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Introduction on Preparing students for Successful Transition in NAS: Multiple roles of SLP and other documents

Introduction on Preparing students for Successful Transition in NAS: Multiple roles of SLP and other documents. Stephen YIP CDI, EDB 20 Dec 2010. Seminar on “ Preparing students for successful transition in NAS ”

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Introduction on Preparing students for Successful Transition in NAS: Multiple roles of SLP and other documents

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  1. Introduction on Preparing students for Successful Transition in NAS: Multiple roles of SLP and other documents Stephen YIP CDI, EDB 20 Dec 2010

  2. Seminar on “Preparing students for successful transition in NAS” Series of workshops from March to July 2011(in partnership with HKACMGM) to cater for 3000 teachers. “Preparing students for successful transition in NAS” Series TCS in Jan 2011

  3. 1st cohort of graduates (2016) 3-year Degree programme 4-year Degree programme Other pathways Multiple pathways HKALE (last cohort in 2012) HKALE (last cohort in 2012) Other pathways S7 2012 1st HKDSEE DOUBLE cohort year S6 Secondary 6 Senior Secondary 3 HKCEE (last cohort in 2010) HKCEE (last cohort in 2010) Secondary 5 Secondary 5 Senior Secondary 2 New Senior Secondary (NSS) Secondary 4 Secondary 4 Senior Secondary 1 Sep 2009 Secondary 3 Secondary 3 Secondary 2 Secondary 2 Secondary 1 Secondary 1 What will our students face in NAS? Old Academic Structure Old Academic Structure New Academic Structure 3

  4. Some concerns from schools What students’ abilities / personal qualities are universities looking for? How will universities select my students? How could I ensure my students properly present themselves? How could we make use of SLP as a connector, to address these concerns? How could they make use the information of SRR? What presentation skills do they need? Self-understanding? Do students have a life goal and career aspiration? JUPAS OEA Do students know their orientation? Are students well-developed reflection capabilities? Could students present learning experiences? Is it possible for them to present themselves to any stakeholders? What personal qualities are employers looking for? What do the employers expect? Apart from academic qualifications, how could universities select the students based on the JUPAS OEA? Beyond academic achievements…

  5. Functional roles of SLP and other related documents As the first presentation tool: Demonstrate personal values, belief and career aspiration OEA, Personal Statement, Application Form Employers Tertiary Education (Local & Overseas) SLP and other documents Collect, Select and Reflect Resume, Reference Letter Recommendation Schools Students Activity record database, Testimonial, Certificates As a depository of activity records: Evidence of student learning As a learning process: A kind of Career-related Experiences for goal setting and personal development

  6. Collect, Reflect & Select(e.g. most schools encourage students to select & reflect at least once a year via SLP) S6: Use of SLP records to complete JUPAS OEA forms or other institutions’ application requirements. SLP as Depository of individual learning records

  7. JUPAS has designed a file structure to facilitate schools to upload data to their online system WebSAMS will be enhanced accordingly to facilitate the process. Students have accounts to access the WebSAMS platform for preparing the JUPAS OEA information based on their SLP Such information could be exported from WebSAMS according to the preset file structure of JUPAS Will there be a smoother transition, in terms of working from SLP to JUPAS application?

  8. Based on own SLP; 20 items – NOT A MUST; Roles: Try to be realistic (e.g. not all leading roles) Additional Information: NOT Testing Language ability; Personal styles Student Ownership: No Over-intervening JUPAS OEA Form: Some advice

  9. Functional roles of SLP and other related documents As the first presentation tool: Demonstrate personal qualities, orientations and career aspirations OEA, Personal Statement, Application Form Employers Tertiary Education (Local & Overseas) SLP and other documents Collect, Select and Reflect Resume, Reference Letter Recommendation Schools Students Activity record database, Testimonial, Certificates As a depository of activity records: Evidence of student learning As a learning process: A kind of Career-related Experiences for goal setting and personal development

  10. Anne: My father is a businessman. After thorough investigation and several talks with my career teachers, I want to study business in university. My subject results are not too bad at school. I enjoy OLE very much and participate several leading roles in activities. I learn a lot from these experiences… I may consider overseas institutions for future study if needed. A Story of Anne How to help students present themselves?

  11. Anne: Documents I may need to present myself… • Student Learning Profile • OEA Form (JUPAS) • School Reference Report (JUPAS) • Testimonial/ Reference letters (for overseas) • School Report Card (for overseas esp. US to demonstrate full secondary schooling) • HKDSE results (available in summer) Anne: Occasions that I may need to present myself… INTERVIEWS

  12. (1) Knowing what is needed? • Local institutions • Overseas • Employers For example, …

  13. How could universities select students to meet their goals of whole-person development? Source: HKACMGM (http://www.hkacmgm.org/) 科大：參照同學的校內成績、校方的評估以及同學提供的其他學習經歷（OEA） 港大：會考慮校內成績、學生的OEA、個人自述及校方推薦/評語。 教院：考慮學生各方面之成就，亦會參考學生在OEA、個人自述、校方推薦/評語及「學生學習概覽」內的資料。 城大：按照學生提供的申請資料（例如：志願組別、學業成績、OEA 資料等） 理大：參考學校為學生於聯招表格上填寫的校長推薦 / 評語 (Reference Report) 、 中六校內成績 (Academic Performance in School at Secondary Six) 、 OEA (Other Experiences & Achievements) 及學生個人自述 (Additional Information) 浸大：學生對浸大課程選擇的優先次序浸大：學生對浸大課程選擇的優先次序、中六校內成績、校內能力評估、校方推薦/評語、OEA 及「其他學習經歷」等

