優質全方位學習工作坊系列 ……

1. 優質全方位學習工作坊系列…… 嘉道理農場暨植物園

2. 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

3. 評估幅射圖 導向性學習 進深模式 多官能學習 成熟模式 學會怎樣學習 起動模式 協作學習 擁有感 有價值和愉快的經歷 暢態的經歷

4. 計畫與籌備 活動前熱身 階段 1 活動過程 階段 2 活動後解說 總結 行動 預備 階段 3 跟進 階段 4 階段 5 推行活動的策劃表 • 檢視每一階段的分界點

5. 總結篇 預備篇 行動篇 http://www.emb.gov.hk/cd/lwl/

6. 預備篇 第一階段：計劃與籌備(Planning and Preparation) 第二階段：活動前解說(Briefing)

7. 第一階段：計劃與籌備(Planning and Preparation) Risk management 風險處理 Application 申請注意事項 Monetary implication 財務安排 Programme and propagate the activity details 活動推廣及通知

8. 第一階段：計劃與籌備 步驟1：確定對象、訂定學習目標/教師意圖、選取學習內容 步驟2：選定學習地點、設計考察路線及活動、編寫講解資料 步驟3：資源分配，包括人手(各工作員的角色)、考察器材工具及金錢的資助安排 步驟4：安全措施，包括發出家長通知、向學校交代、風險評估及完成報警程序 步驟5：教師適宜在活動前到實地進行視察，留意考察地點的交通安排、安全問題及學習重點 步驟6：後備安排 RAMP

9. 第二階段：活動前解說(Briefing) Grouping 分組與分工 Obligation agreed by students 行為合約 Assignment before the activities 活動前職務的分配 Learning intention 學習目的或意圖 Survey before the activity 活動前資料調查

10. 第二階段：活動前解說(可分參與學生、教師及家長三類別)第二階段：活動前解說(可分參與學生、教師及家長三類別) • 步驟7：為考察活動進行分組 • 步驟8：介紹活動安排及學習目標 • 步驟9：有需要時為學生訂定行為合約 • 步驟10：派發學習材料(包括有關的資料、單張或工作紙)，分配考察前的預備工作 • 步驟11：調查學生在活動前的知識、技能或態度 GOALS

11. 行動篇 第三階段：活動過程(Action)

12. 第三階段：活動過程(Action) Weather 天氣 Hazard prevention 防避危險 Observation 留心觀察 Last decision of the arrangement 彈性安排 Emergency all record 緊急電話記錄

13. 第三階段：活動過程 • 步驟12： 留意出發前的天氣變化 • 步驟13： 帶備學生及學生家長的緊急聯絡電話 • 步驟14： 帶備急救用品以及緊急醫療求助電話 • 步驟15： 拍攝或留意個別學生的學習情況 • 步驟16： 製造適當的彈性，決定活動最終的進行方式 • 步驟17： 經常注意學生的安全 WHOLE

14. 總結篇 第四階段：活動後解說(Debriefing) 第五階段：活動後跟進(Follow-up)

15. 第四階段：活動後解說(Debriefing) Appreciation 欣賞及鼓勵 Recording 記錄回饋資料 Tapping the feedback 獲取回饋資料

16. 第四階段：活動後解說 • 步驟18：盡量讓每位同學表達他們對活動的即時感受並作記錄 • 步驟19：表揚一些在活動中表現優良的同學 ART

17. 第五階段：活動後跟進(Follow-up) Follow-up curriculum link 與課程的連繫 Assessment of the outcomes 成果的評估 Celebration of success 表揚成功 Evaluation of the programme 項目評鑑

18. 第五階段：活動後跟進 • 步驟20：調查學生在活動後知識、技能和態度的改變(可選用不同的評估方法) • 步驟21：收集參與活動的教師和家長意見 • 步驟22：在課堂內或外進行跟進活動 • 步驟23：向沒有參與活動的教師和同學透過不同方法匯報學習成果 FACE

19. 參觀Vs 參與 Museum / Park Student Once the adults selected the hall or exhibit, the child determined the level of interaction.

20. Creativity Critical Thinking LWL Communication

21. Personal agenda effect (Balling, Falk & Aronson, 1992) Orientation (Slide presentation/ individualized game/ poster) 900 children 2. School agenda 3. Child’s agenda 1. School agenda Child-centered: How to get there, What they will do, what to eat, …. Process skills: Observation skills, learning strategies…. Cognitive: concepts, specific animals….. 5. No trip 4. No orientation

22. Pre-test/ one month in advance Concept learning, knowledge of setting, observational skills, attitudes Pro-test 1/ within a week after the trip 5 No significant learning Pro-test 2/ after three months 1,2,3,4 significant learning in content, observational skills, knowledge of setting, and attitudes Personal agenda effect WHY? 3 is significant higher than others

23. Student-centered approaches • Learning diary / self-reflection • Inquiry-based / problem-based learning • Tasked-based Learning • Brain-based Learning • Interview / reporter • Group discussion • Mentoring • Experiment / science inquiry • Media Learning • ICT Learning

