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三十五週年校慶教育研討會 11- 5 -2013 學與教的新里程 ---- 破舊立新 程介明教授.

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Presentation on theme: "三十五週年校慶教育研討會 11- 5 -2013 學與教的新里程 ---- 破舊立新 程介明教授."— Presentation transcript:

1 三十五週年校慶教育研討會 學與教的新里程 ---- 破舊立新 程介明教授

2 程序 時 間 8:30-8:45 入 座 8:45-9:00 祈禱及致歡迎辭 9:00-10:15 主題講座 10:15-10:30 答問時間 10:30-10:40 致送紀念品、拍照留念 10:40-11:00 茶聚 11:00-12:30 各學習領域分享會

3 St Teresa, 11 May 2013

4 Kai-ming Cheng University of Hong Kong 11 May 2013 St Teresa College 35 Anniversary Symposium

5 Do we know what we are doing?

6  When we started (1999): Aims of Education “Lifelong Learning, Learning for Life”  We landed on (2001): Curriculum Reform “Learning to Learn!”

7 It used to be …

8 四川廊中

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13 始於隋朝 傳入日韓 單一功能 選拔官員 社會上升 唯一途徑 十年寒窗 一朝成名 不问出身 只须勤奋 四书五经 读书为高 一次考试 崇尚文字 引经据典 八股文章 勤有功 戏无益 揣摩上意 政治正确 拜為宰相 招為駙馬 目的鮮明 旨在功名 家喻户晓 全民文化

14 功名

15 It used to be … in Industrial Society …

16 OrganizationSocietyKnowledgeCredentials

17 Manpower Young People Education

18 Manpower Young People Education >> Examinations >>Syllabuses >>Textbooks >>Schools >>Classes >>Timetable >>….

19 Operatives Craftsmen Technicians EngineersDegrees Diplomas Basic Education Vocational Training

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21 Professor Chi Chee Ming Lam Woon Kwong

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24 Credentials!

25 Society has changed! And is still changing, very fast. But how?

26 I How long do credentials last? 一勞永逸?終生受用?

27 Department Heads in Department Stores Secondary school graduates 1970s: stable and comfortable 1980s: re-engineering, second tier shops 1990s: shops in malls Late 1990s: domestic helpers

28 It used to be … Cycle of societal changes Career Life

29 It used to be … Cycle of societal changes Career Life

30 Now … Career Life

31 Then Now

32 Observation of Change I Credentials do not last long! Learning has to go beyond credentials! Hence, Learning to Learn?

33 II Study for the Job? 學以致用?

34 University Graduates  Medicine: 1%  Law: 15-20%  Engineering: 35%  Arts & Social Sciencesvaried

35 Year 1234 Aspiring to be an engineer (%)  Imperial College

36 Accountants  Mismatch  Physics, Psychology PhD, Computer Science PhD  Morgan Stanley  “Winning Personality”  Senior Partner Deloitte  “Integrity and sensitivity”  KPMG  More non-accounting graduates  Society of Accountants  “Don’t teach!”

37  John  BScEng (1971)  Graduated in Electrical Engineering  Appointed to the Department of Electrical Engineering  Promoted to a very senior position  Stayed in the Department until 55  Enjoying early retirement

38  Shirley  BA (1987)  Teaching  Publishing  95-02Newspaper Editor  02-05Corporate Communications  05-Consultancy Firm

39  Nancy  BA (Economics) 2002  MPhil (Psychology) + Free Lance Photographer  Free Lance Photo Organizer + PT Tutor  Manager (Fashion Design)  2005 Administrative Officer (6 months)  Financial Planner + NGO China Rural Education

40 Change of jobs :  UK (City and Guild, 2006) :  13 jobs/life  US (DOL)  10.6 jobs/life (2006)  4.3 occupations/life (2002)

41 Jobs?  Jobs are declining in number!  Traditional jobs are disappearing!  Free-lancing & self-employment are on the rise!  Jobs are changing in nature!

42 Observation of Change II Study-occupation mismatch and job-changes are commonplace! Ability counts more than stock of information! Hence, Reforms in Curriculum? Reforms in Pedagogy! Reforms in Assessments!

