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Using new SLP module of WebSAMS to create Student Learning Profile

Using new SLP module of WebSAMS to create Student Learning Profile. Life-wide Learning and Library Section CDI , EDB. Objectives. To introduce the ROLE of SLP in Senior Secondary Education To introduce WebSAMS SLP Module - an OPTION to address students’ whole person development

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Using new SLP module of WebSAMS to create Student Learning Profile

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  1. Using new SLP module of WebSAMS to create Student Learning Profile Life-wide Learning and Library Section CDI, EDB

  2. Objectives • To introduce the ROLE of SLP in Senior Secondary Education • To introduce WebSAMS SLP Module - an OPTION to address students’ whole person development • Hands on Practice Life-wide Learning and Library Section, CDI

  3. Schedule Life-wide Learning and Library Section, CDI

  4. Session 1 Role of SLP in New Senior Secondary Curriculum Life-wide Learning and Library Section, CDI

  5. What is SLP? • Provide supplementary information on secondary school leavers’ competencies and specialties, for giving a fuller picture of the students, in terms of whole person development. • Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements. • It is both a learning tool and a means to demonstrate personal development and the expected qualities of student. Life-wide Learning and Library Section, CDI

  6. Suggested Design and Implementation • It would be school-based and the content may include brief information about: • Academic performance in school; • Other Learning Experiences; and • Awards/ achievements gained outside schools • Student Self-Account Life-wide Learning and Library Section, CDI

  7. What is the role of SLP in students’ learning experiences? Students tell their own stories… as to celebrate their success / participation in Whole Person Development Life-wide Learning and Library Section, CDI

  8. Purpose of SLP • Summary record • A document to demonstrate student’s personal qualities and competence • SLP concept is not new to schools Life-wide Learning and Library Section, CDI

  9. School Implementation Activity Records School Report Assignment Life-wide Learning and Library Section, CDI

  10. Data Preparation SLP Assist student in selecting records Advise on presentation Assist recording process Validate details (OLE/in-school performance) Give advice on student’s whole person development Provide details of OLE/ outside school activities Reflect on personal study and OLE Goal setting Select relevant OLE data to present Provide content of Self-Account through personal reflection Students telling their own stories Student Teacher Profile Generation

  11. Implementation Strategies – School Practices on SLP More educational values – need to develop bystages 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 Building on existing practices Life-wide Learning and Library Section, CDI

  12. Strategies enhancing student reflection by adopting WebSAMS SLP Module • Existing practices in school • Student handbooks • Spreadsheets • Electronic systems • WebSAMS from EDB • market/tailor-made • Using ePortfolio Life-wide Learning and Library Section, CDI

  13. Session 2 WebSAMS SLP Module – launched on 14 Feb 2008 Ver 1.5.0 BUILD – 06022008 Major update: provide TWO templates for school reference Life-wide Learning and Library Section, CDI

  14. Content Life-wide Learning and Library Section, CDI

  15. Recording of Information Life-wide Learning and Library Section, CDI

  16. Student Particulars

  17. Understanding in-school performance in academic subjects Knowing the topics of projects involved. Academic Performance in School

  18. What participating role was the student involved in the activity? What evidence of achievements does the student have in each activity? Description showslearning goals, knowledge, generic skills, values and attitudesdeveloped Which kind(s) of experience on each activity? Other Learning Experiences

  19. Information on awards and achievements issued by the school Awards and Major Achievements issued by School

  20. Performance outside school Readers could ask student to produce evidence against each entry if necessary Performance / Awards and Key Participation Outside School

  21. -Highlightimpressive learning experiences and how skills and attitudes learnt. • Provide informationonpersonal goal-setting or careers aspiration. • Highlight a particular skill / ability possessed. Student’s ‘Self-Account’

  22. Selection of OLE and Awards Information Life-wide Learning and Library Section, CDI

  23. Print Sequence for selection of OLE

  24. Generation of SLP Life-wide Learning and Library Section, CDI

  25. Print SLP A, B(Simplified and Sophisticated versions, other reports)

  26. Use of data at individual and school levels Life-wide Learning and Library Section, CDI

  27. Reports Available • Students’ participation in OLE programmes at level, class, student and sex • All OLE programmes by school • Information on Partner Organization Life-wide Learning and Library Section, CDI

  28. Setting up of access rights for teachers to support students’ whole person development Life-wide Learning and Library Section, CDI

  29. Relevant Access Rights in WebSAMS • SLP_ADMIN • STA_ADMIN • SYSTEM ADMIN • Score Capture Team • Student Data Access Control Team • SLP Data Capture Team Life-wide Learning and Library Section, CDI

  30. Writing of OLE Programme Description and Self-account to increase educational value of SLP and students’ voice in SLP Life-wide Learning and Library Section, CDI

  31. Example on OLE programme description – Visits to the elderly home(Which one do you prefer?) Students have opportunities to learn how to serve as volunteers in elderly homes. Three visits have been scheduled over the senior secondary years. Students learn to serve as volunteers in elderly homes, such as offering variety shows and conducting activities. Through the experience, students enhance their communication skills and develop sense of empathy for the elderly.

  32. OLE Programme Description • Learning goals • Knowledge • Generic skills • Values and attitudes Life-wide Learning and Library Section, CDI

  33. Self-Account • Highlight impressive learning experiences and how skills and attitudes learnt. • Provide informationonpersonal goal-setting or careers aspiration. • Highlight a particular skill / ability possessed. Life-wide Learning and Library Section, CDI

  34. An example on OLE Programme Description

  35. An example on Student’s Self-account Interpersonal Skills How commitment to personal goals was formed

  36. Please pass the message to your colleagues and students Life-wide Learning and Library Section, CDI

  37. Session 3 Hands On Practice Life-wide Learning and Library Section, CDI

  38. Input data and generate a SLP report • Refer to Section 3.1 • Please input data for the following student • Student Name: CHAN Tai-sun, Michael • Class: 6A • Reg No. 97071 • Generate his SLP report Life-wide Learning and Library Section, CDI

  39. Use of Crystal Report to generate statistical data for school management • Refer to Section 3.2.1 • Class teacher: Give recommendation on student’s participation in OLE programmes in next semester (STUDENT BS, a 4A student with Reg No. 99094) Life-wide Learning and Library Section, CDI

  40. Use of Crystal Report to generate statistical data for school management • Refer to Section 3.2.2 • ECA Master/Mistress: OLE plan for S.5 Life-wide Learning and Library Section, CDI

  41. Use of Crystal Report to generate statistical data for school management • Refer to Section 3.2.3 • Vice-Principal: OLE plan for senior secondary level Life-wide Learning and Library Section, CDI

  42. Use of Crystal Report to generate statistical data for school management • Refer to Section 3.2.4 • Career Master/Mistress: Which programmes could be strengthened to enhance provision of CRE in school? Life-wide Learning and Library Section, CDI

  43. Use of Crystal Report to generate statistical data for school management • Refer to Section 3.2.5 • Religious Education Subject Panel: What partner organizations have provided Community Service for my school? Life-wide Learning and Library Section, CDI

  44. Use of Crystal Report to generate statistical data for school management • Refer to Section 3.2.6 • PE Panel and MCE team: What is the possible description for the OLE programme “Beijing 2008 Olympic Games”? Life-wide Learning and Library Section, CDI

  45. Tips from seed schools • Manpower • Building on existing practices on using the STA module • Creating dialogue opportunities with students in existing class teachers periods / life-education periods • Generation and use of SLP • Once a semester / once a year / use of simplified version • As supplementary information delivered at parents’ day Life-wide Learning and Library Section, CDI

  46. Thanks for your participation

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