curriculum reform: review & reflections seminar for shatin methodist college 13 june 2003
TRANSCRIPT
Curriculum Reform: Review & Reflections
Seminar for Shatin Methodist College
13 June 2003
What is the Curriculum Reform in HK?
Seven Learning Goals
Short-term Targets (2001-2006)
IT for Interactive Learning
Moral & Civic
Education
Project Learning
Reading to Learn
1) Promote Learning to Learn through 4 Key Tasks
Short-term Targets (2001-2006)
3) Review schools’ current work, formulate curriculum development plan at their own pace
Critical Thinking Communication Creativity
2) Infuse Generic Skills into Learning & Teaching of 8 Key Learning Areas
A partnership, incremental & “ecological” model of change
Short-term Targets (2001-2006)
Reflection Upon Changes
Reflections Upon Changes
1. Change in “level/quality” of concerns:
2000 – What are the reforms?
2001 – How to do it ?
2002 – What is the impact?
2003 – How to do it better?
The Reports
4 Key Tasks
Knowledge Fair 2002
Linked to Learning Goals,Knowledge Transfer
Shift in discourse – focus on learners/ learning goals, learning & teaching strategies & assessment
Reflections Upon Changes
2. Understanding of complexity of change- e.g. connection between curriculum-teacher-school development, pedagogy, learning & teaching resources
Reflections Upon Changes
Student Learning
CurriculumDevelopment
Teacher Development
School Development
3. Flexibility & autonomy - more valued and effectively used
Reflections Upon Changes
4. Authentic experiences in planned & unplanned change through SARS & post-SARS development- tolerance of uncertainty & new views of knowledge
5. Emerging learning culture & capacity building in schools- through action research, collaborative lesson preparation, peer observation, & reflective practice among heads & teachers, other forms of learning
6. Co-ordinated developments- e.g. time-tabling, funding
7. New form of “governance”, partnership involving schools & community- neither solely top-down nor bottom up
Reflections Upon Changes
Reflections Upon Changes
8. Roles of Teachers Transmitter Facilitator Resource person Counsellor Assessor
9. Effective Classroom Practices Clear learning focus More “space” to students Positive feedback to students Co-operative learning
Reflections Upon Changes
10. Impact on Students
Reading more widely
Willing to express themselves
Interest in learning
Reflections Upon Changes
What are the Problems?
Moving targets & ever-rising expectations Teachers’ dilemma in schools How to align assessment & exams with curriculum cha
nge?• Valid assessment vs reliable assessment• Fairness of assessment vs fairness of scoring• Quantity & quality• Continuous & summative assessment• Making good use of assessment data to inform learning & teaching
Other necessary changes - exit points, reform of senior secondary education, university education, teacher education systems
How do we know the results of curriculum reform
– assessment & evaluation
Assessment for Learning Resource Bank
Basic Competency Assessment System programme
Development of levels of learning outcome with descriptors & exemplars
Improving public examination system
Standard-referenced assessment for Eng & Chi
More open-ended questions
More school-based assessment
Assessment of students
1. Evaluation Survey An annual evaluation survey on implementation of who
le-school curriculum as well as KLAs for 3 years A composite stakeholder survey on education reforms
to be responded by parents, public, heads, teachers
2. Programme evaluation on major strategies, e.g. seed projects, PSM(CD), seconded teachers
3. Focus group interviews: teachers, heads, parents, employers
4. Student assessments
Evaluation of Directions, Programmes, Strategies, …
5. Others: Informal Evaluation Informal feedback from parents, employers
Other documentary sources
Observation
Media response
Evaluation of Directions, Programmes, Strategies, …
Education & Manpower Bureau http://www.emb.gov.hkCurriculum Development Institute http://cd.emb.gov.hk