curriculum leadership and management series for nss quality leadership workshop on school-based ole...

Curriculum Leadership and Curriculum Leadership and Management Series for NSSManagement Series for NSS

Quality Leadership Quality Leadership Workshop on School-based Workshop on School-based

OLE and SLPOLE and SLP

Life-wide Learning and Library Section, CDI

Professional Development Programmes

Curriculum Leadership and Management Series for NSS – Other Learning Experiences (OLE) and Student Learning Profile (SLP):

Workshop on Approaches & Models of Implementing School-based OLE and SLP

Quality Leadership Workshop on school-based OLE and SLP

Schedule

ProgrammeRegistration

Introduction and Ice-breaking

Session 1: Aiming for quality

– Leadership Clinic (Part I)

Break

Session 2: Aiming for quality

– Leadership Clinic (Part II)

Session 3:

Some information about SLP

Open Forum and Evaluation


ObjectivesObjectives To further enhance the professional le

adership capacity among OLE / SLP co-ordinators

To explore the importance and implications of quality leadership of OLE and SLP in different perspectives

To identify practical approaches / methods to develop quality leadership of OLE and SLP in different school contexts


Value &Attitude

Generic Skill

Building on Strengths of Building on Strengths of Basic Education: The Basic Education: The Whole Whole Curriculum Framework Curriculum Framework (Coherence, (Coherence,

Fullan)Fullan)

P1- S3

NSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

4 Core Subjects

Chinese LanguageEnglish Language

MathematicsLiberal Studies

(45-55%)

2 or 3 Elective Subjects

2 or 3 subjects chosen from NSS elective subjects, or from Applied

Learning and/or other language courses

(20-30%)

Other Learning Experiences Moral and Civic

Education, Community Service, Aesthetic

Development, Physical Development and Career-

related Experiences (15-35%)

Other Learning ExperiencesOther Learning Experiencessuggestedsuggested time allocation breakdown over time allocation breakdown over

3 years3 years

1. Aesthetic Development (e.g. music lessons, art performance)

5% 135

2. Physical Development (e.g. P.E. lessons, sports)

5% 135

3. Moral and Civic Education (e.g. form tutor lessons, religious education periods)

5% 1354. Community Service (e.g. visiting elderly homes, community projects)

5. Career-related Experiences (e.g. career talks, job shadowing)

Minimum Hours

15% 405Suggested Minimum

Heads ofCommittees / Subjects

OLE co-ordinators;VP

Principal

Form teachers;subject teachers

OLE leader – WHO?W

hole

-per

son

Dev

elop

men

t


Session 1Session 1

Aiming for qualityAiming for quality - -

Leadership Clinic (Part I)Leadership Clinic (Part I)


3 school cases3 school cases

1. Study the information about students’ OLE in the school.

2. What do you want to know more about the quality of its OLE? Brainstorm as many questions as possible.


3. Categorise the questions generated by all your group members and put them on the flipchart.


5. What is each question about?

W ays of looking into the quality of OLE

a) The quality of the OLE experience itself: the quality of learning

b) The quality of organizing OLE at leadership and management level: the quality of organization

c) The quality of learning opportunity and space: the quality of environment

d) The quality of community contexts: the quality of community relationships

e) Others …



a) the quality of the OLE experience itself: the quality of learning ✔

b) the quality of organizing OLE at leadership and management level: the quality of organization



e) Others …


體驗與感受

三階段「其他學習經歷」活動設計

• 建立技巧• 製造期待

• 總結經驗• 展示所學

前中後

導入活動實際場境學習鞏固學習Life-wide Learning and Library Section, CDI

學生主動學習

教學設計

反思策略

解說活動

「其他學習經歷」的學習期望和情境

過程中找不到個人意義(personal meaning)

同學的共通問題

導入活動

發展對學習目標的理解

及認同

引起動機：發掘值得投入學習的

範圍及焦點

個人意義

逐步輸入學生所需的前設知識

如何透過解說協助學生有質素地運用「學生學習概覧」？

透過提問 / 發問刺激學習者掌握自己的感受 ,繼而思考及重整知識經驗 / 價值態度 ,發展成具個人意義的結構。這些提問可以是：① 教師向學生作不同層次的提問② 由學生向經歷中遇到的人物發問

