new teaching & learning strategy – self-discovery learning aimsmeans arouse students’...
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New Teaching & Learning Strategy –
Self-Discovery Learning
Aims Means• Arouse students’ interest and enthusiasm in learning Liberal Studies
Teachers as facilitator and not transmitter of knowledge. Students take initiation and control over their learning sense of ownership in learning Redesigning of the S1-3 school-based curriculum focus on the learning process and outcome.
New Teaching & Learning Strategy –Self-Discovery Learning
New Teaching & Learning Strategy –Self-Discovery Learning
Aims Means
• Improvement on the various generic and communication skills of students
Group project presentation Report / Essay writing critical thinking Base group discussion sharing & report Giant poster drawing Collaborative team works Project-based learning – collection, selection, organization and presentation of data.
New Teaching & Learning Strategy –Self-Discovery Learning
Step 1 Step 2 Step 3 Step 4 Step 5
General introductionof the main issues of the topic by teachers
Students engage on their own research work
Student presentat-ion
Q & A and peer evaluation
Teacher’s summary and consolid-ation
Step 1: Instruction guideline to students • At the beginning
of each unit, teachers give students a task to complete, outlining the main together with an assessment rubric for the evaluation of students performance.
Project Planning
Level 1 Level 2 Level 3 Level 4
Action Plan Develop-ment
No constructive time plan and action plan are developed.
Able to develop brief time plan and action plan under teacher’s supervision.
Able to develop constructive and feasible time plan and action plan under teacher’s supervision.
Able to develop constructive and feasible time plan and action plan independ-ently.Level 1 Level 2 Level 3 Level 4
Informat-ion Presentat-ion
Unable to fully understand the information collected and make errors in presentation. Fail to present the information in an effective way which facilitates readers’ understanding.
Able to understand the information collected and able to present it accurately, but fail to present them in an effective way which facilitates readers’ understanding
Able to understand the information collected and able to present it accurately. Show efforts to present the information in an effective way which facilitates readers’ understanding
Able to understand the information collected. Able to present the information in an effective way which facilitates readers’ understanding
Stage 2: Students engage on their own research work
Students assess websites to search for information
High degree of collaboration and cooperation team spirit
Stage 3: Student presentation
S1E students presented the giant poster of “Origin of the Earth” Mythical explanation
concerning the origin of the earth
Stage 4: Question & Answer Time
Students answer questions from their classmates
Students shared their feeling of investigating the origin of the earth.
Stage 5: Teacher consolidation
To summarize the unit, teacher introduces basic information concerning the earth with the aid of the globe.
Concept-based instruction
Facts
Facts
Facts
Facts
Arguments/principles
Arguments/principles
Arguments/principles
Concepts
Learning & Teaching
Input Output
Process
Teachers MUST be reflective practitioners
Evidence-based Assessment
Teacher Portfolio Student PortfolioSchool-based Curriculum
Cooperative Learning
Learning & Teaching
Input Output
Process
Teachers MUST be reflective practitioners
Evidence-based Assessment
Teacher Portfolio School-based Curriculum
－
Cooperative Learning
Student Portfolio
Cooperative LearningCooperative Learning
3-4 student in one Base Group
experience sharing ; mutual support continuous assessment ; self-directed learning
3-4 student in one Base Group
experience sharing ; mutual support continuous assessment ; self-directed learning
Positive Interdependence 互賴達標
Individual Accountability 個人承責
Face to Face Interaction 積極互動
Social Skills 社交技巧
Group Processing 小組反思
5 Basic Elements of Cooperative Learning5 Basic Elements of Cooperative Learning
Base Group Roles
Base Group Head(coordinates group meeting/activity and acts as a bridge between group members and class teacher/mentor)
Secretary(Responsible for writing weekly group process report)
Quality ControllerEnsuring group members can catch up with their studies and enjoy school life
Housekeeper(Responsible for ensuring groups members have submitted in their home assignment, reply slips, etc.)
Cooperative Learning
Peer Review
(proof-reading)
Cooperative Learning
Peer Coaching
Think-Pair-Share
High achievers helping low achievers
Paradigm Shift in & Assessment
• From formal assessment of learning to continuous assessment for learning using standard-referenced criteria.
• Examination only constitutes 50% of the total scores. The other 50% consists of– Homework assignments– Uniform tests– Informal quiz– Base group report & presentation
Using standard-referenced criteria in newspaper cutting assessment
Level 5 Level 4 Level 3 Level 2 Level 1
Appropriateness of the choice of issue/ news (if applicable) and
originality
Students choose the news
appropriately with importance.
Students use their own words to write
the journal.
-
Students choose the news with fair importance and
appropriateness. Students partly use their own words to
write the journal and partly copy from the
news.
-
Students choose a piece of irrelevant
news.Students directly
copy and paste the content of the news
as their journal entry.
Application of concepts
More than 4 concepts are
applied appropriately with
explanation.
Only 4 concepts are applied
appropriately with explanation.
Only 3 concepts are applied
appropriately with explanation.
Only 2 concepts are applied
appropriately with explanation.
Only 1 concept is applied
appropriately with explanation.
Depth of the description
Abundant information is given. All explanations are
clearly presented which could help to
facilitate the understanding of
the readers.
Basic and sufficient
information is given and most of the explanations are clearly presented.
Basic information is given and most of
the explanations are presented
superficially.
Insufficient information is given. Some of the ideas
are explained vaguely.
Insufficient and irrelevant
information is given. Most of the ideas
are explained vaguely.
Demonstration of critical thinking
Three or more than three arguments
with abundant and strong evidences
are given.
Only three arguments with
sufficient evidences are given.
Two arguments with abundant and
strong evidences are given.
Only 2 arguments with evidences are
given.
Only 1 argument is given.
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S3 Project Round Table Assessment