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Student Learning Profile – A vehicle to promote Whole Person Development among students

This project aims to promote whole-person development among students by creating a Student Learning Profile (SLP) to record academic performance, accomplishments, and other learning experiences. The findings and practical approaches from seed project schools will be shared to enhance student learning experiences and achievements. The SLP is designed to encourage self-reflection and celebrate student success through activities like diary entries, blog posts, and activity records. School practices and implementation strategies focus on increasing student ownership and self-regulated learning. Findings highlight the importance of integrating the SLP into students' daily lives and fostering a reflective learning environment.

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Student Learning Profile – A vehicle to promote Whole Person Development among students

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  1. Student Learning Profile – A vehicle to promote Whole Person Development among students Life-wide Learning and Library Section CDI, EDB

  2. Objectives • To disseminate the findings in Seed Project • To share school experiences in the planning and implementation of SLP • To identify practical approaches in devising school-based strategies of SLP to promote whole person development. Life-wide Learning and Library Section, CDI

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

  4. 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. Life-wide Learning and Library Section, CDI

  5. 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 Life-wide Learning and Library Section, CDI

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

  7. Habits of students Diary Letter Journal / Writing Assignments Blog Life-wide Learning and Library Section, CDI

  8. School Practices Activity Records School Report Assignment Life-wide Learning and Library Section, CDI

  9. Session 1 Findings from Seed Project Life-wide Learning and Library Section, CDI

  10. Findings from Seed Project School-based models in organizing “Other Learning Experiences” and “Student Learning Profile” in SS curriculum (05/06-07/08) Life-wide Learning and Library Section, CDI

  11. Three Development Phases Phase 1(05/06) Total no. of seed schools: 16 Concerns of schools - collected in the process of trying out electronic tool at senior secondary level Phase 3(07/08) Total no. of seed schools: 31 School voices on educational values and administrative convenience - Building on existing school strengths with provision of WebSAMS SLP moduleto achieve both educational and administrative purposes. Phase 2(06/07) Total no. of seed schools: 42 Build up capacity for teachers and students to address whole person development – investigated various school practices and provided support on using electronic tool at junior secondary level Life-wide Learning and Library Section, CDI

  12. Findings and Implications • Purpose of SLP? • Content of SLP? • Implementation approach? • Choice of tools? Life-wide Learning and Library Section, CDI

  13. Findings – Perception on the Purpose ofSLP Teachers tried to clarify the purpose of SLP. Teachers tried to use SLP as a vehicle to promote life education.

  14. Findings – Perception on the Purpose ofSLP Students were willing to share because they got feedback from teachers and peers. Feedback from teachers and peers led them to think about themselves.

  15. Findings – Content of SLP A growing awareness of the need to consider school goals and expected student outcomes when selecting SLP tools. More teachers thought that using electronic tools was more efficient.

  16. Findings – Content of SLP Some teachers realized that reflection could enhance student learning. Some schools realized the importance of space for students to think about their thinking and achievements.

  17. Implementation Strategies – School Practices on SLP 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 Life-wide Learning and Library Section, CDI

  18. Findings – Implementation (I) More teachers would like to provide space for students to make sense of the SLP. Some teachers started to provide space for students to make sense of the SLP. Recording and reporting were mixed up.

  19. Findings – Implementation (II) Schools using electronic tools interpreted SLP leadership to be rested on one / two IT teachers. Leadership started to rest on a team of teachers with more long-term educational goals. Life-wide Learning and Library Section, CDI

  20. Findings – Implementation (III) SLP data were mainly used at individual student level. Life-wide Learning and Library Section, CDI

  21. Findings – Implementation (IV) Many schools put much emphasis on the generation of SLP – the final product - to celebrate student participation and achievements. Life-wide Learning and Library Section, CDI

  22. Findings – Implementation (V) More teacherswanted to integrate SLP in students’ school and daily life. More teacherswanted to integrate SLP in students’ class, school and daily life.

  23. Findings – Choice of tools Schools / Teachers understood the flexibility of SLP as a tool to facilitate school / student development. Many teachers did not see SLP’s relationship with school planning to support student development.

