A Preliminary Review on the Implementation of NSS Curriculum: Diversified Learning and

Stretching Potentials

History Parallel Session9.8.2010

(History/PSHE/CDI/EDB)

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Schoolwork – how do you feel?

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Cool down and think

• What are teachers and students doing at school?

• Are good exam results the final goal of schooling?

• What is the goal?

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Let’s focus on learners’ interests

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Learner differences

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Learner styles

Mini-survey (2009-2010)S1-4 History classes

Visual type: 35%Active learners: 25%

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Learner differences

• A guessing game

AnarchicalOligarchicHierarchicMonarchical

JudicialExecutiveLegislative

GlobalLocal

ConservativeLiberal

ExternalInternal

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How to cater for learner diversity?

Set the goal right.

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1km

3km

7km

10km

?

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How to help them remove their obstacles?

This morning’s programmeHistory C&A GuideYou can name a lotYou have done a lot

110013. ( ) co-teaching

151512. ( ) learning portfolio

01511. ( ) leading role in interactive group learning

301510. ( ) extended work or independent study

4009. ( ) more demanding tasks

60608. ( ) recognize their performance

40607. ( ) set tests/examination papers that suit their level30706. ( ) assign small and simple tasks

60605. ( ) employ multimedia and interactive learning materials

30304. ( ) adapt or rewrite materials

60603. ( ) learning by doing ( e.g. group discussions, role-plays)

30302. ( ) modify the curriculum plan

60701.( ) identify their strengths and limitations

Above averageoften

%

below averageoften

%

Insert “Y” in the brackets below to indicate the items you have adopted.

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• Yes• No• Why not?• Is the right goal set?• Are problems and solutions well

matched?

Are teachers’ attempts effective?

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Goal

1km

3km

7km

10km

Goal: “encourage active learning”(C&A Guide p.23)

• Hitting the same goal at the same time?

• Keep moving towards the same goal?

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Curriculum planning

• A smooth & structured progression of study

• S1 - S6 as one curriculum in 2 parts

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Curriculum planningjunior secondary

Knowledge• Width:

– from pre-historic times to the modern world– the East & the West

• Depth:– dig into a few interesting & impressive parts– e.g. ancient civilizations, historical figures...

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Curriculum planning junior secondary

Attitude & historical concepts–Respect historical records, argue with

evidence, sensitivity to bias

World-wide picture of the past is the foundation of global perspective of the present

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Curriculum planningjunior secondary

• Integrated mode: – Strive for a balanced curriculum plan– S3: NSS Introduction, S3 Bridging Programme

• Independent mode: coverage vs interestsToo many rot learning of facts may kill interest.

• Local heritage - field visits• Extensive reading as supplement

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Curriculum planning senior secondary

CoreCommon practices in S4 Hist. classes (09-10)• Sequence 1:

– Theme A, then Theme B– “HK” 1st? If later, would lots of efforts be saved?– “China” 1st? Difficult for beginners?

• Sequence 2:– Theme B, then Theme A– Unfavourable to “Local Heritage Studies”

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Curriculum planning senior secondary

Is there a 3rd sequence?• Possibility 1

– Taking 1945 as a dividing line: pre-WWII Europe, pre-WWII Asia...

• Possibility 2– HK: “socio-economic development” before

“political & institutional changes”?– HK: “political & institutional changes” after

“China”?

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Curriculum planning senior secondary

• Electives– Free choices– Local heritage studies

• F.5 repeaters transfer to S5 class– SBA– Subject knowledge– Skills & concepts– 15-marks essays

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Learning and TeachingPrior knowledge

Extensive reading1. Western library books for kids; theme

books for teenagersthin, beautiful pictures/photos, different types of data, easy language

1. School-made reading materials2. S1-3 textbooks – selected chapters

(could be owned by schools)

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Learning and TeachingPedagogies

1. Co-operative learning2. Grouping: mixed-abilities and

homogeneous in alternative turns3. Engage students in learning4. Keep observing & facilitating the

learning process5. Give immediate feedback, be positive

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Assessment for Learning

• Good practice– Put much more time on skill training in S4,

especially in the 1st terme.g. essay writing skills

Cultivate sense of achievement

24past paper (adjustment)S6

more analytical essays on topics taught in S4-5

S5

Lightly analytical essays on topics taught in 1st & 2nd terms

S4 2nd term

narrative essays on whatever topics taught

S4 1st term

Example 1 – essay writing

Assessment for LearningStratification

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Example 2: DBQ• Train up skills in teaching• Focus

e.g. 1st cycle – identify clues2nd cycle – attitude3rd cycle – opinion

• Step by stepe.g. ‘usefulness’ first, then ‘limitation’

Assessment for LearningStratification

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Thinking styles and Forms of Assessment

project/portfoliocreativity,team work

LegislativeExternal

essayanalysis,organization

JudicialHierarchical

short answer/multiple choice

memory,time allocation

Executive, LocalHierarchical

Form of Assessment

Main skillsCompatible style

Theory into Practice, 44(3)p.252

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Thinking styles and Forms of Assessment

Sugar & vinegar

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Thinking styles and Forms of Assessment

• Questions that match learner’s style– Comfort zone– Stretch potentials– Sense of achievement & self-confidence

• Questions that do not match learner’s style– Overcoming weaknesses– Risk-taking training– Greater sense of achievement

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Differentiated Instruction

• Carol Ann Tomlinson, Association for Supervision and Curriculum Development. www.ascd.org

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Differentiated Instruction

• DifferentiationCentralhttp://www.diffcentral.com/

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Differentiated InstructionSome big ideas/words

• Advanced learners, struggling learners• Teacher’s mindset ready for DI

– the major concern• Different sets of materials to different

types of learners– the last major concern

• Respectful tasks; equal opportunities– E.g. longer & more complicated passages,

shorter & easier passages

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• Learning menu– Main dish (core)– Side dish (elective)– Dessert (optional)

• Flexible grouping• Plan for content & students• Not all lessons to be differentiated

Differentiated InstructionSome big ideas/words

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Differentiated instruction& DSE

DSE Level Descriptors

Understanding:Show some understanding of factsabout the modern world, through sequencing of historical events

Understanding:Evaluate the relative significanceof factors that shaped the modern world

Knowledge:Show elementary knowledge, by (i) identifying familiar and (ii) simple viewpoints and perspective

Knowledge:Show comprehensive knowledge, by (i) differentiating facts from opinion, (ii) identifying different viewpoints and (iii) perspectives, and coming up with sound and independent points of view

Level 1Level 5

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DSE History

• SBA marks to HKEAA–Beware of time clashes with other

subjects–S5: Jun-July; S6: Jan-Feb–School-based co-ordination on

deadlines for students is necessary

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Why should teachers and students try so hard?

• Book: “Catch up or lead the way” (school should keep pace with the world’s pace)

• Video” “Did You Know” (youtube.com)

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Cool down and think• Keep calm

What you have watched is an opinion, a prophecy.

• Be wise– Learner differences– Meaning of life

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Life and schooling

life & living

schooling & exams life &

living

schooling & exams

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Where there are learners,learner difference exists.

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1km

3km

7km

10km

Construct a smooth & structured progression of study

to activate students to become active learners striving for improvement