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The Roles of Curriculum Coordinator. Analyse the existing situation of the school. Outside resources Planning the Curriculum Monitoring and documentation Impact on students The way forward. 1. Analyse the existing situation of the school. (a) Administration (b) Staff involvement
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Analyse the existing situation of the school. • Outside resources • Planning the Curriculum • Monitoring and documentation • Impact on students • The way forward
1. Analyse the existing situation of the school. (a) Administration (b) Staff involvement (c) The parents (d) Students’ understandings
(a) Administration What is the scale of the project? What kind of support will be provided by the school administrators? How much resources are available for this school-based curriculum?
(b) Staff involvement How is the teachers’ readiness for guiding students to conduct project work? How many teachers will be involved in the scheme? What kind of training could be offered to teacher advisers? Picture Next
(c) The parents How could the school seek support from the parents? Picture Next
(d) Students’ understandings How much is their understanding on “Learning”? How much is their understanding on “Project Learning”? What kinds of ability they possess on “Information Literacy”? Picture Next
2. Outside resources How much support could be sought from outside professional bodies such as museums, tertiary institutes and the E.M.B.?
3. Planning the Curriculum (a) Curriculum Focus What are the learning focuses for Secondary One students in this curriculum? Which subjects could be involved to support this curriculum? How to incorporate the curriculum elements into the existing curriculum and time-table?
School-based curriculum to support students (i) Teaching of Project Learning (Direct coaching of essential skills) (ii) Teaching about Project Learning (Skills developed through existing curricula) (iii) Teaching for Project Learning (Supportive activities)
(i) Teaching of Project Learning (Direct coaching of essential skills) Skills directly related to the implementation of the project including the setting of project title and mind mapping etc. are taught during “class periods”.
Skills directly related to Project Implementation Supported by Setting of Project Title & Mind mapping Guest Speakers Time management Careers Guidance Committee Interpersonal skills in group work Guidance & Counselling Committee Picture Next
Teaching about Project Learning • (Skills developed through existing curricula) • Certain skills can be developed through existing curricula which are applicable to project implementation. However, the teaching schedule is required to be well coordinated.
Skills developed through existing curricula Subject Design of Project Report Art & Design Reflection on Project Learning Language (Both Chinese & English) Presentation Skills Language (Both Chinese & English) Information Technology Skills Computer Literacy Library Skills Library Lesson
(iii) Teaching for Project Learning (Supportive activities) A supportive environment (Humanities lessons during the Project Cycle) is arranged for our students to facilitate group discussions. Visits with focused themes are arranged to enhance students’ experience on project to be studied.
Supportive activities Extended Curriculum time Group discussion and Presentation Humanities lessons during the Project Cycle Visit to the H.K. Museum of History and H.K. Central Library Humanities lessons & Post-exam. period Picture Next
(b) Curriculum materials • What information should be included in the students' handbook? Picture Next
(c) Modes of assessment In what way should project learning be assessed? How to report the results of the assessment? Picture Next
4.Monitoring and documentation (a) Monitoring the progress Conduct an evaluation on the effectiveness of this curriculum Conduct meetings with teacher advisers to monitor the progress of the programmes Monitor the coordination with outside bodies Coordinate with subject departments concerned
(b) Documentation for different purposes A debriefing session with students and teachers involved Evaluation of the programme School-based staff development Learning resources Web
5.Impact on students • Able to distinguish between the different modes of project learning in primary and secondary schools. • Able to understand the essence of project learning. • Realizing the significance of interpersonal relationships in group work. • Cherishing the relationship with their teacher advisers. • Showing improvement on Information Literacy Picture Next
6.The way forward • What should be the focuses of project-based learning for Secondary 2 students? • What kind of training should be provided to familiarize students with “firsthand information collection skills” such as questionnaire design & interviewing techniques?
學習似跑步，學習有很多 難關，但我們只要衝破難關就可 以去到另一個境界，另一個層次 ，但要衝破難關就要努力。 Next
1.Learning in a relaxing environment. (and soothing) 2.Via a method that is fun and easy. 3.With enough assistance (but not inference) from peers Back
