1 local heritage studies a white-rat-teacher’s experiences mrs. agnes lee june 2009, revised
TRANSCRIPT
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A possible 2009-2012 scenario
History students:SBA assignments in all core subjects,
History and other elective subject(s)more OLE activities.
Those activities require much capacity in ‘self-directed learning’, ‘reading to learn’, risk-taking, independent thinking etc...
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A possible 2009-2012 scenario
Those activities may pull some students away from their safety zones.
Some students, such as the quiet and obedient ones, may not be able to cope with these challenges.
Consider stress problems.More preventive measures, the
better.
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A possible 2009-2012 scenario
History teachersMay have to teach Liberal Studies al
soi.e. have to supervise a great no. of
students to do SBA assignments in 2 subjects
may have more team workmay have more OLE duties etc...
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A possible 2009-2012 scenario
For both teachers and students, those tasks could be very time consuming and exhaustive.
There are only 24 hours a day.
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A possible 2009-2012 scenario
What is the overriding tasks for teachers?To create outstanding academic
results?To guide students to strike a
balance between academic achievements and healthy growth?
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The white-rat-teacher’s principles in this task of preparing exemplars
Minimum investment,
maximum outcome Strong discipline
on time-management Be sensitive and understanding
to students’ responses
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Experiment 1 (2007-08)
Teacher’s background knowledge of the SBA task Little, just skimmed through the draft of
SBA Handbooktime available
3 months late Feb to end of May
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Experiment 1
Invited 3 F. 4 fast learners to do one SBA written report
1st supervision – 1 hourExplained the taskDrew attention to the part `Requirements’Drew attention to definition of ‘heritage’A hard copy of SBA handbook to each
student
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Experiment 1
Arranged 6 more supervision sessions 30 min/session; in groupPre-set schedule and venue for the 6
sessionsBoth teacher and students followed the schedule
as much as possibleGave prior notice when one appointment could not
be made
This mechanism helps to save time and prevents confusion in time-management
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Experiment 1
Teacher’s struggle in giving supervision: Strong intervention vs autonomy Decision – autonomy comes first
2nd supervision session (before Easter holiday) Title Proposal – students chose ‘TVB’ no reading materials collected; empty talk only
3rd session (after Easter holiday) Students narrowed down the topic – local drama se
ries of TVB no reading materials collected; empty talk only
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Experiment 1
By late-Aprildata-collection failed
Why? few sources written in English versionstudents - weak in flexibility;
Teacher’s reaction – more intervention suggested ‘Po Leung Kuk’ teacher’s briefing on ‘Po Leung Kuk ‘
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Experiment 1
Mid-May1st draft – wrong focus teacher’s reaction – instructed students to
re-write according to a question (This is wrong.)
Late May – 2nd draftPens down – Final Exam. was near
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Experiment 1 – 2nd draft
The question given to students: As a non-government organization of a long
history, has the Po Leung Kuk adjusted its services according to the changing needs of the HK society?