透過排序 ( 如最 __ 至最不 __)，讓學生較容易啟動從已有經歷中得來的價值觀，亦可在提供額外資料或在另一個相關活動後安排學生再一次排序，可以較易讓學生發現當中的感受和解釋反應。


選擇物件代表意見或感受① 亦可先以幾件物件代表不同的意見或感受，再以這些

物件拼湊出一個圖像或型態，並為當中的每件物件設計一句對白

② 這樣可使學生表達感受，或代入在學習過程中所遇到的人物，去感受他們的感受

「他們代表誰？」① 學生思考學習經歷與個人的關係，從而思考「我可以

做甚麼？」


就「與工作相關的經歷」反思就「與工作相關的經歷」反思職業大比併職業大比併出類拔萃出類拔萃

P

M

I

例子




✔c) The quality of learning opportunity and

space: the quality of environment


e) Others …


推行校本 OLE：優質架構

組織與策劃Organizing &

Planning

課程領導Leadership

人力管理Manpower Co

nsideration

資源調配Deployment of R

esources

評鑑策略Evaluation Str

ategies

3. 連繫其他課程及學習經驗

4. 擴闊學生的參與和選擇

5. 開展多元 / 多樣化的項目

6. 採用有效的資訊策略

7. 教師的投入參與

8. 學生與其他人士的熱心參與

9. 善用資源10.善用夥伴關係

11. 蒐集學生成就

12. 重視變革管理

13. 表揚項目 / 活動成就

1. 方向與目標

2. 探知各方面的需要

MODELMODEL

http://www.edb.gov.hk/cd/lwl/qf


組織型學習的「雙環路」組織型學習的「雙環路」

n 計畫

n 檢視我們做得有

多好 ?

Are we doing the things rig

ht?

我們的目標完善嗎 ?

Are we doing the right thin

gs?

宏觀目標檢視

n 學習

n 行動「自我完善」

起動成熟進深 Life-wide Learning and Library Section, CDI

OLE time arrangement

OLE arranged by school (or co-organised with other bodies):

within and outside normal school hours.

during time-tabled and/or non-time-tabled learning time

Overall and flexible planning of lesson time

OLE time planning & arrangement

The recommended hours of OLE (15%): only used for counting the time that ensures sufficient opportunities for whole person development of all students.

Student engagement and fitness to specific OLE expected outcomes should be examined as priority in time planning.

OLE-relevantprogrammes

OLE-relevant

programm

esOLE-rele

vant p

rog

ram

mes

OLE-relevantprogrammesRecommended hours of OLE

PE lesson

Musiclesson

Form-teacherperiod

Assembly

VA lesson

TimetabledCareer talk

Sports Day

In-school

Music Festival

(for all)

SwimmingGala

ReligiousStudies

In-schoolDramaDay (for all)

Stu

dent

gui

danc

e

mas

s pr

ogra

mm

es

Leadership

Training

programmes

ECA / CCAactivities

Adventure

-based

activiti

es

Studentservicegroups

Existing school practices for whole person development

LWL Day

LWLlesson

How can I make sure that my school has met the OLE time

requirement?

I need to self-check the existing practices. By doing so, I can ensure sufficient OLE opportu

nities for students.

LifeEducation

period

HOW?

A self-checking workflow

of OLE time arrangement

- Time% as reference

- Counting only those arranged for all and best fit specific OLE expected outcomes

- Minimum Threshold Approach

School A using a ‘minimum threshold approach’

Mode A: OLE implemented through timetabled lessons

Mode B: OLE implemented through special days on school calendar

Mode C: OLE implemented through specific school policies on extra-curricular / co-c

urricular activities

Regular & ‘For all’

‘For all’

Wide-spread & voluntary

At this point, most schools could satisfy

the OLE 15%

A self-checking workflow of OLE time arrangement

PE lesson

Musiclesson

Form-teacherperiodAssembly

VA

lesson

TimetabledCareer talk

Sports Day

In-school

Music Festival

(for all)

