FE Learning Activities 'Workshop Theory and Practice Dr. Christina Yu Wai Mui Director, School Partnership and Field Experience Office 1

Objectives Review the Programme Structure Review the Education Studies (ES) Courses Analyze the contribution of ES courses on FE Show examples on how relevant theories and concepts inform teaching and reflective learning in FE 2

Programme Structure Programme Structure Total No. of Credit Points (CPs) required : 136 cps (including 16 cps of Field Experience) Discipline Studies (Major) 39 Education Studies 39 (a) Generic (24) (b) Subject-specific Pedagogy (15) General Education 18 Complementary Studies 24 Field Experience 16 3

Education Studies (Generic) 1. Human Development 2. Learning and Teaching 3. Curriculum and Assessment 4. Understanding and Managing Diversity 5. Creating Conductive Learning Environment 6. Critical Issues in Education 7. Guidance and Counselling 8. The Professional Teacher 4

1. Human Development Stages of development Approaches to studying Physical and perceptual development Cognitive development Personality and socio-emotional development Language development Moral development 5

2. Learning and Teaching Influences on and diversity in learning ◦ psychological influences including motivation, intelligence, creativity, learning style, learning difficulties, cultural influences including Chinese learners, Models of teaching ◦ inquiry teaching; creative teaching; cooperative learning; cognitive/metacognitive theory, behaviourist theory, social learning theory, humanism, constructivism; 6

3. Curriculum and Assessment Curriculum models in pre-school education in HK Basic concepts of assessment Assessment of and for learning Types of assessment Formative & summative Assessment strategies to facilitate students' learning ◦ MC, fill-in-the-blank, short Qs, graded exercises, quiz and test 7

4. Understanding and Managing Diversity Diverse learners in HK Factors: ethnicity, gender, socio-economic status, special educational needs and etc. Learning, emotional and behavioral characteristics of students with visual and hearing impairments, and etc. Respond to diversity in daily teaching Responsive strategies, scaffolding learning and building on individual strengths, co-teaching, cooperative learning and etc. 8

5. Creating Conductive Learning Environment Models of teaching and instructional strategies with underpinning theories of learning (e.g. Gagne instructional events, informational-processing models: sense-making and knowledge construction, social models: group inquiry and problem-solving, personal models: exploration and reflection, etc.)’ Classroom management strategies ( 課室管理手則 ) Various classroom management factors Establish a personal system of classroom management, develop personal management plans, reflect from critical incidents 9

6. Critical Issues in Education Values in education Equal opportunity Language policy Complex role of teachers 10

7. Guidance and Counseling Concepts of guidance and counseling: philosophy, goals and framework Resilience Approach in child development Comprehensive student guidance system: growth orientation and whole school approach Personal growth curriculum: personal, social, academic and career development Theories in prevention and intervention: Humanistic, cognitive and behavioral models Crisis intervention strategies: individual, school based and community work 11

8. The Professional Teacher Concepts of professionalism in teaching Reflect on and identify strategies for student teachers’ professional development Identify multiple roles and functions within various preschool settings Commitment to ECE community and community at large Ethical practice 12

Subject-specific Pedagogy Early Childhood Curriculum: Towards Integration Enhancing Children’s Creativity and Self-Expression Scientific and Mathematical Explorations for Young Children Early Experience in English Contemporary Early Childhood Teaching Approaches 13

Mapping ES courses in FE learning Use theories and concepts learned in the ES courses to inform your daily teaching and Complete the 4 FE learning activities in the reflective journal to show your professional judgment 1.School 2.Pupils 3.Teaching and Learning 4.Professional Development 14

Mapping of FEILOs and Core Courses in Key Domains DomainsCore Courses School Development Pupil Development Teaching and Learning Professional Services & Dev. FEILO 1FEILO 2FEILO 3FEILO 4FEILO 5FELIO 6FEILO 7FEILO 8FEILO 9FEILO 10 Educational Studies Teachers and Teaching in Contextx x School Guidance and managing diversity xx x Curriculum and Assessment x x Effective teaching & Positive Classroom Learning Environment x x Basic Principles of psychology for Educators x x Philosophical and Socio-cultural Issues in Education xx x 15

What is Reflection? Schön (1983) distinguished between reflection-in-action and reflection-on-action. Reflection-in-action: reflection happens during the event. Eg take action on misbehavior or give feedback or answer Qs during teaching Reflection-on-action: reflection occurs after the event. Eg write reflective notes after each lesson and reflective journal after BP Schön, D The Reflective Practitioner. New York: Basic Books. 16

How to achieve reflective learning? Encounter challenging issues in teaching and learning ◦ eg your pupils and supervisors their feedback, your strengthens and weaknesses in teaching Be aware of your emotional changes throughout the process:  Struggling period ( 掙扎期 )   period of Honesty ( 誠實期 )   period of Adjustment ( 調整期 ) Emphasis on the depth rather than the width of reflection 17

Atkins and Murphy’s Model of Reflection (1993) Atkins, T.W. & Murphy K “Reflection: a review of the literature.” Journal of Advanced Nursing 18:

How to achieve reflective learning? Step 1: Describe the situation - what happened? Step 2: Inform the situation - What were your feeling/thinking of the situation? Step 3:Analyze the situation - What was good and bad about the experience gained from the situation? Step 4: Aware of the uncomfortable thoughts or feelings & confront with them Step 5: Reflect what’s going ‘on’ or ‘wrong’ – what different sense can you make of the situation? Step 6: Gain new perspectives and adjust actions - what have I learned? How can I do in a better way? Uphold some key steps  A checklist for completing your reflection 19

Outcomes of Reflection Burns and Bulman ’s FOUR Measures of Reflection (2000) 1.New perspectives on experience 2.Change of behavior 3.Readiness for application 4.Commitment to action  A checklist for measuring your reflection? 20

Examples Poor classroom management skills Insufficient subject matter Inadequate preparation Illogic flow Poor presentation skills Unclear instruction given to class Don’t understand your pupils’ needs Inappropriate attitude and manner Good use of QA, body languages, authentic resources, IT etc Good relationship with pupils and good learning atmosphere 21

Limitations of Reflection focus on the technique itself rather than the intended meanings of critical reflection distract the reflectors from learning subjective knowledge the reflectors are likely to decide the way they choose to reflect and what they reflect instead of the essential elements overly critical of one’s own performance may cause reflectors become inward looking and hinders the learning motives.  That is why you’re required to submit your Reflective Journal to your subject supervisor for the key purposes of  Guiding you on the right track  Assessing your progress of becoming a good teacher  In fact, it’s a kind of positive and healthy professional sharing! You can share it with any critical friends you like! 22

Thank you for coming 23