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Curriculum Leadership and Management Series for NSS

Enhance leadership capacity and explore practical approaches to develop quality leadership of Other Learning Experiences (OLE) and Student Learning Profile (SLP) in different school contexts.

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Curriculum Leadership and Management Series for NSS

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  1. Curriculum Leadership and Management Series for NSS Quality Leadership Workshop on School-based OLE and SLP Life-wide Learning and Library Section, CDI

  2. Professional Development Programmes Curriculum Leadership and Management Series for NSS – Other Learning Experiences (OLE) and Student Learning Profile (SLP): • Workshop on Approaches & Models of Implementing School-based OLE and SLP • Quality Leadership Workshop on school-based OLE and SLP

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

  4. Objectives • To further enhance the professional leadership capacity among OLE / SLP co-ordinators • To explore the importance and implications of quality leadership of OLE and SLP in different perspectives • To identify practical approaches / methods to develop quality leadership of OLE and SLP in different school contexts Life-wide Learning and Library Section, CDI

  5. 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

  6. Other Learning Experiencessuggested time allocation breakdown over 3 years Minimum Hours 15% 405 Suggested Minimum

  7. OLE leader – WHO? Principal OLE co-ordinators; VP Whole-person Development Heads of Committees / Subjects Form teachers; subject teachers Life-wide Learning and Library Section, CDI

  8. Session 1 Aiming for quality - Leadership Clinic (Part I) Life-wide Learning and Library Section, CDI

  9. 3 school cases • Study the information about students’ OLE in the school. • What do you want to know more about the quality of its OLE? Brainstorm as many questions as possible. Life-wide Learning and Library Section, CDI

  10. Categorise the questions generated by all your group members and put them on the flipchart. Life-wide Learning and Library Section, CDI

  11. What is each question about?Ways of looking into the quality of OLE Life-wide Learning and Library Section, CDI

  12. Ways of looking into the quality of OLE Life-wide Learning and Library Section, CDI

  13. 三階段「其他學習經歷」活動設計 前 中 後 體驗與感受 • 建立技巧 • 製造期待 • 總結經驗 • 展示所學 導入活動 實際場境學習 鞏固學習 Life-wide Learning and Library Section, CDI

  14. 學生主動學習 「其他學習經歷」的學習期望和情境 教學設計 解說活動 反思策略

  15. 同學的共通問題 過程中找不到個人意義(personal meaning)

  16. 導入活動 發展對學習目標的理解及認同 引起動機：發掘值得投入學習的範圍及焦點 逐步輸入學生所需的 前設知識 個人意義

  17. 如何透過解說協助學生有質素地運用「學生學習概覧」？如何透過解說協助學生有質素地運用「學生學習概覧」？

  18. 如何透過解說協助學生有質素地運用「學生學習概覧」？如何透過解說協助學生有質素地運用「學生學習概覧」？ • 透過提問/ 發問刺激學習者掌握自己的感受,繼而思考及重整知識經驗/ 價值態度,發展成具個人意義的結構。這些提問可以是： • 教師向學生作不同層次的提問 • 由學生向經歷中遇到的人物發問 • 透過排序(如最__至最不__)，讓學生較容易啟動從已有經歷中得來的價值觀，亦可在提供額外資料或在另一個相關活動後安排學生再一次排序，可以較易讓學生發現當中的感受和解釋反應。

  19. 如何透過解說協助學生有質素地運用「學生學習概覧」？如何透過解說協助學生有質素地運用「學生學習概覧」？ • 選擇物件代表意見或感受 • 亦可先以幾件物件代表不同的意見或感受，再以這些物件拼湊出一個圖像或型態，並為當中的每件物件設計一句對白 • 這樣可使學生表達感受，或代入在學習過程中所遇到的人物，去感受他們的感受 • 「他們代表誰？」 • 學生思考學習經歷與個人的關係，從而思考「我可以做甚麼？」

  20. 例子 就「與工作相關的經歷」反思

  21. Ways of looking into the quality of OLE Life-wide Learning and Library Section, CDI

  22. 連繫其他課程及學習經驗 • 擴闊學生的參與和選擇 • 開展多元/多樣化的項目 • 採用有效的資訊策略 • 方向與目標 • 探知各方面的需要 組織與策劃 Organizing & Planning • 蒐集學生成就 • 重視變革管理 • 表揚項目/活動成就 http://www.edb.gov.hk/cd/lwl/qf 課程領導 Leadership 評鑑策略 Evaluation Strategies 人力管理 Manpower Consideration 資源調配 Deployment of Resources • 教師的投入參與 • 學生與其他人士的熱心參與 • 善用資源 • 善用夥伴關係 推行校本OLE：優質架構 MODEL Life-wide Learning and Library Section, CDI

  23. 起動 成熟 進深 組織型學習的「雙環路」 「自我完善」 n行動 我們做得有多好? Are we doing the things right? 我們的目標完善嗎? Are we doing the right things? 宏觀 目標檢視 n計畫 n檢視 n學習 Life-wide Learning and Library Section, CDI

  24. OLE time arrangement OLE arranged by school (or co-organised with other bodies): • within and outside normal school hours. • during time-tabled and/or non-time-tabled learning time Overall and flexible planning of lesson time