  14. There are so many documents. Which one is the most important? Source: HKACMGM (http://www.hkacmgm.org/) 同學應在撰寫人自述部分表現出持續性的質化提升，如同學在興趣方面的持續性以及真實的自己。 同學應在撰寫個人自述部分表現出個人強項及有關經驗/活動/興趣的投入。 同學應在撰寫個人自述部分表現出個人經驗及特質。 同學在撰寫個人自述部份應盡量表現真實的自己，在學習經歷方面，同學應嘗試接觸不同的事物，不要留於現實行事。 由於同分考生增多，故表現出個人特質最重要。同學可描述自己的非學術方面顯赫/令人印象深刻的成就。 同學應在撰寫個人自述部分表現出個人鮮明的特質。 同學應在撰寫個人自述部分表現出有關經歷如培養個人成長或對自己有何得著並附上例證說明。

  15. Is my academic performance in school important? Source: HKACMGM (http://www.hkacmgm.org/) 會認真參閱校長推薦/評語 (Reference Report) 如學生同分會以校內成績而在名單調整先後次序。 會考慮申請人所有資料，包括OEA、課程選擇的優先次序、校內能力評估等。

  16. What if I want to apply for universities overseas?

  17. Some advice from overseas universities • Importance of School Results • US universities puts great emphasis on applicant’s school performance and whether they completed the secondary education • Presentation of school information • Some US universities recommends that secondary schools in HK provide past achievement information of the school on students’ transcript • Importance of Student Work Portfolio • Some US universities treasures real work portfolios for some “talent” programmes (e.g. architecture, music, arts) • Undesirable to give high grades to all students • Undesirable to give too stringent grades to students

  18. School Recommendation Letters

  19. (2) Preparing Anne how topresent themselves through various learning opportunities Not just about writing workshops or English department involvement Not just about skills, techniques or tips… rehearsals…

  20. Selection and reflection on impressive experiences 5 slides to present about own self

  21. Reflection on personal growth through narrative approach 五頁簡報: 我是誰 我的強項是 我高中時期，參加過最重要的活動是 我希望未來在哪方面發展 我希望你這樣認識我

  22. Example: “WOW: I’m Ready” Workshops • An EDB pilot, which engages with a group of experienced human resource experts from the World of Work (WOW), aims to help students self-confidence and how to take lead of their life. • A session on how to present themselves verbally & non-verbally. Discussing what personal qualities they wish to present (incl. handshake), in the light of giving people GOOD IMPRESSION

  23. Developing Anne’s ‘story-telling’ capabilities through SLP, rather than mere lang. improvement • Content counts – depends on reflection capabilities • Presentation skills (both verbal andwritten) • Sense of audience • Higher order thinking skills, beyond descriptive • Vocabularies with deep personal understanding • ability to summarise (綜合能力) • Creativity; personal styles – No Standard Format • Mutual support among peers through sharing and encouragement Life-long benefits

  24. Functional roles of SLP and other related documents As the first presentation tool: Demonstrate personal qualities, orientations and career aspirations OEA, Personal Statement, Application Form Employers Tertiary Education (Local & Overseas) SLP and other documents Collect, Select and Reflect Resume, Reference Letter Recommendation Schools Students Activity record database, Testimonial, Certificates As a depository of activity records: Evidence of student learning As a learning process: A kind of Career-related Experiences for goal setting and personal development; Nurturing Reflection Capabilities

  25. Please reflect on your experience in bus this morning.

  26. Don’t Forget: Anne has undergone a range of impressive learning experiences to develop her Reflection capability

  27. Anne was given the opportunities to assess his strengths and needs, and formulate his career aspiration. He learnt of the career and life planning…

  28. Further advice from the social worker…Anne realises that the personal qualities is crucial for his life long planning. Personal Qualities demonstrating flexibility in facing difficulties passionate person Have to work on irregular hours to serve the youth / elderly concern to social and global issues

  29. Reflection exercise in OLEs Self-account in SLP OEA 300, Personal Statement Equipping students to present himself through self-account / personal statement.Begins with good Reflection Habits in OLE/NSS

  30. 反思的六個層次 資料來源： 高彥鳴教授

  31. Workshops & development on Reflection • EDB Workshop: The Art of Facilitating Student Reflection (Oct 2010 – July 2011) • Student-LED Project– jointly run by EDB, AHSS & Prof Edmond Ko (focus on level 4-6). • Examples of reflection resources, from worksheet design to reflection activities design that can address different learning styles available on OLE web site. www.edb.gov.hk/cd/ole

  32. through SLP, as depository, presentation tool, learning process JUPAS Application e.g. OEA, SRR Application to overseas universities or universities in mainland China Future Employment 外在應對(實戰) 外功 Selecting/transposing information to JUPAS forms/writing the personal statements for application to overseas universities / future employment “空心” 內功 Preparing students how to present themselves through various channels DevelopingReflection Capabilitiesand Assessing own strengths and weaknesses

  33. Series of workshops from March to July 2011(in partnership with HKACMGM) - Assessing own strengths & weaknesses - Effective presentation and planning ahead A 6-hours workshop - aims to cater 3000 teachers (career teachers, form teachers, OLE teachers, SLP co-ordinators …) “Preparing students for successful transition in NAS” Workshops TCS in Jan 2011

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