  24. Findings and Implications • Purpose of SLP • Content of SLP • Implementation approach • School Approach • Leadership • Use of Data • Generation of SLP • Space for SLP activities • Choice of tools Life-wide Learning and Library Section, CDI

  25. Session 2 School Experience Sharing (A): SKH Kei Hau Secondary School Life-wide Learning and Library Section, CDI

  26. Break(10 minutes)

  27. Session 3 School Experience Sharing (B): SKH Bishop Baker Secondary School Life-wide Learning and Library Section, CDI

  28. School Experience (C) Life-wide Learning and Library Section, CDI

  29. School Experience Sharing (C) Life-wide Learning and Library Section, CDI

  30. School Experience Sharing (C) Life-wide Learning and Library Section, CDI

  31. School Experience (C) Stage 2…N:School should see how SLP may be used to achieve school goals. Stage 1:Recordingachievements in Computer subjects Much effort spent to explore data management tools. student led Student Ownership, but not learning-focused Self-regulated learning ? recording ? reflection Tendency to compliancementality Turning experience into learning, but insufficient student ownership ? teacher driven Life-wide Learning and Library Section, CDI

  32. Implementation Strategies – School Practices on SLP student led Student Ownership, but not learning-focused Self-regulated learning recording reflection Turning experience into learning, but insufficient student ownership Tendency to compliancementality teacher driven Life-wide Learning and Library Section, CDI

  33. School Experience Sharing (A) Stage 3…N: Increase students’ participation Stage 2: Reflection 4 times a year Stage 1: Recording at S.1, 2 student led Student Ownership, but not learning-focused Self-regulated learning recording reflection Turning experience into learning, but insufficient student ownership Tendency to compliancementality teacher driven Teachers address students’ personal growth Life-wide Learning and Library Section, CDI

  34. School Experience Sharing (B) Stage 4: Use of tailor-made tools to address the needs of schools, teachers and students Stage 3:Explore various electronic tools to alleviate admin workload and increase students’ involvement Stage 1:Shared vision + active learning handbook at S.1 Stage 2:Building of reflective culture, review the content of handbook with teachers and students student led Student Ownership, but not learning-focused Self-regulated learning recording reflection Turning experience into learning, but insufficient student ownership Tendency to compliancementality teacher driven Life-wide Learning and Library Section, CDI

  35. More educational values – need to develop bystages Summary student led Student Ownership, but not learning-focused Self-regulated learning recording reflection Turning experience into learning, but insufficient student ownership Tendency to compliancementality teacher driven Life-wide Learning and Library Section, CDI

  36. Conclusions from the 3 school cases Life-wide Learning and Library Section, CDI

  37. How to secure SLP sustainability? Senior leaders Leadership: Parallel leadership Teams Purpose: Consider how SLP may be used as a tool to achieve school goals about student developments in School Annual Plan (SAP) & School Development Plan (SDP) Content: Periodic and selective entries Tool: Consider students’ development needs Life-wide Learning and Library Section, CDI

  38. How to secure SLP sustainability? Time for SLP activities: Ample /Regular (e.g. form-teacher periods) Recording for individual students Use of SLP data Tracking student participation and achievements to inform school planning Generation of SLP: Periodic to celebrate student success regularly throughout the 3 years in NSS Life-wide Learning and Library Section, CDI

  39. A school using SLP as a life-planning tool “Individual Student Planning”

  40. Sustainable development of holistic self Developing a career Continuing education Student development during NSS Local Overseas Whole-person Development as a PROCESS

  41. Personal Social Integrity Multiplicity SLP in Student Development during NSS Reflection:Developinga ‘reflective’ habit of mind Audience-specific: Learning in a community (e.g peer feedbacks) SLP for whole person development Managing Complexity:A ‘Whole Person’ overview and tracking progress, building a sense of future Celebrating Multiplicity: Participation and achievements of different activities

  42. Information about other learning experiences required in entry requirements • The University of Melbourne (Australia) • The University of Western Ontario (Canada) • The University of Edinburgh (UK) • UC Berkeley, UCLA (USA) • 清華大學, 北京大學(China)

  43. Session 4 Information about SLP tools Life-wide Learning and Library Section, CDI

  44. Some information on tools • WebSAMS SLP Module (07/08) • SLP Tool • Hands-on tools from the market • School-based tailor-made tool Provided by EDB Life-wide Learning and Library Section, CDI

  45. WebSAMS SLP Module • Newly added SLP features + Enhanced STA • To be released in 07/08 • Pilot study from Feb – April 08 • Design templates as reference • Simplified version from WebSAMS • Sophisticated version from WebSAMS Life-wide Learning and Library Section, CDI

  46. OLE Programs(Enhanced STA)

  47. Key Projects

  48. Students’ Awards

  49. Adding Participation Outside School - Optional

  50. Import Participation Outside School- Optional

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