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Student Seminar for HK Institute of Education From Understanding to Practice - Curriculum Reform and Teachers 2 Oct 2002 Dr. KK Chan, Chief Executive Curriculum.

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Presentation on theme: "Student Seminar for HK Institute of Education From Understanding to Practice - Curriculum Reform and Teachers 2 Oct 2002 Dr. KK Chan, Chief Executive Curriculum."— Presentation transcript:

1 Student Seminar for HK Institute of Education From Understanding to Practice - Curriculum Reform and Teachers 2 Oct 2002 Dr. KK Chan, Chief Executive Curriculum Development Institute Education Department

2 Components of presentation A.What is the current curriculum reform about? B.Why are professional development (PD) & teachers important to the reform? C.How to prepare ourselves for a future career in teaching?  Understanding and reflecting on what we need  Understanding and reflecting on how we learn, unlearn and relearn D.Curriculum Development in Hong Kong : Building on strengths

3 A. What is the current reform about? Why changes? Knowledge-based society and economyKnowledge-based society and economy Rising need for moral considerationsRising need for moral considerations Fast social, environment, cultural, political and technological changes and their impact on moral valuesFast social, environment, cultural, political and technological changes and their impact on moral values Impermanent knowledgeImpermanent knowledge GlobalizationGlobalization Interdependent but competitive worldInterdependent but competitive world Impact of information technologyImpact of information technology Increasing civic participation in governmentIncreasing civic participation in government

4 Policy recommendations: l Education Commission report (2000) l Learning to Learn Report (CDC, 2001) l Basic Education Curriculum Guide (CDC, 2002) replacing 1993 version l 8 KLA & GS Curriculum Guides (CDC, 2002) – learning targets & contents, core, extension, pedagogy, exemplars

5 Seven learning goals for 10 year strategic plan ( ) (CDC, 2001)

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7 Short-term targets (1) (interim review in 2006) Short-term targets (1) (interim review in 2006) 1. Four key tasks Reading to Learn Project Learning IT for Interactive Learning Moral & Civic Education

8 2. Critical thinking, creativity, and communication in 8 Key Learning Areas 3. Connect “central curriculum” in 8 KLA Guides with school-based curriculum development at different levels (flexibilities and balance) Short-term targets (2) (interim review in 2006) Short-term targets (2) (interim review in 2006)References: Key Learning Area Curriculum Guides (CDC, 2002)

9 Medium-term targets Medium-term targets i.Continue to improve learning & teaching based on results of review in 2006 ii.Adopt latest curriculum framework with more school-based curriculum development iii.Smooth interface with new senior secondary education

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11 Diagrammatic Representation of English Language Education KLA Curriculum Framework English Language Education Curriculum Strands KnowledgeInterpersonalExperience 9 Generic Skills Values and Attitudes Flexible and diversified modes of curriculum planning + Effective learning, teaching and assessment Overall Aims and Learning Targets of English Language Education

12 Diagrammatic Representation of Mathematics Education KLA Curriculum Framework Mathematics Curriculum Learning Dimensions Generic Skills Values & Attitudes effective linkage of learning, teaching and assessment Overall Aims and Learning Targets of Mathematics

13 Personal & Social Development Social Systems & CitizenshipResources & Econ. Activities Place & Environment Culture & Heritage Time, Continuity & Change Sanctity of life, truth, aesthetics... Equality, kindness, benevolence… optimistic, participatory, critical... critical thinking skills, self management skills, problem solving skills, numeracy skills, collaboration skills, communication skills, creativity, study skills, IT skills Diagrammatic Representation of PSHE KLA Curriculum Framework

14 Learning in science should centre on scientific investigation that develops understanding of scientific concepts and principles, and the interconnections between science, technology and society. Strands Diagrammatic Representation of Science Education KLA Curriculum Framework

15 TE Learning Framework used by Technology EducationExisting 15 TE Subjects

16 Overall Aims of Arts Curriculum Learning Targets Developing Creativity & Imagination Developing Skills & Processes Cultivating Critical Responses Understanding Arts in Context Visual Arts Media Arts Dance Drama Music Other Emerging Art Forms *KS1*KS2*KS3*KS4 Learning Objectives Students develop skills, knowledge and positive attitudes in the arts through by means of Students develop skills, knowledge and positive attitudes in the arts through Learning Activities by means of Effective Learning & Teaching and Assessment Generic Skills Values and Attitudes Diagrammatic Representation of Arts Education KLA Curriculum Framework