SwimmingGala

Religious

Studies

In-schoolDramaDay (for all)

Stu

dent

gui

danc

e

mas

s pr

ogra

mm

es

Leadership

Training

programmes

ECA / CCAactivities

Adventure

-based

activiti

es

Studentservicegroups

Existing school practices for whole person development

LWL Day

LWLlesson

Mode A

Mode B

Mode C

LifeEducation

period

Example of the self-checking workflowSKH Kei Hau Secondary School (Step One - Mode A only)

Physical Development

PE lessons (2 periods) 37 hr

Aesthetic Development

Music lesson (1 period) 19 hr

MCE, CS, CRE Morning assembly (4 half periods); Assembly (1 period); Religious Studies/ Class teacher period (1 period)

58 hr

Total 114 hr (11.4%)

SKH Kei Hau Secondary School (Step Two - Mode A & B)


PE lessons (2 periods)

Special Days (e.g. Sport Days - whole school involvement– 2 days)

37 hr

12 hr


Music lesson (1 period)

3 half-day programmes for Arts & CreativityIn-school Music Festival (for all)In-school drama performance & competition (for all)

19 hr

9 hr 8 hr 9 hr

MCE, CS, CRE

Morning assembly (4 half periods; Assembly (1 period); Religious Studies/ Class teacher period (1 period)

+ CRE & CS activities (e.g. career talks, visits to universities, and service-learning activities at community centres and/or natural environment) for all students

58 hr

10 hr

Total 162 hr (16.2%)Over the suggested minimum lesson time (15% / 135 hrs)

Example of the self-checking workflowPentecostal Lam Hon Kwong School (Step One - Mode A only)


PE lessons (2 periods) 32 hr


AD lessons (2 periods)

Choices on various art forms (e.g. drama and music) are provided for students.

32 hr

MCE, CS, CRE

Class teacher periods (5 periods/cycle) covering programmes on MCE, religious education, career guidance, and activities to facilitate students to build their Student Learning Profile; Assembly (1 hr/cycle)

78 hr

Total 142 hr (14.2%)

Pentecostal Lam Hon Kwong School (Step Two - Mode A & B)


PE lessons (2 periods)

Special Days (e.g. Sport Days - whole school involvement – 2 days; PE Day - 4 hr)

32 hr

20 hr


AD lessons (2 periods)

In-school music competition (for all)AD Assembly (e.g. talks on drama and media arts; music & drama appreciation)

32 hr

6 hr 6 hr

MCE, CS, CRE

Class teacher periods (5 periods/cycle; covering programmes on MCE, religious education, career guidance, and activities to facilitate students to build their Student Learning Profile); Assembly (1 hr/cycle)

+ Community Service and specific CRE programmes (e.g. career talks)

78 hr

16 hr

Total 190 hr (19%)Over the suggested minimum lesson time (15% / 135 hrs)

OLE time arrangement: Existing school strategies when applying the self-checking workflow in ‘OLE Clinic’

Mode A:

Timetabled lessons

Mode B:

Special days/events

Mode C: Extra-curricular / Co-curr

icular activities

1 Regular lessons(e.g. PE lessons, Music

lessons, Form-teacher periods)

Special Days(e.g. OLE Day, Sports

Day, AD Day, PD Games Day, Service

Learning Day)

School policy(e.g. ‘one student one

service’ policy)

2 Flexible arrangements within respective OLE component to enrich

experiences (e.g. lesson swapping, group swapping)

Special events(e.g. In-school music co

ntest & drama appreciation, career talks & workshops,

community service in and/or outside school)

Extended school programmes

(e.g. after-school sports training workshop for a

ll)

3 Timetabled OLE periods

Initiative of OLE & SLP Clinic

Since July 2008: More than 80 schools (including Seed Schools and OLE network schools) have sent us their OLE school plans using the “minimum threshold approach” after briefing.

Meetings with individual schools (on optional basis) were arranged to explore feasible strategies (“OLE & SLP Clinic”).

