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Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile

Explore strategies to enhance student intrinsic motivation, facilitate deep thinking, and empower students to share their learning stories within the Senior Secondary Student Learning Profile framework.

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Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile

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  1. Exploring Strategies to Enhance Quality Student Involvement in Student Learning Profile LWLL Section, CDI, EDB 2009／10

  2. Programme Rundown

  3. NOT aim at: • Teaching on the use of tools • Encouraging schools to use WebSAMS • Making an SLP for applying JUPAS or other universities • Making an SLP for employers

  4. Objectives • Discuss the importance and strategies to arouse students’ intrinsic motivation for quality involvement in their SLPs; • Strengthen teachers’ capabilities to facilitate students to think deeply that would be essential for turning experiences into learning; and • Explore possible mechanism and strategies to enable students telling their own stories of learning through SLP. • Introduction on the use of tools

  5. Warm-up Activity – My role in developing SLP • Select two cards which could best describe your role now and your expected role in future. • Share with your group members.

  6. Your role(s) in developing SLP Principals Vice-principals Career Masters/Mistresses Guidance Teachers ECA Masters/Mistresses Class Teachers Subject Teachers Students’ telling their own ‘stories of learning’ Quality Student Involvement

  7. ROLE? • Task focused? • Committee focused? • Subject focused? • Class focused? • Learning focused? • Student focused?

  8. 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

  9. Student Learning Profile (SLP) For Senior Secondary A key to future success…… ‘Students telling their own learning stories’

  10. 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.

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

  12. Broad Framework of SLP • Academic performance in school (other than results in HKDSE); • Other Learning Experiences (OLE); • Performance / awards gained outside school; and • Student’s self-account (e.g. highlighting impressive learning experiences or career goal setting)

  13. Implementation strategies in existing school practice 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

  14. Activity One:Quality Student Involvement in SLP

  15. Procedures • Select two desirable templates. • State reasons for your preference. • Select two undesirable templates. • State reasons for your less preferred templates.

  16. Procedures • Further information about student’s learning will be given to you. • Would you change your choices? Why?

  17. 第組 學校一 附件二  yyyyy  yyyyy zzzzz  zzzzz  原因︰ 學校六 學校二 原因︰ 原因︰ 選出兩所學校在推行「學生學習概覽」時著重學生的學習。 原因︰ 原因︰ Ways for improvement 學校五 原因︰ 學校三 學校四

  18. Your choice of school templates and practices…

  19.                  How good are the templates? School 1 2 3 4 5 6 Broad Framework Tell stories of learning Balanced development

  20. School case 1 No academic performance Not in line with 5 OLE components

  21. School case 2 School case 3 No self-account Limitation in telling stories of learning

  22. In line with broad framework with specific highlights School case 5 School case 6

  23.                        Is there quality in student learning? School 1 2 3 4 5 6 Quality OLE Quality space for SLP Tools for deep thinking Teacher’s mediation

  24. Quality OLE – students’ interest and abilities School Case 3

  25. Quality space for SLP School Case 3

  26. Quality space for SLP School Case 4

  27. Appropriate tools for deep thinking School Case 6

  28. Appropriate tools for deep thinking School Case 5 Lack of teacher’s mediation

  29. Teacher’s mediation during the learning process School Case 6 Teachers provide mediation in Learning Experiences

  30. Procedures • More information about teachers’ input in implementing SLP will be given to you. • Taking into consideration the 2nd piece of information (附件二), would you change your choices? Why?

  31. 第組 學校一 附件三  yyyyy  yyyyy zzzzz  zzzzz  原因︰ 學校六 學校二 原因︰ 原因︰ 選出兩所學校能有效而全面地推行「學生學習概覽」。 原因︰ 原因︰ Ways for improvement 學校五 原因︰ 學校三 學校四

  32. Your choice of school leadership…

  33.      Consideration at school level School 1 2 3 4 5 6 Space for SLP activities Teachers’ professional development Collaboration with other teams Integrate with existing processes Future Improvement

  34. Future Improvement School Case 3 現況 未來計劃

  35. Future Improvement 未來計劃 未來計劃 未來計劃 School Case 2 現況

  36. School Case 1 • 現在位置: • 發放第一次通告 • 依照指引使用ABC系統 • 班主任督促同學遞交反思報告 • 未來計劃:？？？

  37. School Case 2 • 現在位置: • 反思動力不足 • 未來計劃: • 提昇學生的反思質素 • 「其他學習經歷」組提供有質素的活動，班主任協助了解「其他學習經歷」如何影響學生的成長

  38. School Case 3 • 現在位置: • 學生反思未能反映學習經歷對他們的幫助 • 「其他學習經歷」教師認為解說有困難 • 「其他學習經歷」後提供解說 • 未來計劃: • 提昇「其他學習經歷」的質素 • 「其他學習經歷」後進行解說 • 培訓「其他學習經歷」教師反思技巧

  39. School Case 4 • 現在位置: • 滿意個別「其他學習經歷」 • 未來計劃: • 學生需更全面的規劃 • 與學校的「摘星計劃」配合 • 現有人手和課堂安排，減少重疊工作 • 培訓相關教師

  40. School Case 5 • 現在位置: • 「外判」「其他學習經歷」給夥伴機構 • 夥伴機構的質素參差 • 學生反思321 • 未來計劃: • 教師先參與機構舉辦的「其他學習經歷」 • 教師帶領反思

  41. School Case 6 • 現在位置: • 學期初進行「學生學習概覽」活動 • 啟動學生內在動機，發掘潛質，積極參與不同類型的「其他學習經歷」 • 未來計劃: • 就學生反映的需要，提供相關的「其他學習經歷」

  42.                              Consideration at school level School 1 2 3 4 5 6 Space for SLP activities Teachers’ professional development Collaboration with other teams Integrate with existing processes Future Improvement

  43. Space for SLP activities School Case 6

  44. Space for SLP activities School Case 4 Reduce overlapping and create space

  45. Teachers’ professional development School Case 3

  46. Teachers’ professional development School Case 4

  47. Collaboration with other teams / persons School Case 2

  48. Integrate with existing processes School Case 4

  49. School Leadership • Own the purpose of SLP • Holistic planning and collaboration with relevant department • Team work • Teachers’ professional development to provided the mediated experiences • Mechanism to review and self-improve for sustainability

  50.      Which one would you select? School 1 2 3 4 5 6 Template Student Learning School Leadership

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