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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. OLE and SLP in New Senior Secondary Curriculum – Policy and Findings in seed project

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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 • OLE and SLP in New Senior Secondary Curriculum – Policy and Findings in seed project • WebSAMS SLP Module + Enhancement - an Option to address students’ whole person development • Supportive Measures Life-wide Learning and Library Section, CDI

  3. Session 1 OLE and SLP in NSS Curriculum – Policy and Findings in Seed Project Life-wide Learning and Library Section, CDI

  4. Physical & Aesthetic Development Moral and Civic Education Career-related Experiences Intellectual Development Community Service Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) Other Learning Experiences Moral and Civic Education, Community Service, Aesthetic Development, Physical Development and Career-related Experiences (15-35%) 4Core Subjects Chinese Language English Language Mathematics Liberal Studies (45-55%) 2 or 3Elective Subjects 2 or 3 subjects chosen from NSS elective subjects, or from Applied Learning and/or other language courses (20-30%) NSS Generic Skill Value & Attitude P1- S3 General Studies

  5. Other Learning Experiences(suggested time allocation breakdown over 3 years) Minimum Hours

  6. A self-checking workflow of OLE time arrangement • Time% as reference • First, counting only those arranged for all&best fit specific OLE expected outcomes • - Minimum Threshold Approach

  7. A self-checking workflow of OLE time arrangement School A using a ‘minimum threshold approach’ Mode A: OLE implemented through timetabled lessons Regular & ‘For all’ Mode B: OLE implemented through special days on school calendar ‘For all’ At this point, most schools could satisfy the OLE 15% Mode C: OLE implemented through specific school policies on extra-curricular / co-curricular activities Wide-spread & voluntary

  8. Existing school practices for whole person development Leadership Training programmes ECA / CCA activities Student service groups Adventure-based activities Swimming Gala In-school Music Festival (for all) In-school Drama Day (for all) LWL Day PE lesson Student guidance mass programmes Form-teacher period Assembly Sports Day Religious Studies Life Education period LWL lesson VA lesson Music lesson Timetabled Career talk Mode A Mode B Mode C

  9. http://www.edb.gov.hk/cd/ole

  10. Student Learning Profile (SLP) For Senior Secondary A key to future success…… Students telling their own “stories of learning”

  11. What is SLP? It provides a fuller picture about my competencies and specialties. It is a summary presentation of what I have participated and achieved in terms of whole person development during my senior secondary years.

  12. Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements.

  13. Implementation & design Building on existing Practice School-based design and process It would be school-based and the content may include brief information about: • Academic performance in school; • Other Learning Experiences; • Awards/ achievements gained outside schools; & • Student’s ‘self-account’ (e.g. impressive learning experiences, career goal setting & etc.) Basic & Concise information

  14. SLP templates in WebSAMS SLP Module of WebSAMS (launched in early 2008)

  15. Will SLP be considered in university admission? Universities will consider taking account in their selectiona broader range of information about student achievements in different areas and provide students the opportunity to demonstrate that they possess the range of competencies and personal qualities that they will need to benefit from undergraduate education. (HUCOM, 2006) We will continue to give broad support to the implementation of OLE and are ready to recognise SLPs as documents of good reference value. Practical arrangements will also be made to facilitate the use of the SLP as a reference document in the admission process from 2012. (HUCOM, 2008)

  16. Students telling their own stories of learning: A multiple case study on the implementation of Student Learning Profile Your school needs a starting strategy - building on existing practices and strengths

  17. Four Starting Strategies adopted by Seed Schools in the case study Educational value; high sustainability Student Ownership, but not learning-focused student led Self-regulated learning Student-led, recording-oriented approach Student-led, reflection-oriented approach ＊ ＊ ＊ recording ＊ ＊ Teacher-driven, recording-oriented approach Teacher-driven, reflection-oriented approach reflection ＊ ＊ ＊ ＊ Turning experience into learning, but insufficient student ownership ＊ Tendency to compliance mentality ＊ teacher driven

  18. SLP building workflow of “Collect-Select-Reflect”: Common features from school cases COLLECT SELECT Teacher Key participation and achievement Finalise ‘self- account’ Validation Report by end of SS Student Report REFLECT

  19. Session 2 WebSAMS SLP Module + Enhancement 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

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

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

  22. Available in school Provided by students SLP templates in WebSAMS • Student Particulars • Academic Performance • Other Learning Experiences • List of Awards and Major Achievements • Participation outside school • Student’s ‘self-account’

  23. Student Particulars (Student Module)

  24. Understanding in-school performance in academic subjects Knowing the topics of projects involved. Academic Performance in School(Assessment and SLP Modules)

  25. 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(Student Activities Module)

  26. Information on awards and achievements issued by the school Awards and Major Achievements issued by School(Award and Punishment Module)

  27. Performance outside school Readers could ask student to produce evidence against each entry if necessary Participation Outside School(SLP Module)

  28. -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’(SLP Module)

  29. Selection of OLE and Awards Information (SLP Module) Life-wide Learning and Library Section, CDI

  30. Print Sequence for selection of OLE

  31. Generation of SLP (SLP Module) Life-wide Learning and Library Section, CDI

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

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

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

  35. 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

  36. 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.

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

  38. 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

  39. An example on OLE Programme Description

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

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

  42. Use of data at individual and school levels (Report Module) Life-wide Learning and Library Section, CDI

  43. 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

  44. Illustration of using the reports Life-wide Learning and Library Section, CDI

  45. 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

  46. 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

  47. 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

  48. 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

  49. 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

  50. 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

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