“OLE Time Arrangement Database” has been uploaded on web for schools’ reference.

http://www.edb.gov.hk/cd/ole

以社會服務為例

社會服務 (從校內到校外 ) 校內服務

維持秩序 ( 領袖生 / 風紀 / 糾察 )

協助校務工作 ( 班內服務 / 圖書管理員 / 運動會裁判 / 校報編輯或採訪 )

組識學生 ( 學生會幹事 / 學會幹事 )

學生輔導 ( 功課輔導員 / 大哥哥大姐姐輔導員 / 學長輔助新生適應 )

環保工作 ( 環保大使 / 校園清潔大使 )

……

校外服務探訪 ( 探訪弱勢社群，如獨居長

者 ) 康樂 ( 為有需要人士提供康樂活動，

如生日會、聯歡會、攤位遊戲 ) 護送 ( 護送弱老者覆診 / 傷殘或智

障人士出外活動 ) 結伴為友 ( 為不同群體 [ 包括其他

學校 ] 舉辦活動 / 邀請社區群體到校，為他們舉辦活動 / 大哥哥大姐姐輔導計劃 )

功課輔導 ( 為有需要兒童提供功課輔導 )

籌款 ( 為慈善團體賣旗籌款 / 義賣活動 )

環保工作 ( 環保、保護文物和社區美化有關活動 )

…..

社會服務

德育及公民教育• 國民大使• 環保大使• 領導生• 朋輩輔導

與工作有關的經歷• 年宵義賣• 社福機構義工• 制服團隊• 營舍服務員

藝術發展• 社區美化運動• 文化藝術大使• 義務藝術表演

體育發展• 義務體育比賽裁判• 義務運動教練• 運動會工作員

實踐為本學習

學習服務Learn to serve

課程為本學習

議題為本學習

配合學習領域／科目或「應用學習」的需要（例如：倫理與宗教科、通識教育科、健康管理與社會關懷）

從籌備及參與服務的實際行動中學習（例如：透過聯課活動的形式推行，讓學生掌握解決問題能力，以及後勤工作所應用的技巧）

在服務的過程中，要求學生憑敏銳觀察和介入，探討當中出現的社會議題（例如：以「社區清潔」為主題，透過社會服務，深入探討有關議題和可關注的事項）

可選擇的不同推行模式

社會服務 —讓學生面向社群，成為主動及負責任的公民

與學校課程的連繫作切入點由個別學習領域開始，設計與學習領域相連的

社會服務活動，例如：通識教育科中有關社區及環境問題的認識

透過跨學科學習推行，例如以社會服務為專題研習的主題，並連繫四個關鍵項目

以聯課活動的形式進行，讓學生可選擇參與不同性質的社會服務

專題研習 / 功課獎勵計畫班主任課生活教育課周會課外活動領導訓練一人一服務．．．．．

可選擇的不同推行模式

以「與工作有關的經驗」為例

與工作有關的經驗 - 邁向終身學習

與學校課程的連繫作切入點由個別學習領域開始，設計學科與工

作世界的相連活動，例如：經濟科舉辦年宵義賣活動

透過跨學科學習推行，例如以工作或職業作為專題研習的主題，並連繫四個關鍵項目，例如：工作實況考察

以聯課活動的形式進行，在已有的活動上，加入與工作或職業相關的元素，例如：組織校園電台 /電視台 / 校園報；帶領學生會組織

與工作有關的經驗 - 邁向終身學習

9. 學習活動設計

教師可按學生的需要，提供不同層次的學習活動，漸次深化學生的學習

課堂內學習領域的有關教學例如常識科經濟科等、課堂內的角色扮

..演、班主任課、職業輔導課、生活教育課等( / )

.

課堂外與專家會面例如面談、講座或採訪、工作場地參

..觀、與工作或職業有關的專題研習等( )

.

以真實環境為中介在教師專家的指導下進行真實或模擬的工作例如博物館導賞、攤

. )位、電視台等

/(

.

