways for improvement 學校五 原因︰ 學校三 學校四

  32. Your choice of school leadership…

  33.      Consideration at school level School 1 2 3 4 5 6 Space for SLP activities Teachers’ professional development Collaboration with other teams Integrate with existing processes Future Improvement

  34. Future Improvement School Case 3 現況 未來計劃

  35. Future Improvement 未來計劃 未來計劃 未來計劃 School Case 2 現況

  36. School Case 1 • 現在位置: • 發放第一次通告 • 依照指引使用ABC系統 • 班主任督促同學遞交反思報告 • 未來計劃:？？？

  37. School Case 2 • 現在位置: • 反思動力不足 • 未來計劃: • 提昇學生的反思質素 • 「其他學習經歷」組提供有質素的活動，班主任協助了解「其他學習經歷」如何影響學生的成長

  38. School Case 3 • 現在位置: • 學生反思未能反映學習經歷對他們的幫助 • 「其他學習經歷」教師認為解說有困難 • 「其他學習經歷」後提供解說 • 未來計劃: • 提昇「其他學習經歷」的質素 • 「其他學習經歷」後進行解說 • 培訓「其他學習經歷」教師反思技巧

  39. School Case 4 • 現在位置: • 滿意個別「其他學習經歷」 • 未來計劃: • 學生需更全面的規劃 • 與學校的「摘星計劃」配合 • 現有人手和課堂安排，減少重疊工作 • 培訓相關教師

  40. School Case 5 • 現在位置: • 「外判」「其他學習經歷」給夥伴機構 • 夥伴機構的質素參差 • 學生反思321 • 未來計劃: • 教師先參與機構舉辦的「其他學習經歷」 • 教師帶領反思

  41. School Case 6 • 現在位置: • 學期初進行「學生學習概覽」活動 • 啟動學生內在動機，發掘潛質，積極參與不同類型的「其他學習經歷」 • 未來計劃: • 就學生反映的需要，提供相關的「其他學習經歷」

  42.                              Consideration at school level School 1 2 3 4 5 6 Space for SLP activities Teachers’ professional development Collaboration with other teams Integrate with existing processes Future Improvement

  43. Space for SLP activities School Case 6

  44. Space for SLP activities School Case 4 Reduce overlapping and create space

  45. Teachers’ professional development School Case 3

  46. Teachers’ professional development School Case 4

  47. Collaboration with other teams / persons School Case 2

  48. Integrate with existing processes School Case 4

  49. School Leadership • Own the purpose of SLP • Holistic planning and collaboration with relevant department • Team work • Teachers’ professional development to provided the mediated experiences • Mechanism to review and self-improve for sustainability

  50.      Which one would you select? School 1 2 3 4 5 6 Template Student Learning School Leadership

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