Report of Sub-committee: Math & Science. 1.Context (Significance of 21 st Century Skills)  Core Knowledge  Self-Learning Skills  Communication Skills.

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Presentation transcript:

Report of Sub-committee: Math & Science

1.Context (Significance of 21 st Century Skills)  Core Knowledge  Self-Learning Skills  Communication Skills  ICT skills

2.Trends in Reform: Progress & Challenge (1) Curriculum/ Standard  Movement from concrete national standards to greater flexibility and individuality in East and movement to core standards on part of western economies.

Curriculum Focus on Core Knowledge “E” “W” 21 st Century Skills Focus on Individual

Curriculum 21 st Century Skills Focus on Individual Focus on Core Knowledge “E” “W”

(2) Assessment  Both “ E ” and “ W ” are moving toward application of the performance-based from knowledge on practical skills  Assessment for entrance to Next Level – plus assessment to improve instruction and student learning, as well as one for accountability.  Desire to assess self-learning and communication skills.

Assessment Application of the performance-based Knowledge on practical skills “E” & “W”

(3) Professional Development  Use technology to deliver professional development  Need for professional development in new curriculum for existing teachers (including their own self-learning skills)  Providing advanced professional study/training for teachers (e.g. “ Study Leave ” )

Teacher preparation Core Knowledge “E” “W” Solid core knowledge + Problem solving Communication Real world application Pedagogy

Teacher preparation Solid core knowledge + problem solving, communication, real world applications Pedagogy Core Knowledge “E”“W”

3.Proposed Actions/Joint Projects - some examples- (1) Shared Information  Share tools — assessment items, knowledge bank, professional development materials, online program  Share results of reform practices

 Share curriculum frameworks; assessment, College Entrance Exams, Pre-service Teacher Course Content (ref.) ・ Science content is questioned: integrated science courses or separate science courses ・ “ E ”. formal science starts in grade 3 with “ life experience ” in earlier stage ・ British colonies start with formal science in G1

(2) Joint Research  Fundamental cognitive research What materials are best tools for teaching math/science? How does knowledge transfer from one setting (school to real world)? What knowledge is necessary as foundation for learning subject? etc. Best methods for teaching math/science in English?

(3) Policy Analysis/Briefs  What the test (college Entrance exam, etc,) measure: aptitude or achievement of previous education?  Can we develop interesting content knowledge in primary and secondary school curriculum?  Benchmarking Activities to inform policies.