Partnership for

Improvement of Learning &

Teaching (PILT)

Project9 October, 2004

The Chinese University of Hong KongFaculty of EducationCentre for University and School Partnership

大學與學校夥伴協作中心

優化教學協作計劃

PILT Project

Principles of the PILT Project

• Improving the quality of Learning and Teaching through specific KLAs and cross-curriculum as entry points;

• Support according to differentiated needs of schools;

• Teacher empowerment for sustainable development;

• Trust building and commitment among parties (REO, School and University) concerned.

• Building a reflective and forward-looking culture for continuous (sustainable) improvement

PILT Project

No. of schools serving each year: 40 schools

• Secondary schools: 80% or more

• Primary schools / Special schools: Not more than 20%

PILT Project

Approaches of the PILT Project (1)

• Focus on specific KLAs, for example Personal, Social & Humanities Education (PSHE), Science Education, Mathematics Education and Physical Education.

PILT Project

Approaches of the PILT Project (2)

• Using specific KLAs, for example the PSHE, to develop cross-curricular themes through project learning, curriculum integration, life-wide learning, values education as vehicles for restructuring curriculum, teaching and learning.

PILT Project

Approaches of the PILT Project (3)

• Backward mapping strategy (using student data, data from general teaching and learning situational analysis) may be used as a starting point.

PILT Project

Approaches of the PILT Project (4)

• Different teaching and learning strategies may be adopted, such as cooperative learning and inquiry approach. Alternative assessment methods, i.e. portfolio and learning log, may be used to capture students learning process and outcomes.

PILT Project

Approaches of the PILT Project (5)

• Facilitate teachers in collegial lesson preparation, peer observations, reflective teaching or action research for improvement of learning and teaching.

PILT Project

An example of school support in PSHE

PILT Project

Figure 1 Diagrammatic Representation of the PSHE framework

Learning experiences of PSHE Obtained through enquiry into issues related to the development

of the individual, human society and the environment

Six Strandsto provide relevant contexts and different perspectives

Personal and social developm-ent

Time, continuity and change

Culture and heritage

Place and environ-ment

Resources and economic activities

Social systems and citizenship

Generic

Skills

Values and attitudes

Diversified modes of curriculum planning +Effective linkage of learning, teaching and assessment

Overall Aim of PSHE

PILT Project

New LS: PSHE and beyond

IHPSHE (S4-S5)

S&T(Science and technology KLAs)

AL – LS(S6-S7)

New LS(S4-S6)?

©2004 Prepared by Dr. CHENG Hon-man and Prof. LEE Chi-kin, Faculty of Education, CUHK

PILT Project

Possible Conceptualization of new LS

Local(issues)

Enquiry(methodological)Arts

(Domains of knowledge

Global (issues)

Values orientation(judgment)

Science(Domains of knowledge)

©2004 Prepared by Dr. CHENG Hon-man and Prof. LEE Chi-kin, Faculty of Education, CUHK

Civilized Being

PILT Project

Possible themes and emphases in PSHE

• Possible themes– Contemporary China– Hong Kong studies– Environmental studies– Human relationships– Science, technology and society– Globalization and modern world

• Emphases– Citizenship and national identity– Thinking skills and values judgment

• Citizenship• National identity and other core values

– Different modes of “curriculum” integration

PILT Project

PILT Project

Support in different KLAs - Science

• To deliver a clear picture about the directions for curriculum development of Science Education in Hong Kong

• To strengthen curriculum leadership in Science Education

• To help teachers develop school-based curricula that focus on inquiry and scientific investigation, critical and creative thinking

• Through science learning, students are expected to handle science and technological issues in their daily life

PILT Project

Support in different KLAs – Physical Education

• To introduce a health-related Physical Education curriculum promoting Physical Education as a key learning area

• To develop a student’s assessment scheme for Physical Education

• To nurture a “Theory to Practice” communication links and culture between professors and frontline teachers

• To enhance better quality of teaching and learning

PILT Project

Implementation of the project (1)

1st / 2nd Year(Mode and intensity of

support depends on the

readiness of the schools)

Intensive support: Setting targets of implementation, forming action plan, providing school-based development workshops, leading collegial unit/lesson planning, observing peer classroom teaching, reviewing progress, organizing a network to disseminate project experiences.

PILT Project

Implementation of the project (2)

The other Year

Distanced support: Cluster for meetings/ sharing at different interval(s) of the academic year

The rest of the period

General oversight of the school progress: Inviting schools to attend seminars and share experiences.

PILT Project

Different Supporting Roles of the Team Members

School professional Support TeamConsultant Team(Faculty)

• Talks, workshops on direction and development of KLAs• Discussant in seminars• Pay ad hoc visits to school• Consolidation of project experiences

Consultant Team(External frontline experts)

• Seminars for experience sharing• Pay visits to schools and occasional on-site support

School Development Officers from CUSP

• Regular on-site support - set implementation plan - arrange team-planning/teaching and

lesson observations - review progress - summarize work done and give feedback

PILT Project

Tentative Working Schedule for the 1st and 2nd years (1)

Time/ Date Scheduled workNovember/ December 2004

Briefing to the representatives of Partner Schools (Project leader, consultant team and SDOs)

December 2004 - January 2005

First visit to the Partner Schools for working out the objectives and a draft working plan (SDOs)

February 2005 - March 2005

Talks on the trend of curriculum development in the PSHE / Science & Mathematics education &/ or Physical Education

PILT Project

Time/ Date Scheduled work

March 2005 -June 2005

School-based curriculum development and try-out (collegial unit/lesson planning, classroom observations and feedback for refinement)

April 2005 Seminar - Experience sharing by frontline experts

June 2005 Summarize and review the work done, plan for the next year

Tentative Working Schedule for the 1st and 2nd years (2)

PILT Project

Time/ Date Scheduled work

September 2005 -June 2006

Implementation of school-based plans

Tentative Working Schedule for the 1st and 2nd years (3)

PILT Project

S & T(S4-S5)

•Compulsory Module: Nature and Development of Science and Technology•Optional Modules: Environmental Science Health Science Telecommunications Technological Design Visual Communication

IH(S4-S5)

• Core Module: Personal Development Characteristics of Hong Kong SocietyDevelopment of Modern ChinaGlobalization

• Optional Module :Religion and LifeHuman-Environment RelationshipRelationship between Mass Media and Modern Culture

LS(S6-S7)

China Today Environmental Studies Hong Kong Studies Human Relationships The Modern World Science, Technology and Society

Partnership for

Improvement of Learning &

Teaching (PILT)

Project9 October, 2004

The Chinese University of Hong KongFaculty of EducationCentre for University and School Partnership

大學與學校夥伴協作中心

優化教學協作計劃