真實的作世界工

例如：短期工作實習ob shadowing作影子計畫j工

http://cd1.edb.hkedcity.net/cd/lwl/ole/01_intro_01.asp




c) The quality of learning opportunity and space: the quality of environment ✔


e) Others …


學習的空間

學生教師有沒有足够「空間」去製造「空間」呢？

優質經歷

教師的得着和滿足教師的得着和滿足

宏觀性的優質架構學校發展、課程發展、專業發展

審視學校的OLE 組織素質及空間

OLE


Opportunities for system Learning in OLE

System Learning

Opportunities for professional Learning in OLE

Professional Learning

Opportunities for student Learningin OLE

Student Learning

Three Learning Agendas ( 三個學習方案 )






d) The quality of community contexts: the quality of community relationships ✔

e) Others …


良好夥伴關係帶來的優勢 ?

夥伴關係

基本優勢 :

為學生提供真實的學習情境

基本優勢 :

為學生提供真實的學習情境

對社會問題的關注建立社會互信

建立終身學習能力建立學習社群 ( 學校在社區中的角色與定位 )

OLE Activity Databank

Session Session 22

Aiming for qualityAiming for quality - -

Leadership Clinic (Part Leadership Clinic (Part IIII))


3 school cases

1. Use “KISS” to identify, with regard to OLE leadership, what to KEEP, IMPROVE, START, AND STOP for quality OLE.

2. Give reasons for your judgments.

3. Give at least one specific example of the ways to improve / start.


Session 2


the quality of the OLE experience itself:

the quality of organizing OLE atleadership and management level:

the quality of learning opportunity and space:

the quality of community contexts:

Others:

The quality of organizing OLE at leadership and management level: the quality of organization

OLE leadership

–Who?

–How?–What?

• Student leadership opportunities


OLE Leadership in 3 Seed SchoolsOLE Leadership in 3 Seed Schools

(A) (B) (C)

Who? A few enthusiastic teachers

The strong visionary principal

Principal, teachers, school social worker and students



(A) (B) (C)How? OLE

Committee exercising own initiatives

OLE Committee having internalized the school ethic under the principal

Principal, teachers, school social worker and students all play a role in taking forward the various initiatives in the school



(A) (B) (C)What? Teacher

leadershipStrong Visionary leadership

Distributed leadership

Opportunities for student leadership

Strong emphasis on student leadership in school policy

A ‘leaderful’ community


Issues about curriculum Issues about curriculum leadership and managementleadership and management

1. Leadership styles

2. Space and learning opportunities

a. Balance between a. Balance between top-down and top-down and

bottom-up leadershipbottom-up leadership

1) Leadership styles


Much spaceMuch space& learning& learningopportunityopportunity

Top-downTop-down

Bottom-upBottom-up

Little spaceLittle space& learning& learningopportunityopportunity

Teacher leaders exercise their own initiatives but within a certain domain or component of OLE.


Teachers’ tasks & responsibilities are decided by the senior management.

Teachers perform their duties as expected.

Teachers’ tasks & responsibilities are decided by the senior management

However, there is sufficient scope for teacher initiatives.

Teachers have adequate learning space and opportunities for visionary activities

Teachers take the lead for quality OLE.

MuchMuch spacespace&& learninglearningopportunityopportunity

Top-downTop-down

(Vision & connectivity)(Vision & connectivity)

Bottom-upBottom-up

(Initiatives & support)(Initiatives & support)

LittleLittle spacespace&& learninglearningopportunityopportunity


A

C

BDistributed leadership

Strong visionary lea

dership

Teacher leadership

b. OLE –

pathways to student leadership


StudentStudentdirecteddirected

OpenOpen

ClosedClosed

TeacherTeacherdirecteddirected

Teacher decides on student role and allocates tasks and areas of responsibility


Teacher decides on student role but leaves scope for student initiative

Students enjoy a wide scope of opportunities for initiating activities and taking the lead in change

Students exercise their own initiative and enjoy a level of responsibility but within a certain domain or subject area

Student LeadershipOpportunities

AB

C

Student Learning Profile (SLP)

Exploring…..

Students tell their own

“stories of learning”

Session 3

To reflect a fuller picture of the students in terms of whole person development

The main objective:

What is SLP?Every student should be encouraged to build up a personal profile for recording their learning experiences during the senior secondary years.