It is a wrong title – why?Po Leung Kuk
an organization, not a heritage X the building of Po Leung Kuk
a building, a heritage
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Experiment 1 – trial marking
1st trial marking: Level 0
because the choice is wrong
2nd trial marking:Readjustment of the definition of
‘heritage’ Level 1
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Experiment 1 – draft 2
3rd trial marking:Title of draft 2 was revised:Po Leung Kuk’s tradition of protecting ch
ildren and women保赤安良 (protecting children and wome
n)a spiritual heritage
p. 104 – level 3 ‘meaning’ was very slightly touched
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Experiment 2 (2007-08)
After Easter holidayTwo F.6 fast learner late April - Bun FestivalMay
Interviews at Cheung ChauCollected a few secondary sourceTeacher provided a few primary source read
ing materials
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Experiment 2
Late May – 1st draft (>4000 words) p.111
Mid-July – 2nd draft (>2400 words)Just a shortened version
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Experiment 3 (2008-09)
The purpose is to produce L4-5 exemplars
From mid-Jan to mid-Mar 2009 (2 mths)F. 6 History students
Whole class;As one course assignment
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Experiment 3 - controls
Teacher’s instruction: A printed copy of Schedule and Guidelines to
each student Scheme of work definitions of ‘heritage’, assessment criteria,
samples of citations (SBA Handbook), Template: what/ change & continuity /
meaning Advice students to choose from the list of
declared monuments under the AMO
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Experiment 3 - controls
Title selection students show hard copies of relevant
reading materials to get teacher’s approvalDiscourage students to collect materials
from internet only;Primary source materials – not compulsoryURL addresses, author/name of
book/year of publishing etc should be shown on the hard copies
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Experiment 3 - controls
Further readingstudent presents a written outline with
details; Teacher check student’s understanding
of what is read by asking the student elaborate his/her thoughts
Teacher may have to suggest/force change of topic at this stage if the choice is proved unrealistic
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Experiment 3 - outcome
1st draft is marked by the teacher Impression marking
2nd draft It is taken as the final versionAll achieved Level 4-5
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Experiment 3 - students’ sharing
High achievers (external & internal assessments) This task is more difficult and painful
than preparing a tutorial essayTo prepare a tutorial essay, they are
expected to read 3 pieces of reading materials; the teacher gave 2 sources.\
To prepare this SBA task, the teacher gave no suggestion of references.
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Experiment 3 - students’ sharing
High achieversOne student handed in the report 2 weeks
lateShe refused to give up when data-collection
proved the topic is an unrealistic one although the teacher persuaded her to.
Finally she changed topics twice.She found it very painful to decide what to
take and what not to take.The process caused her negative emotions
and tears.
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Experiment 3 - students’ sharing
Low achiever (external & internal assessments)Her written report (level 4) was much better
than her other essays (level 2) in content and organization.
She enjoyed the process because she chose what she was interested to do and do it, to a certain extent, at her own pace.
She said that her self-confidence in studying History increased. The change is noticed by the teacher during lessons.
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What was learnt? SBA Guide
Be familiar with the SBA Guide (HKEAA version)
requirement definition assessment criteria elective specific
Title of local heritage studies NOT in form of a question
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What was learnt? Cater for learner diversity
Choosing approach & topic Very important for success & efficiency in
supervisionSpend at least 1 monthFacilitate right matching: student’s
capacity & approachWhich level to achieve?
Set realistic goalsVery weakly motivated students
To start, consider level 1-2?Experiment 3
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What was learnt?Time management
Strong discipline on time managementFor both teachers and studentsMutual agreed schedule and timer
may help.Set reasonable schedule
Consider other learning activities too.
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What was learnt?Interim supervision
Helpful in quality control Make major changes before it is too late Consider normal lesson time Train up a few capable students to facilitate
peer learning in class when the teacher is giving individual supervision during normal lesson time
Be a good listener when giving supervision Use guiding questions to help the student to
make decisions
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Teacher’s worries
English version inadequate reading material?
According to student’s interest?How much?Weak in flexibility May lead to ‘great effort, little reward’
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Teacher’s worriesdegree of intervention
How much?A lot?
High marks, weak research skillsLittle?
CompetitionAmong studentsAmong subject electivesAmong schools
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Teacher’s worries - justice
Justice?Successful plagiarism is very bad
learning experiencesControl
Citations, footnotes, bibliographyShow hard copies of reading materials
readAsk student to elaborate what was read
during interim supervisionOthers?
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Teacher’s worries - fairness
Fairness among students More family resources, higher marks? Ask more, get more? Students may have different reasons for
not asking more. Lazy? Shy? Over-confident of oneself? Considerate to the teacher?
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Teacher’s worries - fairness
Control Choosing approach/title
match individual capacity Further supervision
equal no. of individual interim supervision sessions
deliver hard/e-mail copies of teachers’ advice/feedback to all (time-saving; the same question will not be asked again; may be used for the next cohort)
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Conclusion – how much effort?
SBA 20% of the final resultSpend 20% of the total effort Make SBA preparation a tool to
prepare students for the written exam (80% of the final result)