24. 11. Adventure-based Learning 12. Race or competition 13. Service Learning 14. Jigsaw Learning 15. Project Learning 16. Role-play / Drama 17. Debating 18. Worksheets …………………………

25. Design of Worksheet Who design？ • Teacher • KFBG • Student • Others．．．．． Resources : Resource Packages Websites / Books / Journals Personal Experiences

26. Design of Worksheet When？ Before the Activity e.g. searching information in websites During the activity e.g. filling up information After the activity e.g. learning diary

27. Design of worksheet Types and Format？ Closed – ended Very specific questions are asked and a choice of responses provided. It is useful for getting very specific information, but sometimes limit what one can find out about visitors’ own way of talking about the topic. (MC、填充、配對、短答題、實像畫、 文字或圖片記錄…..) Open – ended To tap the impressions of the students. The response could be personalized. There are no right or wrong answers. It allows students to dictate the order and flow of the response. (研習式、設計、問題討論、剪報、感受分享、學習日誌…..)

28. 初中適用 結構式 Closed – ended 在KFBG裡，寫下你看到的五種生物及其簡單資料。 KFBG裡面有那些裝置是採用了環保材質而建造，你能找出其中兩處嗎？（請繪畫出來） 開放式 Open – ended 你最喜歡那一個參觀點呢？為什麼？簡單寫一寫你的感覺吧。 在今天的戶外學習日中，你最欣賞的是什麼？ 試和同組同學一同設計理想的KFBG展覽館。

29. When you think of a farm, what is the first thing that comes to mind? • What is the thing you expect most to get from visiting a farm? • Do you remember the plants and animals in the photographs? What are their characteristics? • Do you think observing in a farm can help you to learn more? • Does the pre-visit questionnaire help you in a farm visit? • Any information or concepts you have little understanding of after visiting the farm? • Do you find the (I) farm handout and (II) text panels useful in enhancing your interest and understanding of the farm? • Which part of the farm you like most? • Which part of the farmyou dislike most? • Can you give some recommendations to the farm for improvement? • Was there anything you learned from this farm visit? • What is your overall impression of the farm?

30. Learning over a lifetime(Falk & Dierking, 2002) The Third Learning Stage (S.1 to S.3) Lives in Transition: A Journey in Search of a Purpose “Your children were not born to complete your life. They were born to complete their own.” (intellectual ability, social relationships, responsibility, concern for social & political issues, emotional, independence…….) • Independence & Responsibility • Mastering Skills and Interests & Developing a Sense of Self • Supportive Mentors

31. Learning over a lifetime The Fourth Learning Stage (S.4 or above) Free at Last: New Roads, New Adventures “I wanted only to try to live in accord with the promptings which came from my true self. Why was that so very difficult?” (Independence, opportunities, identity, intimate relationship, improvement, pressure……) • Free-time/ New Experiences • Improving Oneself Personally and/or Professionally • Relaxing, Connecting and Finding Meaning

32. Learning diary / self-reflection • Inquiry-based / problem-based • Group discussion • Experiment / science inquiry • Project Learning • Debating……. Critical Thinking

33. Inquiry-based / problem-based learning • Project learning • Experiment / science inquiry /invention • Media Learning • Role-play / Drama • Adventure-based Learning……… Creativity

34. Communication • Inquiry-based / problem-based learning • Tasked-based Learning • Interview / reporter • Group discussion • Mentoring • Media Learning • ICT Learning • Adventure-based Learning • Service Learning • Jigsaw Learning 11. Project Learning 12. Role-play / Drama 13. Debating …………………………

35. J. H. Falk & L. D. Dieking (2002) The Museum Experience, Whales back J. H. Falk & L. D. Dieking (2002) Learning from Museums – visitor experiences and the making of meaning, Altamira C. Beard & J. P. Wilson (2002) The Power of Experiential Learning – a handbook for trainers & educators, Kogern Page J. H. Falk & L. D. Dieking (2002) Lessons without Limit – how free-choice learning is transforming education, Altamira

36. Thank You! Mr. YB Chung (2892 5806) Email: ybchung@emb.gov.hk LWL web: www.emb.gov.hk/cd/lwl

37. 反思問題： • 你今天在嘉道理農場暨植物園所學到的，還記得什麼？ • 怎樣的方法最能幫助你去學習？ • 你會採用相似的方法在教學上嗎？ • 為什麼「會」或「不會」 ？ • 你如何轉化今天的學習，應用在教學上？ • 在哪些地方可加入 3Cs 的元素？

38. Problem-based Learning問題導向學習 http://www.hku.hk/earthsci/pbl • 展示問題敍述 (Problem Statement) • 透過小組討論分辨出問題敍述中的事實和假設，並提出意見 • 擬定學習目標和設計研究方法 • 資料搜集 • 資料分析及整理 • 報告研究結果及建議進一步研究方向 • 表現評核

39. Task-based Learning • Pre-task preparation (Video or pictures) • Pre-task activity (raising questions) • Pair-reading • Looking for vocabulary or interesting things • Complete and compare the worksheet • Feedback

40. Race or competition • Recognize the birds or plants through different materials in advance • Take the pictures (with dates) at the site • Draw pictures to identify their features • Tell the stories about the birds or the plants