  25. OLE time planning & arrangement • The recommended hours of OLE (15%): only used for counting the time that ensures sufficient opportunities for whole person development of all students. • Student engagementand fitness to specific OLE expected outcomes should be examined as priority in time planning. OLE-relevant programmes OLE-relevant programmes OLE-relevant programmes Recommended hours of OLE OLE-relevant programmes

  26. Existing school practices for whole person development How can I make sure that my school has met the OLE time requirement? I need to self-check the existing practices. By doing so, I can ensure sufficient OLE opportunities for students. Leadership Training programmes ECA / CCA activities Student service groups Adventure-based activities In-school Music Festival (for all) Swimming Gala In-school Drama Day (for all) LWL Day PE lesson Student guidance mass programmes Form-teacher period Sports Day Religious Studies Assembly LWL lesson Life Education period VA lesson Music lesson Timetabled Career talk

  27. HOW? A self-checking workflow of OLE time arrangement • Time% as reference • Counting only those arranged for all and best fit specific OLE expected outcomes • - Minimum Threshold Approach

  28. 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

  29. 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

  30. Example of the self-checking workflow SKH Kei Hau Secondary School (Step One-Mode Aonly)

  31. SKH Kei Hau Secondary School (Step Two- Mode A &B)

  32. Example of the self-checking workflow Pentecostal Lam Hon Kwong School(Step One- Mode Aonly)

  33. Pentecostal Lam Hon Kwong School(Step Two- Mode A &B)

  34. OLE time arrangement: Existing school strategieswhen applying the self-checking workflow in ‘OLE Clinic’

  35. Initiative of OLE & SLP Clinic • Since July 2008: More than 80schools (including Seed Schools and OLE network schools) have sent us their OLE school plans using the “minimum threshold approach” after briefing. • Meetings with individual schools (on optional basis) were arranged to explore feasible strategies (“OLE & SLP Clinic”). • “OLE Time Arrangement Database” has been uploaded on web for schools’ reference.

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

  37. 以社會服務為例

  38. 社會服務(從校內到校外) • 校外服務 • 探訪(探訪弱勢社群，如獨居長者) • 康樂(為有需要人士提供康樂活動，如生日會、聯歡會、攤位遊戲) • 護送(護送弱老者覆診/傷殘或智障人士出外活動) • 結伴為友(為不同群體[包括其他學校]舉辦活動/ 邀請社區群體到校，為他們舉辦活動/ 大哥哥大姐姐輔導計劃) • 功課輔導(為有需要兒童提供功課輔導) • 籌款(為慈善團體賣旗籌款/義賣活動) • 環保工作(環保、保護文物和社區美化有關活動) • ….. • 校內服務 • 維持秩序(領袖生/風紀/糾察) • 協助校務工作(班內服務/圖書管理員/運動會裁判/校報編輯或採訪) • 組識學生(學生會幹事/學會幹事) • 學生輔導(功課輔導員/大哥哥大姐姐輔導員/學長輔助新生適應) • 環保工作(環保大使/校園清潔大使) • ……

  39. 德育及公民教育 • 國民大使 • 環保大使 • 領導生 • 朋輩輔導 • 藝術發展 • 社區美化運動 • 文化藝術大使 • 義務藝術表演 社會服務 • 與工作有關的經歷 • 年宵義賣 • 社福機構義工 • 制服團隊 • 營舍服務員 • 體育發展 • 義務體育比賽裁判 • 義務運動教練 • 運動會工作員

  40. 可選擇的不同推行模式 配合學習領域／科目或「應用學習」的需要（例如：倫理與宗教科、通識教育科、健康管理與社會關懷） 課程為本學習 在服務的過程中，要求學生憑敏銳觀察和介入，探討當中出現的社會議題（例如：以「社區清潔」為主題，透過社會服務，深入探討有關議題和可關注的事項） 從籌備及參與服務的實際行動中學習（例如：透過聯課活動的形式推行，讓學生掌握解決問題能力，以及後勤工作所應用的技巧） 學習服務 Learn to serve 議題為本學習 實踐為本學習

  41. 社會服務 —讓學生面向社群，成為主動及負責任的公民 與學校課程的連繫作切入點 • 由個別學習領域開始，設計與學習領域相連的社會服務活動，例如：通識教育科中有關社區及環境問題的認識 • 透過跨學科學習推行，例如以社會服務為專題研習的主題，並連繫四個關鍵項目 • 以聯課活動的形式進行，讓學生可選擇參與不同性質的社會服務

  42. 可選擇的不同推行模式 • 專題研習 / 功課 • 獎勵計畫 • 班主任課 • 生活教育課 • 周會 • 課外活動 • 領導訓練 • 一人一服務．．．．．

  43. 以「與工作有關的經驗」為例

  44. 與工作有關的經驗- 邁向終身學習 與學校課程的連繫作切入點 • 由個別學習領域開始，設計學科與工作世界的相連活動，例如：經濟科舉辦年宵義賣活動 • 透過跨學科學習推行，例如以工作或職業作為專題研習的主題，並連繫四個關鍵項目，例如：工作實況考察 • 以聯課活動的形式進行，在已有的活動上，加入與工作或職業相關的元素，例如：組織校園電台/電視台/校園報；帶領學生會組織

  45. 與工作有關的經驗- 邁向終身學習 9.學習活動設計

  46. http://cd1.edb.hkedcity.net/cd/lwl/ole/01_intro_01.asp

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