Sharing what we have been doing about curriculum, teaching and learning
in preparation for the new academic structure
Overview
- Learning from the knowledge base
- Sharing our school’s initiatives
- Sharing our concerns and hope
What is 334 all about?
School size?
Class size?
Curriculum offers?
LS?
COCs?
Timetabling?
Resource allocation?
Teacher redundancy?
It’s about student learning outcomes at its core
What student learning outcomes?
• Basic subject knowledge (core subjects & Xs)
• Good learning attitude, motivation and learning skills (learning how to learn)
• Good generic skills, life skills & values: self / cultural / political / social / employment (e.g. through COCs &/or out-of- class learning experiences) Vs Good exam scores & limited non-academic learning
Wish list attainable?
How to deliver such outcomes?
The ‘holy trinity’ of the constructs of powerful learning experiences (Hopkins,2001)
What changes are required in teachers to effect such outcomes? eg. LS
•Paradigm Shift:
- concept of learning and concept of the student
- role of teachers
- function of schooling
- need for educational reform
• Values: education for all (Vs for selection)
• Knowledge: new curriculum & its pedagogical-content knowledge
• Skills: didactic/constructivist teaching strategies
• Teacher collegiality & collaboration
Superficial change easy
e.g. to prescribe curriculum guidelines / IT / class size / destreaming
(Hargreaves, Earl & Ryan, 1996)
Complex & enduring change difficult
Examples:
- teaching strategies
- attention to students’ personal & social needs
(Miles & Huberman, 1984)
Effecting the learning outcomes
Hopkins, 2001
What have we been doing?
Focused on Teaching & Learning & Laying the foundation for the new structure
Teaching Skills
• Micro, discrete or generic skills (教學錦囊)
- Questioning; Co-operative learning; IT ; Use of VAK & MI in teaching (迅達學習錦囊); Promoting reading-to-learn skills; Optimal use of A-V aids & facilities
- Syllabus change: new pedagogical-content knowledge & skills e.g. IH / LS
• Teaching behaviors
- classroom management skills
- catering for individual differences
• Assessment (e.g daily marks/ peer assessment → SBA)
Relationships : (T-S) & ( S-S)
• R+ strategies: theory & practices
• School ethos: maintenance & enrichment of Healthy School policies & practices
• Expectations (for different groups of students): rethink, esp. for the abler students
• Student groupings: policies in S.1 & S.4
• Student Learning Portfolios
• Student Council
• Student as teachers/mentors
Teaching models
• Co-operative Learning (Group Investigation)- e.g. in Project learning (in junior form)
• Direct Teaching (supplemented by other skills)
• Community-Service Learning
school-wide & junior secondary
Reflections
• Paradigm Shift:
- TCF & CPD: personal & school values & mission; role of teachers & teaching
- shift internally motivated & externally driven
• Lesson plans/study: whole school; crude form
• Collective reflection:
- Teacher Professional Learning Trios / Squares
- IQCT Com. & SD Com.
• Mentoring system
• Policy review : ad hoc groups
- ability grouping & teaching
- assessment
- catering for individual differences
- MOI
- reflection time
- reading to learn
- project learning
• Walk-throughs & class visits + feedback
• SSE & Students’ feedback on teaching & learning
Concerns & Possible Pitfalls
• Too many initiatives within too short a time?
dilemma: “In education , things go together’ (Hargreaves, Earl & Ryan, 1996) Vs intensification of teachers’ work (overload)
– school a microcosm of the system?
• Effects on student learning? Much ado about nothing?
• Sustainability?
- consolidation, integration & co-ordination of initiatives
- culture-building & capacity building
- management of organizational & personal energy levels
- staff continuity & teacher leadership density
- effective model of adult learning
• Mechanics & logistics of change & support for teachers?
• Most important element missing? Love
We have embarked on the long and tough journey of curriculum and structural reform. We will reach the destination if we are driven by love for our students and for learning and if we band together as a cohesive and synergistic party with a keen and shared sense of mission!
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Example B1.11_Curriculum Planning