Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
A Preliminary Review on the Implementation of NSS Curriculum: Diversified Learning and
Stretching Potentials
History Parallel Session9.8.2010
(History/PSHE/CDI/EDB)
2
Schoolwork – how do you feel?
3
Cool down and think
• What are teachers and students doing at school?
• Are good exam results the final goal of schooling?
• What is the goal?
4
Let’s focus on learners’ interests
5
Learner differences
6
Learner styles
Mini-survey (2009-2010)S1-4 History classes
Visual type: 35%Active learners: 25%
7
Learner differences
• A guessing game
AnarchicalOligarchicHierarchicMonarchical
JudicialExecutiveLegislative
GlobalLocal
ConservativeLiberal
ExternalInternal
8
How to cater for learner diversity?
Set the goal right.
9
1km
3km
7km
10km
?
10
How to help them remove their obstacles?
This morning’s programmeHistory C&A GuideYou can name a lotYou have done a lot
110013. ( ) co-teaching
151512. ( ) learning portfolio
01511. ( ) leading role in interactive group learning
301510. ( ) extended work or independent study
4009. ( ) more demanding tasks
60608. ( ) recognize their performance
40607. ( ) set tests/examination papers that suit their level30706. ( ) assign small and simple tasks
60605. ( ) employ multimedia and interactive learning materials
30304. ( ) adapt or rewrite materials
60603. ( ) learning by doing ( e.g. group discussions, role-plays)
30302. ( ) modify the curriculum plan
60701.( ) identify their strengths and limitations
Above averageoften
%
below averageoften
%
Insert “Y” in the brackets below to indicate the items you have adopted.
12
• Yes• No• Why not?• Is the right goal set?• Are problems and solutions well
matched?
Are teachers’ attempts effective?
13
Goal
1km
3km
7km
10km
Goal: “encourage active learning”(C&A Guide p.23)
• Hitting the same goal at the same time?
• Keep moving towards the same goal?
14
Curriculum planning
• A smooth & structured progression of study
• S1 - S6 as one curriculum in 2 parts
15
Curriculum planningjunior secondary
Knowledge• Width:
– from pre-historic times to the modern world– the East & the West
• Depth:– dig into a few interesting & impressive parts– e.g. ancient civilizations, historical figures...
16
Curriculum planning junior secondary
Attitude & historical concepts–Respect historical records, argue with
evidence, sensitivity to bias
World-wide picture of the past is the foundation of global perspective of the present
17
Curriculum planningjunior secondary
• Integrated mode: – Strive for a balanced curriculum plan– S3: NSS Introduction, S3 Bridging Programme
• Independent mode: coverage vs interestsToo many rot learning of facts may kill interest.
• Local heritage - field visits• Extensive reading as supplement
18
Curriculum planning senior secondary
CoreCommon practices in S4 Hist. classes (09-10)• Sequence 1:
– Theme A, then Theme B– “HK” 1st? If later, would lots of efforts be saved?– “China” 1st? Difficult for beginners?
• Sequence 2:– Theme B, then Theme A– Unfavourable to “Local Heritage Studies”
19
Curriculum planning senior secondary
Is there a 3rd sequence?• Possibility 1
– Taking 1945 as a dividing line: pre-WWII Europe, pre-WWII Asia...
• Possibility 2– HK: “socio-economic development” before
“political & institutional changes”?– HK: “political & institutional changes” after
“China”?
20
Curriculum planning senior secondary
• Electives– Free choices– Local heritage studies
• F.5 repeaters transfer to S5 class– SBA– Subject knowledge– Skills & concepts– 15-marks essays
21
Learning and TeachingPrior knowledge
Extensive reading1. Western library books for kids; theme
books for teenagersthin, beautiful pictures/photos, different types of data, easy language
1. School-made reading materials2. S1-3 textbooks – selected chapters
(could be owned by schools)
22
Learning and TeachingPedagogies
1. Co-operative learning2. Grouping: mixed-abilities and
homogeneous in alternative turns3. Engage students in learning4. Keep observing & facilitating the
learning process5. Give immediate feedback, be positive
23
Assessment for Learning
• Good practice– Put much more time on skill training in S4,
especially in the 1st terme.g. essay writing skills
Cultivate sense of achievement
24past paper (adjustment)S6
more analytical essays on topics taught in S4-5
S5
Lightly analytical essays on topics taught in 1st & 2nd terms
S4 2nd term
narrative essays on whatever topics taught
S4 1st term
Example 1 – essay writing
Assessment for LearningStratification
25
Example 2: DBQ• Train up skills in teaching• Focus
e.g. 1st cycle – identify clues2nd cycle – attitude3rd cycle – opinion
• Step by stepe.g. ‘usefulness’ first, then ‘limitation’
Assessment for LearningStratification
26
Thinking styles and Forms of Assessment
project/portfoliocreativity,team work
LegislativeExternal
essayanalysis,organization
JudicialHierarchical
short answer/multiple choice
memory,time allocation
Executive, LocalHierarchical
Form of Assessment
Main skillsCompatible style
Theory into Practice, 44(3)p.252
27
Thinking styles and Forms of Assessment
Sugar & vinegar
28
Thinking styles and Forms of Assessment
• Questions that match learner’s style– Comfort zone– Stretch potentials– Sense of achievement & self-confidence
• Questions that do not match learner’s style– Overcoming weaknesses– Risk-taking training– Greater sense of achievement
29
Differentiated Instruction
• Carol Ann Tomlinson, Association for Supervision and Curriculum Development. www.ascd.org
30
Differentiated Instruction
• DifferentiationCentralhttp://www.diffcentral.com/
31
Differentiated InstructionSome big ideas/words
• Advanced learners, struggling learners• Teacher’s mindset ready for DI
– the major concern• Different sets of materials to different
types of learners– the last major concern
• Respectful tasks; equal opportunities– E.g. longer & more complicated passages,
shorter & easier passages
32
• Learning menu– Main dish (core)– Side dish (elective)– Dessert (optional)
• Flexible grouping• Plan for content & students• Not all lessons to be differentiated
Differentiated InstructionSome big ideas/words
33
Differentiated instruction& DSE
DSE Level Descriptors
Understanding:Show some understanding of factsabout the modern world, through sequencing of historical events
Understanding:Evaluate the relative significanceof factors that shaped the modern world
Knowledge:Show elementary knowledge, by (i) identifying familiar and (ii) simple viewpoints and perspective
Knowledge:Show comprehensive knowledge, by (i) differentiating facts from opinion, (ii) identifying different viewpoints and (iii) perspectives, and coming up with sound and independent points of view
Level 1Level 5
34
DSE History
• SBA marks to HKEAA–Beware of time clashes with other
subjects–S5: Jun-July; S6: Jan-Feb–School-based co-ordination on
deadlines for students is necessary
35
Why should teachers and students try so hard?
• Book: “Catch up or lead the way” (school should keep pace with the world’s pace)
• Video” “Did You Know” (youtube.com)
36
Cool down and think• Keep calm
What you have watched is an opinion, a prophecy.
• Be wise– Learner differences– Meaning of life
37
Life and schooling
life & living
schooling & exams life &
living
schooling & exams
38
Where there are learners,learner difference exists.
39
1km
3km
7km
10km
Construct a smooth & structured progression of study
to activate students to become active learners striving for improvement