43 III Education for Knowledge and Skills? 學好數理化,走遍天下都不怕? 一技傍身?

44 Source of Knowledge and Skills – MIT Alumni Source: Kristen Wolfe, B.S. Thesis, Department of Mechanical Engineering, June 2004

45 Knowledge and Skills – MIT Alumni Mean Frequency of Use Source: Kristen Wolfe, B.S. Thesis, Department of Mechanical Engineering, June 2004

46  Same credentials, differential salaries (Top salary/Bottom salary)  Investment banking 13+  Retail banking 5.5  Computer related 4.5  Marketing 4  Social Work 2 (Kan 2009, Data from two universities in Hong Kong)

47 Promote or perish One-stop Team Blurred layers Integrated teamwork Frontline design, personal responsibility Appointment by personality Loose rules & flexible procedures Output rather than process

48 Team Work Human Interactions Integrated Expertise Self- Management Personal Responsibility Innovations & Design Risk Taking Moral Judgments Ethical Dilemmas Commitment Passion Mindfulness Communications Presentations Brainstorming Negotiation Persuasion Debates Networking Lifelong Learning Self- Consciousness Indecent Temptations Emotional Challenges

49  Work units are getting smaller and looser  Front-line responsibilities are getting more complex  More people do not work in organizations  More people are between jobs  More people retire early

50 The workplace:  Products/services: Customized or Personalized  Production: “Less of More”, Variety over Quantity  Organizations: smaller, flatter and looser  Working modes: intensive human interactions

51 Observation of Change III What is expected is well beyond what the curriculum provides. Hence, Broader learning experiences! Key Learning Areas, and plus Learning beyond classrooms, campuses, … Learning beyond family and culture, …

52 Society had changed! In sum,..

53 Industrial  Large pyramids  Producer-centred  Departments  Hierarchy  Tight structure  Design at the top  Assigned procedures  Rules & regulations Post-industrial  Small companies  Client-centred  Project teams  Flat  Loose & fluid  Design at front-lines  Improvised actions  Fit-for-purpose acts

54 Industrial  Division of labour  Individual tasks  Specialist duties  Administrative links  Credential-based appointments  Appraisal by seniors Post-industrial  Total solutions  Team work  Integrated expertise  Human interactions  On-demand, just-in-time learning  appraisal

55 Industrial  Paper work  Circulars  Minutes  Documents  Instructions  Written reports  …… Post-industrial  Communications  Brainstorming  ing  Seminars  Debates  Conferencing  Negotiation  Presentation  Confrontation  Lobbying  Retreats  SMS  Blogs  Facebook  You-tubes

56 Industrial  Bottom of the hierarchy  Hiring due to credentials  Member of a specialised department  Implementation of design  Using specific skills  Routine and repetitive activities  Working according to job descriptions  Following set procedures  Maintaining the convention  Abiding by rules and regulations  Appraised by degree of compliance  Stable and secure  Blue collars Post-industrial  Member of a small group  Hiring due to personality  Working in teams  Directly facing clients  Handling human relations  Directly facing problems  Anticipating total solutions  Designing solutions with creativity  Using multiple skills  Taking risks  Improvising fit-for-purpose activities  Managing oneself  Learning on-the-job, on-demand, just-in-time  Appraised  Unstable, uncertain and insecure  Knowledge workers

57 Industrial  Lifelong career  Long-term loyalty  Occupational identity  Work-study consistency  Org membership  Stable employment  Escalating salaries  Upward mobility  Foreseeable retirement  Constant networks  Stable relations  Security, certainty Post-industrial  Multiple careers  Multiple jobs  Blurred identity  Work-study mismatch  Possible free-lancing  Frequent off-jobs  Precarious incomes  Fluctuating status  Unpredictable future  Varying networks  Changing partners  Insecurity, uncertainty

58 Moreover, …

59  Moral Standards  Attitudes  Emotions  Values  Ethics  Personality  ….. All in the affective domain!

60 There are lives beyond jobs or economic lives.  Family lives?  Cultural lives?  Political lives?  Spiritual lives?  Leisure lives?  Lives after retirement?  ….

61  Preparation for Disruptions in Life  Unpredictable natural disasters  Man-made accidents  Emerging disease and recurring epidemics  Precarious economic crises  Surprise attacks of terrorism  Unexpected political turmoil  Irresponsible politicking  Hidden potentials of wars  Intolerable social inequality and conflicts

62  Decreasing number of pure manual workers  Where can school failures/dropouts go?  Rapid change of environments  Does education prepare for adaptability, creativity?  Expectations in attitudes, values, ethics  Are students prepared?  Demand for learning all the time  Do students learn how to learn?

63 All in all, We cannot content with doing more and better of what we have been doing! We have to do Education differently! Hence, Education Reform!

64 Therefore How would learning be different? Or rather, how would formal education be different?

65 We are blessed by the wealth of research findings in Sciences of Learning

66 1. Deep learning is achieved only through the learner’s meaning-making efforts during which the learner constructs his/her own understanding. Learning as Meaning-making

67 2. Learning is a process of active construction of knowledge based on individuals’ experience and prior knowledge, and not one of knowledge transmission. Learning as Knowledge Construction

68 3. Creation of new knowledge requires individual’s meta-cognitive capacities which can only be nurtured through real- life problem solving and innovations. Learning through Experience!