17 Diagrammatic Representation of Physical Education KLA Curriculum Framework

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19 B. Why are professional development (PD) & teachers important to the reform? (1) Classroom practice most effective amongst factors affecting effective schools (Hattie, 1992) Classroom practice most effective amongst factors affecting effective schools (Hattie, 1992) For every $500 spent, increasing teacher education more effective than lowering pupil- teacher ratio, increasing teacher salaries, teacher experience (Greenwald, et al 1996) For every $500 spent, increasing teacher education more effective than lowering pupil- teacher ratio, increasing teacher salaries, teacher experience (Greenwald, et al 1996)·

20 The “content” and “research-based knowledge on how students learn” (deep understanding) in PD have more long-lasting effect in teacher practice than promoting specific pedagogical practice first and different PD format (Ingvarson, 2002) The “content” and “research-based knowledge on how students learn” (deep understanding) in PD have more long-lasting effect in teacher practice than promoting specific pedagogical practice first and different PD format (Ingvarson, 2002) Role-modelling of teachers & students’ time Role-modelling of teachers & students’ time Professional responsibility Professional responsibility B. Why are professional development (PD) & teachers important to the reform? (2)

21 Other reform contexts in HK Workload of teachersWorkload of teachers Physical setting of schoolsPhysical setting of schools On-going educational reviews, e.g. medium of instructionOn-going educational reviews, e.g. medium of instruction School-based managementSchool-based management Diversification of school funding systemsDiversification of school funding systems Political, economic & social environmentPolitical, economic & social environment

22 C. How to prepare ourselves for a future career in teaching? 1.Understanding & reflecting on what we need 2.Understanding how we learn, unlearn and relearn

23 1. Understanding & reflecting on what we need i.Content knowledge ii.Pedagogical & content-pedagogical knowledge and skills iii.Assessment including feedback iv.Central curriculum & flexibilities for school- based curriculum development v.Educational values, principles, theoretical perspectives

24 i. Content knowledge (e.g. Eng, Chin, Maths, Arts, General Studies, PE, Moral & civic education) Is the content knowledge of the KLA relevant, update for teaching & learning of the latest curriculum framework?Is the content knowledge of the KLA relevant, update for teaching & learning of the latest curriculum framework? How much should I know?How much should I know? How to keep abreast of it?How to keep abreast of it? How could I broaden my horizon in general?How could I broaden my horizon in general?

25 ii. Pedagogical & content-pedagogical knowledge & skills (1) What are the learning & teaching strategies of achieving the learning targets/objectives in KLA/subjects I am going to teach?What are the learning & teaching strategies of achieving the learning targets/objectives in KLA/subjects I am going to teach? How to develop critical thinking, creativity and communication skills of students?How to develop critical thinking, creativity and communication skills of students? How could project learning, reading to learn, etc. help achieve student learning?How could project learning, reading to learn, etc. help achieve student learning?

26 What are the learning problems of achieving the learning targets/objectives?What are the learning problems of achieving the learning targets/objectives? Are theories and principles I’ve learned working in HK contexts, e.g. our students, our classroom?Are theories and principles I’ve learned working in HK contexts, e.g. our students, our classroom? What works with me?What works with me? How could my work be improved?How could my work be improved? ii. Pedagogical & content-pedagogical knowledge & skills (2)

27 iii. Assessment (including feedback) How could assessment help learning?How could assessment help learning? Do I give meaningful feedback to help students improve learning?Do I give meaningful feedback to help students improve learning? What is the purpose of assessment change? What assessment change would take place at school level and system level in the next five years? How they different from my experiences in the past?What is the purpose of assessment change? What assessment change would take place at school level and system level in the next five years? How they different from my experiences in the past? Why the change, & how to cope?Why the change, & how to cope?