Academic performance in school

Other learning experiences (OLE)

Performance/ awards gained outside school

Student’s ‘self-account’ (e.g. their impressive learning experiences & career goal-setting)

Key Issues related to school-based SLP

• Existing practice?• Starting strategy?• SLP tool(s): Using electronic

systems ?• Space: Class teacher periods?• Existing Resources?• SLP sustainability - sense of

responsibility and ownership? Student motivation?

Implementation Strategies – School Practices on SLP

Student ownership, but not learning-focused

Self-regulated learning

Compliance mentality

Turning experience into learning, but insufficient student ownership

• WebSAMS –SLP template for schools’ reference

• School-based tailor-made system

• Systems available from the market

Tools that you may consider…

SLP Processes

Best practice is where the SLP process ‘overlays’ the whole curriculum, integrating with subject teaching and learning as well as students’ personal development. The skills of recording achievements, reviewing progress and action planning could be developed in the related areas.

SLP processes

• Collect, select and present achievements

• Reflect on strengths and weaknesses

• Review progress

• Recognise potential

• Identify realistic goals and targets

Where in school life do these processes take place?

SLP Processes in School life

• OLE• Personal development programme (e.g. goa

l setting and study plan)• Learning contract/diary• Pastoral care• After-school support programme• Subject learning and progress• etc…

Change Agents

• VPs

• OLE and SLP Committee

• Career masters

• ECA masters

• Class teachers

• Parents

• Big brothers and sisters

• others?

Their Roles?

• Select appropriate strategy to implement SLP• Prepare teachers and resources (e.g. SLP tool) to assi

st students in the SLP building process• Integrate SLP with the relevant existing practices of

promoting whole-person development (including OLE relevant programmes and subject learning)

• Engage students in building their SLPs (e.g. student understanding and ownership; sufficient OLE opportunities for student participation)

• Create time and space for SLP-related activities• Determine the cycles of reporting to students• ……

Collection of Experiences

School teams records, community service, ECA, etc.

Improvement Plans

What could SLP tell you about the student?

SLP template in WebSAMS

• Student Particulars• Academic Performance• Other Learning Experiences• List of Awards and Major Achievements• Performance / Awards and Key Participation

Outside School• Student’s Self Account

Issued by school

Provided by students

outside school

Student Particulars

Academic Performance in School

Understanding in-school performance in academic subjects

Knowing the topics of key projects involved.

Other Learning Experiences

Description shows learning goals, knowledge, generic skills, values and attitudes developed

Major OLE components)

Role of student

evidence of achievement

Awards and Major Achievements issued by School

Information on awards and achievements issued by the school

Performance / Awards and Key Participation Outside School

Performance outside school

Readers could ask student to produce evidence against each entry if necessary

Student’s ‘Self-Account’

-Highlight impressive learning experiences and how skills and attitudes learnt.-Provide information on personal goal-setting or careers aspiration.-Highlight a particular skill / ability possessed.

SLP documents ALL learning records.

SLP = Learning Portfolio

Electronic tool is a MUST.

SLP is ONLY for university admission.

School MUST use the tool from EDB.

Promoting SLP in school is the responsibility of IT TEACHER.

MYTHS

- Workshops on WebSAMS SLP Module

- Quality Student Involvement in SLP

Professional Development Programmes for SLP

OLE/ SLP Leadership八大誤區

1. 本末倒置 – time vs quality, SLP vs OLE

2. 數量取勝 – quality vs quantity; items on SLP

3. 崇尚功利 – extrinsic vs intrinsic; Academic vs Non-academic

4. 捨近取遠 – cost/ manpower vs benefits; e.g. in-school CS

5. 盲目跟風 – existing vs ideal (e.g. SLP tools)

6. 濫竽充數 – non-prescriptive; highlight professionalism/ school character-building

7. 輕視藝術 – structured learning vs activities;

8. 缺乏统籌、各自為政 - distributed leadership, learning-centred leadership, connected leadership

http://cd1.edb.hkedcity.net/cd/lwl/ole/article2.html

OLE and SLP details (including relevant examples) in Senior Secondary Curriculum Guide (SSCG)

http://www.edb.gov.hk/index.aspx?langno=1&nodeid=7078

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