69 4. Human knowledge is socially constructed. It is continuously improvable through collective intentional efforts in the relevant communities. Learning as Social Cognition

70 5. Collaborative and inquiry-based approaches to organizing learning have become the most prominent focus in learning sciences and pedagogical enhancement. Collaborative Learning

71 In any case, Learning should be the Core Business of Education!

72 However, How would Education be different?

73  Study = Learning for life?  Scores = Learning outcomes?  Teaching = Learning?  Curriculum = Learning Experiences?  Pedagogies = Learning Theories?  Teacher = Learning Professionals?  School Management = Learning Leadership?  Resources = Learning Environments?  Assessments = Facilitating Learning?

74  What kinds of learning experiences do students deserve?  What kind of learning experiences do we offer to students?  What kind of learning experiences do students miss?  ………

75 Dimension 1 Learning & Policies Example: Early Childhood

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78  Neurons fullest developed: 3 years old  Language best learnt: 3-6  Multilingual capacities  Memory as storage:  Recitation: multiplication tables, poems  Musical instruments: muscular memory

79 Dimension 2 Learning & Assessment: Example: PISA

80  PISA  Testing of Knowledge versus  Testing of Ability

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82 Dimension 3 Learning & Curriculum Reform: Example: Hong Kong, since 1999

83 Curriculum as Subjects

84 Curriculum as Key Learning Areas

85 Classes Study Student Activities Student Organisations Internship, Placement, Mentorship Design, Music, Drama, Sports Community Services/NGO Visits to Rural, Deprived Communities International Exchange

86 Classes Academic Knowledg e Alternative Learning Leadership Learning Workplace Learning Creativity Learning Learning to Serve Learning to Care Learning across Cultures

87  Chinese Languages  English Language  Mathematics  Humanities  Science  Technology  Arts  Physical Education.

88  Moral and civic education  Intellectual development  Community services  Physical and aesthetical development  Workplace experience

89 Human Relations Moral & Ethical Standards Creativity Vertical Disciplines Baseline Competence Social Capacity

90 Human Relations Moral & Ethical Standards Creativity Vertical Disciplines Baseline Competence Social Capacity Liberal Studies

91 The Five Dimensions of Education Moral Intellectual Physical Social Aesthetic

92 Dimension 4 Learning & Pedagogy Example: Chinese Language

93 Creative Chinese learning  Creative reading  Creative writing  Creative dictation

94 一、二、十、人、 丁 三、大、小、土 川、士 警察、蝴蝶、讀書

95  填充 Filling the blanks  造句 Creating a sentence  改錯 Correcting mistakes  重組 Reordering  默書 Dictation What are they doing? What kind of learning do we expect?

96 單字 單句 短文 長文 為誰而寫?為什麼而寫?

97 背書 抄書 默書

98 Write as many as possible Minimum 6 3 marks for each correct No deduction for mistakes Spring

99 Mental Lexicon Encourage Exploration Creation of Vocabulary Ability Differentiation

100 Chinese Language Learning  PIRLS 2001: 14 th  PIRLS 2006: 2 nd  PIRLS 2011: 1 st Explanation  “Creative Learning” introduced

101 Chinese Language Learning  Before end of Grade 2: 2,500 characters  Learning Chinese characters  Learning writing  Grade 4-5: Reading classical novels

102  Other examples of learning and pedagogy  Pedagogical Content Knowledge  Drama Education  Problem-based Learning  CDIO in Engineering

103 Dimension 5 Learning & Training Examples: Motor Learning

104  Motor Learning:  Explicit versus implicit learning  Speech Science  Sports Science  Medical Rehabilitation  Dance

105 Scale Practice Translation Dissemination Basic Research

106 Cross-disciplinary Strategic Research Theme (HKU)  Neuroscience: language learning, mindfulness  Psychology: experiments, interventions, reading, …  Pedagogy: PCK, Curriculum, …  T&L units: PBL, CDIO, …  Motor Learning  Non-cognitive learning: forgiveness, emotions, …  Spirituality learning: meditation, enlightenment,..  Arts learning: music, dance, drama, …  Learning and social context: Policy, dissemination

107  Learning leadership  vs school management  Learning resources  vs education funding  Community of learning professionals  vs teaching force  Assessment for learning  vs assessment of learning, for classification and sifting  Technology for liberation of learners  vs replacement of teachers

108 Back to basics: Learning!

109 Thank you!

110 組別學習領域地點 1 中國語文 LY5 室 2ENGLISH 學生活動室 3 數學 101 室 4 通識 102 室 5 綜合科學及資訊科技 103 室 6 中國歷史 104 室 7 宗教教育 105 室 8 健康教育 106 室


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