28 iv. Central curriculum & flexibilities for school-based curriculum development What is the purpose for flexibilities & professional judgement?What is the purpose for flexibilities & professional judgement? What are the purpose and different modes of curriculum planning, learning & teaching strategies?What are the purpose and different modes of curriculum planning, learning & teaching strategies? How to cater for student diversity?How to cater for student diversity? Am I competent and confident?Am I competent and confident?

29 Do I share them? How do I know?Do I share them? How do I know? Would I regard moral & civic education as a responsibility of every teacher?Would I regard moral & civic education as a responsibility of every teacher? When & how do I use them for improving practice & reflection?When & how do I use them for improving practice & reflection? v. Educational values, principles, theoretical perspectives

30 What perspectives are affecting curriculum, learning & teaching, assessment and other educational policies above?What perspectives are affecting curriculum, learning & teaching, assessment and other educational policies above? Philosophy (aims of education, views of knowledge) Philosophy (aims of education, views of knowledge) Psychology (of learning, moral development) Psychology (of learning, moral development) Sociology Sociology Curriculum Studies, Curriculum Studies, School management & organisational theories School management & organisational theories Policy studies and administration Policy studies and administration Teachers ’ professional development & life-long learning Teachers ’ professional development & life-long learning

31 2. Understanding & reflecting on how we learn, unlearn, and relearn l Theoretical knowledge, principles in literature, research, lectures, from taught courses, reading l Learning through practice & practical knowledge – Changing theory into practice which works – Practices which work

32 A teacher: 反思過往自己在校內只重實 務,忽略理念的情況,期望 將來教得更有效。

33 Personal construction of knowledge from theory, practice, collaboration, sharing & talking, reflections, practice which inform principles & theories

34 A teacher: 我很希望學生能真正有機會實踐全方位學習 ,因為更具真實性、震撼性、影響性,讓學 生不只是學習到在學校環境內的知識,或只 是用模擬、假設性的情景,靠學生自己聯想 。我相信這樣學生會多留意自己身邊及社會 各樣事物,加強他們的觀察力和好奇心,讓 學生領悟到知識不只是在學校內,其實身邊 無時無刻都有東西可以學習及留意,是很切 身的。

35 Connecting individual learning with organisational learning

36 透過與其他老師(包括同科和不同科 目的老師)的交談和討論,我所學習 到的也不少。(當然與他們所建立的 友誼更是一項重大的收獲 ! )

37 D. Curriculum Development in Hong Kong: Building on our strengths

38 1.Overview of the Curriculum Reform – Reflecting on strengths and getting ready for action 2.Whole-school curriculum planning – Achieving learning goals and short-term targets of school curriculum development 3.Four key tasks – Achieving learning to learn 4.Effective learning and teaching – Acting to achieve 5.School policy on assessment – Changing assessment practices Eleven Essential Themes (Basic Education Curriculum Guide, CDC 2002)

39 6.Life-wide learning – Enriching learning through authentic experiences 7.Quality learning and teaching resources and school library development – Bringing about effective learning 8.Meaningful homework – Consolidating learning, deepening understanding and constructing knowledge 9.Interfaces at various levels of schooling – Supporting transition Eleven Essential Themes (Basic Education Curriculum Guide, CDC 2002)

40 What are our strengths and achievements?

41 Strengths & Achievements 1.Maintaining strengths recognised in BECG - e.g. value for effort 2.Changing discourse from focus on “teaching” to “learner” & “learning” 3.Curriculum is not only document, acceptance of flexibility 4.More effective practices in schools, obvious in confidence to speak, reading & writing 5.Have “moved” schools, 30% vs 10% 6.Enhance evidence-based & reflective culture 7.Over-subscription PD programmes & projects 8.CDC/HKEA “one document” & “one committee” approach, teacher/SB assessment

42 What is my mission of joining the teaching profession?

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45 A teacher: 可能是中國人的文化 吧 ! 好的東西不好意思說出來, 免得被人覺得自己自大囂張。而 不好的東西又怕與人分享,免得 被人覺得自己無能。

46 在演講的最末, 有學生問楊振寧, 他認為一生人最大的成就是甚麼 ? 楊振寧回答:是幫助改變了中國 人覺得不如人的思想


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